Administration 

Report 

Principal

 Chuck Wade

Looking Ahead: Updates to Class Scheduling and Change Requests for 2026–2027
     At the beginning of this school year, one of our math courses started with sections carefully balanced at about 24 students per class. Over time, as individual schedule changes were made—often for understandable reasons, and often requiring additional shifts—those sections gradually became uneven. Today, some classes have as few as 17 students, while others have grown to more than 30.
     Over time, these kinds of shifts can lead to very different classroom experiences for students and make it harder for teachers to provide consistent levels of support across sections.
     As we plan for the 2026–2027 school year, we’re refining how we approach student schedules and class change requests so we can better support all learners.
We care deeply about creating engaging, supportive, and academically strong learning environments for every student. A big part of that is building balanced classes, ensuring fair access to courses, and maintaining enough stability so that both students and teachers can fully settle into the work of learning.
     In recent years, we’ve done our best to accommodate a wide range of schedule change requests whenever possible. Moving forward, due to shifts in enrollment and staffing, and in order to provide the most equitable learning environment we can for all students, we will take a more structured and consistent approach. That means students may not always receive their first choice in every class, and schedule changes will be more limited than families may have experienced in the past. Requests based on preferences—such as a specific teacher, class period, or social considerations—are not considered valid reasons for a schedule change, and all requests must meet clearly defined educational criteria within an established timeline.
     At the same time, when something isn’t working for a student, we won’t ignore that. Our first step will always be to provide support within the classroom—through teachers, counselors, and additional resources—before considering a schedule change.
We know this is a shift, and we want to be upfront about it. This approach helps us take care of the whole system—so that class sizes stay balanced, courses remain accessible, and every student has the chance to learn in a stable, well-supported environment.
     Students will continue to receive guidance during the course selection process, and we strongly encourage thoughtful planning when choosing classes. Our counseling team works closely with students to help align course selections with their goals, interests, and graduation requirements.
At the start of each semester, there will still be a short adjustment window when schedule change requests can be submitted. After that, changes will be made only in rare and clearly documented circumstances, such as placement errors or missing graduation requirements. Until a change is officially approved, students should continue attending their assigned classes.
     This updated class change policy will be formally incorporated into Administrative Regulations connected to Board Policy in June, and we’ll share the full details with families once that process is complete.
     We know schedules matter a lot to students and families, and we appreciate the partnership it takes to do this work well. Setting clearer expectations now helps us create a more consistent, equitable experience for all students—and sets a stronger foundation for the year ahead.

Department News: 

Ethnic Studies: Ethnic Studies and Instrumental Music classes, joined by some lucky AP Gov, META, and Stagecraft students, were treated to a special performance and presentation by Harlem of the West, in association with Healdsburg Jazz. Students learned about the history of the Harlem Renaissance, and how San Francisco became a “Harlem of the West” in the post-war period. Kaitlyn Lambert and Cambree Hardy performed a swing dance and did a wonderful job of bringing history alive.                                                                          Ethnic Studies and Global Studies students made zines for this year’s Zine Fest, held at Coddingtown Library on Saturday, May 2. Ethnic Studies students Celeste Chavez and Iris Seligson led a workshop on making perzines at the event and did an amazing job. We are so proud of them! Ethnic Studies also had a booth where community members and attendees could purchase their work.

The Social Science Department hosted Law Week at the end of April. Speakers from the Sonoma County Bar Association presented to Social Science classes on the theme of “Legal Issues in a Student’s Life,” including topics on Freedom of Speech/Expression; Fourth Amendment Search and Seizure / Expectation of Privacy; School Safety; and Immigration.
Vietnam Veteran Fred Ptucha presented to Advanced Placement United States History classes and invited students to consider the impact of war on an entire generation and what lessons we can learn from the Vietnam War that connect to current events.

Global Studies: Global Studies students had their final round of Intergenerational Conversations, this time on the topic of Migrations and Climate Change. We are so grateful to our local seniors for their kindness, wisdom, vulnerability, and their willingness to connect!

Events

Fundraising - Last Chance on Shed

Construction Class

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