| DECISION 2009 CANDIDATES FOR MMSD BOARD |
1. Madison School Boards role would be to ask the questions of their Superintendent, making sure all proposed curriculum meet the needs of all students ...but
then School Boards must go one step further. They need to ask, what indicators will be used to measure each Curriculum making sure the Curriculum is
providing the proper outcome for All Students.
School Boards should set up an evaluation process reviewing regularly our Schools Curriculum for all Grades in Partnership with Parents, Taxpayers, Students,
District and other interest parties.
School Boards in Wisconsin via our State Legislators are given responsibilities under Wisconsin Statutes. They have the overall responsibility for the
outcome of their perspective School Districts. Madison’s School Board has final approval of the Curriculum, Textbooks Class Materials to be used.
2. It doesn’t appear that too many School Districts in Wisconsin have made significant progress in minimizing the Minority Academic Achievement Gap!
Education starts when all Parents understand the importance of receiving an Education.
All Students and Teachers need safe, secure, active environments in order to Teach which enables Learning.
Number One; Is helping All School Children Achieve important to Parents and our Community? How is Achievement measured? (Daily, Weekly, Monthly via
What Feedback System of Results?)
Our measurement standards or output tend to pit one demographic group against one another.
I believe we need to move away from this type of measure remove the differences based on Race. We need to look at All Students see an entire person who
has abilities and expand on helping each and every Student enhance their capabilities through an Innovative Learning System called Education.
Number Two; Identify in grade categories what should young people accomplish? Measure continually, direct results against expected results and
implement a plan to enhance the outcome as needed. This process must include Parents/Guardians and Schools.
All Students Are Not The Same! They are uniquely different as are all Teachers. I don’t see an Achievement GAP I see an Educators GAP!
Students are the product of an Education Instructional System.
Does this system we call today, education enable all students to become Learners for Life?
Redefining Education and how it will serve the needs of All Students must become the norm rather than the Specialty or Flavor of the Day.
3. I believe that differences of people, process, pathways, and choice are all good. Taking that further we need to invent Learning Centers for the 21st. Century
Today, Now....
Specialty programs, schools, models, charter schools are all examples of how we have broken or splintered education in order to see if improvements can
be made or to address a specific need which was not being provided via conventional educational models.
So why not get Creative and Develop Learning Centers that are Vibrant, Exciting, and Interesting and put them all under one roof...Schools within Schools!
Centers of Learning which meet all students where they are at (identify/assess measure and test), plan with the Parent and Guardian involved how to help each
student find their Love For Learning For Life....
Its time for us to become Creative and Build Educational Excellence utilizing outside inputs and feedback systems which serve All Students and their
Parents/Guardians. today.
4. The School District should save it and really look at education here in Madison and then decide the best way to spend the money they receive.
When spent, the money should be used in a way to help the majority of students in the District. I’m not saying spend it only one way but through multiple
processes which will positively impact Elementary, Middle and High School students.
Our spending can’t be a one hit wonder it must be long lasting for Madison Students.
5. Why is it that the world is always teaching their children to speak English? If our students went to another country to learn would they need to learn the
language of the Teachers, Instructors, Culture and the Country? The answer is yes ...
English is fast becoming the Language of the World. It is our responsibility to help our students in the shortest period of time learn the English Language. It is
foundational for their future.
I find it really amazing that students have difficulty in reading yet they know all the words to songs. They use a tool which is small and compact which they
listen to. The more they hear a song the faster they learn the words. Technology can really enhance both Teachers and Students in Language Learning.
6. Rules should clearly state the outcomes of our student’s actions. If students act in a way to physically harm, hurt another person (student, teachers, parent,
employee, police etc.) then there should be a need for immediate Action then Suspension.
It should not matter if this action took place in school or out of school.
All of us are members of a community it is our communities responsibility to help everyone living there understand that actions have consequences. There
are Laws to help guide our actions while living in our Neighborhood, Community, County, State and Country.
All Students need support from Family, Friends, Guardians, Schools, Neighborhood and the Community at large.
All Students need help in understanding the risks they are taking by the action of their choices how their choice can either impact their lives positively or
negatively.
Parents/ Guardians/Mentors have the most positive and can have the most negative impact during this time defined between the days their child is born to
the day their child becomes of age and can be independent.
