Questions for 2019 BOE Candidates from Madison Partnership for Advanced Learning
Ananda Mirilli, Seat 5
1. Every MMSD plan (AL, ELL, Special Ed, BEP) seems to have specific challenges with implementation at the school level. What will you as a board member do to better understand these issues and get the information you need to assess these situations? How will you ensure that issues with implementation and unmet student needs get addressed?
Implementation is perhaps one of the clunkiest things currently happening at MMSD. I think the answer is at the school level, partnering with families and school staff. I would prioritize working with every school to determine best implementation strategy without compromising fidelity. There is a false mindset at the district level on how things are and are not being implemented. Understanding better the challenges of each school it is important to address any challenges.
2. In a February Madison365 article, Superintendent Jen Cheatham wrote: “A superintendent, no matter how determined or talented or passionate simply cannot succeed without a Board that clears the path for success.” How do you interpret this statement from a board member’s perspective?
I think Superintendent Cheatham is contrasting her limitations to the board's limitations. On the same article Superintendent Cheatham describes the role of the board as to "establishes the vision, goals and roadmap for our efforts to raise achievement and narrow and close achievement gaps.”. Madison has had a history of board members unable to critically understand the complex issues our community faces. Including understanding and articulating the academic gaps.
When I ran in 2013, (before Race to Equity report), I met with many current and former school board members on the issue of racial disproportionality in suspensions. Only a few made no excuses for the racial gap between White student and students of color. Most cited poverty and trauma as drivers of our current district outcomes and dismissed race as a stronger predictor.
School board members must have a critical analysis of systemic issues that impacts our students and families. I am running for office because I believe that without those skills at the leadership level, we, as a district will only be able to move so far and/or continue to do more of the things we have seen not working in the past.
We need a board to understand that we need systemic overhaul and align our priorities to to systemic changes.
3. In 2018-19, 5,661 MMSD students (21% of all students) were identified as advanced learners in one of the five domains: specific academic areas, general intellectual, visual/performing arts, leadership or creativity. This included 8,503 AL designations as some students are identified in multiple areas. Disparities by race, income and language have improved slightly but still need significant work. Providing consistent and systematic advanced instruction (beyond math) to advanced learners continues to be a challenge at most schools. Please explain your thoughts on how schools can address both the critical work of helping students reach proficiency while allowing students to move beyond that level when they are ready.
Teachers and parents know our students best, investing in them equals investing in our students learning. Here are some strategies:
4. How can MMSD effectively measure success for its advanced learners?
I would like to see the district move towards more relevant measurements:
5. The current 2019-20 proposed budget includes Strategic Equity Projects. One proposal
addresses a recommendation made by the Advanced Learning Advisory Committee through the Office of Civil Rights resolution process to address racial disparities in access to and preparation for advanced coursework. This recommendation includes increasing the Advanced Learning staff to 1.0 FTE (from current 0.5 FTE levels) for every K-8 school in order to provide a talent development program for underrepresented students and a systematic structure for advanced learning in every school. If elected, will you support funding this recommendation?
Yes. I thinking is important to have a dedicated staff with more time to increase support of the program.
6. How can MMSD increase genuine engagement by stakeholders (students, families, staff and community members) in processes both at the district and school levels?
There are many strategies that can be used to engage with families, students and staff beyond just listening sessions:
At the school district level: Invest in schools that commit to implement parent/guardian leadership courses, improve communication with parents and organize parents from different parts of the district to provide input on policies and practices being implemented.
At the school level: School teams develop a comprehensive strategy for parent communication at the classroom level, grade level and school-wide. Scaffolding communication to reach busy parents, non-native English speaking parents and parents that have had negative experiences with the district.
At the board level: Board members must be visible in our community, not only during election time. Board members should make regular visits to schools and engage with staff and students. Increase collaboration with community leaders and elected officials.
Board members can promote formal and informal ways to engage with the multiple stakeholders ultimately building community and trust.
Ananda Mirilli, Seat 5
1. Every MMSD plan (AL, ELL, Special Ed, BEP) seems to have specific challenges with implementation at the school level. What will you as a board member do to better understand these issues and get the information you need to assess these situations? How will you ensure that issues with implementation and unmet student needs get addressed?
