|
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,
Curriculum,
Goals
Click on a name for candidate information. See also more information about this contest.
 |
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?
|
Answer from Patricia Midtgaard:
GUSD Trustees on the Board of Education are periodically informed at regularly scheduled board meetings regarding budgetary revenues and expenditures in all categories. Upon any board member's request, a separate Budget Study Session (which is open to the public) is scheduled to discuss items at length. For example, additional time and study was required in 2014 to better understand the requirements of the new LCFF (Local Control Funding Formula) as board members were held accountable for determining the designation of funding categories previously determined at the state level.
Information is generally shared with our constituents through bimonthly board meetings, the Superintendent's Newsletter, community presentations, and by invitation at Home and School Club Meetings.
Answer from Heather R (Hendrickson) Bass:
Make sure the agreements with stake holders are honored to avoid penalties. Get feedback from employees of areas of need, waste and improvement. Involve community members for resources and feedback.
Answer from Jaime Rosso:
I will be accountable to do the research and reading preparation necessary utilizing the educational resources available to make informed decisions to assure funds are spent wisely. I will advocate to transparency and engagement of all stakeholders in major decisions. I will articulate my position clearly and advocate for the best interest our students and our public schools. I will engage parents, teachers and community organizations to support the needs of public education.
Answer from Tom Bundros:
The Board reviews the budget and actuals a minimum of three times a year. There are other meetings where the Board sets their spending priorities and those are folded into the next budget. The agendas for these meetings (which include the actual material that are to be discussed) are posted to our website for the community to view and think about. The meetings are completely open for district staff and community members to attend and comment.
Answer from Dom Payne:
As a strong proponent of government transparency, I would continue to request monthly reports on the District's budget. I'm currently responsible for the Superintendent quarterly evaluation, and also participate in Board evaluation. I will continue to work to foster a system and culture of self-assessment by the school board. I will also continue to support oversight committee's like we use with our District's Measure P bond. I will continue to support review of budget decisions made by the Board, and report their findings at board meetings, and ensure that budget decisions are publicized on the internet.
|
2. Are the schools offering instruction appropriate to the diverse educational abilities of all the students?
|
Answer from Heather R (Hendrickson) Bass:
Transitional K-12, advanced, alternative and special education. An intricate system of leveled supports are offered. I will be interested in learning how effective the programs are and the needs of staff and faculty at each level.
Answer from Patricia Midtgaard:
I believe GUSD continues to offer a variety of educational options that fit the needs of our diverse population of students:
- Dual Immersion Program for students who desire to study and achieve in two languages;
- GECA (Dr. T.J. Owens Early College Academy) for students in 9-12 grades who wish to focus on achieving a high school diploma while completing advance credits at the community college level;
- GPS (Gilroy Prep School), a charter school with a defined academic approach for elementary school;
- Advance Path for secondary students who need to recover units and graduate from high school in a computer-based tutorial system;
- Advance Placement classes at the secondary level.
- Special Education classes for students who learn with a specific approach.
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 (PBL), and preparing them for the technology industry. I have been a part of partnering with nearby Gavilan College, and will continue to do so to implement a curriculum that better prepares our students for college.
Answer from Tom Bundros:
Academic excellence for all students is one of my top priorities. All students have the right to be taught at their instructional level and challenged to move higher. High, medium, and low performing students (in any particular subject) must be engaged using different strategies and by teachers who have the appropriate skills. Grouping students by ability and assigning teachers who can provide the focused skills needed for that grouping (an output of an effective teacher evaluation process) is an effective strategy to appropriately engage and meaningfully challenge the students at hand.
The ability to read, write, and speak English is a fundamental key that unlocks the doors of opportunity in America and the world. The district and community must work together (without disparaging any other language or culture) to strongly and consistently support the mastery of English.
The Board must closely monitor student evaluation data to ensure that our students are moving forward.
Answer from Jaime Rosso:
This is a the top priority of my role as a school board member.
It is our district's responsibility that all students are being instructed at the appropriate levels to be successful and that all are making the necessary progress to thrive and to excel academically. There should be no excuses for students not making steady progress and achieving grade level proficiency or beyond. It is absolutely critical that we are responsive to the needs of all students, and that teachers and staff have high expectations for every student! Ongoing Professional development and support for teachers and staff is essential. GUSD must continue the focus, support and progress being made to close the achievement gap so that all students can graduate and be successful.
|
3. Where do you want the District to be five years from now? What steps should the District take to get there?
|
Answer from Jaime Rosso:
In five years, I would like to see our schools recognized for being models of excellence in education for ALL students regardless of social economic status. I would like to see record numbers of graduates who are prepared and ready for colleges, universities or other career path opportunities. I would hope our school produce graduates who are caring and contributing citizens who well prepared to meet the challenges to be successful in the 21st century.
I will continue to advocate our district to support teachers and families to assure that young children are school ready with all the necessary support from Transitional Kindergarten forward. Schools must be held accountable to make sure that all students are making steady progress to be no less than grade level proficient by 2nd grade if not sooner. This can make a dramatic difference in future success and graduation rates for all students.
Answer from Tom Bundros:
The transition to Common Core Curriculum is a massive undertaking for all schools. I will ensure that all necessary due-diligence is performed, and that staff has the necessary resources and professional development needed to make a graceful transition.
We need to accelerate English Language Learners in becoming proficient in English. I will ensure staff seeks out demonstratively effective techniques to teach English learners and encourage they are implemented in our district.
IT technology can help move students academically if implemented well but can be a very expensive distraction if not implemented well. I will continue to encourage the Board to not throw money at technology without a well-researched and comprehensive technology plan that includes professional development for staff.
GUSD's employee total compensation packages are not competitive for some sectors of our staff which impacts turn-over rate. I will advocate for studies of similar neighboring districts of their compensation plans, how they pay for it, and use that information to "right-size" our employee compensation plans.
School is not relevant for many of our students which impacts discipline and graduation rates. I want to implement academic and career planning for all students no later than middle school and to start a "linked-learning"
Answer from Patricia Midtgaard:
1. WHAT: A district in which our students are offered the most current technology in their classrooms and instructional settings so that they can be competitive with other students in the state and nation.
1. HOW: Opportunities for funding that are focused on technology (i.e. a parcel tax, grants)
2. WHAT: A district in which employees are paid commensurate not only to their expertise, but also to employees in other districts. This is vital in attracting and keeping a viable workforce.
2. HOW: Making budgetary decisions with an unrelenting focus on how our staff is being compensated. Also, looking at opportunities that the community can support (perhaps a parcel tax designated only for improving staff compensation).
Answer from Heather R (Hendrickson) Bass:
Common Core compliant with curriculum and resources in place. College ready courses and a strong internship type program for students who choose to learn a skill or trade. An effective and efficient assessment and placement of Special needs students.
Answer from Dom Payne:
I would like the district to continue the path of being on the cutting edge of inclusive and innovative instruction. I would like to see us continue 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 the predominate exciting cultural achievement in Gilroy. Being 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.
Responses to questions asked of each candidate
are reproduced as submitted to the League.
Candidates' statements are presented as
submitted. The answer to each question should be limited to 400 words. Direct references to opponents are not permitted.
The order of the candidates is random and changes daily. Candidates who did not respond are not listed on this page.
| 
League of Women Voters of California Education Fund