The key here is for all adults/guardians to understand that by their actions or in-actions the young children in their direct care learn.
If I swear, talk irresponsible and don’t respect all the members of my family and the people of my community then the choices I make will show up by the
risks my children are willing to take by the actions they take.
It is us the adults who our children should learn the most from, not other students, friends or other young adults.
Through our teaching of; Respect, Discipline, Accountability, Morals, Ethics, Decisions, to our children our actions our words influence and impact the lives
or our children.
Parents/Guardians, Adults are responsible for what our children and our young people learn! We make all the difference in our children’s lives ....
then School Boards must go one step further. They need to ask, what indicators will be used to measure each Curriculum making sure the Curriculum is
providing the proper outcome for All Students.
School Boards should set up an evaluation process reviewing regularly our Schools Curriculum for all Grades in Partnership with Parents, Taxpayers, Students,
District and other interest parties.
School Boards in Wisconsin via our State Legislators are given responsibilities under Wisconsin Statutes. They have the overall responsibility for the
outcome of their perspective School Districts. Madison’s School Board has final approval of the Curriculum, Textbooks Class Materials to be used.
2. It doesn’t appear that too many School Districts in Wisconsin have made significant progress in minimizing the Minority Academic Achievement Gap!
Education starts when all Parents understand the importance of receiving an Education.
All Students and Teachers need safe, secure, active environments in order to Teach which enables Learning.
Number One; Is helping All School Children Achieve important to Parents and our Community? How is Achievement measured? (Daily, Weekly, Monthly via
What Feedback System of Results?)
Our measurement standards or output tend to pit one demographic group against one another.
I believe we need to move away from this type of measure remove the differences based on Race. We need to look at All Students see an entire person who
has abilities and expand on helping each and every Student enhance their capabilities through an Innovative Learning System called Education.
Number Two; Identify in grade categories what should young people accomplish? Measure continually, direct results against expected results and
implement a plan to enhance the outcome as needed. This process must include Parents/Guardians and Schools.
All Students Are Not The Same! They are uniquely different as are all Teachers. I don’t see an Achievement GAP I see an Educators GAP!
Students are the product of an Education Instructional System.
Does this system we call today, education enable all students to become Learners for Life?
Redefining Education and how it will serve the needs of All Students must become the norm rather than the Specialty or Flavor of the Day.
3. I believe that differences of people, process, pathways, and choice are all good. Taking that further we need to invent Learning Centers for the 21st. Century
Today, Now....
Specialty programs, schools, models, charter schools are all examples of how we have broken or splintered education in order to see if improvements can
be made or to address a specific need which was not being provided via conventional educational models.
So why not get Creative and Develop Learning Centers that are Vibrant, Exciting, and Interesting and put them all under one roof...Schools within Schools!
Centers of Learning which meet all students where they are at (identify/assess measure and test), plan with the Parent and Guardian involved how to help each
student find their Love For Learning For Life....
Its time for us to become Creative and Build Educational Excellence utilizing outside inputs and feedback systems which serve All Students and their
Parents/Guardians. today.
4. The School District should save it and really look at education here in Madison and then decide the best way to spend the money they receive.
When spent, the money should be used in a way to help the majority of students in the District. I’m not saying spend it only one way but through multiple
processes which will positively impact Elementary, Middle and High School students.
Our spending can’t be a one hit wonder it must be long lasting for Madison Students.
5. Why is it that the world is always teaching their children to speak English? If our students went to another country to learn would they need to learn the
language of the Teachers, Instructors, Culture and the Country? The answer is yes ...
English is fast becoming the Language of the World. It is our responsibility to help our students in the shortest period of time learn the English Language. It is
foundational for their future.
I find it really amazing that students have difficulty in reading yet they know all the words to songs. They use a tool which is small and compact which they
listen to. The more they hear a song the faster they learn the words. Technology can really enhance both Teachers and Students in Language Learning.
6. Rules should clearly state the outcomes of our student’s actions. If students act in a way to physically harm, hurt another person (student, teachers, parent,
employee, police etc.) then there should be a need for immediate Action then Suspension.
It should not matter if this action took place in school or out of school.
All of us are members of a community it is our communities responsibility to help everyone living there understand that actions have consequences. There
are Laws to help guide our actions while living in our Neighborhood, Community, County, State and Country.
