Meet the South Bay candidates vying for a school board seat

My 35 years of experience as a teacher, principal and district leader in the Chula Vista school district has equipped me to support the decisions that shape what happens on our campuses each day.

Align district curriculum, instruction and assessment to ensure students are prepared for today’s colleges and tomorrow’s jobs.

Establish a clear, research-based, systemwide monitoring system to determine whether students are on track to be at grade level or above before end-of-year state testing. Support students who are not on track through a districtwide system of proven interventions.  

Ensure teachers and site administrators have the training and support they need to achieve strong academic achievement and progress for every student. 

I am committed to open, honest communication with the superintendent and other board members to work together and ensure we honor the district’s mission statement that “each child is an individual of great worth.” I am committed to identifying a variety of ways for district employees, families, students and the community to communicate with me. I will review districtwide customer satisfaction surveys and other tools that show what I am doing well and what I could do better to serve the system.

The response should be proactive. The district should identify the causes of the decline, pinpoint where it is most pronounced and design a long-term plan to offset the impact on school resources, personnel and the budget. We must be prepared to pivot when our system changes. We have an opportunity to review our programming and make changes that support student recruitment, such as strong Visual and Performing Arts programs.

I would prioritize protecting programs that help students access four-year colleges and high-quality career pathways. Research consistently shows that strong Visual and Performing Arts programs open doors to a wide range of industries because the skills students develop — creativity, design thinking, collaboration and problem-solving — are essential in today’s workforce, especially in technology and innovation fields. 

I would also safeguard mental health services for students and staff, which are foundational to academic success, school safety and overall well-being. 

Then I would work to expand our partnership with community schools, so every campus has access to comprehensive wraparound services. These resources — family support, health services, enrichment programs and community partnerships — strengthen student success and ensure schools can meet the diverse needs of the families we serve.

A major expenditure that deserves closer scrutiny and should be re-evaluated and rescinded is the stipend increase recently approved by the current board while the district faces a $16 million deficit. This is not an example of fiscal responsibility with public funds. I would also review expenditures on administrative travel and registration for conferences and other professional organizations when there is no clear evidence that those activities significantly impact our students and their learning. Finally, I want to look closely at the process to determine which contracts and bids are considered for various projects, consultants and contractors. I would review how Project Labor Agreements benefit the district as a whole and how these agreements directly or indirectly impact our students and their learning. 

I would begin by reviewing multi-year budget projections, staffing patterns and the impact of current contracts to understand where the money is mostly needed. Competitive pay should align with clear priorities: supporting classrooms, maintaining safe campuses and ensuring students receive the services they deserve. When resources are limited, I would work collaboratively with labor partners, as I have in the past, to explore different approaches and staffing models that protect student learning while honoring the bargaining process. 

In the event of a shortfall, I would prioritize essential services, evaluate inefficiencies and ensure any adjustments are made transparently, with students’ needs at the center of every decision.

I believe the board must ensure that the superintendent’s job description is clearly defined and grounded in shared expectations. The superintendent should have specific, measurable goals with well-defined actions that reflect the district’s priorities. These goals should be reviewed quarterly, using established benchmarks, to assess progress and make timely adjustments when needed. 

A high-quality evaluation must explicitly address districtwide academic achievement and the superintendent’s ability to maintain a balanced, sustainable budget. Clear expectations, regular monitoring and transparent evaluation practices are essential to ensuring strong leadership and continuous improvement across the district.

I want to keep building on my track record of service and continue championing a district that’s done an outstanding job supporting students, families and educators. I’ve consistently advocated for strong schools, responsible decision-making and opportunities that help every student thrive. It matters to celebrate what’s working while thoughtfully addressing where we can improve. Continuing on the board would let me keep bringing experience, collaboration and a student-centered perspective to the decisions that shape our schools. I’m committed to listening to our community, supporting our educators and helping the district keep its momentum while preparing students for a successful future.

Academic achievement, building leaders for the future, social-emotional intelligence and, most of all, having happy, well-balanced students who leave our schools ready for what’s next in their future. Measuring that isn’t only about test scores. It’s about how students leave our schools. It matters that they walk out feeling confident, safe and included. It is important that they know they belong and that they are seen. It matters that they’re balanced, engaged and ready.

I’d look at things like attendance and engagement, participation in activities and leadership, student and family surveys on belonging and safety, discipline and climate data, and how our graduates describe their experience years later. Those tell us whether we’re growing whole students, not just scores.

My commitment is to keep measuring what really matters, that our kids are well-balanced and that they leave our schools satisfied, engaged and ready for middle school, high school and whatever comes after. I want every student engaged and prepared to be a leader in the world beyond our doors. As the incumbent, we’ve worked hard to strengthen social-emotional support, and one clear, measurable result is the growth in after-school and in-school programs where kids build emotional intelligence, small groups where they talk about kindness, friendship, anxiety, and how to respond to big feelings. Those programs have expanded, and more kids now have a safe, welcoming place after school where they’re supported and their creativity grows. The public can hold me to that: more students in these programs, strong participation, and students and families telling us they feel safe, supported and ready.

