I am Savannah Sturges and I am the Secretary for AACV. This is my third year in AACV and my seventh as an Administrator in San Diego. I've been in education for 15 years and started my career as a special education teacher. I am excited to serve on AACV and support my colleagues in a collective manner.
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Veronica Valdivia is the current AACV Secretary/Treasurer.
*Name**Title*Donis CoronelChief NegotiatorPaulina Martinez-PerezBargaining ChairVeronica DelgadoBargaining Team MemberRuth Diaz de LeonBargaining Team MemberMayra ReyesBargaining Team Member
*Name**Title*Donis CoronelChief NegotiatorPaulina Martinez-PerezBargaining ChairVeronica DelgadoBargaining Team MemberRuth Diaz de LeonBargaining Team MemberMayra ReyesBargaining Team Member
*Name**Title*Donis CoronelChief NegotiatorPaulina Martinez-PerezBargaining ChairVeronica DelgadoBargaining Team MemberRuth Diaz de LeonBargaining Team MemberMayra ReyesBargaining Team Member
*Name**Title*Donis CoronelChief NegotiatorPaulina Martinez-PerezBargaining ChairVeronica DelgadoBargaining Team MemberRuth Diaz de LeonBargaining Team MemberMayra ReyesBargaining Team Member
“I am OUSD” is a motto that Martel Price is proud to embrace as an alumni and longtime employee of Oakland Public Schools. Martel is the Principal at OUSD’s flagship High School, Oakland Technical High School.
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Martel was born in Los Angeles, and moved to Oakland when he was one month old and he attended OUSD schools throughout his childhood. After graduating from Skyline High School in 1992, he pursued a Bachelor's Degree in American Studies at the University of California, Santa Cruz. Upon graduation in 1996, he joined a local trade union (L.U. 510), before deciding to become a teacher in 1999. After 15 years of teaching, 8 of them at Oakland Tech, he decided to obtain his Master’s Degree in Administrative Leadership from California State University East Bay. After doing so, he was fortunate enough to be able to step into a leadership position at Oakland Tech, where he worked as the 9th grade Assistant Principal for six years. He became...
Rachel has worked as a teacher, TSA, and now finishing up a 5th year as principal of Glenview Elementary School. Rachel is committed to OUSD and our students and wants to see the district thrive. Rachel is motivated to seek consensus whenever possible, can work with anybody, relying on their sense of humor when things are hard. Rachel loves Oakland and wants to keep the talent we raised here in this district through bargaining and advocacy for improved working conditions.
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Simone Delucci is the Restorative Community School Manager at Frick United Academy of Language! Simone is passionate about the work that we do! Simone is a life-long East Oakland resident, bringing in restorative practices perspectives as an experienced CSM and advocate for ...
The U.S. Department of Education’s unprecedented decision to withhold nearly $6.9 billion in critical K-12 federal funding is causing immediate and widespread disruptions in school systems across the country—putting essential programs, staffing, and ultimately, student success at serious risk.
With just weeks before students return to classrooms, school districts and state education agencies are finalizing their plans for the new school year. This abrupt and unexplained funding delay has thrown those preparations and their budgets into disarray. Districts are being forced to slash programs, freeze contracts, and halt hiring. School leaders now face the impossible task of opening schools without knowing whether the federal funds they relied on will arrive—or when.
This freeze impacts every area of education: academic interventions, mental health services, reading programs, STEM instruction, civics education, and educational technology. The damage is especially severe in high-need districts where federal resources are not supplemental, but foundational to ensuring students get the education and support they deserve.
Of particular concern is the $2.19 billion in Title II-A funds—the only federal program specifically dedicated to professional learning for educators. These funds are critical for strengthening instruction, educator effectiveness, and supporting the leadership development of principals and assistant principals who create the school environment for students to succeed. Without this investment, efforts to close achievement gaps, improve instructional quality, and stabilize the educator workforce are deeply compromised.
Education leaders—including principals, assistant principals, supervisors, directors of student services and superintendents—need clear, predictable funding to make decisions about staffing, contracts, curriculum, and student services. Running a school district or a school without knowing how much money will be available is like flying blind. It leads to unnecessary disruptions, broken trust with communities, and worst of all, missed opportunities for students.
This delay is not simply an administrative oversight—it is a direct and immediate threat to the functioning of our public education system. We urge the U.S. Department of Education to reverse course and release these essential funds as directed by Congress and signed into law by President Trump, without further delay. Every day of uncertainty deepens the disruption. Our students, educators, and communities deserve better.
The U.S. Department of Education’s unprecedented decision to withhold nearly $6.9 billion in critical K-12 federal funding is causing immediate and widespread disruptions in school systems across the country—putting essential programs, staffing, and ultimately, student success at serious risk.
With just weeks before students return to classrooms, school districts and state education agencies are finalizing their plans for the new school year. This abrupt and unexplained funding delay has thrown those preparations and their budgets into disarray. Districts are being forced to slash programs, freeze contracts, and halt hiring. School leaders now face the impossible task of opening schools without knowing whether the federal funds they relied on will arrive—or when.
This freeze impacts every area of education: academic interventions, mental health services, reading programs, STEM instruction, civics education, and educational technology. The damage is especially severe in high-need districts where federal resources are not supplemental, but foundational to ensuring students get the education and support they deserve.
Of particular concern is the $2.19 billion in Title II-A funds—the only federal program specifically dedicated to professional learning for educators. These funds are critical for strengthening instruction, educator effectiveness, and supporting the leadership development of principals and assistant principals who create the school environment for students to succeed. Without this investment, efforts to close achievement gaps, improve instructional quality, and stabilize the educator workforce are deeply compromised.
Education leaders—including principals, assistant principals, supervisors, directors of student services and superintendents—need clear, predictable funding to make decisions about staffing, contracts, curriculum, and student services. Running a school district or a school without knowing how much money will be available is like flying blind. It leads to unnecessary disruptions, broken trust with communities, and worst of all, missed opportunities for students.
This delay is not simply an administrative oversight—it is a direct and immediate threat to the functioning of our public education system. We urge the U.S. Department of Education to reverse course and release these essential funds as directed by Congress and signed into law by President Trump, without further delay. Every day of uncertainty deepens the disruption. Our students, educators, and communities deserve better.
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