All Students need support from Family, Friends, Guardians, Schools, Neighborhood and the Community at large.
All Students need help in understanding the risks they are taking by the action of their choices how their choice can either impact their lives positively or
negatively.
Parents/ Guardians/Mentors have the most positive and can have the most negative impact during this time defined between the days their child is born to
the day their child becomes of age and can be independent.
The key here is for all adults/guardians to understand that by their actions or in-actions the young children in their direct care learn.
If I swear, talk irresponsible and don’t respect all the members of my family and the people of my community then the choices I make will show up by the
risks my children are willing to take by the actions they take.
It is us the adults who our children should learn the most from, not other students, friends or other young adults.
Through our teaching of; Respect, Discipline, Accountability, Morals, Ethics, Decisions, to our children our actions our words influence and impact the lives
or our children.
Parents/Guardians, Adults are responsible for what our children and our young people learn! We make all the difference in our children’s lives ....
Questions
1. What role should the Madison Board of Education play in the development
and approval of the district’s curriculum?
2. What progress has the district made in closing the minority student
academic achievement gap? What further measures does it need to implement?
3. Currently, the district has several charter schools. To what extent should the
district promote school choice within the district and the development of
charter schools and other alternative school models?
4. How should the Madison Metropolitan School District utilize the federal
stimulus funds it will receive?
5. To what extent should the Madison Metropolitan School District embrace
dual language immersion programs from kindergarten to 12th? Grade?
6. How can the district’s expulsion/suspension rules be modified to reduce the
percentage of African American students who are suspended?
1. What role should the Madison Board of Education play in the development
and approval of the district’s curriculum?
2. What progress has the district made in closing the minority student
academic achievement gap? What further measures does it need to implement?
3. Currently, the district has several charter schools. To what extent should the
district promote school choice within the district and the development of
charter schools and other alternative school models?
4. How should the Madison Metropolitan School District utilize the federal
stimulus funds it will receive?
5. To what extent should the Madison Metropolitan School District embrace
dual language immersion programs from kindergarten to 12th? Grade?
6. How can the district’s expulsion/suspension rules be modified to reduce the
percentage of African American students who are suspended?
Donald Gors, Jr.
1. It is the role of the board to set policy and standards and to represent the public. The board should solicit feedback
from the public so their ideas and concerns are taken into account in the decision-making process. It is the role of the
superintendent and his staff to develop the curricula and to determine what strategies, tactics, methods, are going to be
used to achieve the standards set forth by the board. Once a program is in place, it is the board’s role to ensure the
district is meeting the standards by monitoring performance on state tests and continuing to invite feedback from parents
and staff. The board should ask for updates/data on program effectiveness to ensure standards are being met and we are
providing a challenging learning environment for all children.
2. Although we have made small strides in closing the gap, we have a long way to go before we can say we have been
successful for all of our students. Our community-based strategic plan has identified the gap as an issue and is currently
involved in action planning to address this matter.
In order to effectively address closing the achievement gap, we need to look not only at our schools but also into our
community. Social, economic and educational factors come into play when looking at a child and their ability to learn.
I recommend the book “Class and Schools” by Richard Rothstein. Rothstein outlines three tracks that should be pursued
to narrow the achievement gap. I like this approach and have listed examples of things happening in the district as well
as things that should be improved or implemented.
In-school improvement efforts that raise the quality of instruction. Examples include: culturally relevant curriculum;
small class size; increased efforts in the recruitment of minority teachers; increase efforts to get people of color involved
in the schools through volunteering; teacher training in cultural competency; development and implementation of
programs like AVID; ensuring supportive and consistent enrollment processes across the district; consistent expectations
and discipline across schools; engaging all children in a high level, challenging curriculum; evaluation of alternative
education programs and determine if there is a need for additional programs to meet the needs of some of our students.
Expanding the definition of schooling. Examples include: increased access to school activities and reading in the
summer through MSCR programs, increased library hours, expanded summer school offering; implementation of 4K in
Madison; re-evaluation of the parent involvement policies to find better ways to bring parents into the schools; increase
community partnerships to bring programming to our children during non-school hours (through Fund 80 we just funded
12 programs).
