Election 2026: Four candidates vying for seats on Reed school board as bond measure looms
- Emily Lavin
- 49 minutes ago
- 21 min read
The four candidates vying for three seats on the Reed Union School District board of trustees include two incumbents who say they want to build on what they’ve already accomplished in office and two newcomers who each say they would bring a different perspective to the board.
Current board members Mike Ghaffary and Shelby Pasarell Tsai and challengers Krupa Antani and Lina Godfrey are competing on the Nov. 3 ballot for the open spots on the five-member board.
Election 2026: Read complete coverage at thearknewspaper.com/election2026
Pasarell Tsai is seeking a second term after winning one of three seats in a four-way election in November 2022; she is the board president. Ghaffary was appointed to the board in February to fill the seat of longtime board member Sherry Wangenheim, who resigned in December 2025 with one year left on her term to move to London with her family.
The third seat belongs to Afsaneh Zolfaghari, who chose not to seek a third term.
The board race is one of two decisions facing Reed Union School District voters on the Nov. 3 ballot. Residents in the district, which includes Tiburon, Belvedere and east Corte Madera, will also decide whether to approve a $115 million bond measure that would fund upgrades at all three district campuses.
If the bond measure wins the 55% approval needed to pass, the winners of the board race will join their two other colleagues in overseeing how those funds are spent. The fate of the bond measure is just one issue facing the Reed district; other key initiatives for board candidates include continuing efforts to challenge all students academically, to balance the district budget without sacrificing student programs and to look critically at how technology is used in the classroom.
Ghaffary says financial background brings value to board
Ghaffary, 46, has lived in Tiburon for nearly seven years with his wife, Sophia, who serves on the board of the Belvedere-Tiburon Library Foundation. The couple has two children: Arthur, a seventh grader at Del Mar Middle School, and Aya, a fifth grader at Bel Aire Elementary School.
Ghaffary earned undergraduate degrees in computer science and political science from the University of Southern California and a master’s in business administration and a law degree from Harvard University. He is an inactive member of the California bar.
He is a general partner at venture-capital firm Burst Capital. His previous work includes stints as a partner at investment firms Canvas Venture, Social Capital and Summit Partners. He has invested in Strava, Superhuman, CloudKitchens and Philz Coffee, among others.
He also was CEO of Yelp’s Eat24 subsidiary from 2015 to 2017 after serving as the company’s vice president of business and corporate development from 2010 to 2015. In addition, Ghaffary co-founded media company Stitcher, which focused on streaming news and talk audio programs on demand. He left Stitcher in 2009; the company was acquired by SiriusXM in 2020 and closed in 2023.
Ghaffary estimates he has served on 15 nonprofit and for-profit boards, including a 10-year stint on the board of educational nonprofit Year Up Bay Area. He also served for about a year on the Tiburon Parks, Open Space & Trails Commission, stepping down after he was appointed to the Reed board.
He said he initially applied for the interim seat because he saw it as a great way to serve the community, calling the district “potentially the most important thing about Tiburon, Belvedere and east Corte Madera.”
“It’s a lot of the value of what Tiburon is,” he said. “If you remove the schools, it would be a totally different place. The schools and the education system are kind of at the cornerstone of all of it, and the ecosystem is kind of built on that.”
He said he decided to run for a four-year term because he feels his background and board experience have been useful in his short time in the seat.
“One thing I was really evaluating was, is there really the impact that I thought there might be? Am I able to contribute on the board?” Ghaffary said. “I was pleased to find that I think I can.”
If he is elected, Ghaffary said, among his top priorities would be encouraging the district to develop responsible guidelines around technology use in the classroom, ensuring the district continues to support and challenge all students academically and continuing to plan for the district’s long-term fiscal stability.
He pointed to his ability to be an “effective motivator” and his financial acumen as skills he would continue to bring to the board.
“I have experience in thinking through budgets, thinking through financial planning and projects and being disciplined with resources we’ve been trusted with, making sure we’re using them effectively and we have controls and systems around that,” he said.
Pasarell Tsai eager to address key issues in second term
Pasarell Tsai, 51, has been a Tiburon resident since 2013. She’s married to Tiburon Planning Commissioner Jeff Tsai, and the couple has two daughters who attended the Reed district: Ella, who is now a freshman at Swarthmore College in Pennsylvania, and Charlotte, who is a freshman at The Branson School.