Declining enrollment is a real state and national challenge driven by the cost of living, the current climate and fear. This is not something any single district can reverse on its own. But how we respond matters. My answer is to make sure families know their students are safe and secure in our schools, and to keep advocating for them. That means being visible and vocal: telling families plainly what we do, where we’re succeeding, what we’re working on and what we’re building next. We keep showcasing our programs because often the families who need them most don’t know they exist. We must continue protecting our families. We must communicate constantly and compete for every student by making our schools the place our students want to be.

We must continue to always protect the work that is done in our classrooms and our students. Anything that touches our students directly must be protected first. I will continue to prioritize after-school programs. These are especially vital for working families, giving students a safe, engaging place. I will continue protecting social-emotional programs and, without exception, special education services. Those are non-negotiable.

The evidence is that our students are developing not just academically but as leaders, as engaged, well-balanced kids ready to move forward. Our after school programs are showing real success. Our students are learning new skills, expanding their sense of creativity, learning what’s possible and finding what they can do outside of their traditional classroom.

I’d want to examine any program whose cost has grown, whose participation has dropped or whose purpose overlaps with something else.

Before I vote to continue, change, or reduce anything, I’d want real feedback from all our stakeholders. We already survey our students to learn what’s working, what isn’t and what should change. End-user input is incredibly valuable. I also want feedback from parents and from our wider district community. Cost and data matter, but the people living with these programs should have the loudest voice in whether they stay.

Competitive pay and fiscal solvency are not competing goals. They have to work together. To attract and keep strong teachers, administrators and classified staff, our compensation must keep pace with a changing climate and a rising cost of living. If our staff feel fairly compensated and valued, that sense of stability flows directly to our students, and a happier district follows.

At the same time, we have a real obligation to be fiscally responsible. Salary and staffing needs must stay at the center of every budget evaluation. They must be reviewed openly, weighed against revenue and planned for the long term rather than one year at a time.

The board should evaluate a superintendent and a district by looking at student growth over time, not just an academic score. This means examining district climate and morale. Staff should demonstrate that they are happy and engaged, feel supported and are continuing to develop in their work and careers. Students should feel connected to their schools and to the adults around them. Families should feel confident in what the district is doing on their behalf. The board should gather this information regularly and honestly through surveys, feedback and direct conversation with staff, students and families. A superintendent and district succeed when students are learning, staff are thriving and the entire community feels the benefit.

Our schools helped shape my family, and I want to give back to the community that has given us so much. I’m a longtime Chula Vista resident, father of four, grandfather of two, and my children attended CVESD schools. I understand the trust families place in our schools — and the responsibility that comes with that trust. Our district faces serious challenges. Too many students are not meeting academic standards. We face significant financial pressures. And student safety must remain a priority. 

My experience in operational risk, emergency management, financial oversight and organizational leadership has prepared me to help address these challenges. I’m not seeking a political career or using the school board as a stepping stone. I’m seeking the opportunity to serve — to listen to educators and families, ask difficult questions, work with others to solve problems and hold ourselves accountable for results.

Every student deserves the opportunity to succeed, but good intentions are not enough. We have to measure whether our students are actually learning and progressing. CVESD should: 

• Establish a clear academic baseline, set measurable annual targets for English language arts and mathematics, and reduce achievement gaps. 
• Identify our highest-performing schools, study successful schools and districts elsewhere, understand what they are doing differently and apply proven practices where appropriate. 
• Identify students who fall behind early, provide targeted support and monitor whether that support is working. 

Progress should be measured through state assessment results, year-to-year student growth, achievement gaps, attendance and results by school. Ultimately, success is not programs created or dollars spent. It is whether more students are learning, progressing and reaching grade level.

My commitments are measurable academic improvement, stronger financial accountability, greater transparency, meaningful parent engagement, and ensuring our teachers have the resources and support they need to succeed. I have committed to advocating for clear academic goals in reading and math, regular public reporting of progress, stronger financial controls and forecasting, meaningful follow-through on the 2025 Fiscal Crisis and Management Assistance Team findings, and financial and operational reviews when warranted. Parents should be meaningful partners in their children’s education, and teachers should have the support they need to succeed. 

The public should evaluate me by the results: Are more students reaching grade level? Are financial weaknesses being corrected? Is financial information transparent and reliable? Are parents meaningfully engaged? Are teachers receiving the resources and support they need?

Declining enrollment has real financial consequences for our district. CVESD needs to give families compelling reasons to choose our schools — and to stay. We should start by understanding why families leave. That means systematically tracking transfers and withdrawals, seeking parent feedback and identifying patterns by school. 

We must also provide an educational experience families value: strong academics, early intervention, STEM, arts and enrichment, safe campuses and opportunities for students at every level.

Relationships matter too. Families should feel welcomed, communication should be timely and accessible, and parents should have meaningful opportunities to participate.

We cannot control declining birth rates, housing costs or every demographic change. But we can control the quality of our schools and the experience we provide.

I would prioritize protecting the people, programs and resources that have the greatest direct impact on students and learning, including strong classroom instruction, early intervention in reading and math, support for teachers, special education services, student safety, and opportunities such as STEM, arts and enrichment.