Social and economic policies that enable children to begin/attend school more equally ready to learn. Examples
include: continuing the work to enroll families in BadgerCare Plus; expanding of partnerships with the health care
providers in the community to provide services to schools (i.e., GHC adoption of Leopold; St. Mary’s adoption of
Lincoln); develop ways to educate parents on how to support their child’s learning experience; continue our involvement
with the United Way “Born Learning” initiative.
3. I think the question is, “Is the MMSD meeting the needs of their students in providing options to address the different
ways of learning and interests?” There are many ways to do this including: charter schools (Wright and Nuestro Mundo),
magnet schools (Spring Harbor environmental); alternative programs (Shabazz and others); virtual learning; opportunities
to take classes at the university; evaluation of “strands” as part of the high school redesign process, etc. Our participation
in the Global Academy is another example. When looking at meeting needs, my preference is to develop programs that
benefit as many students as possible so I support first looking at the establishment of district programs. If it is determined
that district programming is not the direction we want to take, I support the evaluation of other ways of addressing the
identified needs.
4. Unfortunately, at this point, there are more unknowns than knowns regarding the stimulus money. We know we will be
receiving money in the Title 1 and Special Education areas. We know this will be one-time money. We do not know
what the guidelines will be for using the money. We also do not know the outcome of the governor’s state budget and
how that will tie in to the stimulus money given to the school district. Therefore, at this point, I can not be specific on the
use of the funds. Knowing the stimulus money is one-time money, we will have to evaluate its use so that whatever we
fund is self-sustaining and will not have to be “cut” once the stimulus money is gone.
5. I support dual-language immersion (DLI) programs. One of our responsibilities is to prepare our students for
participation in a diverse society and one aspect of doing so is by developing bilingual competencies. We also have a
responsibility to meet the needs of our culturally diverse students. I have been supportive of Nuestro Mundo Community
School and voted to support the district expanding to Leopold elementary in 2009. I also voted to support the district
expansion of the program at the middle school level (Sennett) in 2010. We must closely monitor the DLI programs, as
we do with all programs, to ensure they are meeting the needs of our students. If so, I support expanding the program to
all 4 attendance areas.
6. This issue of disproportionality is suspensions/expulsions is of concern to me. The solution involves more than just
modifying the rules. As a Board member, expelling a child from school is the hardest thing I have to do. Although it is
sometimes necessary to remove the child from the school environment for the safety of all, the answer is not in sending a
child off with no supports for one or two semesters. Last year the Board modified the Code of Conduct to be more
reflective of what is happening in the schools and be more consistent. We also modified the type of information provided
in the expulsion process so there was no bias in review. These were small steps forward but there is more work that needs
to happen. Because of the concern in what happens to a child when they are suspended/expelled, the Board has asked
Superintendent Nerad to review our Code of Conduct and suspension/expulsion procedures 1) to address the racial
disparity and 2) to determine supports for the students who are removed from the school. Recommendations should be
available late spring.
The Board approved Positive Behavior Intervention and Supports (PBIS) positions at the middle schools and the
Engagement coordinator positions have been in effect for a year and have shown promising results at reducing
referrals/suspensions. I think it is important that we take the time to ensure our students understand what appropriate
behavior looks like and that the expectations are consistent from school to school.
I am also advocating an evaluation of our alternative programs to see if expansion is necessary to help meet the needs
of students who may require alternative learning environments to be successful.
from the public so their ideas and concerns are taken into account in the decision-making process. It is the role of the
superintendent and his staff to develop the curricula and to determine what strategies, tactics, methods, are going to be
used to achieve the standards set forth by the board. Once a program is in place, it is the board’s role to ensure the
district is meeting the standards by monitoring performance on state tests and continuing to invite feedback from parents
and staff. The board should ask for updates/data on program effectiveness to ensure standards are being met and we are
providing a challenging learning environment for all children.
2. Although we have made small strides in closing the gap, we have a long way to go before we can say we have been
successful for all of our students. Our community-based strategic plan has identified the gap as an issue and is currently
involved in action planning to address this matter.
In order to effectively address closing the achievement gap, we need to look not only at our schools but also into our
community. Social, economic and educational factors come into play when looking at a child and their ability to learn.
I recommend the book “Class and Schools” by Richard Rothstein. Rothstein outlines three tracks that should be pursued
to narrow the achievement gap. I like this approach and have listed examples of things happening in the district as well
as things that should be improved or implemented.
