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

In my candidacy for the Trustee position, I aim to serve as a fervent advocate for our students, their families, our dedicated educators, and the wider community. My approach to success is rooted in fostering an environment of active listening, pursuing collaborative solutions over mere criticism of challenges, and advocating for higher standards that pave the way for our community’s future.

My goal in fulfilling the Trustee position involves being an engaged team participant who values diverse perspectives, dedicates ample effort and time to fully grasp policies and discussions, and regularly attends board meetings and training sessions, all while focusing on the academic achievements and mental, physical, and emotional well-being of the students.

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

I define student success as the capacity for all students to equally gain essential skills, knowledge, and competencies, preparing them comprehensively for life post-high school—whether that entails immediate entry into the workforce, pursuing higher education, or attending vocational/trade schools. Essential to K-12 education is the establishment of a solid foundational understanding of basic mathematics, literacy, and writing skills. However, I believe a truly holistic approach to student success must also integrate crucial elements such as civic engagement, life skills, and robust courses designed to prioritize emotional, social, and mental well-being. A student who can exhibit characteristics of confidence, responsibility, self-management, communication, critical thinking, empathy, resilience, etc. will be successful.

As a parent, I have six children, all in the public education setting at varying levels of high, middle, and elementary school. With the diverse educational needs of my children spanning various grades and specialized educational settings, I have cultivated a unique perspective on the public education system. Specifically, advocating for my children with ADHD has deepened my understanding of special education services, including the development and implementation of Individualized Education Programs (IEPs) and Behavior Intervention Plans (BIPs). This hands-on experience has equipped me with a keen insight into the challenges and triumphs faced by families within the public education system, especially those navigating special education settings.

I also hold a full-time director role with my current company and have a background in talent acquisition, human resources, and business operations settings.

I intend to advocate for student success by leveraging my personal, professional, and educational experiences to foster a more inclusive, supportive, and effective education system. My goal is to utilize my understanding of the nuances within public education, special education, and the unique challenges faced to work towards policy changes, enhanced resources, and support systems that prioritize the holistic development of every student. By collaborating with educators, parents, policymakers, and organizations, I aim to champion initiatives that recognize and address the diverse needs of students, ensuring equitable access to quality education and opportunities for all. Through persistence, empathy, and informed advocacy, I am committed to making a meaningful impact on the lives of students and their families navigating the education system.

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?

If elected, my approach to reversing Nevada’s educational trend would focus on implementing a comprehensive strategy aimed at addressing the root causes behind the decline in student outcomes. I would want to review what has been done previously before I spoke to final initiatives, but I firmly believe that investing in more resources, training, and tools for educators is needed. I believe more funding is needed per student and that it be allocated appropriately to the priorities needed for maximum impact on the overall success of the students.

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

One of the primary barriers to educational excellence and equity within the Clark County School District is the significant disparity in funding, resources, and opportunities available to students across different schools. These disparities often reflect broader societal and systemic inequities, including socioeconomic, racial, and geographic divides. Insufficient mental health support significantly hampers creating nurturing environments for both students and educators to thrive academically and emotionally. Additionally, teacher shortages and the allocation of experienced educators unevenly across the district further exacerbate issues of educational equity.

If elected to the Board of Trustees, my focus will be on advocating for policies and initiatives that address these disparities head-on. I believe in promoting equitable funding models to ensure all schools have access to the resources they need, making mental health resources for all children and educators a priority, supporting recruitment and retention strategies to address teacher shortages, and implementing targeted programs that help bridge the achievement gap.

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

I believe the CCSD Board of Trustees faces several persistent challenges, among which I believe at present the top three to include funding, teacher/staff retention, and student performance disparities. Funding limitations greatly affect the district’s ability to provide sufficient resources, modern facilities, and adequate pay for educators, leading to compromised educational quality. Teacher retention is another critical issue, as the district struggles with high turnover rates, partly due to burnout and dissatisfaction with working conditions. This instability affects student learning continuity and overall educational outcomes. Lastly, disparities in student performance, exacerbated by socio-economic factors, pose a serious challenge in ensuring equitable education for all students.

To address the challenge of funding, one bold approach might be the implementation of a “Public-Private Partnership” (PPP) model specifically tailored for education. This model might involve collaboration between the CCSD and private sector entities to fund and manage certain non-core services like facility management, transportation, and even extracurricular activities. Through such partnerships, the district could leverage private sector efficiency, innovation, and capital, thereby freeing up more public funds to directly support educational endeavors, improve teacher salaries, and enhance classroom resources. This would not only alleviate some of the financial burdens on the district but also potentially improve the overall quality of education by focusing more on core educational competencies and outcomes.

