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The questions were prepared by the Leagues of Women Voters of Santa Clara County and asked of all candidates for this office.
See below for questions on
Funding,
Instruction,
Future
Click on a name for candidate information. See also more information about this contest.
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1. How would you determine that the schools are using federal, state, and local funds wisely and fairly and how would you report your findings to the community?
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Answer from Dom Payne:
As a strong proponent of government transparency, I would work to create a system and culture of self-assessment by the school board. This would include a committee comprised of board members, but also including parents and educators, to review budget decisions made by the board. The committee would report their findings at board meetings. I would also work to ensure that budget decisions are publicized on the internet.
Answer from Jaime Rosso:
I have a personal commitment to visit every school listening to administrators, teachers, students, staff and parents. I ask questions and listen to concerns. As a board member I participate in district study sessions to review budgets and establish priorities. I have a focus on targeting district resources that support improving student achievement for ALL students and addressing equity to make sure all students needs are being addressed. I raise issues at board meetings to make sure important concerns are handled in an appropriate manner that supports the needs of students and our schools.
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2. Are the schools offering instruction appropriate to the diverse educational abilities of all the students?
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Answer from Dom Payne:
I believe we can do a better job at offering innovative and diverse instruction. We have recently seen what that can look like at some of our schools, and I believe the board should support academic innovation and replicate it at all our schools. We must prepare all students, to increase the overall academic performance of all subgroups, so that they are successful and ready for college and employment in a world that is increasingly technological. Rethinking our High Schools' vocational programs is one example of this possibility, training students to design projects on computers, before creating actual models, and preparing them for the technology industry. Partnering with nearby colleges is another possibility, to implement a curriculum that better prepares our students for college.
Answer from Jaime Rosso:
Our job as board members is to make sure that ALL students are making the progress necessary and expected to achieve grade level proficiency and to maximize student potential for every student. Our district leadership is very much focused on improving student achievement, however more needs to be done to move all students forward to succeed. Test results are showing that we are making steady progress in improving student achievement but some schools still remain in "program improvement" or "PI" until our most challenging students needs are being met. Our district must implement more aggressive strategies to better address the specific needs of English Language learners to close the "achievement gap" demonstrating that ALL students in our district are achieving.
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3. Where do want the district to be 5 years from now? What steps should the district take to get there?
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Answer from Jaime Rosso:
Gilroy Unified needs to continue to impliment innovative instructional strategies to continue improving academic achievement and success for ALL students. There can be NO EXCUSES for students not making the necessary progress to achieve grade level proficiency. Teachers and educational leaders and parents need to be held accountable to making sure all students are being successful. Teachers need to be given all the support, training and resources necessary to move students forward. The District must continue to recruit and retain high quality teachers that provide high quality instruction to all students. Interventions need to be provided for those students that need it. English Language learners and all student subgroups also must achieve grade level profeciency as is expected under NO CHILD LEFT BEHIND. ALL students need to be challenged to reach their full potential and we have schools proving it can be done. Within the next 4 years I would like to see all schools surpass the state achievement performance target score of 800 as measured by the Achievement Performance Index (API) and that all schools meet our target set under No Child Left Behind legislation. Others schools with similiar demographics such as ours are doing it and so can we!
Answer from Dom Payne:
I would like the district to be on the cutting edge of inclusive and innovative instruction. I would like to see an academic achievement standard of excellence as the result of investigating all teaching techniques, and utilizing those that work. In five years, I would like to see a school district that has made education an exciting cultural achievement. Being so near to the silicon valley, I believe our students should be well prepared for a future that is undeniably technology based, and they should be the first choice for employers in the technology industry. The district should practice a strategy of constant self review and an adherence to research, and working with teachers and parents, push for a curriculum and culture that achieves these goals.
Answer from Tom Bundros:
My vision starts with a high quality, rigorous curriculum in English language, math, science, history, and music. The best "head start" any child can have is rigorous instruction in reading and math.
The ability to read, write, and speak English is a fundamental key that unlocks the doors of opportunity in America and abroad. GUSD, parents, and community work together to support and actively encourage the mastery of English.
Student understanding and performance is continually assessed. When performance does not meet standards, immediate action is taken, student by student (along with their parents) to understand root causes and apply remedial action. There are exit exams at grades 5 and 8, and a rigorous exam at grade 12.
High performing schools require high performing principals. Principals demonstrate a maniacal focus on execution; the Governance team sets high, measurable goals to establish a culture of high achievement, and principals are held accountable to achieve them.
High quality instruction requires high quality teachers. GUSD understands the characteristics necessary for great teachers and has effective programs to identify and recruit them. GUSD turns good teachers into great teachers through effective training and mentoring.
Schools explicitly teach students to value hard work, show respect, and practice self-discipline. There is no tolerance for disruptive student behavior and disruptions are handled firmly, consistently, and effectively.
All students need a rigorous and solid academic foundation regardless of their life's work; however there are many satisfying and lucrative careers that do not require a university degree. There are differentiated, high quality tracks for business, vocational, fine arts, and college preparatory studies at the high school.
Responses to questions asked of each candidate
are reproduced as submitted to the League.
Candidates' responses are not edited or corrected by the League. Answers must not refer directly or indirectly to another candidate.
The order of the candidates is random and changes daily. Candidates who did not respond are not listed on this page.
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League of Women Voters of California Education Fund
