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

I strive to be the best ancestor I can be. Our future deserve better than what we are leaving them. Empowering the youth is essential to pave our best path forward, together. By equipping students with a variety tools to utilize, we can address many of the challenges we face as adults at their root. I’m determined to tackle the underlying issues in our society rather than relying on temporary fixes. What better platform to enact meaningful change than through the Board of Education?

Success in this role, to me, means ensuring children have access to nutritionally dense food, comprehensive nutrition/health education, and a curriculum that prioritizes practical life skills. This includes classes and programs focused on mental health, sewing, cooking, basic carpentry, breathing, gardening, mechanics, and utilizing technology as a tool, for examples. STEM education is not the sole path to success, nor does proficiency in STEM subjects adequately prepare students for real-world challenges. I aim to broaden the curriculum beyond memorization-centric approaches and emphasize application-based learning. Additionally, I recognize the limitations of policies like No Child Left Behind and the Every Student Succeeds Act in addressing the holistic needs of students. I’m committed to advocating for reforms that prioritize a more comprehensive and practical education for all.

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

Growth. Education isn’t just about having the highest test scores; it’s about continuous learning. We need a school system that prepares us for life’s challenges – not just academically, but in mind, body, and spirit. In an ideal world, students wouldn’t need coping skills. But in today’s world that is denying reality and set us up for the mental, physical, and financial crisis’ we see in today.

After the No Child Left Behind Act, many of us got a lopsided education. It left us burnt out or stuck in a workaholic loop. To change that, we need schools that focus on more than just grades. We need to nurture all kinds of talents, teach life skills that go beyond the classroom and reassure students that there is more than one path to their success.

I was in elementary school during the transition of the No Child Left Behind Act. I know firsthand the curriculum that students are experiencing. The pressure of AP classes, pre-college courses, STEM, standardized testing, and the knowledge of how test scores impacted our school’s budget, left me burnt out, I just didn’t know it until I faced extreme tragedy in college.

I wasn’t prepared for life outside of academia. When crises hit, I coped by adding more to my plate. It made me look successful on the outside, but I was crumbling under pressure instead of addressing my depression and PTSD. My school lacked resources for mental health, and when I finally gathered the courage to ask for help, I felt alone and isolated, especially from my peers.

I was the typical overachiever, the teacher’s pet, because I didn’t know any other way to feel validated. I understood I was fortunate enough to go to a high school that had ample resources from high test scores and a community willing to invest in us. I took full advantage of the specialized courses and the 22 million dollar Career and Technology Center Frisco (Texas) ISD built to share among all districts high schools. I excelled academically and professionally until tragedy made me confront a significant PTSD. I retired from my career, what I got my degree in by the age of 24 because I couldn’t process the trauma I faced.

Because of my experiences, I’m committed to being the students’ biggest advocate for mental health and exploring career options beyond the traditional path of college. I want students to know that they can excel in what they love or are best at without compromising their health.

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 2019. If elected, how can you use your position to ensure Nevada stops following this national trend and starts leading the way for student outcomes?

We support students in real-life situations, addressing their basic needs and teaching practical skills such as cooking, breathing, carpentry, gardening, hosting events/running markets, publishing (to name a few). By providing practical knowledge and fostering a sense of pride in their word, students will be better prepared for STEM subjects. Not everyone learns math from textbooks and timed tests; hands-on experiences in workshops or baking, for instance, can teach vital math skills that directly translate to classroom work.

When students are less worried about their home life, equipped with skills to handle trauma and mental health challenges, and not experiencing hunger or food-related crashes, they can focus better in class. This improved focus can lead to better reading comprehension and academic performance. We can’t expect people of any age to run on empty. We must address the root.

Lastly, testing needs to evolve with changes in the industry. Rewarding students for creative writing, such as poetry, scripts, or essays that convey research in a personal way, is crucial. If we only assess students based on their ability to finish a test within a set time or write in a specific format, we risk instilling negative self-talk and can stifle passion. Instead, we should encourage students to explore their strengths and nurture their talents or passions.

What, if any, barriers currently exist to educational excellence and equity for every student? If elected to the State Board of Education, how will you help eliminate these barriers?

The emphasis on standardized testing and the implementation of the No Child Left Behind Act (now the Every Student Succeed Act) has steered education towards timed memorization rather than fostering practical skills crucial for real-world success. It’s time to redirect our focus towards creative learning and a curriculum that extends beyond STEM fields. Students should be reassured that their abilities extend far beyond spelling or grammar proficiency, that their unique talents and strengths shine in various areas of life, and that success is found on the same path for everybody.

I advocate for courses beyond STEM, with a focus on exploring the multitude of paths leading to success in life. Working with our community gardens, teaching trade skills, and offering apprenticeships are some ways to even the playing field. It’s essential to recognize that college is not the sole pathway to success; rather, it’s just one of many avenues available to individuals. By providing diverse educational opportunities, we can empower students to pursue the path that best aligns with their interests, skills, passions and goals.