We should also evaluate investments using measurable student outcomes, including academic growth, grade-level proficiency, achievement gaps, attendance and other relevant measures tied to each program’s purpose.

Before reducing resources closest to the classroom, we should identify efficiencies and duplication, examine ongoing versus one-time expenses, and determine whether programs and spending are producing measurable results. The standard should be straightforward: Protect what is demonstrably helping students and continually evaluate whether public resources are producing the outcomes we expect.

Every program and expenditure should be open to review, but I would pay particular attention to spending that is duplicative, has grown significantly or cannot demonstrate measurable benefits for students. Before voting to continue, change or eliminate a program, I would want to understand its purpose, total cost, funding source, results and impact on students. I would also want to know whether the expense is ongoing or one-time, whether similar services are being provided elsewhere and what alternatives exist. We should ask whether the program is achieving the outcomes it was created to produce and how we know. We cannot keep spending simply because “that’s how we’ve always done it.” Decisions should be based on reliable financial information, measurable results, and the impact on students — while protecting the people and resources closest to the classroom.

Attracting and retaining great teachers and staff is essential to student success, and compensation must be sustainable over the long term. That starts with reliable financial information, realistic multi-year projections, stronger financial controls and a clear understanding of what is driving district costs. 

Compensation decisions should consider our ability to remain competitive while meeting those commitments responsibly year after year. Transparency is also essential so employees and the community understand the district’s financial position and the decisions being made. Supporting our teachers and staff while maintaining financial stability are not opposing goals. Both are necessary to provide students with the strong, stable schools they deserve.

The board should establish clear, measurable expectations for the superintendent and evaluate performance against results — not simply activities or programs. We should measure student growth, grade-level proficiency in reading and math, achievement gaps and attendance. We should evaluate budget accuracy, long-term stability, financial controls and progress addressing the findings of the 2025 FCMAT review.

We should also measure progress in student safety, emergency preparedness, communication, parent engagement, and whether teachers and staff have the support and resources they need to succeed.

Accountability requires more than setting goals. The board should regularly ask: Are we making progress? If not, why not? What needs to change? The public should be able to see the answers. 

I’m a 34-year educator who retired in June as a principal in the National School District after a career spent serving students, families and school communities throughout the South Bay. I’m a product of Chula Vista schools, and so are my three children. I’m ready to give back to the community that has shaped who I am and the values I follow. I’ve worked alongside teachers, classified staff and families to build schools where every child feels safe, supported and ready to learn. I know what strong schools look like from the inside out, and I know what it takes to lead them. I’m running for the CVESD board to bring experienced, student-centered leadership: safe campuses, high academic standards and genuine partnership with families and staff, and I believe I’m the best candidate.

• School safety and community trust. Parents have voiced concerns about safety and transparency. I would prioritize clear communication with families, strong safety protocols and genuine partnership between the board, staff and parents to rebuild and maintain that trust.
• Declining enrollment and budget deficit. Over the past decade, enrollment has declined, contributing to a significant deficit. As a 34-year educator who has managed school budgets firsthand, I would prioritize transparent, community-informed budgeting that protects classroom instruction first, while exploring creative partnerships and grants to offset declining enrollment revenue. 
• Preserving core programs due to budget cuts. I would push for long-term, sustainable funding solutions and ensure any cuts are made with full transparency and input from the staff and families most affected. I would support partnerships and grants to support enrichment programs.

My first commitment is to bring stability to the board so we can refocus on students, staff and the wonderful work happening across CVESD. In my first year, I’m committing to listen, learn and build trust before pushing new initiatives: visiting school sites, meeting with teachers and staff, listening to families, and having honest conversations with fellow board members and district leadership.

I’m also committing to spotlight the exceptional programs, dedicated teachers and innovative staff already doing incredible work across our district, championing them at the board table and in the community. 

The public can evaluate whether I’ve fulfilled these commitments by my visibility and presence at school sites, my accessibility to families and staff, the stability and professionalism I bring to board conduct and whether the community hears more about the positive work happening in our schools.

While we can’t control broader trends like families having fewer children or rising costs pushing people out of the area, we can control how hard we work to attract and retain the families already here. First, we need a proactive, consistent re-enrollment process that starts well before year-end, with clear communication so families don’t miss deadlines due to technology or language barriers. 

Second, we need to get the word out about what makes CVESD schools special — strong teachers, unique programs and dedicated staff — through stronger community outreach so families take pride in their neighborhood schools.

Third, we need to listen to what families want and deliver it. If families are leaving for dual-language immersion, STEM or expanded arts programs, we need to offer them.

I would prioritize protecting classroom instruction, student services and safety first, since these most directly impact learning. As an administrator, I helped develop our Local Control and Accountability Plan and School Site Plan for Student Achievement, and worked with my School Site Council to evaluate spending based on results, not assumptions. The evidence I relied on included student achievement data, attendance and engagement trends and direct feedback from teachers, families and staff through the site council process. We protected and expanded programs that showed measurable gains in these areas, stronger test scores, improved attendance and positive family and staff input. I’d bring that same evidence-based approach to the board to identify which programs are truly benefiting students before deciding what to protect. Because enrollment and funding are closely tied, retaining students through strong, proven programs is also key to district stability.

