League of Women Voters of California Education Fund
	Santa Clara County, CA November 4, 2014 Election
	Candidates Answer Questions on the Issues Board Member; Milpitas Unified School District

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 Demetress Morris: The key to successfully managing tax dollars along with state and federal funding is over-site. As, a board member my efforts will go towards ensuring that over-site committees exist and are inclusive of all stakeholders. Over-site by a committee allows decisions to be evaluated through a fair and balanced approach. This coupled with the regulations and protocols that govern spending will yield success. One must interact within the school district to recognize the dynamics of the learning, and what will support current and future intervention programs; while applying policy's and funding that enhance educational skills. The strategic plan will act as a framework as to the vision of what the school district is considering investing time, money, and energy in moving forward. The plan is to have community, parents, and teachers working together for best practices and outcomes. Additionally, being a past chairperson for the School Site Council (SSC) and a member of the Milpitas Community Advisory Board (CBA) I would embrace the opportunity to use their platform for delivery of timely and relevant information to all stakeholders. Answer from Danny Lau: With the implementation of the new Local Control Funding Formula (LCFF), each school must develop a Local Control Accountability Plan (LCAP) to describe how the funds are being spent. The LCAP needs to be developed in partnership with the school administrators, teachers, parents, and community members. The LCAP then needs to be approved by the county administrators. We must conduct regular reviews on student achievement and other measures to ensure goals are met. These reviews are presented at regular school board meetings where all community members are welcome to attend. Answer from Robert "Bob" Nunez: The Local Control Funding Formula model (LCFF), and the Local Control Accountability Plan (LCAP) allows for the community at large to be involved at all levels of planning and review of how dollars are spent. It is my proposal that all dollars, including federal, be included in this process. This would allow school site councils, other parent groups, the business community, and public agencies to engage in the design, review, and cost of instruction of their children and future workforce. Each school site council should monitor, monthly, what dollars are spent and why, and report back quarterly to the Board of Trustees. There should be quarterly and annual reports made at public Board Meetings to see if these expenditures are following the LCAP. As this is a new funding model, there should be a year-end meeting with all stakeholders to debrief the year's plan. Answer from Chris Norwood: As a 41 year resident of the city of Milpitas and current education professional, I believe that an effective board member should possess explicit knowledge of federal funding guidelines, our Local Control Funding Formula and our Local Control Accountability Plan. A clear understanding of these elements is vital to ensuring that federal, state and local funds are being used wisely and fairly. As a result of a signed law by Gov. Jerry Brown in July 2013, the manner in which California's public education system is funded has changed dramatically. At the center of this legislation lays the Local Control Funding Formula (LCFF) and the subsequent Local Control Accountability Plan (LCAP). The Local Control Funding Formula (LCFF) is a historic opportunity to ensure our LEA's (Local Education Agencies), school districts and schools directly allocate funds towards improving the academic outcomes for all students, based on agreed upon academic outcomes and community input. The Local Control Accountability Plan (LCAP) must be developed in partnership with parents, educators, employers and community stakeholders. LCAP's are required to focus in the following 8 priority areas: 1. Provide all students with access to fully credentialed teachers, instructional materials that align with state standards, and safe facilities. 2. Implementation of California's academic standards, including the Common Core State Standards in English language arts and math, Next Generation Science Standards, English language development, history, social science, visual and performing arts, health education and physical education standards. 3. Parent involvement and participation, so the local community is engaged in the decision-making process and the educational programs of students. 4. Improving student achievement and outcomes along multiple measures, including test scores, English proficiency and college and career preparedness. 5. Supporting student engagement, including whether students attend school or are chronically absent. 6. Highlighting school climate and connectedness through a variety of factors, such as suspension and expulsion rates and other locally identified means. 7. Ensuring all students access to classes that prepare them for college and careers, regardless of what school they attend or where they live. 8. Measuring other important student outcomes related to required areas of study, including physical education and the arts. In addition to these eight areas, a district may also identify and incorporate goals related to its own local priorities. Answer from Vance Vuong: I have confidence in the judgments of our Superintendent, accountants, controller, and members of the oversight committees. The District's financial state and the disbursement of funds are well documented. Various reports are regularly presented at Board meetings and on District's website. If elected, I would work closely with other Board members, administrators and principals to evaluate each school's needs and programs. 2. Are the schools offering instruction appropriate to the diverse educational abilities of all the students? Answer from Vance Vuong: Yes. All students are required to meet standards that would provide them with a certain degree of proficiency at a certain level. The top and average students need more challenging projects. The below-average students need more counseling and active tutoring. Answer from Danny Lau: We have been implementing blended learning at our schools for more than two years. The blended learning approach allows for smaller student grouping to allow them to progress at their own pace. For example, based on the students' needs, one small group might spend less time on math and more time on reading while another group might do the opposite. Together with technology, small team instruction, and project-based learning, we allow the students to learn at their own pace, in their own way. Answer from Chris Norwood: The goal of every public, charter or private school is to provide a quality education enhanced by excellent instruction, to ensure ALL students are ready to become productive members of society. As we usher in the era of Common Core State Standards (CCSS), Local Control Funding Formula (LCFF) and Local Control Accountability Plans (LCAPs) into our California schools, we have a landmark opportunity. We will be able to prepare future generations of learners, better understand our diversity and needs with regards to our instruction strategies and offerings. Currently, the current metrics of academic assessment are API scores. These are also currently under review, subject to possible dissolution or refinement. The assessment of a quality education should not be based on a single tool or score. The measurement of appropriateness is not one size fits all. Answer from Demetress Morris: Schools have made every attempt at offering appropriate and diverse education for all students. However, with California adopting common core standards this tells us that they themselves see room for improvement. Children with special needs are progressively represented in general education classrooms. Students who have disabilities are eligible for specialized education to meet their needs academically and socially no questions asked. The efforts made towards this population of students have proven to be perplexing for many school districts. The requirement for sustainable leadership and financial management will ensure that diverse educational attempts are being effective. Such leadership and management leads to an appropriate public education, regardless of aptitude levels or severity of disability. In some cases the most under-utilized tool is mainstreaming, which bring students with disabilities into a systematic learning environment allowing for complete inclusion. These inclusions make students with disabilities more visible in every variety of school settings, including the early education classroom leading to successful communities. Other significant diverse learning communities that must be proactively addressed are those students within the achievement gap and English Second Learns (ESL). There must be an environment created that allows them to continually thrive once strides are made. Therefore, a learning platform that engages students where there are, and challenge their core abilities will grant ongoing achievement. This is an area where the teachers in the classroom must lead on, and not be dictated to base on test scores, or the latest whim in education. The consistencies of educational programs are vital to this population of students. On the other hand there are students who do thrive academically, but are not meeting their full potential. This population of students needs to be challenged with curriculum that allows for intellectual growth. Answer from Robert "Bob" Nunez: Eight of the ten schools in Milpitas Unified School District have an API score over 800, reflecting that Milpitas Unified is an exceptional school district. There are sub-groups scoring below 800. It is my position that with the new funding formula, LCFF, that dollars earmarked for ELD students and Foster Youth, be used specifically to help those students obtain an enriched program that would allow them to graduate career/college-ready. 3. Where do you want the District to be five years from now? What steps should the District take to get there? Answer from Danny Lau: With a projected enrollment growth of 100 students per year for the next ten years, we must manage student growth appropriately to minimize overcrowding. We are scheduled to open a new elementary school in the transit area in 4-5 years. We will need to continue to ensure our facilities meet the needs of our students. Integrate the latest technology, incorporate updated instruction methods, improve community support, and stronger parental engagement are all goals that we strive to achieve at our school district in the coming years. Answer from Demetress Morris: My goals are ambitious for Milpitas School District five year achievements. There is no doubt that Milpitas School District will be far bigger than it is today. Therefore, I would like to see the school district in five years thriving and producing Silicon Valley top college students, employees, and business owners. This can be accomplished by working within an academic structure that is proficient with all students' educational needs and success. The school district must hold itself more financial accountable; which will ensure that monetary resources are reaching the classroom and students. A vital step in the process is having outreach and over-site committees, so that collectively as parents, teachers, and community were working on common goals set forth by the strategic framework. Answer from Robert "Bob" Nunez: Five years from now, I would want Milpitas Unified School District to be in the forefront in the use of technology for the delivery of instruction in the classroom. Continued use of Bond dollars for infrastructure and improvements, so we have 21st century classrooms. A master plan needs to be developed that matches student growth and current school site modernization, and new school construction. With the projected growth of 100 students per year for the next 10 years, boundary changes, class size, school size, and new school locations will become one of the top two priorities for Milpitas Unified School District. This Middle-College concept currently being discussed for the Russell Middle School would assist in the overcrowding at Milpitas High School. It would also provide students and parents the opportunity to finish the first two years of college in a setting close to home and at a reduced cost. Answer from Vance Vuong: Our students' achievement is a direct result of the quality of instructions, assignments, tests, parental involvement, and Board's policies. My practical plans for boosting our children's proficiency: Make plans for a new elementary school; ensure no cost overruns and delays. Expand digital learning to all campuses: uses of computers and online interactive tools increase students' performance and teacher's productivity. Create a Science Field Trip Program: select juniors & seniors take field trips to partnered hi-tech firms. Expand tutoring programs: top juniors & seniors tutor struggling students or English-language learners -- community service credits for tutors, improved performance for students for students, savings for the district. Cooperate with City Council on shared obligations. Answer from Chris Norwood: Milpitas Unified School District (MUSD) is a solid, community-based school district which is already working on plans to expand its ability and resources to meet the needs of the city's growing population. MUSD is also working diligently toward improving its facilities, technology offerings and partnerships to ensure it provides its students a 21st Century education, with access to college, vocational and entrepreneurial opportunities. In order to continue on these paths five years from now and beyond, district leadership should continually engage a socioeconomically diverse range of parents, community stakeholders and businesses, while researching best practices locally, regionally and globally. 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.