Implementation is perhaps one of the clunkiest things currently happening at MMSD. I think the answer is at the school level, partnering with families and school staff. I would prioritize working with every school to determine best implementation strategy without compromising fidelity. There is a false mindset at the district level on how things are and are not being implemented. Understanding better the challenges of each school it is important to address any challenges.
2. In a February Madison365 article, Superintendent Jen Cheatham wrote: “A superintendent, no matter how determined or talented or passionate simply cannot succeed without a Board that clears the path for success.” How do you interpret this statement from a board member’s perspective?
I think Superintendent Cheatham is contrasting her limitations to the board's limitations. On the same article Superintendent Cheatham describes the role of the board as to "establishes the vision, goals and roadmap for our efforts to raise achievement and narrow and close achievement gaps.”. Madison has had a history of board members unable to critically understand the complex issues our community faces. Including understanding and articulating the academic gaps.
When I ran in 2013, (before Race to Equity report), I met with many current and former school board members on the issue of racial disproportionality in suspensions. Only a few made no excuses for the racial gap between White student and students of color. Most cited poverty and trauma as drivers of our current district outcomes and dismissed race as a stronger predictor.
School board members must have a critical analysis of systemic issues that impacts our students and families. I am running for office because I believe that without those skills at the leadership level, we, as a district will only be able to move so far and/or continue to do more of the things we have seen not working in the past.
We need a board to understand that we need systemic overhaul and align our priorities to to systemic changes.
3. In 2018-19, 5,661 MMSD students (21% of all students) were identified as advanced learners in one of the five domains: specific academic areas, general intellectual, visual/performing arts, leadership or creativity. This included 8,503 AL designations as some students are identified in multiple areas. Disparities by race, income and language have improved slightly but still need significant work. Providing consistent and systematic advanced instruction (beyond math) to advanced learners continues to be a challenge at most schools. Please explain your thoughts on how schools can address both the critical work of helping students reach proficiency while allowing students to move beyond that level when they are ready.
Teachers and parents know our students best, investing in them equals investing in our students learning. Here are some strategies:
- foster teacher leadership and allow for flexibility in instruction
- Invest in teachers professional learning and expand Universal Learning Design (UDL)
- Increase partnerships with parents to better understand how to advocate and support their students
- Parent leadership academy to create opportunities for parents to learn their rights and how to navigate the education system
- Increase time for teachers co-planning and support differentiated instruction
4. How can MMSD effectively measure success for its advanced learners?
I would like to see the district move towards more relevant measurements:
- Improve holistic assessment
- Increase value of critical thinking and arts
- Increase Universal Learning Design practices
- Invest in co-planning and co-teaching
5. The current 2019-20 proposed budget includes Strategic Equity Projects. One proposal
addresses a recommendation made by the Advanced Learning Advisory Committee through the Office of Civil Rights resolution process to address racial disparities in access to and preparation for advanced coursework. This recommendation includes increasing the Advanced Learning staff to 1.0 FTE (from current 0.5 FTE levels) for every K-8 school in order to provide a talent development program for underrepresented students and a systematic structure for advanced learning in every school. If elected, will you support funding this recommendation?
Yes. I thinking is important to have a dedicated staff with more time to increase support of the program.
6. How can MMSD increase genuine engagement by stakeholders (students, families, staff and community members) in processes both at the district and school levels?
There are many strategies that can be used to engage with families, students and staff beyond just listening sessions:
At the school district level: Invest in schools that commit to implement parent/guardian leadership courses, improve communication with parents and organize parents from different parts of the district to provide input on policies and practices being implemented.
At the school level: School teams develop a comprehensive strategy for parent communication at the classroom level, grade level and school-wide. Scaffolding communication to reach busy parents, non-native English speaking parents and parents that have had negative experiences with the district.
At the board level: Board members must be visible in our community, not only during election time. Board members should make regular visits to schools and engage with staff and students. Increase collaboration with community leaders and elected officials.
Board members can promote formal and informal ways to engage with the multiple stakeholders ultimately building community and trust.