In January four appointed members were added to the Board of Trustees. How will you leverage the expertise of these appointed members to best serve students? Do you think the appointed members should be voting members? 

The addition of four appointed members to the CCSD Board of Trustees represents a significant opportunity to leverage a diverse array of expertise for the betterment of our students’ education. Each appointed member brings a unique skill set and perspective that, if harnessed correctly, can offer invaluable insights into decision-making processes, the implementation of innovative educational strategies, and the improvement of operational efficiencies. We should be engaging these appointed members in strategic planning, policy development, and the evaluation of educational programs.

Regarding the voting rights of these four appointed members- I currently see no issues in allowing these four appointed members the right to vote. Should any potential concerns justify not allowing their voting rights, I would be keen to address and understand any gaps in my current reasoning. Additionally, if doubts about their voting eligibility arise, it would be prudent to re-evaluate the thoroughness of our vetting process, ensuring it is rigorous enough to dispel any uncertainties regarding their capabilities to vote responsibly.

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?

To ensure that more than 50% of a board meeting is devoted to discussing student outcomes, it’s crucial to structure the agenda strategically. Prioritize items directly related to student performance and learning outcomes at the beginning of the meeting. This ensures that these critical discussions receive the attention and time they deserve. Finally, setting specific time allocations for each agenda item and regularly reviewing meeting effectiveness can help maintain the emphasis on student outcomes.

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?

My approach to handling challenging conversations and criticisms from fellow School Board members, stakeholders, and the broader community would be grounded in openness, respect, and a commitment to collaborative problem-solving. Recognizing that diverse perspectives are both a strength and a necessity in crafting effective educational policies, I would prioritize active listening and constructive dialogue. By fostering an environment of mutual respect and understanding, we can work through disagreements to arrive at solutions that best serve our students’ needs. Additionally, I believe in the importance of transparent communication and being receptive to feedback, as these are crucial for building trust and achieving shared goals.

What key indicators would you use to assess the performance of CCSD’s Superintendent? How would you hold the Superintendent accountable?

To assess the performance of CCSD’s Superintendent, I believe several key indicators must be considered to ensure a comprehensive evaluation. Academic achievement, operational efficiency, staff retention and satisfaction, community engagement, and financial management are paramount. Academic achievement can be measured through standardized test scores, graduation rates, and college admission statistics. Operational efficiency looks at how well the district’s schools utilize resources and manage operations. Staff retention and satisfaction gauge the Superintendent’s ability to maintain a positive work environment and keep highly qualified teachers. Community engagement assesses the Superintendent’s effectiveness in involving parents and local stakeholders in the educational process. Lastly, financial management is critical for ensuring funds are allocated appropriately and spent wisely.

To hold the Superintendent accountable, setting clear goals, objectives, and expectations aligned with these indicators at the beginning of their tenure is essential. Regular performance reviews, incorporating feedback from various stakeholders—educators and staff, parents, students, and community leaders—will provide a holistic view of the Superintendent’s effectiveness. Additionally, establishing a transparent communication channel for reporting progress and challenges will foster trust and collaboration.

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.

Without being able to see or reference the details involved in the survey, it’s hard to answer the question based on statistical facts and data rather than an uneducated opinion. Holistically, I believe most parents would want to send their children to a public school they felt presented their children with the best opportunities possible. But the question as it’s written is a loaded one and not the right question to be asking. The better question to ask would be ‘How can we work to ensure that those represented in the survey’s 77% opt to have their children stay in their geographically zone schools? What are we doing to improve the schools zoned for those in that 77%?’ My answers to those questions are reflected in my responses to the other questions asked of me in this survey and my decision to run for this position in the first place.

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 Board of Trustees, and what accountability measures would you put in place to make sure this happens? 

To ensure students are at the forefront of the decision-making process, I would start with the Student Advisory Council. It was held by the Superintended (not sure if it’s still being conducted at present) but a representative of the Board of Trustees should be present to listen to the voices of the students we represent, as well.

For accountability measures, I would redirect any conversations, discussion, or decision being made that were veering away from the ultimate objective of ‘is this in the best interest of the students we serve?’, actively listen to educators, student, parents, community members, other board members to form well-rounded perspectives rather than opinions, and I can show my commitment and servantship by actively showing up, engaging, and participating in meetings and trainings.