Class size matters. Students learn best when they have time for deep learning and exploration and many back-and-forth conversations with teachers and classmates.

 

Our teachers already find creative ways to make that happen, including instructional aides, co-teaching between general and special education teachers, paired classrooms, and parent volunteers. But our class sizes still aren’t where they should be.

 

I’m committed to moving toward a more sustainable system through a focused, multi-year plan that includes a board study session and a working group of teachers, staff, and families to look honestly at costs, space, and the effects on current programs.

Santa Monica and Malibu now agree that separate districts are best for students in both cities.

 

The SMMUSD board and the Malibu City Council's unanimous votes in December were a milestone.

 

My guiding principle is that no child in either community should be harmed and both districts must thrive. The negotiated agreements give each district independence and stability, and the proposed state legislation adds protections for teachers while leaving the final decision to voters. We’ll get there by working together, not against each other.

Every student deserves a safe place to learn, whatever their background, culture, heritage, or identity. Protecting our immigrant and LGBTQ+ students is both our legal responsibility and a commitment I’m proud to uphold.

 

As public education faces growing political pressure, I’ll keep putting students first, following the data, and prioritizing culturally responsive classrooms, academic freedom, and ethnic studies.

 

To close persistent gaps between student groups, I want to build on what’s working: dual language programs, collaborative classrooms, project-based learning, and alternative programs like independent study, Olympic, and OCLC. Programs should also have clear, consistent rules for everyone, and no option should fall short of state academic standards.

Our district is holding steady, but costs are rising faster than revenue because public schools remain underfunded at the state and federal levels.

 

We benefit from strong local support and Basic Aid status, but staying fiscally sound while keeping our excellence and breadth takes discipline, creativity, and advocacy. That includes looking ahead so we avoid the layoffs other districts have faced.

 

I’m glad we adopted a strong reserve policy this year, and I’ll keep pushing for clear spending priorities and staffing without redundancy.

Student mental health is a priority, and the district directed much of its one-time COVID funding toward it.

 

In Malibu, the Boys & Girls Club provides important support to students and families, while Santa Monica's services are more of a patchwork we can strengthen. On campus safety, Malibu needs emergency responders present for natural disasters.

 

When law enforcement is on campus, clear guidelines must explain why officers are there and what they can and can’t do. Discipline belongs to schools, not police.

For five years, I managed a program that brought pre-literacy and social-emotional curriculum to preschool classrooms across Los Angeles, including in SMMUSD. That work showed me how much early learning narrows opportunity gaps before they widen.

 

Investing in our youngest learners and their educators pays off for years, and it works far better than trying to catch students up later. SMMUSD can lead here, but expanding early education will require a real shift in resources and priorities.

Technology should enhance teaching and learning, not replace it. Screen time should be limited and used for specific purposes, while recognizing that some students rely on digital tools as accommodations. Our youngest learners don’t need phones or generative AI during the school day.

 

I support the phone policies adopted this year for elementary and middle schools and the upcoming high school policy, and I’m glad we’ll keep refining them.

 

In middle and high school, AI can have a place with teacher input and AI literacy so students learn to use it thoughtfully. Teachers should have discretion within clear district guidelines. Student privacy must be strictly protected, and companies should never collect student data.

Inclusive classrooms and safe classrooms go hand in hand. Getting student placements right takes clear communication and close coordination among the district, school leaders, teachers, staff, and families, with teacher input built into the process.

 

I support continued work with recruiters, our unions, and the Personnel Commission to hire more qualified paraprofessionals, especially in Malibu, where shortages are hardest. When staffing agencies fill gaps, they must meet strict standards.

Teacher burnout needs real, systemic solutions, not just advice about self-care.

 

That means more time and support for relationship-building and individualized teaching, and opportunities for teachers to learn from one another.

 

It also means a stronger social worker presence and closer collaboration between student services and education services.

 

Above all, teachers should be able to give honest feedback safely and see it lead to real change.

Tests give us useful big-picture information, but sleep, stress, and many other factors can affect results, and every test takes time away from learning.

 

I want to know whether our added assessments are improving outcomes enough to justify the lost class time, and if not, they should be reconsidered.

 

I’d like to see us grow competency-based assessment, including portfolios, student-teacher conversations, and learning goals that build over time, alongside project-based learning.

 

These approaches give teachers and families a fuller picture of growth than test scores alone. Teachers should have a real voice in assessment and curriculum decisions, and students should be heard too.