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

I am running for the position of CCSD Trustee because, as a parent with three children attending CCSD schools, I am deeply concerned about the direction of our education system. I am troubled by the actions of groups like “Mom’s for Liberty” and the growing trend of censoring curriculum and texts that only hinder our students and teachers. As a taxpayer, I am also dismayed by the wasteful spending on administrators and the reliance on standardized testing that leaves our children falling behind.

My vision of success for this role is one where students eagerly attend school and engage in fun and meaningful learning experiences. I envision teachers who feel valued and are compensated competitively, comparable to top-ranking school districts. Safety is paramount, and I aim for an environment where students and staff feel secure and can focus on positive learning interactions. Additionally, I aim to provide ample resources and support for students, teachers, and parents to create successful educational experiences both in school and at home. Ultimately, I envision a future where our education system nurtures our future leaders, fostering a more unified, progressive, and economically strong society.

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, in my view, encompasses the ability for students to utilize critical thinking skills, acquire additional knowledge, and apply both subject matter and philosophical understandings. It’s about fostering an environment where students are encouraged to embrace failure as part of the learning process, engage in debates and conversations, and actively participate in classroom interactions with a voice.

With three children attending CCSD schools, including one with an IEP and another with a 504 Plan, I have firsthand experience navigating the educational system to ensure my children receive the support they need to thrive. I’ve collaborated with school administrators and staff to develop these plans and have empowered my children to advocate for themselves.

My work experience, including three years as a substitute teacher within CCSD, as well as my role as a martial arts/self-defense instructor and my current position working with teens at the Las Vegas-Clark County Library District, has equipped me with valuable insights into effective teaching methods and youth engagement strategies.

In advocating for student success, I intend to push for greater flexibility in the classroom, empowering teachers to adopt more Socratic teaching approaches and encouraging independent learning. I believe in moving away from standardized testing, which often prioritizes rote memorization over critical thinking and practical skills development. Instead, I aim to promote educational practices that nurture students’ ability to apply knowledge in real-life situations, preparing them for success beyond the classroom.

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, I would prioritize measures aimed at reversing the declining trend in student outcomes observed in Nevada. One crucial step is to attract and retain talented educators by offering competitive wages and comprehensive benefits. This would enable us to bring in teachers capable of employing diverse teaching methods to accommodate various learning styles, whether auditory, visual, practical, or a combination thereof.

Additionally, I would advocate for revisiting teaching methodologies such as phonetics in alphabet learning and mnemonic devices like “i before e, except after c” to enhance reading proficiency. Providing access to a wide array of books and digital reading materials for students at home would further support literacy development.

In mathematics, implementing strategies such as teaching sentence framing for word problems and emphasizing key mathematical vocabulary could enhance comprehension and problem-solving skills. It’s essential for educators to identify students’ learning preferences and challenges and adapt teaching approaches accordingly, ensuring that all students can grasp the material. If one method doesn’t resonate with a student, offering alternative approaches or providing extra support can help bridge gaps in understanding.

Ultimately, by prioritizing teacher support, embracing diverse teaching methods, and focusing on personalized instruction, we can work towards improving student outcomes and positioning Nevada as a leader in education rather than following national downward trends.

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?

Several barriers hinder educational excellence and equity for every student within the CCSD. Communication breakdowns plague the district, spanning from administrative levels down to interactions between teachers, students, and parents. This lack of organization exacerbates the issue, hindering uniformity and cohesion within the fifth-largest school district in the United States.

Furthermore, economic hardships faced by many families result in limited parental support, supervision, and mentorship for students. The rising cost of living often forces families into precarious financial situations, impacting students’ ability to focus on their studies due to concerns about basic needs like shelter and food.

Additional challenges include time management issues, resource shortages, excessive testing, motivational deficits, behavioral issues, and overcrowded classrooms. Addressing these barriers requires a multifaceted approach, including increased funding for mental health resources and interventions, as well as a reassessment of testing practices to ensure they support rather than hinder student learning.

Advocacy efforts must also hold county and state officials accountable during budget allocations, ensuring that promised tax funds are directed towards enhancing educational resources and services. Collaboration with businesses, non-profits, and community stakeholders can further bolster support for schools through partnerships, grants, and federal aid initiatives.

Central to overcoming these challenges is fostering a supportive school culture that prioritizes student motivation and well-being. It’s crucial to continually assess factors contributing to student success and adapt strategies as needed, with active involvement from all stakeholders including parents, teachers, government officials, and local businesses.