Programs deserving closer scrutiny are those tied directly to raising academic achievement, which starts with knowing where students are and responding with the right support. I’d look closely at how well Multi-Tiered Systems of Support (MTSS) are being implemented, whether staff have training and tools to use data effectively and whether students are engaged in meaningful goal-setting.

Before voting to continue, change or eliminate a program, I’d want clear evidence: Is it identifying struggling students early? Is it improving academic and social-emotional outcomes? Students can’t learn if their emotional needs aren’t met, so support systems must address the whole child.

I’d also examine partnerships with parents and community organizations that expand enrichment opportunities. As a board member, I’d prioritize funding that strengthens MTSS, data practices and whole-child support, continuing what’s working, adjusting what isn’t and grounding every decision in real evidence of student impact.

Over 80% of a district’s budget is tied to salaries, so balancing competitive pay with fiscal solvency is one of a board member’s most important responsibilities. Staff is our greatest asset, and competitive pay is essential to recruiting and retaining strong teachers and classified employees. At the same time, fiscal responsibility means ensuring the district can sustain those commitments long-term.

As an administrator, I managed a school site budget and understand how closely staffing decisions and fiscal solvency are connected. I would rely on accurate, long-term financial projections, not one-time funding sources, when making compensation commitments, so decisions made today don’t create instability later.

I would also prioritize transparency with labor partners throughout the process, ensuring decisions are collaborative and grounded in data. Competitive pay and fiscal solvency aren’t in conflict; achieving both requires disciplined, transparent, long-term financial planning that respects our staff while protecting the district’s future.

Success should be measured by real outcomes for students, not just compliance or process. I’d look at academic achievement data over time, including how well the district identifies and supports struggling students through systems like MTSS, along with progress on LCAP goals. Equally important are indicators beyond test scores: attendance, engagement, student well-being, school safety, and staff retention and morale. A district can’t succeed academically if staff isn’t supported or students don’t feel safe and connected. I’d also weigh feedback directly from stakeholders, teachers, classified staff, families, and students, since they see day-to-day realities that data alone doesn’t capture. Fiscal responsibility matters too: Is the district managing resources transparently and sustainably? As a board member, I’d hold the superintendent accountable through clear, measurable goals set collaboratively, regular data-driven progress updates, and honest evaluation of whether decisions are truly improving outcomes for every student.

I am a lifelong resident of Chula Vista, and my connection to the district is deeply personal and generational. My entire family has attended CVESD public schools. I believe what sets me apart is my commitment to making sure equity is not just the tagline to my campaign, but a promise. I want every child in every school in our district to have the same opportunity and rigorous education regardless of race, religion, background, disability or immigration status.

Academic achievement, building leaders for the future, social-emotional intelligence and, most of all, having happy, well-balanced students who leave our schools ready for what’s next in their future. Measuring that isn’t only about test scores. It’s about how students leave our schools. It matters that they walk out feeling confident, safe and included. It is important that they know they belong and that they are seen. It matters that they’re balanced, engaged and ready.

I’d look at things like attendance and engagement, participation in activities and leadership, student and family surveys on belonging and safety, discipline and climate data, and how our graduates describe their experience years later. Those tell us whether we’re growing whole students, not just scores.

I’m committing to making equity the foundation of every decision. That means directing resources to the students and schools with the greatest needs, improving literacy and math outcomes for all children, and closing achievement gaps for English learners, foster youth, homeless students, and students with disabilities. I will champion safe, healthy learning environments, transparent budgeting and meaningful parent engagement, especially with families typically left out of district decisions. The public should look at clear, accessible data to see whether the district is moving in the right direction; things like how different student groups are performing, how many English learners are progressing, attendance and chronic absenteeism trends, and what families say about school environment. My commitments are to put students first and make decisions transparently, and the community should evaluate my work by whether those actions are visible, measurable and honest.

I would like to focus on amplifying our schools’ strengths, recruiting early and making the enrollment process easier to navigate for parents. I suggest implementing surveys as to what parents are looking for from schools, not districtwide, but school by school. In addition, I would find ways to equip all schools with the resources most parents want their child to have access to like equitable rigorous academics, early intervention programs that have a proven track record of success, responsive safety programs, full-time special education specialist on staff, and school resource officers to ensure student, teacher and staff safety.

I would prioritize protecting early preventative initiatives: programs that identify learning gaps early and support students before those gaps widen. This includes early literacy and math intervention, social‑emotional supports, and services for English learners and students with disabilities. These programs matter because they help children build strong foundations and reduce the need for more intensive interventions later. The public can look at clear evidence to see whether these efforts are benefiting students: growth on early literacy and math screeners, improved progress for English learners, reductions in chronic absenteeism, and feedback from families and teachers. When early supports are working, we see students gaining confidence, staying engaged and meeting grade‑level expectations.