Pasarell Tsai spent her early childhood in Puerto Rico before her family relocated to California. She graduated from Stanford University with a bachelor’s in human biology and earned a law degree at the University of Chicago. She spent two decades as a practicing attorney and is now the Tiburon-based vice president of operations and business development for CIP Partners Inc., a real-estate development company that focuses on sustainable projects in Puerto Rico.
She previously volunteered as the vice president of family giving for the Foundation for Reed Schools and serves on the board of the YMCA of San Francisco, where she chairs the development committee.
Pasarell Tsai said she chose to run for a second term on the board in part because she really enjoys the work and being involved in the community.
She also said she thinks it’s important for the board to have some continuity with the departure of Wangenheim, who had served for eight years, and the pending departure of Zolfaghari, who is in her eighth year of service. In the two seats not up for election this year, Liz Webb has served since February 2020 and Sandeep Sahai since November 2024.
“A certain level of stability will be important going forward,” Pasarell Tsai said.
She said she believes her experience as a lawyer brings value.
“I think it’s really important having a lawyer on the board in terms of policy, and you bring a different perspective on being able to sort of look around corners that is inherent in the training of being a lawyer,” she said.
Pasarell Tsai noted that during her tenure, the board worked to increase transparency, including livestreaming its meetings and creating district committees to involve more community members in initiatives; created a board policy governing reserve levels to ensure the district can continue operations in the event of an emergency or natural disaster; and renegotiated the leases with tenants at the district-owned Granada campus in east Corte Madera to create an additional $180,000 in annual revenue.
She said she’s also proud of the work the board has done to implement a state-mandated transitional kindergarten program with no additional state funding, to add counselors to its three campuses and to make “meaningful progress” toward closing the achievement gap, though she added there is “more to do on that.”
Pasarell Tsai pointed to the passage and implementation of the facilities bond measure as being “incredibly important to our district,” noting it’s been 20 years since the buildings were last updated.
“I think the board and certainly I take very seriously asking taxpayers for additional money, and we wouldn’t do it if it wasn’t required,” she said.
If she were to win a second term, she said, a focus would be increasing academic rigor for all students. She pointed to a change the district made beginning in the 2023-2024 school year to have all seventh-grade students take accelerated math as an example of how differentiated learning can be successful.
“Doing a really deliberative process around that has shown that we are able to push rigor to all of our students without losing gains for the top kids and also not losing the kids who need additional support,” she said. “More work needs to be done at pushing that model out across the broader school district.”
She also said the board needs to continue to work toward balancing its budget “while continuing to support our staff in a very expensive cost-of-living area.”
Other priorities, she said, would be continuing to help build community and inclusivity on campuses and taking an “informed and thoughtful look” to ensure technology is not being “overused” in the classroom.
Pasarell Tsai said that she has met regularly with parents and community members during her time on the board to hear their thoughts about pressing issues, and she pledged to continue doing that if reelected.
“I never believe that I know the full picture. Other people’s perspectives are really important to understanding and making better decisions,” she said. “I’m proud of what I’ve been able to do and think that I can continue to move the ball forward in this community.”
Antani points to teaching experience, community involvement as assets
Antani, 41, moved to Tiburon from San Francisco about 3½ years ago with her husband, Snehal, and their three children: 11-year-old Ari, who is in sixth grade at Del Mar; 7-year-old Aashvi, who is in second grade at Reed Elementary School; and 5-year-old Aarnik, who started kindergarten at Reed this year.
Antani grew up in New Jersey and earned her bachelor’s in biology and neuroscience from Rutgers University. She stayed in the state for graduate school, earning a master’s in educational technology.
She spent three years as a public educator in New Jersey, teaching third grade and sixth- and eighth-grade science. She has also served as the director of community engagement for the Golden Gate Mothers Group and as the community fundraising chair for Laurel Hill Nursery School in San Francisco.
She’s currently an active volunteer in the Reed district, where she’s held PTA leadership roles at all three school sites and volunteered with the Foundation for Reed Schools. She said the favorite projects she’s participated in include helping to organize last year’s fifth-grade community service project at Bel Aire, where students made 150 lunches for the Ritter Center in San Rafael, and helping with last year’s book drive at Reed Elementary that collected thousands of books for the Book Exchange of Marin, which provides free books to children from under-resourced Marin communities.
Antani said she was inspired to run for a board seat because she cares deeply about public education and thinks the Reed district is “exceptional.”
