Bell Office Hours Jan ‘26
Attendees • David Bell – Trustee • Sara – Parent (MacArthur Charter board member) Arrived 10 mins late another Mother of a Kindergartner (MacArthur Charter board member) • Anna Pier writes for the Sonoma Sun – Arrived ~50 minutes late • Doris – Translator • Leigh Cavalier
ALL NOTES BELOW IN COLOR where items I had to research. Either his explanations were murky or he doesn’t understand about these items at all.
1. Governance & Trustee Preparation Governance Course Question: Are you planning on taking the Governance course? Response: Bell did not answer directly and appeared noncommittal. The overall impression was “probably not.”
2. Charter Petition Review & Preparation District Report on the Charter Petition Question: Have you read the district’s report on the charter petition?
Response: Yes.
Follow-up Question: Have you read the MacArthur charter petition?
Response: Not all of it.
Clarification Provided by Leigh: • Petition is 444 pages • Approximately half are signature pages • Roughly 165 pages are substantive content
Context: Bell has had access to the petition for approximately three months. The vote is tomorrow night. Yet he said that he did not read the Mac Arthur Charter petition in it’s entirety.
3. Next Steps: District Priorities if Financially Stable Student Achievement & Literacy Question: When the district is in a position of financial stability, how should trustees prioritize resources to increase student engagement and family participation?
Bell’s Response: • Focus on raising literacy rates • Hire reading intervention tutors during the school year • Students not at grade level by year’s end should be required to attend summer school intensive intervention • If still not proficient after summer intervention, students should be retained (held back a grade) • Bell stated there should be accountability for teachers as well
4. Instructional Models & Student Grouping Current District Program • District has adopted the SEAL Program:SEAL = Sobrato Early Academic Language, a research-based instructional model developed to improve language and literacy outcomes, especially for Dual Language Learners and English Learners. It’s widely adopted in California schools and districts as a foundation for language-rich classrooms and eventually dual-language/dual-literacy programs.
SEAL’s goal and instructional focus According to SEAL’s own description: • Centers language development for multilingual learners by building oral language, academic vocabulary, and literacy in English and partner languages. • Prioritizes instruction that makes language visible and central in all content areas. • Supports educators with professional development, coaching, and planning tools rooted in research. • Emphasizes strategies that help prevent the creation of long-term English learners by improving early language access. Key parts of the model include: • Language-rich classroom practices • Integration of oral language with literacy and content learning • Support for families and teacher collaboration • Professional learning cycles for teachers and leaders to strengthen implementation.
I added the above content for myself. I haven’t heard about this program and today at the office hours meeting was my first introduction of it. Bell knew the name but couldn’t explain much else.
Statements from Charter-Affiliated Parents • One MacArthur Charter board member stated: Students who are not at grade level should be separated by ability • The Two Pro-charter parents stated: Interventions should target students younger than 3rd grade Bell’s Emphasis • Repeatedly stated 3rd grade is a critical benchmark • Expressed desire for a “simple, measurable system”
5. Mississippi Literacy Model Reference Bell cited Mississippi as an example: This is the 2nd meeting where has brought up Mississippi as an example of a literacy program which has seen results • Previously ranked 48th in literacy • Now ranked 10th. It’s actually ranked 16th not 10th. This ranking takes into account reading proficiency by fourth grade, math proficiency by eighth grade, and high school graduation rates. • Attributed improvements to: • Standardized curriculum • Explicit phonics instruction • Retention of students not proficient in literacy Bell stated he plans ask district staff to develop a proposal based on these ideas.
The vital part which David Bell left out is it took Mississippi a full decade of implementing their program and they spent millions of additional dollars a year to pay for all the extra teachers and instruction to administer the program.
6. Language Programs & Equity Concerns TK at Flowery Elementary • No Spanish instruction currently offered • Question raised: Why not? • Leigh said, “It may be because TK is treated as an English-language readiness year that the goal may be to prioritize English acquisition for Latino students first. Data & Tracking Bell asked: • Can literacy performance be tracked: By individual class? By teacher? Or only at the school or district level? Bell stated: • Flowery has the lowest reading scores in the district Leigh looked at the Ca school dashboard for 2025 Flowery & El Verano English Language Arts are both HIGHER than Prestwood’s. Math among all these 3 schools is the same. Science is higher at Flowery & El Verano than Prestwood.
7. Dual Language Staffing Proposal Sara (Mac Arthur parent) suggested: • Bringing Spanish speakers from Spain via exchange programs • Integrating them as Dual Language teachers (Question raised but unfinished.)
8. Equity Observations Throughout the discussion: • Bell and the two Pro-charter parents repeatedly implied that Latino students are performing worse than Anglo students
9. Discipline & Student Safety Incident discussed, a serious incident previously reported at a board meeting: • Three students assaulted another student, later went to the victim’s home. One student reportedly had a gun and threatened the student’s grandfather and younger sister. The student who was the aggressor posted a photo on social media a weapon & bandana symbolizing gang colors.
Law Enforcement Clarification (from prior meeting) Chief Cutting stated: • Students were “gang affiliated,” not gang members • Emphasized this distinction • Said law enforcement monitors the situation closely • Student involved has since been expelled. Language Matters Concern raised by Leigh that: • Terminology used in discussing discipline matters • Language can escalate fear and stigma Bell’s Position • Said he lacked confidence in how the board previously handled behavior policies [I wondered why he would bring up the former board when this particular incident happened while he was on the board] • Stated he is confident now the board can handle these issues appropriately Alternative Placement • Bell referenced Headwaters as a school of last resort • Serves grades 8–12 • *Students may return to their home school after 6 months* Decisions about return are made based on each student’s rehabilitation and educational progress, not a fixed timeline.
10. Safety Framing Concern During discussion of the violent incident: • Only question raised was whether white students feel safe • Question raised by Leigh: What about Latino students? No response was given
11. Charter Appeal Path Bell described: • Steps charter proponents can take if they proceed beyond the Trustee Appeal to : SCOE, then Dept of Ed
12. District Staffing & Budget Staffing Costs Bell discussed: • Cutting district staff to save money • Claimed: 4% of the district budget is staff pay & benefits • Spending over that triggers a penalty [NOT TRUE, he MISSPOKE] There is no 4% statutory cap on how much SVUSD can spend on district staff pay and benefits, nor a specific “penalty” triggered by exceeding it. Trustee Bell’s statement is likely a misunderstanding or misremembering of: • a specific categorical grant requirement, • a budget guideline or internal target, • or something from county office oversight language that was misinterpreted.
13. Special Education Disparities Anna Pier stated: • Latino students are disproportionately represented in: • Special education • IEP designations • That afternoon I call Troy Knox at the District Office, he said the numbers are not disproportionate but only slightly more due to English language acquisition.