The programs and expenditures that deserve closer scrutiny are those that do not directly improve student learning or support early intervention. I would carefully review spending that has grown without clear evidence of student benefit, including administrative costs and any compensation increases that are not tied to improved outcomes. When students are struggling in reading and basic academics, every dollar must be justified. Before voting to continue, change or eliminate a program or expenditure, I would want clear data: student achievement trends, early‑literacy and math growth, school‑level needs, and a transparent explanation of how the spending supports students. My priority is to end wasteful spending and ensure resources go toward early, preventative supports that help children succeed.

Balancing competitive pay with fiscal solvency means making thoughtful, transparent decisions that protect both students and the people who serve them. The district must maintain fair, competitive compensation so we can attract and retain high‑quality staff. However, we also have a responsibility to ensure the budget remains stable and sustainable. The way to balance both is by grounding decisions in data: enrollment trends from the last five years, not district-wide but rather school by school; multi‑year projections; staffing ratios; and the impact that early preventative initiatives have on student outcomes. When we invest early, especially in literacy, math and social‑emotional supports, we reduce long‑term costs and improve student success. My approach is to prioritize what benefits students most, communicate openly about tradeoffs, and make decisions that keep the district financially healthy while supporting the workforce our students depend on.

The board should look at whether students are learning, growing and feeling supported. That means reviewing straightforward data on student achievement, progress for English learners, attendance and chronic absenteeism, and what families and staff report about school climate. The board should also examine whether resources are reaching the schools and students with the greatest needs, and whether early‑support programs are helping close learning gaps. When we use consistent, transparent data and listen to families, we can see whether the superintendent and district are truly moving students forward. If they are not, the board has a responsibility to recruit a superintendent who values parent voice, offers clear budget workshops and keeps students at the center of every decision.

Helping children succeed is why I first ran for the school board, and it is why I am seeking another term.

I am a mother, grandmother and great-grandmother. Two of my daughters are teachers here in CVESD, and my grandchildren and other members of my family have attended our schools. I also spent my career in public service as a San Diego County Health and Human Services administrator.

I know children come to school with different circumstances. Some have every advantage, while others may be dealing with hunger, homelessness or problems at home. But when they walk through our school doors, every one of them deserves the opportunity to receive the quality education we would want for our own children. Education can change the course of a child’s life. I want our decisions to begin with a simple question: How does this help the child?

Our first responsibility is making sure children learn to read, write and do math at grade level. We cannot be satisfied while so many children are still struggling with those basic skills. I don’t want us looking only at district-wide averages. We need to look school by school and grade by grade to see where children are succeeding and where they are falling behind.

California Assessment of Student Performance and Progress results, district assessments, reading and math proficiency, English learner progress, attendance and chronic absenteeism help us measure progress. Then we have to act on what the numbers tell us. I especially want additional reading support in second and third grades. By fourth grade, children increasingly read to learn. We need to make sure they have learned to read first.

Our children only get one chance at an elementary education. We need to make those years count.

My commitment is to keep asking: How does this help the child? I will continue focusing on academics, responsible spending, safe schools and making sure employees have the resources they need.

People should measure me by what I actually do. I pushed for an independent FCMAT review of Business Services and Human Resources. I kept raising concerns when dual immersion teachers started the school year without needed curriculum and materials. I also pushed for clear criteria for district-supported assistant principals, which resulted in additional qualifying schools receiving that support. Those are things people can measure. I ask questions, and when something doesn’t make sense, I keep asking. Sometimes I am not in the majority. That’s OK. The public should judge me by whether I do my homework, follow through, explain my decisions and keep students at the center of them.

We have to be realistic about staffing and spending, but the first response should not automatically be taking resources away from classrooms. We need to understand why families leave or choose other options. That means listening to parents and employees, examining enrollment school by school and being willing to hear what families are telling us. Staffing has to reflect the number of students we serve. But before cutting people who work directly with children, I want a careful review of administrative costs, consultants, contracts, vacant positions and programs that may no longer be producing results.

We also need to give families reasons to choose our schools: strong academics, safe campuses, strong special education and dual immersion programs, reasonable class sizes and teachers with the resources they need. I am especially concerned about increased class sizes and combination classes, and what those decisions mean inside a classroom.

I would start closest to the child: classroom teachers, special education, instructional support, school safety and programs that can demonstrate children are learning. I would protect early literacy support. When a second or third grader is struggling to read, that is when I want us intervening — not waiting until that child is several years behind. I also strongly support dual immersion, but supporting a program means giving teachers the curriculum, materials, training and support to make it successful. It cannot succeed on its name alone.

The evidence should be student results. We should look at reading and math growth, CAASPP, English learner progress, attendance and appropriate measures for students receiving specialized services.

And we should listen to the employees doing the work. Data matters, but so does what teachers and staff are seeing every day in our classrooms.

Anything that takes resources away from classrooms deserves scrutiny, including administrative spending, consultants, contracts and new positions. That doesn’t mean they are automatically unnecessary. It means the Board should know what taxpayers are receiving for the money. The 2025 FCMAT review I pushed for examined budget development and monitoring, position control, payroll, Human Resources processes and staffing, among other areas.