“I want to just not only protect what’s already there but then strengthen what we have,” she said.
She said the district faces a big question as it seeks to pass the facilities bond measure: “How are we keeping up academic rigor and maintaining staff as well as improving our facilities to compete with neighboring districts?”
“I think I can help to guide what direction the schools are going in and helping make those big decisions,” she said.
She said if she were to win a seat, her priorities in office would include making sure the district is following its 2024-2030 strategic plan. She noted that means focusing on the whole child, including academic rigor and social-emotional learning.
Antani said she would also prioritize using the district’s Local Control Accountability Plan — a state-mandated document that requires districts to outline their priorities and track student progress — as a guide to better understand whether the funds being spent for interventions and academic programs are resulting in the desired outcomes. She also said that if the bond measure passes, it will be the board’s duty to ensure that the funds “are spent responsibly” with “oversight and transparency to the broader community.”
Antani said the biggest strength she would bring to a board seat is her perspective as a former teacher and a current parent. She noted her volunteer work on campus has connected her to many members of the district community.
“I have a physical presence in those schools, and I also know what it’s like to be in the classroom trying to meet the needs of every child,” she said. “I have both those lenses.”
As a board member, she said, she would fall back on a family motto: “Be a learn-it-all, not a know-it-all.”
“If I’m elected to the board, I think the first few months are asking questions, learning from the experts and getting all that community feedback before being able to help make thoughtful decisions,” she said.
Godfrey aims to represent variety of stakeholders, amplify diverse voices
Godfrey, 36, has lived in Tiburon for 11 years. She and her husband, Dave, share four children between the ages of 2 and 8, with the eldest two attending the Reed district. She’s also a stepmother to Dave’s two adult daughters, both of whom are studying at the University of California at Berkeley.
She was raised in the Los Angeles area and graduated from UC Berkeley with a bachelor’s in international development and a master’s in public health.
Godfrey, now a stay-at-home parent, worked as a strategic-advising consultant for a mix of public, private and nonprofit clients in the U.S., Latin America, Africa and Asia between 2010 and 2012. Between 2013 and 2015 she was a program designer for an integrated agricultural and family-planning intervention pilot program in Burkina Faso. From 2013 to 2018 she was a senior investigator for New York-based corporate-investigations firm Mintz Group, working for clients including corporations, nonprofits, law firms and financial and political institutions.
She’s been a member of the Tiburon Diversity Inclusion Task Force since March 2025 and also serves on the boards of Dedication to Special Education, a branch of the Marin County Office of Education, and the Marin Center for Independent Living. She previously served as board president of Belvedere-Hawthorne Nursery Schools.
Godfrey is also a disability-access advocate, successfully pushing the Reed district to make changes to the playground at Reed Elementary School to make it more inclusive for her eldest daughter, who has cerebral palsy and uses a wheelchair. She’s been active in the planning for the Marin Inclusive Playground at McInnis Park in San Rafael and is involved with the local Parents for Parks and Rec group that is advocating for upgrades to Tiburon parks.
Within the Reed district, she serves on the Local Control Accountability Plan advisory committee and the Strategic Planning Committee and has served on the district’s AI, Mosaic, and Wellness and Belonging task forces.
She said she was motivated to run for a seat on the board by her “interest to serve in my community and to make our public systems as good as they can be in a community that’s already a wonderful place.”
She also noted she attends nearly every board meeting as a member of the public, and that regular presence has given her insight into pressing issues and how the board functions.
Godfrey said she believes she brings a “unique perspective” in that her children “represent a really broad base of different learner types and the kinds of things that they need for education.”
“I think I bring representation of a lot of different stakeholder viewpoints with just my lived experience,” she said. “I’d like to throw that experience in to diversify what the board is representing.”
She said she feels it’s critical for the district to focus on “providing an academically rigorous experience for all students, wherever they are on the spectrum.”
Another priority for her if elected, she said, is increasing transparency in governance. She noted that as a member of the public, she frequently lobbied the board to host its meetings on Zoom to allow more people to view the sessions, though she added she would like to see the board take that a step further and allow for live public comment for those watching remotely.
“Engagement may be somewhat low right now, but I think it’s going to open the door to have so much more engagement,” she said of the livestreams.
She also said she’d like to make task-force meetings more accessible, with flexible meeting times and formats to accommodate both parents who work and those who have responsibilities as a stay-at-home parent. That would “show that we care to hear the voice of all these different people, not just those for whom it’s easy to show up,” she said.
