[Centerfold] MythBusters:
Food Edition, pgs. 10-11 [Forum] Islamic relations discussed, pg. 6 [Features] Awkward is not a Homecoming theme pg. 8
[Entertainment]
Staffers explore alternative ways to exercise, pg. 15
[Sports] Fall sports kicking off the season, pg. 18
Henry M. Gunn High School 780 Arastradero Road Palo Alto, CA 94306 Palo Alto Unified School District
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District adopts developmental assets Project Safety Net aims to build resilience in students and provide support Ashley Ngu
News Editor
ry Hen
Liu
A framework of school staff, physicians, parents and local organizations, collectively called Project Safety Net (PSN), has come together to promote the communitywide adoption of the Developmental Assets. The list, which originates from a PSN partner organization named Project Cornerstone, contains 41 assets and acts as a blueprint for a web of support from which young people can become resilient adults. PSN was created in the summer of 2009 in response to the student suicides during the 2008-2009 school year. Along with numerous Palo Alto city representatives, the Palo Alto Unified School District (PAUSD), the Palo Alto Council of ParentTeacher Associations, two local hospitals and several youth service organizations, PSN members have c r e at e d a c omp r ehen sive community-based mental hea lt h pla n gea red t owa rd s a dd r essi ng the overall health of youth in Palo Alto. The plan recommends 22 strategies that are assembled into three topic areas: education, prevention and intervention. As a central component of this plan, the developmental assets were introduced to the Palo Alto community as a resource detailing the essential components in successful and thriving youths’ lives. Forty assets were originally identified by the Search Institute, a non-profit youth research organization, while the 41st asset was added by Project Cornerstone to reflect the importance of cultural diversity in the Santa
Clara community. “The importance of the 41 developmental assets for all children and youth is most easily understood if we think of each one of them being one of the building blocks of healthy development,” School Partnership Director of Project Cornerstone Linda Silvius wrote in an e-mail. The assets are separated into two groups. The first group consists of external assets, which include outside support, empowerment and the enforcement of boundaries. Building these external assets is outside the control of an individual youth. These assets, such as family support, positive peer influence and the involvement of adult role models, are the responsibility of other community members. “The Search Institute notes that adults build assets for youth ‘by creating thousands of moments in time when young people feel valued, respected and known’,” Silvius wrote. “What the children and youth of Santa Clara County tell us through the asset survey is that we adults need to do a better job in creating those thousands of moments in time.” The second group, the internal assets, encompasses the individual’s own conscience, principles, identity and personal commitments. Silvius pointed out an example she discovered in article with Gunn student interviews.“What caught my attention was that those students wanted to have training in peer counseling,” she said. “Students wanted to be given the skills to make a positive difference in the lives of their friends— that is asset building at its best!” In 2005, almost 14,000 students from fourth to twelfth grade were surveyed by Project Cornerstone. The results showed that those with more assets are increasingly likely to help others, maintain good health, overcome adversity and exhibit more positive behaviors overall. On the other hand, those with fewer assets are more likely to become involved with alcohol, skip school, exhibit anti-social and other negative behavior. “There is also a slight gender difference though it is not a statistically significant difference,” Silvius said. “Some of the thinking on why girls have slightly more assets on average than boys do is the fact that in general, girls are more relationship oriented than boys —but again, it’s not statistically significant.” On the whole, the hope for the promotion of asset building is for each boy and girl to eventually have 31-41 assets. From the 2005 survey, it was ASSETS—p.2
School, state budget reductions impacting district schools Tiffany Hu & Annie Shuey
Entertainment Editor & Managing Editor
District Budget This year, the Palo Alto Unified School District (PAUSD) has seen $3.8 million, or a little over two percent of the overall budget, slashed. According to PAUSD Co-Chief Business Officer Cathy Mak, cuts made in order to balance the budget include increased elementary and secondary class sizes, the reduction of ten classified administrative and support staff positions, and the decision to close middle school swimming pools from November through March. However, PAUSD has not been as greatly affected as other districts in the state have. “What brings Palo Alto ahead is
community support,” Mak said. “Lots of basic aid districts have to make difficult decisions. With us, we have the backing of the community.” As a basic aid school district, PAUSD receives only minimal categorical funding from the state for specific programs and mainly relies on property taxes and community support for funds. In contrast, the majority of school districts in the country are revenue limit districts that are funded almost entirely by the state based on average daily attendance. According to PAUSD Fiscal Services Manager Yancy Hawkins, California is requiring basic aid districts to take their “fair share reductions” in categorical funds while most revenue limit districts are cutting at least five
percent of their budgets, and often more. “As tough as it is for us, it’s tougher for other districts,” he said. “We’re lucky because we’re insulated a little more due to our community support.” In addition to taking fair share reductions, PAUSD is also experiencing a downturn in property taxes, its main source of revenue. “An advantage of being a basic aid district is that we have more resources,” Mak said. “The biggest disadvantage is the uncertainty of property taxes. Property taxes fluctuate from year to year because they reflect the economy. This year, it was almost flat.” According to Mak, another disadvantage is that property taxes do not adjust for student enrollment growth. “In Palo Alto, we have an annual student growth
of two to three percent,” she said. “It is a cost we have to factor in—we have more students in the district, but no additional revenue.” In an effort to regain some funding lost due to reductions and property taxes, the school board proposed a parcel tax, Measure A, in May. The measure passed overwhelmingly with a close to 80 percent yes vote, and will remain in effect for six years. “The passing of the parcel tax is amazing for our schools,” Principal Katya Villalobos said. Hawkins describes PAUSD’s solution to the reduced funding as a three-legged stool composed of parcel tax funds, cuts wherever possible and the district’s savings reserve from when property taxes were booming. According to Mak,
open positions for employment are also being evaluated carefully by senior management and Superintendent Kevin Skelly with positions being filled only if necessary. Gunn Budget Because of the district budget cuts, changes are being made at Gunn and Palo Alto High (Paly). However, according to Villalobos, affectedsame,”d. “The goal is to be financially and fiscally responsible for our students.” According to Villalobos, class periods were tightly allocated this year. However, despite the soft hiring freeze imposed throughout the district last spring, Gunn has been able to backfill staffing holes. Unlike many other schools in the BUDGET—p.3