Before we ask classrooms or employees to do with less, we should make sure our own house is in order. Before continuing an expenditure, I want to know: What does it cost? Whom does it serve? What results has it produced? Is there duplication? What happens if we eliminate it? I don’t believe in cutting just to cut. I believe in knowing what we’re paying for and whether it works.

Our employees deserve competitive compensation, but promises made to them also have to be sustainable. An increase today that contributes to layoffs tomorrow doesn’t help employees or students.

I look at priorities. During a difficult budget period, I opposed cuts affecting teachers and classified employees. I also voted against increasing monthly board member compensation from $750 to $3,000.

For me, those decisions are connected. If we are asking employees and classrooms to sacrifice, the board has to look at its own spending too.

We need honest multi-year projections, realistic enrollment assumptions, appropriate reserves and a clear understanding of ongoing versus one-time money before making long-term commitments.

Fiscal responsibility and supporting employees are not opposing goals. Responsible budgeting is what allows us to protect employees, classrooms and services for children over the long term.

The superintendent should be evaluated against clear goals that the public can understand and the Board can measure. Student achievement has to be central. Are more children reading, writing and doing math at grade level? Are achievement gaps narrowing? Are English learners progressing? What do attendance and chronic absenteeism tell us? I would also measure fiscal health, employee retention, school safety, whether classrooms receive needed materials on time, and whether recommendations from independent reviews such as FCMAT are actually being addressed.

The superintendent’s evaluation should not be about personalities or whether board members agree with him. It should be about results. The board should establish measurable expectations at the beginning of the year and regularly review progress. At the end of the year, parents, employees and taxpayers shouldn’t have to guess whether we succeeded. We should be able to show them what improved, what didn’t, and what we are going to do about it.

I want to use my 25 years of experience in education to serve students, families and educators at the district level. Having worked as an instructional aide, bilingual tester, teacher and counseling intern, I understand how decisions made by a school board directly impact classrooms and school communities.

As the parent of two children currently attending CVESD schools, I also understand the hopes and concerns families have. I want to bring both my professional experience and parent perspective to the board. My goal is to listen, collaborate and make responsible, student-centered decisions that prioritize safe schools, academics, support for educators, fiscal responsibility and a strong voice for parents and families. I am seeking this position because I want every child in our district to have the support and opportunities they need to succeed.

The district’s most important student outcome goals should focus on academic achievement, student safety and well-being and meaningful family engagement, while maintaining the fiscal stability necessary to support these priorities.

Academically, we should build on the district’s current progress by strengthening high-quality instruction, identifying individual student needs and providing targeted interventions. Progress should be measured through improvements in reading and math proficiency, student growth data, achievement gaps and intervention outcomes.

Student safety and well-being should be measured through attendance, chronic absenteeism, school climate surveys, discipline data and whether students report feeling safe, welcomed and connected at school.

Finally, we should strengthen family partnerships by measuring parent participation, survey responses and engagement opportunities across schools. Our goal should be clear: Every student should feel safe, supported and challenged academically, with measurable progress toward reaching their full potential.

I am committed to making district programs, services and resources easier for families to access. During my first year, I will advocate for a review of available resources and how they are communicated to families, with the goal of creating a clearer and more accessible process for getting help.

As a first-generation student who attended school in the U.S., I understand how intimidating the education system can be to navigate. Families should feel welcomed, informed and supported.

The public should evaluate my progress by looking at whether families have clearer access to information, increased awareness of available resources, greater opportunities to provide input and whether parent feedback shows improvement. I will remain accessible, listen to families and communicate openly about progress. My goal is to strengthen the connection between families, schools and district resources so every child receives the support they need to succeed.

CVESD has made progress in marketing our schools, but I believe we can do even more to highlight the outstanding opportunities available to students. From dual immersion and VAPA programs to strong community partnerships, families need to know what makes our schools special. We should showcase how these programs and resources support the whole child and build a strong foundation for success in middle school, high school and beyond. By communicating these opportunities, listening to what families need, and continuing to provide welcoming, high-quality schools, we can attract new families while giving current families strong reasons to remain in CVESD.

I would prioritize protecting programs and services that directly support both student well-being and academic achievement, including mental health services, counseling, VAPA and enrichment opportunities.

These programs should be evaluated by their connection to measurable academic outcomes. We should examine student participation alongside attendance, chronic absenteeism, academic growth, reading and math achievement, behavior and school climate data. We should also evaluate whether students receiving counseling or mental health support demonstrate improved attendance, engagement and academic progress.

VAPA and enrichment opportunities are also important because they increase student engagement, develop creativity and critical-thinking skills and give students additional reasons to feel connected to school. As resources become limited, we should prioritize programs that demonstrate a positive impact on student learning, engagement and overall success.

I believe closer scrutiny should begin with expenditures that are furthest removed from the classroom. Before considering reductions that affect teachers, classroom resources, special education, mental health services or other direct student supports, I would first review outside contracts, consulting services, and programs with limited direct impact on students.

Before voting to continue, change or eliminate any expenditure, I would want to see clear data showing how much it costs, how many students it serves, whether it improves student outcomes and whether there are less costly alternatives. I would also want input from teachers, staff, families and those directly affected.