As a board member, she said, she would pay close attention to community voices — “really hearing it, really taking it in” — and would work to turn that insight into action.
She said she has experience “digging into how the system works and how it can work for different families,” and as a board member wants to “be a bigger part of maximizing the benefit for all of our kids.”
Candidates agree on need to address achievement gap, continue inclusion efforts
The candidates weighed in on how the district can continue to make progress toward closing its persistent achievement gap, with all four focusing on the importance of meeting students where they are. While Reed district students continue to outperform their peers across the county and state on standardized tests, the district’s students of color and economically disadvantaged students consistently lag behind their peers in both English and math.
On last year’s test, about 81% of Reed district students met or exceeded grade-level standards in English, 79% in math.
However, just 64% of the district’s 64 Hispanic students who tested met or exceeded grade-level English standards, 72% in math. About 53% of the district’s 53 students who identified as socioeconomically disadvantaged were deemed proficient or better in English, 49% in math.
In contrast, 83% of the 471 white students, 81% of the 81 multiracial students and 90% of the 48 Asian students tested in the district were deemed proficient or better in English, while 79% of white students, 80% of multiracial students and 94% of Asian students met or exceeded standards in math.
Data for the Reed district’s Black, Native American/Alaska Native, Filipino, Hawaiian/Pacific Islander and English-language learner students were not statistically significant, as 11 or fewer students in each group took the test.
The district in recent years has taken steps to increase support for marginalized students, including partnering with The Ranch, Tiburon and Belvedere’s joint recreation agency, for an after-school tutoring program for middle schoolers. The program, now in its fourth year, is staffed by Reed district teachers and is free for the district’s low-income students.
Last year’s test scores showed gains for both groups. Math proficiency among Hispanic students rose 12 percentage points over the 2024 test. Among students who identify as socioeconomically disadvantaged, English proficiency rose 15 percentage points and math proficiency 11 points.
Pasarell Tsai noted that although the achievement gap persists, the district is seeing consistent growth in students when they leave the district.
“By the time you look at where they are in eighth grade, you are seeing those gaps really close,” she said.
She said the district would need to continue to partner with families to provide services.
“A lot of these kids are facing challenges that aren’t just what they find in the classroom,” she said. “If we want to help continue narrowing that, we need to figure out how to better support families.”
The district’s small size is an advantage, she said, as the district has the luxury of being able to provide individualized attention.
“I’m willing to invest in being a little experimental because we have the resources here to do that,” she said.
Ghaffary said he believes it’s important to raise standards for all students, from high achievers to those in the middle to those who test in the lower range or may have disabilities. The way to do that, he said, is to develop targeted, individualized approaches to learning for students across the achievement spectrum.
“We shouldn’t be afraid to offer individualized support, or support in small groups, to meet students wherever they are,” he said.
Antani said the district’s biggest strength is its committed teachers and its academic programs, and the district needs to ensure it’s partnering with families to help them take advantage of all the different supports that exist.
“The best part of public education is that there are resources in place to make sure students are receiving that support early on and that there are early interventions in place,” she said.
Godfrey said closing the achievement gap should be a high priority for the district, noting that it can be easy to overlook because those students “make up a small, small, small percentage of the school community,” meaning the district’s overall test scores remain high and “everything still looks rosy.”
She said the district’s approach to academics needs to be based on universal design — differentiated learning that offers flexible materials, goals and methods based on kids’ needs.
“An approach that is based in universal design allows all kids to kind of benefit from each other in an environment, and I think that can lift everybody up,” she said.
All of the candidates noted that students perform better at school when they feel represented and respected and said they supported ongoing diversity and inclusion efforts in a district where about 70% of students and the majority of teachers and staff identify as white. The district previously adopted a set of social-justice standards that help inform its curriculum and instruction and has a diversity and inclusion committee.
Antani said diversity and inclusion was an “intriguing question” when she entered the district “as a minority woman of color raising ethnic children.” She said she’s been “very happily surprised” by the way her family has been embraced by the community.
She noted last year she went to all the schools to talk to students about the Hindu festivals Diwali and Holi and would like to encourage more people to go into classrooms and share their culture and traditions with kids.
“I think the more exposure there is, the more appreciation there is,” she said.
