Public education has always evolved to meet the needs of society. As our communities change, our economy transforms and new technologies reshape how we live and work, our schools are called to do what they have always done: prepare young people for the future before them.

That is why one question has stayed with me throughout the summer: Are we designing schools to meet this moment?

This question is not rooted in criticism. California’s public schools are filled with extraordinary educators, dedicated governance teams and countless examples of innovation. Rather, it is a question grounded in stewardship. As school board trustees, our responsibility is to ensure our systems continue to evolve alongside the needs, aspirations and opportunities of the students we serve.

This question was at the heart of my experience this summer at Loyola Marymount University’s Meeting the Future: Secondary Schools Redesign Institute. The institute brought together educators, researchers, practitioners and governance leaders to explore a fundamental question: How do we design secondary schools that prepare students not only for graduation, but for the world they will inherit?

The conversations were both inspiring and challenging.

One message emerged consistently: students need learning experiences that are rigorous, relevant and connected to their futures. Research and student voice continue to tell us that while young people value education, too many do not always see a clear connection between their high school experience and the opportunities ahead. Their perspectives are not a rejection of public education. They are an invitation to think differently about how we organize learning and create pathways for every student to thrive.

Meeting the moment does not mean abandoning what has made California’s public schools strong. Literacy, mathematics, science, history, the arts and career technical education remain the foundation of an excellent education. The challenge before us is ensuring students experience these disciplines in ways that inspire curiosity, foster deeper understanding and connect learning to the world beyond the classroom.

Across California, districts are exploring a variety of approaches to secondary school redesign. Some are rethinking how time is structured to create more opportunities for deeper learning. For example, a 4×4 block schedule can provide longer instructional periods and greater flexibility for project-based learning, interdisciplinary instruction, laboratory experiences, internships, collaboration and student reflection. When thoughtfully implemented, structural changes such as these can help move learning beyond the coverage of content toward deeper engagement and application.

Other districts are expanding career pathways, strengthening dual enrollment opportunities, building community partnerships, and creating experiences that connect academic learning with real-world applications. There is no single blueprint for redesign, nor should there be. Every community has unique strengths, priorities and aspirations for its students.

That is why governance matters.

School boards are uniquely positioned to ask important questions, engage their communities in meaningful dialogue, and establish a vision that balances innovation with accountability. Our role is not to prescribe every instructional strategy, but to create the conditions in which educators can innovate while ensuring every student has access to an excellent education.

This conversation will continue at CSBA’s Annual Education Conference and Trade Show (AEC) in San Diego this December. I encourage trustees and district leaders to join us and explore what secondary school redesign can look like in practice.

As part of the pre-conference opportunities at AEC, members will have the chance to tour Bostonia Global in the Cajon Valley Union School District, a school intentionally designed around deeper learning, student agency and authentic engagement. The visit will offer a look at how students can apply their learning through collaboration, problem-solving and real-world experiences. There will also be an option to visit the San Diego County Office of Education’s Innovation Center, an immersive learning environment designed to prepare students for career readiness and success.

Then, on Dec. 3 at AEC, I will join California State Board of Education Chair Linda Darling-Hammond for “Redesigning Schools So Every Student is Future Ready,” a panel discussion examining how school redesign can help districts create and sustain student-centered systems change that strengthen relationships, deepen learning, improve engagement and attendance, and better prepare students for an uncertain future. California’s Portrait of a Learner reminds us that academic knowledge remains essential, but today’s students must also develop the ability to think critically, communicate effectively, collaborate across differences, adapt to change and engage thoughtfully as citizens.

These are not “extra” skills. They are essential competencies for the future.

Meeting the moment in education ultimately begins with meeting the needs of the students in front of us. It requires us to listen carefully, think boldly and remain committed to continuous improvement. It asks us to honor the enduring promise of public education while preparing young people for opportunities that continue to evolve.

California has never shied away from leading. As trustees, we have both the opportunity and the responsibility to ask whether the structures, schedules, learning experiences and pathways in our secondary schools are preparing students for the world they are entering.

I look forward to continuing this important conversation with you in San Diego as we learn from one another, explore innovative practices and consider how, as school board trustees, we can create the conditions for secondary schools to better serve every student.

Meeting the moment begins with asking what our students need from us — and having the courage to create the conditions for our schools to deliver it.