Competitive pay is important for attracting and retaining teachers and staff, but it must be balanced with the district’s responsibility to remain fiscally solvent. I would support compensation decisions that stay within the district’s available budget and are sustainable long term, while protecting classrooms and services that directly impact students.

I have experience writing and managing grants and actively seeking funding opportunities. I would use that experience to identify grants, partnerships and other funding sources that can help support programs and services without placing additional pressure on the general fund.

The board and superintendent should work together to establish clear, measurable goals for student achievement, fiscal responsibility, school safety and family engagement. My role is to work as a team with fellow board members to set direction, monitor progress, review data and hold the superintendent accountable for achieving those goals.

I also believe success should include creating an environment where teachers, staff, parents, students and community stakeholders feel valued, heard and respected. The board should support the superintendent without micromanaging day-to-day operations while ensuring that the commitments we make to our families and community are followed through and sustained. Ultimately, success should be measured by whether our decisions and goals result in meaningful, measurable improvements for students.

Families should have a meaningful voice in the decisions that affect their children. My involvement with CVESD began as a parent and grew into years of parent leadership and advocacy, including serving in DAC/DELAC leadership and working with English learner families to make district information and participation more accessible.

Those experiences allowed me to see both what our district does well and where families can feel disconnected from the decision-making process. They also taught me the importance of listening before making decisions.

I now bring that experience together with my education in business administration and an MBA. I am seeking a seat on the board to provide a parent and community perspective, ask thoughtful questions, support responsible decision-making, and help ensure families understand and have opportunities to participate in the decisions affecting their schools.

CVESD should focus on improving academic achievement for all students while closing persistent achievement gaps. I would especially watch literacy and mathematics outcomes, English learner progress, chronic absenteeism and the performance of students with disabilities and other student groups needing additional support.

Progress should be measured using more than one test or statistic. I would look at CAASPP results, district assessments, English learner proficiency and reclassification data, attendance and progress toward individual student goals. The California School Dashboard and CVESD’s LCAP goals also provide ways for the public to track results over time.

Most importantly, the board should look for consistent improvement across schools and student groups, not just districtwide averages. If an investment or strategy is not producing measurable improvement, the board should ask why and determine whether resources or approaches need to change.

I commit to being accessible to families, advocating for clear and transparent district information and consistently asking how board decisions affect students. I also commit to making family engagement meaningful, particularly for families who may face language, scheduling or other barriers to participation.

The public should evaluate me by my actions, not simply my campaign promises. Families should be able to see whether I attend and prepare for board meetings, ask questions publicly, explain my decisions, remain accessible to the community and follow through on issues brought to my attention.

I would also look for measurable improvements in family participation, including representation from English learner families and other historically underrepresented groups in district engagement opportunities.

CVESD should respond by planning early rather than waiting until enrollment losses create immediate financial problems. I would want the district to closely monitor enrollment projections by school and community and incorporate those projections into long-term decisions about staffing, programs, facilities, and budgets. At the same time, CVESD should listen to families who choose other educational options and understand what influenced their decisions.

The district should continue investing in strong academics, specialized programs, and positive school experiences that encourage families to choose and remain in CVESD. We cannot control how many school-age children live in our community, but we can control the quality of education we provide, how responsibly we plan and whether families feel welcomed, heard, and confident in their schools.

I would prioritize protecting classroom instruction and services that directly support student learning and well-being, particularly early academic intervention, special education services, English learner support and programs serving students with demonstrated needs.

I want to see evidence such as student academic growth, English learner progress and reclassification, attendance data, progress toward IEP goals, participation rates, and feedback from educators and families who directly experience the program.

I would also consider whether a program is reaching the students it was designed to serve and whether its outcomes justify its cost. During difficult budget years, every dollar matters. My goal would be to protect effective services closest to students while making decisions based on measurable results rather than simply preserving programs because they have historically been funded.

I believe all significant expenditures deserve regular review, particularly as enrollment declines and budgets become tighter. I would first ask what need it was created to address, how many students it serves, what outcomes it produces and whether there is a more effective or efficient way to achieve the same goal.

Before voting to continue, change, or eliminate a program, I would want to review its cost over time, measurable student outcomes, participation and utilization, staffing needs, funding restrictions, and feedback from the educators, employees, students, and families directly affected.

I would also look for duplication across programs or departments. Fiscal responsibility is not simply about cutting spending. It is about ensuring limited resources are directed toward services that are effective, necessary, and aligned with the district’s priorities for students.

Competitive pay and strong staffing are essential because students benefit from having qualified, experienced employees in their schools. At the same time, compensation decisions must be financially sustainable so the district does not make commitments it cannot support in future years.

As a board member, I would review compensation alongside enrollment projections, ongoing revenues, reserves, staffing levels, and multiyear budget forecasts. I would also want to understand where vacancies and turnover are greatest and whether compensation, workload, working conditions, or other factors are contributing to staffing challenges.

My experience serving on CVESD’s Budget Advisory Committee taught me the importance of looking beyond a single budget year. Competitive compensation and fiscal responsibility should not be treated as opposing goals.