Ghaffary said he’s noticed an influx of young families moving to the peninsula since the COVID-19 pandemic that has helped make the community more diverse. He advocated for the district to continue to create opportunities for enrichment that can help students better understand that diversity has many different components, including racial, socioeconomic, gender and culture.
It’s important, he said, to ensure “our students are exposed to and understand people from all different walks of life and value those different opinions.”
Pasarell Tsai highlighted the district’s efforts to partner with its PTA and the Foundation for Reed Schools to ensure underserved students have access to what she called the “soft elements” of school — school swag, for instance, or the ability to purchase books at a book fair.
That means the way those students “interact and show up on campus looks more and more like their peers that have more access to resources, which makes them feel part of the community,” she said.
However, she noted, diversity and inclusion work is “work that never ends.” She pointed to Bel Aire staff’s efforts to plan a wellness week for students and noted the board has asked staff to work on including community building and other elements in the activities.
“That’s something we’ve asked staff to continue to work on as to how we can continue to make sure all of our kids feel seen and included but also push our kids to start looking beyond the boundaries of our pretty small community,” she said.
Godfrey said she thinks the district has made the effort to do what she calls the “hearts and minds work,” the work to change perspectives and alter the language used to talk about differences. All of that is a start, she said, but she’d like the district to make diversity and inclusion “really just embedded in who we are on an ethos level,” rather than as add-on programs.
“How can we make this implicit in every decision we make because we care and it’s just obvious in how we make decisions, rather than as an after-the-fact or a cherry on top,” she said.
District budget is a focus
All candidates also acknowledged the board’s role in being responsible stewards of the district’s finances and ensuring the district achieves long-term financial stability. The district’s $34.5 million budget for fiscal year 2026-2027 projects a $1.2 million deficit, which Chief Business Official Chris Kim has said is driven by several factors, including rising special-education costs, increased personnel costs and a state mandate that requires the district to offer a transitional kindergarten program for which it does not receive any dedicated state funding.
The Reed district is what’s known as a community-funded district, meaning the funding the district generates from property-tax revenue exceeds the amount of funding it would receive from the state. As a result, the district is allowed to keep all the revenue generated by property taxes but receives minimal funding under the state’s local-control funding formula, as well as minimal federal funding.
While the district’s current budget projects slight increases in its major sources of revenue, property and parcel taxes, it’s not expecting that to be enough to keep pace with its expenditures — and that trend is forecast to continue. The district’s three-year budget outlook projects continued deficit spending of $1.5 million in both fiscal years 2028 and 2029. According to that forecast, by fiscal 2029, it would fall short of being able to fulfill the board’s economic uncertainties reserve policy, which requires the district to set aside 27% of expenditures, inclusive of a state-mandated 3%.
The district in fiscal 2026 convened a three-year budget advisory task force with the goal of supporting long-term financial planning and making recommendations for achieving a balanced budget to the board.
Ghaffary said the district should be looking for ways to create new revenue sources, something that has been a focus of the advisory task force. He pointed to underused space at the Granada campus in east Corte Madera and at the district’s three schools during non-school hours.
“I’d much rather find new revenue and have more instruction and resources than trying to cut things back,” he said, adding that he thinks there’s also value in evaluating costs that don’t receive as much attention, such as software that may be outdated and no longer needed.
Godfrey said she doesn’t think the district’s current financial situation is at a “crisis level,” but she said it’s imperative for the board to ensure that it never reaches that point. She agreed with Ghaffary in seeking new sources of revenue.
“I think there’s a big opportunity there, and I think it’s definitely not too late to leverage some of those things,” she said.
Pasarell Tsai noted the district is conservative in its forecasting — budgeting for property-tax revenue increases of 3.5% annually, for instance, where the actual increases tend to be closer to 4% or 5% — which “allows us to budget carefully and thoughtfully toward the future.”
She said a particular challenge is figuring out the best way to manage the influx of one-time money that has been flowing into schools from the state. Because those funds are limited, she said, it’s typically not prudent to use them toward ongoing costs like teacher salaries.
She said the district will need to take a careful look at staffing levels as students move through the district and enrollment fluctuates.
“I think we can continue to provide the existing level of service and continue to push rigor and balance the budget,” she said.
Antani stressed the importance of transparency and said the district must ensure it can retain top teachers and its academic programs.
“I would want to see that those funds are being spent responsibly,” she said, which involves board members asking, “Are we seeing outcomes of how money is being spent?”