Ultimately, addressing these barriers requires a collective effort akin to the intricate workings of a well-oiled machine, with each stakeholder playing a vital role in nurturing student success and fostering a thriving community.

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?

The top three persistent challenges facing the CCSD Board of Trustees are the lack of collective support for students and teachers, a failure to maintain transparency with cities and stakeholders, and feeling overwhelmed by the governance responsibilities. These challenges have led to divisiveness among board members, wasteful spending, and a general sense of mistrust from the community.

To address these challenges boldly, I propose a two-pronged approach:

Firstly, prioritizing transparency and accountability. This involves ensuring that all board decisions and actions are communicated openly to the public and stakeholders. By holding regular town hall meetings, publishing meeting minutes promptly, and making financial records readily available, we can rebuild trust and foster a sense of transparency within the community.

Secondly, fostering a culture of ownership and collaboration among board members. It’s essential for trustees to take responsibility for their actions, acknowledge mistakes, and actively work towards solutions. Emphasizing the importance of listening to constituents and seeking common ground can facilitate constructive dialogue and decision-making. By prioritizing the needs of students and teachers above personal agendas, we can unify the board and drive meaningful change within the district.

Overall, by prioritizing transparency, accountability, and collaboration, we can address the systemic challenges facing the CCSD Board of Trustees and work towards improving outcomes for students and educators alike.

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? 

To best serve students, the expertise of the four appointed members to the Board of Trustees should be leveraged in several ways. Firstly, they should bring valuable insights from their respective cities/county, including awareness of local issues, economic factors, and community dynamics. By understanding the unique challenges facing each area, appointed members can contribute to problem-solving efforts and advocate for solutions that benefit all students and teachers.

Collaboration among appointed members representing different cities/county is essential. By sharing successful initiatives and strategies, they can collectively work towards strengthening the education system across Clark County. This collaborative approach fosters a sense of unity and shared responsibility for the well-being and success of all students.

Regarding voting rights for appointed members, I believe they should have a say in board decisions and allowing them to vote could bolster more collectiveness and contribution by all board members. As representatives of significant urban areas within the county, their voices carry weight and should be included in the decision-making process. Adopting a system similar to our federal model, where appointed members have voting privileges alongside elected trustees, ensures that all perspectives are considered in board deliberations.

Furthermore, considering the unique challenges faced by smaller communities outside the major urban areas, it may be beneficial to rotate a fifth member from these areas onto the board periodically. This ensures that voices from all corners of the county are heard and represented in board discussions and decisions.

In summary, leveraging the expertise of appointed members to the Board of Trustees involves recognizing the diverse perspectives they bring from their cities/county, fostering collaboration among members, and ensuring their inclusion in the decision-making process through voting rights. This approach promotes unity, inclusivity, and collective efforts towards improving outcomes for all students in Clark County.

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 board meeting time is dedicated to student outcomes, a few strategies can be implemented.

Firstly, establishing a structured agenda for meetings with a significant focus on student outcomes as key agenda points is crucial. By prioritizing these items, the board can ensure that discussions revolve around topics directly impacting student success.

Transparency remains paramount, but not every issue requires open forum discussion. Matters such as contractual items or initiatives unrelated to student outcomes could be addressed in private sessions, with summaries of discussions made public to maintain transparency. This allows for efficient use of meeting time, with a clear focus on student-centered topics during public forums.

Additionally, soliciting input from the community through call-ins or written submissions during private sessions ensures that stakeholders have opportunities to voice their opinions and concerns on matters affecting student outcomes.

Furthermore, prioritizing student-related issues at the beginning of meetings can ensure that these topics receive adequate time and attention. Allocating slightly more time to discussions on student outcomes compared to other agenda items also reinforces the board’s commitment to prioritizing student success.

By implementing these strategies, the board can effectively allocate sufficient time and attention to student outcomes during meetings, thereby fulfilling its responsibility to prioritize the needs of students and their educational 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?

If elected to the Board, I would approach challenging conversations and criticisms with a focus on the mission of student success and the betterment of the district. I value open dialogue and welcome diverse perspectives, even when they differ from my own. I believe in acknowledging valid arguments and points while refraining from making discussions personal based on irrelevant ideas or opinions.

It’s important to recognize that criticism is a natural part of any role, including public service. I understand that not everyone will agree with me or my ideas, and that’s okay. I’m committed to maintaining integrity, addressing mistakes, and continuously learning and growing to better serve the community.

While I strive to maintain a thick skin and not be swayed by personal opinions, I remain dedicated to prioritizing student needs above all else. My focus will always be on advocating for what is best for students, regardless of any personal criticisms or disagreements that may arise. Ultimately, my goal is to contribute positively to the district and work towards creating a brighter future for all students.