I would measure progress in four areas:

• Student learning, especially early literacy. I would closely watch grade 3 results and K–2 screening data. 
• Whether CVESD is closing gaps for English learners, students with disabilities and low-income students, not simply raising districtwide averages. 
• Whether students are attending school and receiving the support they need, including chronic absenteeism and whether programs such as community schools are effectively reaching families. 
• Fiscal health, because the district cannot serve students well without a sustainable budget.

The superintendent should be evaluated against established goals every year on a consistent calendar, with progress reported publicly. Parents, teachers and the community deserve to understand the expectations for district leadership and whether those expectations are being met.

I have spent over 30 years working as an educator and administrator and know the needs of our students, parents and staff. I have many years of experience working with all components of school management and I am familiar with state and federal budgets and have experience managing budgets. I want to help CVESD prepare students for a successful academic experience.

The most important outcome for students in the next four years would be academic growth in reading, writing and math along with social-emotional development. The academic component should be measured by growth in the state testing results. Social-emotional development should be measured by a reduction in disciplinary referrals. As an educator, I have seen a growth in the number of students displaying issues in the school setting that not only affects them but their peers. We need to address this concern.

I am committed to improving our schools in these three areas: school safety, helping ensure a rigorous academic program, and fiduciary responsibility. The public should see growth in the district test performance over the course of my tenure. School safety would be measured by a commitment to providing training on the latest safety protocols available, and the management of tax dollars should be seen in a budget that meets the obligations of the district without deficit spending.

Chula Vista needs to address declining enrollment by making our schools the best educational option for parents and students. We should provide programs that attract students to our district such as additional dual immersion schools and specialized magnet program options for students.

As an experienced educator and administrator, I believe we need to continue to provide counseling services for our students along with visual and performing arts experiences. Many of our students are not exposed to art, drama and music and these options should be valued and maintained. I speak with teachers at many school sites and most of them value these programs as they also provide them with an opportunity to collaborate on academic issues. 

Our expenditures need to be prioritized and scrutinized for maximum payout for students. We need to make sure that we are spending our dollars in areas that most affect students such as teachers, classified staff and school supplies. Our district office needs to be lean and all positions need to be justified and serve our student needs.

Our district needs to be financially viable. We need to make sure that we do not sacrifice our future for expenditures today. We also need to prioritize paying our teachers and staff a fair wage. By being transparent with our budgets and working collaboratively with our teacher and classified unions we can come to an agreement on fair wages that respect our budget. As an administrator, I shared our budget and made sure that collectively we made expenditure decisions that met our goals. This can be done at district level.

The board should measure superintendent and district success by establishing yearly goals that are specific, measurable, achievable, relevant and time-bound. They should be spelled out and then discussed at the end of the year. As an administrator, we had to write yearly goals for our school sites and then had to share the results in a board meeting with the public. The district and superintendent need to be held to the same standard. 

I have a unique combination of successful educational experience and executive-level leadership that closely matches the work and responsibilities of a school board member. I am a public servant leader with a student-centered focus — our children need committed, experienced leaders focused on their welfare, learning, and growth. I have worked directly with thousands of students and families in classrooms just like the ones our children attend today.

What should be the district’s most important student outcome goals over the next four years? What measurable evidence would show whether progress is being made? 

We will benefit from multiple measures when showing progress. In addition to state-measured academics, we must also measure student social growth, parent involvement and staff engagement.

During my term on the board, I will focus on accomplishing three goals:

• Promote schools that are safe, inviting and centers of their communities.
• Expand students’ goals to include social, emotional, and academic targets.
• Demand a status update on the district’s financial health and organizational systems to support students, staff and the community. 

We will be able to benchmark using multiple measures.

We must create a tiered engagement plan with students and parents to promote regular, consistent attendance. I would like to see the initiation of active student councils that promote a healthy, student-centered culture where every student feels like they belong and every parent is invited to be part of the school team in assisting their child. Our students and their parents will be our best ambassadors for promoting CVESD to friends and families.

I believe in student-focused budgeting. Setting clear parameters for acceptable spending and continuous monitoring lead to greater adherence to spending goals. I was taught to “watch the nickels and dimes so that the dollars can take care of themselves.” Budget adherence is a collective responsibility, with student-focused spending given priority. Budget shortfalls will lead to a strict review of spending and a prioritization of must-have versus nice-to-have items. Adequate reserves may be accessed, but state-mandated reserve levels mean savings cannot be completely eliminated, with ramifications across all district programs. A variety of both data-driven and anecdotal evidence will indicate programmatic success.

Expenditures that do not directly impact classrooms will receive scrutiny. However, to make informed decisions, I will need data, staff reports, and input from students, staff, and parents to get a well-rounded perspective.

Compensation can take many forms. While pay scale studies and Health and Welfare Benefits analysis are available from local sources, we must also consider how we structure staff time and look for ways to allow staff self-directed time as part of the overall compensation viewpoint.

I believe in using multiple data points, participant surveys and longitudinal trend analysis to assess the success and growth areas for any person or program.