In-school improvement efforts that raise the quality of instruction. Examples include: culturally relevant curriculum;
small class size; increased efforts in the recruitment of minority teachers; increase efforts to get people of color involved
in the schools through volunteering; teacher training in cultural competency; development and implementation of
programs like AVID; ensuring supportive and consistent enrollment processes across the district; consistent expectations
and discipline across schools; engaging all children in a high level, challenging curriculum; evaluation of alternative
education programs and determine if there is a need for additional programs to meet the needs of some of our students.
Expanding the definition of schooling. Examples include: increased access to school activities and reading in the
summer through MSCR programs, increased library hours, expanded summer school offering; implementation of 4K in
Madison; re-evaluation of the parent involvement policies to find better ways to bring parents into the schools; increase
community partnerships to bring programming to our children during non-school hours (through Fund 80 we just funded
12 programs).
Social and economic policies that enable children to begin/attend school more equally ready to learn. Examples
include: continuing the work to enroll families in BadgerCare Plus; expanding of partnerships with the health care
providers in the community to provide services to schools (i.e., GHC adoption of Leopold; St. Mary’s adoption of
Lincoln); develop ways to educate parents on how to support their child’s learning experience; continue our involvement
with the United Way “Born Learning” initiative.
3. I think the question is, “Is the MMSD meeting the needs of their students in providing options to address the different
ways of learning and interests?” There are many ways to do this including: charter schools (Wright and Nuestro Mundo),
magnet schools (Spring Harbor environmental); alternative programs (Shabazz and others); virtual learning; opportunities
to take classes at the university; evaluation of “strands” as part of the high school redesign process, etc. Our participation
in the Global Academy is another example. When looking at meeting needs, my preference is to develop programs that
benefit as many students as possible so I support first looking at the establishment of district programs. If it is determined
that district programming is not the direction we want to take, I support the evaluation of other ways of addressing the
identified needs.
4. Unfortunately, at this point, there are more unknowns than knowns regarding the stimulus money. We know we will be
receiving money in the Title 1 and Special Education areas. We know this will be one-time money. We do not know
what the guidelines will be for using the money. We also do not know the outcome of the governor’s state budget and
how that will tie in to the stimulus money given to the school district. Therefore, at this point, I can not be specific on the
use of the funds. Knowing the stimulus money is one-time money, we will have to evaluate its use so that whatever we
fund is self-sustaining and will not have to be “cut” once the stimulus money is gone.
5. I support dual-language immersion (DLI) programs. One of our responsibilities is to prepare our students for
participation in a diverse society and one aspect of doing so is by developing bilingual competencies. We also have a
responsibility to meet the needs of our culturally diverse students. I have been supportive of Nuestro Mundo Community
School and voted to support the district expanding to Leopold elementary in 2009. I also voted to support the district
expansion of the program at the middle school level (Sennett) in 2010. We must closely monitor the DLI programs, as
we do with all programs, to ensure they are meeting the needs of our students. If so, I support expanding the program to
all 4 attendance areas.
6. This issue of disproportionality is suspensions/expulsions is of concern to me. The solution involves more than just
modifying the rules. As a Board member, expelling a child from school is the hardest thing I have to do. Although it is
sometimes necessary to remove the child from the school environment for the safety of all, the answer is not in sending a
child off with no supports for one or two semesters. Last year the Board modified the Code of Conduct to be more
reflective of what is happening in the schools and be more consistent. We also modified the type of information provided
in the expulsion process so there was no bias in review. These were small steps forward but there is more work that needs
to happen. Because of the concern in what happens to a child when they are suspended/expelled, the Board has asked
Superintendent Nerad to review our Code of Conduct and suspension/expulsion procedures 1) to address the racial
disparity and 2) to determine supports for the students who are removed from the school. Recommendations should be
available late spring.
The Board approved Positive Behavior Intervention and Supports (PBIS) positions at the middle schools and the
Engagement coordinator positions have been in effect for a year and have shown promising results at reducing
referrals/suspensions. I think it is important that we take the time to ensure our students understand what appropriate
behavior looks like and that the expectations are consistent from school to school.
I am also advocating an evaluation of our alternative programs to see if expansion is necessary to help meet the needs
of students who may require alternative learning environments to be successful.
Arlene Silveira