Why are you running for CCSD Trustee? What is your vision of success for this role?

I am running because as a mother of children in CCSD, I am witness to many challenges that have left me and so many other families frustrated. In speaking to other families, teachers, and even teenagers, I am consistently finding that teacher shortages, school safety, and low expectations for students create an environment that is not conducive to a positive learning experience. I am running because these serious issues that plague our massive school district remain year-after-year with no real solution. I am running because our community has lost faith in the school district and without the two working together, the school district will continue to struggle. I am running because as a businesswoman in this community, I grow concerned with a lack of economic diversity within Southern Nevada. We have tax benefits for businesses to come here and yet when many of them get close to moving their organizations here (organizations that would bring in new industries and new jobs), they back out when they learn about our school district. The Southern Nevada community is one that I am incredibly proud to be part of. As a native to Las Vegas, I have seen a lot of change and growth over the years. This community does so many things well, but we are missing the mark on education. I am running, because I want to help change that.

My vision for success is simple: I’d like to see our school district thriving. Our school district should be one where students, teachers and staff feel safe when they go to school. One where we have an abundance of teachers who can give the time and dedication to their students (right now, many of them are running all over their campuses to fill different positions because of the vacancies. Many are exhausted, but many stick with it because they are committed to our kids. Imagine if they could just focus on their classroom. What a big change that would make for them, for our kids, and for education in SNV). Finally, our school district should be one where the expectation is set higher than what it is. Our kids are capable, and we should expect more from them. We hear about math and reading proficiencies and how Nevada’s numbers are so much lower than the national average. This can be changed when basic needs are met: They feel safe, they have teachers to teach them, and they are given the work, the tools, and the expectation to be at their full potential.

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

Student success is different for every student. We have students that have different needs, different learning styles and abilities, and we have students and families who view success differently. I don’t believe it’s our role as a school district to determine one major outcome that we want to see and mark that as “success”. I rather think that the school district’s role should be to provide the resources our kids need to reach their full potential and find the success that they desire. For example, my oldest son has never desired to go to college. Success to him is serving his country and enjoying a career in the United States Army. I am grateful that his high school offered an amazing JROTC program that helped him prepare for that.

My experience lends to a big focus on education. I currently chair the board for the Academy of Finance at Clark High School. I currently sit on the advisory committee for Communities in Schools (SNV), I currently sit on a financial literacy committee at UNLV, and I have sat on the advisory committee for Mission High School (local high school that helps youth in recovery receive the resources they need to stay sober while still receiving an education – this is a free high school program offered by CCSD). The young people and programs represented on these boards/committees are very different. That being said, my experience has proven that while the needs focused on by each of these groups is different, the path to success is always very consistent: the bigger the “tribe” and the more time and energy that is put into a student, the better the rate of success for that student. This brings me back to a point I made in the first question: the school district cannot succeed without its community’s involvement. We need families, coaches, teachers, and community members to work together for the success of our children – our next generation – our future employees – our future leaders. I’ve seen this happen with the organizations I work with, but I have also seen it in my own children’s lives. I am single mother. My oldest son joined the Army and left for basic training this past July. He was excited and he was prepared. I could not have gotten him to this point on my own. He has had wrestling coaches, friends and family members that have given him their time and support, and it has led him to where he is now. We need more of this, and I will always advocate for community involvement/support for our children.

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?

Effective communication, professionalism, and “thick skin” are major qualifications for a position like this.

In order to be an effective communicator, one must be an excellent listener. I will spend much time (as I do now) in my community – meeting with families and educators. I will listen to their stories, and I will collaborate with them on potential solutions. I can speak intelligently on difficult matters when I have taken the time to listen to what the real experiences are of those I represent.

Professionalism is key to challenging conversations and criticisms. It speaks to one’s character in how they respond to adversity. Remaining professional in the face of adversity and difficulty is an example to our young people that you don’t have to lose control to make a point. Professionalism keeps challenging conversations from worsening and allows for an opportunity to listen and collaborate. I am committed to being professional in all I do, and that is especially true when it comes to criticisms and confrontation.

“Thick skin” is vital to this role. Growing up, I was taught that it’s always wise to be “above reproach”. This would mean I should not say things or put myself in situations that others could call out and question my motives or character. When I became an adult, I saw the wisdom in this thinking but also quickly learned that this life is not always fair. You can live a good life and try to maintain a good reputation, but it doesn’t stop others from lying about you. It doesn’t stop others from disliking you for reasons you don’t understand. An elected position is a public position, so a trustee’s role is open to that kind of “unfairness” regularly. I definitely have “thick skin” and I live in a manner that focuses much on what I can control (like working to maintain strong integrity and trustworthy character) instead of what I can’t control.

 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? If so, how would you work with the Superintendent to prioritize these areas? If not, what key areas would you identify and how would you work with the Superintendent to prioritize those key areas?

I agree that chronic absenteeism is a key area of importance for improving student achievement. While the other 2 areas are also important (expanded/after school programs would actually be part of the solution for chronic absenteeism), I don’t believe they should be prioritized over student safety and teacher recruitment and retention. Until our school district can provide an environment that is conducive to learning, tutoring and after school activities will struggle to prove effective.

