Why are you running for a seat on the Board of Education? What is your vision of success for this role?

As a mom with 20+ years of combined public service in law enforcement and education, my experiences inform my perspective on education and its impact on the community. I want to see education excellence in Nevada because my family, my friends’ families, and my friends who are educators want a promising future. Our communities face diverse and complicated issues that affect our schools, such as the rising cost of living, transportation, and mental health concerns that are not fully addressed. Right now, students are unsure of their future, experienced educators contemplate leaving their profession, safety concerns must be addressed, and the school year has just begun. Our educators need positive support, and our future depends on how well we prepare our children and youth for tomorrow.

I want sustainable improvement in student success, and I want Nevada to be an appealing place for families to thrive. I am a collaborator who understands that no one solution can answer a complex problem. Las Vegas is a world-class city with world-class restaurants, sports, and entertainment. In a time when it is easy to talk about education’s failure and Nevada’s poor education ranking, I want to focus on rebuilding education in Nevada with sustainable solutions. I want to see businesses utilize homegrown talent with students who are more than capable of being prepared for future jobs. We can do better for our schools. We are Nevada, the silver state that has the power to bring gold standards to education if we want it!

How do you define student success? What experience do you have and what role do you intend to play in advocating for student success?

Success is situational. For example, student success may be defined as acceptance into a college, the military, or an apprenticeship program. Student success could also include a student utilizing scheduling tools to help manage their symptoms of attention deficit hyperactivity disorder (ADHD) or a student grasping the concept of the value of financial literacy and striving to become a young entrepreneur. Student success varies, and my perspective on student success is holistic. In addition, before test scores, experiential learning, and critical life skills development, I consider whether a student’s basic needs, such as food, shelter, and safety, are met.

As an educator in Clark County with classroom and community-based education experience, I am aware of the unique needs and challenges faced by students from various backgrounds and abilities. Additionally, my career experience gives me a unique perspective on the importance of school safety, ensuring that students can focus on learning and educators can focus on delivering quality education in a secure environment.

I believe student success should be measured by a student’s ability to thrive in a dynamic world. This includes fostering resilience and preparing our students with the tools needed to live productive lives in the everchanging times of technological advancement and economic growth or decline. Through collaboration with legislators, educators, and community organizations, I look forward to advocating for beneficial policies and programs for all students.

If elected to the Board, how would you approach challenging conversations and/or criticisms that might arise from fellow Board members, stakeholders, and the broader community?

As a Nevada State Board of Education member, my response to challenging conversations and/or criticisms would be consistent with my current approach to active listening. My experience as a New York City Police Officer and first and third-grade classroom teacher has guided my approach to managing difficult situations. I understand the importance of remaining calm under pressure despite the belligerence of individuals scared with frustration or experiencing their worst moments. Addressing those with opposing thoughts requires empathy and, most times, the strength to remain on topic, ensuring a conversation does not derail from the primary focus. Effective communication and active listening are key to resolving conflicts and finding common ground.

As a member of the State Board, I would bring this same approach to challenging conversations/or criticism. In addition, I am aware that emotions often drive challenging conversations. Passion for a cause or fear of the unknown can elicit unpredictable responses. My life experience guides me to lean on the idea that two people can have vastly opposing views and both be right depending on a circumstance. My goal is to find a breakthrough in communication that benefits our students.

On the 2022 National Assessment of Education Progress (NAEP), fourth-grade students, in Nevada, scored 6 points lower in math and 7 points lower in reading when compared to Nevada’s 2019 results. With the release of the 2024 results coming in the next few months, what amount of improvement would indicate to you that student achievement is heading in the right direction? And, why?

The drop in Nevada’s fourth-grade students’ math and reading scores on the 2022 National Assessment of Educational Progress (NAEP) is concerning, but it also highlights the challenges we have faced, particularly in the aftermath of the COVID-19 pandemic. As we await the release of the 2024 results, I believe any improvement, especially in math and reading, would indicate recovery from the challenges faced. This progress would show that the strategies and interventions implemented are starting to take effect, and we should see continued incremental progress. However, it’s important to understand that sustainable improvement is a process. While we celebrate improvement in math and reading scores, we also need to continue our efforts to address the systemic issues that have contributed to these lower scores.

Considering how other states have improved their NAEP scores can provide valuable insights. For example, Massachusetts is recognized for its strong performance on NAEP, which can be attributed to its early literacy initiatives and a focus on teacher quality. The state’s investment in early education and the Massachusetts Comprehensive Assessment System (MCAS) has played a crucial role in maintaining high standards and accountability. The state also emphasizes the importance of teacher preparation and professional development, ensuring educators are well-equipped to meet their students’ needs.

In Nevada, we could implement similar strategies by investing in early education and ensuring our teachers have access to high-quality professional development. Much like Massachusetts has done, we can create a stronger foundation for student achievement and see meaningful gains in our NAEP scores by focusing on these areas.

In 2023, the U.S. Department of Education identified three key areas of importance for improving student achievement: addressing chronic absenteeism, providing high-dosage tutoring, and providing summer and expanded/after school learning programs. Do you agree? What guidance would you offer school districts to consider in implementation? How could the SBOE play a role in monitoring the impact of these areas?

I agree with the US Department of Education’s emphasis on addressing chronic absenteeism, high-dosage tutoring, and expanded learning programs. These are critical areas in which to develop strategies for improving student achievement.

I advise school districts to prioritize making quality education accessible for all students, ensuring all students, especially those in underserved communities, have access to educational technology, mentorships, and apprenticeships to make concepts learned in class meaningful. Collaboration with educators, parents, and community organizations is crucial to tailor programs to the specific needs of students. For example, Nevada’s urban and rural settings require more distinctive solutions to meet uniform criteria for excellence. In addition, we must address teacher shortages, school safety, and poor academic outcomes across all grade levels.

Nevada’s State Board of Education can play a vital role by providing clear guidelines, resources, and ongoing support to districts. The Board should also actively mentor districts, fostering collaboration to ensure that initiatives result in meaningful, measurable improvements in student outcomes across the state.

A nationwide study conducted by TNTP found that students received a passing grade on 71% of their assignments–with more than half of those students receiving an A or B. However, only 17% of those same students demonstrated grade-level mastery on their assignments. How can Nevada schools make sure that the grades students receive in the classroom demonstrate grade-level mastery of the material? How can you support this change from the position you are seeking?

The New Teacher Project (TNTP) study reveals a disconnect between grades and actual mastery of material. We must look closer at the value of hands-on learning, where students apply what they learn in the classroom to real-world situations. Hands-on learning reinforces conceptual learning. This could involve partnerships with local businesses, community organizations, and colleges, allowing students to work on real-world projects and demonstrate their understanding of the material with practical scenarios. For example, students may better understand math through financial literacy instruction per grade level to balance a budget with real-life considerations such as shelter, food, clothing, and transportation. By incorporating hands-on lessons with real-life considerations, students can better grasp complex concepts and see how their learning applies beyond the classroom. Students can meet higher expectations when encouraged.

As a member of the Nevada State Board of Education, I will advocate for school engagement with local agencies, businesses, and college partnerships to develop hands-on learning initiatives.