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 the CCSD Superintendent, I would utilize key indicators such as:

1. Program Preparation: Evaluating the Superintendent’s ability to develop comprehensive educational programs tailored to the needs of CCSD students and aligned with educational standards set by both the Federal Department of Education, and the state of Nevada’s Department of Education.
2. Program Implementation: Assessing the Superintendent’s effectiveness in executing and overseeing the implementation of educational programs across CCSD schools, ensuring consistency and quality.
3. Program Evaluation and Monitoring: Monitoring the Superintendent’s efforts in evaluating the success and impact of implemented programs, as well as their ability to monitor ongoing progress and make necessary adjustments for improvement.
4. Professional Guidance and Training: Evaluating the Superintendent’s support for professional development opportunities and guidance provided to teachers, fostering a culture of continuous growth and improvement, as well willingness to work with teachers and their unions in providing competitive wages for our educators.

Additionally, holding the Superintendent accountable requires assessing their leadership qualities and actions. A successful Superintendent should exhibit approachable and inclusive leadership, making staff and students feel safe and supported. They should lead by example, demonstrating a willingness to engage in the work they expect from others.

Effective communication skills are also essential, as the Superintendent must effectively convey expectations and goals to all stakeholders while fostering a culture of open dialogue and collaboration.

Moreover, accountability entails owning up to mistakes and continuously striving for improvement. A great leader invests in relationships, mentors others, and actively seeks feedback to learn and grow.

Ultimately, the Superintendent’s performance should be evaluated based on their adherence to these principles and their effectiveness in fostering a positive and supportive educational environment for all stakeholders. Just as the Board of Trustees is held accountable by constituents, the Superintendent should be subject to evaluation and criticism to ensure they are effectively serving the needs of CCSD students and the community.

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.

I respectfully disagree with the notion of allowing parents to send their children to public schools outside of their neighborhood based solely on their perception of which school is best. While I understand the desire for parents to provide the best educational opportunities for their children, I believe this approach may exacerbate existing inequalities within the public education system.

In my view, the quality of a school should not be determined solely by its location, but rather by the resources, tools, and teaching staff available within the school. It’s essential to address the underlying reasons why some schools are perceived as better than others. This often relates to disparities in funding and resources, as wealthier communities tend to have better access to educational resources and support.

By allowing parents to choose schools outside their neighborhood, there is a risk of further draining resources from already struggling schools, leading to overcrowding and exacerbating inequalities. Magnet programs and vocational schools offer a viable alternative for parents seeking specialized education opportunities without disrupting neighborhood school dynamics.

To address disparities in school quality, I advocate for equal allocation of funds across all schools, ensuring that every student has access to high-quality education regardless of their zip code. Additionally, investing in competitive wages for teachers and fostering a supportive learning environment with involved parents are crucial steps towards promoting student success and reducing inequalities within the public education system.

Ultimately, uniformity and equity in education should be prioritized to ensure that all students have equal opportunities to thrive academically, regardless of their neighborhood or socioeconomic background.

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? 

As a member of the Board of Trustees, ensuring students are at the forefront of decision-making is paramount. I draw upon my experiences as both a parent and someone who works closely with teenagers to advocate for student needs and prioritize their success.

I believe in the common good of society and the importance of public services, which includes advocating for students to receive the resources and support they need to thrive. My commitment to putting students first extends beyond mere rhetoric—I actively engage with students, build rapport, and provide assistance to help them succeed academically and personally.

For instance, my co-worker and I recently helped a teenager secure a scholarship worth $10,000 by providing guidance, assisting with skill-building, and supporting academic improvement over the last two years of working with the teen. This tangible success reinforces my belief in the power of investing in students and empowering them to reach their full potential.

Students must know they have a voice and are cared for by those they spend most of their day with, to include teachers and school administrators, and not just family and friends. By ensuring educators have the resources and support they need, we create an environment where students can thrive.

Collaboration is key to ensuring students remain a priority in decision-making processes. I am committed to working with fellow board members, stakeholders, community leaders, and government officials to advocate for student-centered policies and initiatives. Transparency, accountability, and a willingness to seek assistance when needed are essential elements of this collaborative effort.

While progress may not happen overnight, I am dedicated to persevering and pushing for positive change that benefits students, schools, and the community as a whole. By focusing on continuous improvement and adaptation, we can create a safer, more supportive environment where every student has the opportunity to grow and succeed.