Candidates weigh benefits of technology, applaud district’s focus on mental health
The Reed district has long had a 1-to-1 device program, providing a device for every student, and the larger educational push to incorporate technology got a major boost from the pandemic. Now, however, many schools are reevaluating technology use in the classroom amid parental concerns about screen time and studies that have found that digital tools have not significantly improved academic results or graduation rates.
The Los Angeles Unified School District, for instance, welcomed students back this school year with new technology policies. Students are no longer receiving district-issued laptops to take home, and the district has imposed varying screen-time limits during the school day for students in grades 2-12, with students in preschool through first grade restricted from accessing screens at all.
Godfrey said that while technology is a part of daily life, she thinks screens have become the default in more places in the classroom than the instruction requires. She said the district owes it to its students to develop “a thoughtful, intentional, developmentally appropriate framework for technology use.”
She said she’d like to see standardized grade-level guidance on how much screen time is warranted at school and for homework, and that guidance should be developed with teacher, student, parent and community input. She also said she’s supportive of “tight defaults” on district filters to allow for things like learning apps and Google Workspace “at deliberate and intentional times” but prohibit YouTube and open browsing during the school day.
“Technology use is inevitable, and it’s important our kids know how to use it responsibly and effectively as a tool that enhances their lives, their learning and their opportunities,” she said. “But we also have to be responsible about how and when we dole it out so we equip them with the broad skill set we want for them.”
Ghaffary said one of the things he’s “carried the torch for” in his seven months on the board is developing responsible guidelines around technology use.
He noted that with the district’s location in the tech-forward Bay Area and with the pandemic forcing students into distance learning, there was a desire to embrace technology and make sure the district wasn’t falling behind. That mindset has changed a bit, he said.
“I would say there’s little risk right now that we’re behind on tech, but there is risk that we might be too far on tech,” he said.
He said there are times when technology can add value in schools, such as adaptive testing, but in other cases, such as having a child read a book on a Kindle, the value is less clear.
Ghaffary said he wants the district to be a leader on what responsible technology use looks like in the classroom.
“We can really be an example that everyone can look to, not just try to play to the median or we’re just doing what everyone else is doing, but be thoughtful and forward-looking,” he said.
Antani said tech needs to be used with guidance and in moderation.
“I think there is a time and place to use some of these tools for learning,” she said, though she added that teachers should be taking advantage of technology if it can help them spend more time with their students or better meet the needs of all learners.
Pasarell Tsai said the district has done well in making technology available to students and in drawing on community expertise to develop policies around AI.
She noted the board has now asked staff to start working on clear guidelines for grade-appropriate technology use.
“That requires a really collaborative approach to really sit down and think about what is appropriate tech load to put on our kids and how are we going to divvy that out across different groups,” she said.
She said the board’s role in that process is to weigh feedback from staff and the community.
“The board is going to set the policy, but we need to hear from people who are on the ground first as to where we should be setting those lines,” she said.
Screen time is one of several things that can impact students’ mental health — and all four candidates agreed that the district makes mental health a priority, with each pointing to the district’s recent efforts to expand its counseling staff with two new part-time hires. That means there’s a counselor on each campus, as well as a psychologist at Del Mar.
Ghaffary noted the district has worked hard to have “resources to catch (students) if things escalate.” Pasarell Tsai said she believes the district is meeting students’ mental-health needs and that the addition of counselors is going to “help take that to the next level.”
She said the district needs to continue to develop its social-emotional curriculum and ensure there are supports in place for staff members, who she noted are continually being asked to do more in their role.
Antani said she’s witnessed how effective some of the district’s social-emotional instruction is through her children, including with the Kimochis program at Reed Elementary and school-wide assemblies for the older kids in the district.
“I definitely see how well the programs are going in the schools, and I think with having dedicated counselors in schools you’re only going to see more strengthening of those programs,” she said.
Godfrey said the district has generally prioritized mental health but said she would like to see it be more proactive “because sometimes it is just late when we catch these kids,” adding that often it’s the “quieter cases that slip through the gaps.”
She noted the district screens for reading difficulties and dyslexia in order to intervene as early as possible.
“I think we could apply a similar approach to behavioral health and proactively help out kids so they could thrive earlier and without as much intervention,” she said.
Reach Assistant Editor Emily Lavin, The Ark’s education and youth reporter, at 415-944-3841.