What do you believe are the top three most persistent challenges facing the State Board of Education? What is an example of a bold approach you would propose to address one of those challenges?

Students (and facilities) mental health, understanding what is happening to our funding, and the ratio of students to teachers, are significant challenges the State Board faces. These issues not only disrupt the continuity of learning but they also strain resources and impact the stability of our districts. Addressing these concerns requires proactive measures, strategic planning, and collaboration among stakeholders, the community and public education to address mental health, allocate resources effectively, and create a supportive environment for educators.

Utilizing our community. We live in one of the most diverse and innovative cities in the country. We have professionals in almost every industry that are the best at what they do right here in our hometown. I would love to see guest lecturers teach our students about the many different paths that could lead them to a career and maintaining balance.

Research suggests that more than 50% of a board meeting should be focused on student outcomes. How would you ensure the board allocates this amount of time to student outcomes?

I can create and follow agendas to keep us on track and excel with prioritizing of projects through effective communication and collaboration. Students come first, always. With a background in professional stage management spanning across Cirque du Soleil, Broadway, and regional theaters like Seattle Repertory Theatre, my expertise truly shines. I am excellent at time management in meetings as well as making sure people have a fair time to share. I have an extensive track record for advocating for voices not in the room, even if it means criticism from those that are.

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?

I handle the challenging conversations with extreme empathy and compassion, ensuring that everyone’s voice is heard. I prioritize collaboration over compromise, believing that when we collaborate, we all win, whereas compromise may result in loss. Growing up as an outspoken woman in Texas, I became accustomed to maintaining an extra level of calmness to ensure my voice was heard. I’m unafraid to speak up, even if it means standing alone.

Since elementary school, I’ve been entrusted with positions of significant responsibility, often leading to exclusion from social events but consistently being chosen as a leader or representative of the same peers. I embrace my passion and welcome growth and change without fear. I’m willing to accept disapproval if it means advancing progress for the greater good.

In 2020, the Board of Education’s Statewide Plan for the Improvement of Pupils set a mission to improve student achievement and educator effectiveness “by ensuring opportunities, facilitating learning, and promoting excellence.” What key indicators would you use to assess the Board’s progress towards accomplishing this mission?

It’s essential to hear directly from the students themselves. While we may think we understand their experiences based on test scores, grades, behavioral problems or parents, true insight can only come from giving students a platform and voice in their education. Allowing them to take ownership. We must be held accountable by those most directly affected by our policies—the students themselves. While parents’ opinions are valuable, the realities faced by students hold even greater significance.

We must be open to hearing when we are wrong and learn from students who are willing to share their experiences. It’s crucial to assess their mental health, feelings of safety both at school and in their homes and communities, and their ability to apply what they learn to their personal and professional growth.

Creating a space for students to speak freely will ensure that we stay on track and align our efforts with their needs and aspirations. Their voices are the most valuable tool we have in re-shaping an educational system that truly serves and empowers the students.

In a recent survey, 77% of Nevada residents agreed that parents should be able to send their children to the public school they feel is best for their child, even if it is outside of their neighborhood. Do you agree? Please explain your reasoning.

Absolutely, there are three key reasons to support allowing parents to choose the best educational option for their children:

First, my personal experience highlights a students aspect of the importance of school choice. I moved out at 16 to continue schooling in my district. I sacrificed living with my family for my educational goals and ambitions. I had already been accepted into elite courses not offered outside my district and had planned a path that would have been derailed if I had to change schools. I wish I hadn’t been forced to choose between my family and my future. Allowing school choice can prevent students from having to make such difficult decisions and ensure they have access to the educational opportunities that align with their aspirations.

Second, allowing school choice may result in a shift in class sizes, potentially leading to more appropriate student-teacher ratios, particularly in at-risk schools. This could be especially beneficial for students who may not have the same level of support from home for a variety of reasons.

Third, if parents are willing to invest the time and effort to travel for what they believe is best for their kids, why should we deny them that opportunity?

The following question was submitted by a current public high school student: How will you ensure students are put at the forefront of the decision making process as a member of the State Board of Education, and what accountability measures would you put in place to make sure this happens?

My whole life I have focused on how we can be better ancestors to future generations. In terms of the Board of Education, that means making sure the students have an active say in their own lives. Allowing them to take ownership, giving them a fair platform and taking their concerns seriously will allow us to set them up for success. Sometimes their voices need to weigh heavier than ours. Sometimes we need to work together to find the best solution forward. Never should we assume we always know best. I will always advocate for the students as citizens with the same inalienable rights as us, and prioritize their well being over appeasing voters, shareholders, government officials, parents or companies after financial gain. Every decision we make should start with the question, “How does this benefit the students?” Whether it’s about curriculum, resources, or policies, their needs and well-being must come first. We must allow students a platform to hold US accountable. Clear communication of goals, changes and tracking progress through community check ins are some ways to keep students at the forefront.