I would work with the superintendent in the following ways:

– Chronic Absenteeism – CCSD already has the data and a plan to address the chronic absenteeism issue. They call it “Everyday Matters”. It’s a good plan and I think it can be effective. However, I would want to work closely with the superintendent and put together metrics for what is being accomplished by specific times so that we can prove that the plan is truly being implemented. When there are regular meetings scheduled with clear expectations, those involved in this initiative can determine what is needed along the way to ensure goals are met and kids are back in school.

– Student safety – I would ask that the superintendent meet with our local law enforcement leaders about our facilities and what changes can be put in place so that our students are never in an unsafe or vulnerable position should a terrible situation occur. I would also recommend changing policies on discipline. We need strong policies that hold our kids accountable when rules are clearly being broken. Our kids need boundaries and when we allow students to continue to cross and push those boundaries, it leads to chaos in the classrooms and students and teachers not feeling safe.

– Teacher recruitment and retention – I would work with the superintendent to put together a community task force for recruitment. We should be partnering with our community experts who have had to do massive recruitments for their companies and use their expertise to help implement a strong strategy in this area. I would ask that the superintendent meet with our teachers and union leaders to discuss what our veteran teachers needs are. I would ask that the superintendent review the many surveys that CCSD has spent tons of money on that show why its educators are unhappy with the current culture. Upon review, I’d ask the superintendent to make necessary and positive changes based on that data.

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 grading scale that CCSD uses is complicated and many parents don’t fully understand it. For example, in high school, my son has graded material that is either “formative” or “summative”. His “formative” assignments count toward a very small percentage of his actual grade. So, my son (like many students) don’t even bother doing those assignments. What is the purpose of this? The grading scale should be simple and easy to understand. When students know what is expected of them, that is what they do. Let’s raise the bar on these expectations to ensure we are not “dumbing down” the curriculum to simply pass them on a grading scale that no one understands. Our kids are capable of more, so let’s expect more from them.

If elected, it is possible that there will be a new superintendent in place when you take office. The current Board of Trustees sent out a survey to the public to get input on the qualities the new superintendent should possess. The following is one of the questions from that survey. Please select four qualities from the list and explain why you have prioritized those qualities:

I would like the new Superintendent to (select only four):

• Demonstrate a deep understanding of educational research and emerging best practices and implement strategies;
• Effectively plan and manage the long-term financial health of CCSD; Provide guidance for district-wide curriculum and instruction;
• Be an effective manager of CCSD’s day-to-day operations;
• Recruit, employ, and retain effective personnel throughout CCSD and its schools;
• Foster a positive, professional climate of mutual trust and respect among faculty, staff, and administrators;
• Provide transparent communication;
• Understand and be sensitive to the needs of a diverse student population;
• Establish a culture of high expectations for all students and personnel;
• Provide a clear, compelling vision for the future;
• Integrate personalized educational opportunities into the instructional program;
• Be visible throughout CCSD and actively engaged in community life.

All of these qualities are great and if I could, I would choose them all. But in choosing my top four, these are my thoughts:

-Effectively plan and manage the long-term financial health of CCSD – I read an article today about how the school district has spent $60 million this year in professional and wraparound services. When I looked at the data and read the statement from the CCSD representative, I was bothered by the lack of transparency and accountability for how and why the money was spent. For example, one particular organization received over $7 million dollars. The public can look up that organization online to see what they do but what we don’t know is why they needed to give the organization that amount. We also don’t know what metrics the school district is using (if any) to determine that the money given is providing the desired outcome. The community struggles to trust its school district when they read these kinds of articles. The new superintendent needs to get a very strong grasp on the budget and then work with the board to ensure the details of the budget are honestly communicated to the community to provide transparency and accountability.

-Foster a positive, professional climate of mutual trust and respect among faculty, staff, and administrators – When the culture suffers, people don’t want to stay. Everyone knows that we have a massive teacher shortage. The superintendent needs to be able to communicate a clear vision for the school district and then implement strategies that engages and empowers it faculty, staff, and admin. If the culture within the school district doesn’t change and we continue to lose educators, none of the other priorities matter. We must have teachers to do the work. They are essential and they should be treated as such.

-Establish a culture of high expectations for all students and personnel – I mentioned this in an earlier question/answer, but we get what we expect. When I expect my son to be a “B” average student, he doesn’t shoot for straight “A’s”. But when I tell him that he’s capable of more and that I expect more, he rises to the occasion. We need a superintendent that isn’t worried about our “numbers”. When leadership focuses on “numbers”, then the students come second. So, they lower the bar or do what’s necessary to hit “numbers”. When leadership raises the expectations of students and staff, they also work to provide the resources necessary to meet those expectations. Then the numbers improve on their own.

-Provide a clear, compelling vision for the future – Growing up, I heard this often “where there is no vision, the people perish.” You may notice a trend in many of my answers… I mention culture change a lot. In order for the new superintendent to be effective, they are going to have change the culture within the school district. It has to be one that provides transparency, effective communication, collaboration, community engagement, strong policy, and a lot of active listening. This kind of change most certainly won’t happen overnight, but a strong leader knows that if they have a clear and compelling vision that can be easily communicated… again and again… people begin to get on board. People begin to work toward trust. People begin to collaborate. People begin to listen. Strong and effective leadership requires a clear vision.