World Language Program Supporters’ Questionnaire

and

School Board Candidates’ Responses

Questionnaire:

Dear Davis School Board Candidate,

We are a group of World Language Program (WLP) supporters that came together in response to the current School Board’s decision in Spring 2012 to reduce German and Chinese language offerings as a cost-saving measure. We were successful in raising $15,000 (the amount that was to be saved by reducing the language offerings) to enable Chinese to again be offered this coming Fall 2012. However, the future of the WLP is uncertain with the first year of German and Chinese classes to be reduced to being offered only every other year, based on the Board’s decision in Spring 2012. The next School Board will almost certainly need to make difficult funding decisions again regarding which programs to support.

We appreciate your interest in serving on the School Board. To help us and the community of WLP supporters have enough information to make informed decisions on who to vote for, we invite you to provide your answers and rationale to the questions below. Please be aware that we may offer the responses (including any non-responses or any indications of “declines to respond”) to the Davis Enterprise or other publications on-line or in print to publish and to help the community of voters make informed decisions. 

We appreciate your consideration of the following questions and wish you the best in your candidacy:

Survey Questions for School Board Candidates

1.     DJUSD currently offers Spanish, French, German, Japanese, and Chinese (at least to level IV, some to level VI) to junior high and high school students. Do you believe continuing and protecting our strong World Language Program is a top priority: 1) to maintain the district's status as one of the highest performing public school districts in California; and 2) to prepare our students for the global nature of our economy and society? If yes, how would you accomplish this considering our current (and future) budget constraints?

2.   Are you committed to finding ways to support a World Language Program for the long term, including offering all five languages that are currently taught on an annual basis? 

3.   Do you believe that once a student commits to a particular foreign language, she/he should be able to continue the same language at least to level IV?

4.   Do you support having foreign language as a requirement for high school graduation?

5.   How do you propose maintaining a strong World Language Program for the long term, including a broad range of languages?

6.   Do you support the continuation of high school student exchanges and, if so, do you support the continuation of the language learning that enables the success of those programs?

7.   Do you support parcel taxes for schools? If so, what programs do you believe those parcel taxes should fund? 

8    Do you believe the decision making process regarding world language offerings should involve representatives of all five foreign languages currently offered at DJUSD and concerned parents and students?

Thank you very much for your time.

Respectfully,

Ron Unger

Rui Chen

Jenny Bretschneider

Amy Kapatkin

Ying Fang

Responses From Claire Sherman:

1.      DJUSD currently offers Spanish, French, German, Japanese, and Chinese (at least to level IV, some to level VI) to junior high and high school students. Do you believe continuing and protecting our strong World Language Program is a top priority: 1) to maintain the district's status as one of the highest performing public school districts in California; and 2) to prepare our students for the global nature of our economy and society? If yes, how would you accomplish this considering our current (and future) budget constraints?

I believe foreign language is an integral part of education because it allows students to more fully appreciate and understand the diversity of the world in which they live. Learning another language (or several) opens up new opportunities and gives the learner perspectives that might never have been encountered otherwise. This provides a benefit to all students who wish to undertake this kind of study and it should be vigorously promoted. Given the current budget situation, when language classes are not fully enrolled, there is a risk that they will be eliminated in the future. Thus, parents and teachers need to promote language studies so that children become aware of such opportunities and take full advantage of them. By keeping language classes full of students, there is little opportunity for budget constraints to eliminate or attenuate language programs.

2.      Are you committed to finding ways to support a World Language Program for the long term, including offering all five languages that are currently taught on an annual basis?

I am committed to finding ways to support the World Language Program for the long term so that all five languages may be offered for up to 4 years of study. However, if there are shifts in enrollment that make a particular language difficult to fully enroll, then additional options may need to be explored so that the needs of students may be accommodated. Partnering with Sacramento City College (Davis campus) or U.C. Davis may be viable options when courses may not be offered due to inadequate enrollment.

3.      Do you believe that once a student commits to a particular foreign language, she/he should be able to continue the same language at least to level IV?

Yes, I believe that once a student commits to a particular foreign language then it is incumbent upon the school district to provide the courses necessary to achieve proficiency. In general, US universities state that proficiency is achieved with completion of level IV of a language. If students wish to continue their language studies beyond 4 years then opportunities at Sacramento City College (Davis campus) or U.C. Davis may be explored to meet their needs.

4.      Do you support having foreign language as a requirement for high school graduation?

Currently, the State of California does not require a foreign language requirement for graduation. What is required, in that respect (as of 2012-2013 school year), is as follows: “One course in visual or performing arts, foreign language, or career technical education. For the purpose of satisfying the minimum course requirement, a course in American Sign Language shall be deemed a course in foreign language.” A one course language requirement for graduation will not result in proficiency, but very basic language skills. In situations where students are not college-bound, there may be other courses in visual/performing arts or career technical education that may be more beneficial for their goals post-graduation. I don’t believe that all students should have to conform to a universal foreign language requirement when their interests lie elsewhere.

5.      How do you propose maintaining a strong World Language Program for the long term, including a broad range of languages?

First, define the core of a strong World Language Program. Current demand dictates that there will be five languages (besides English): French, German, Japanese, Mandarin, and Spanish. Second, commit to it: students will be minimally guaranteed 4 years in any language if they so desire. Third, resist “core creep” – although there will always be a demand for additional languages, the school district does not have the resources to accommodate everyone’s wishes.

6.      Do you support the continuation of high school student exchanges and, if so, do you support the continuation of the language learning that enables the success of those programs?

Absolutely! High school exchanges allow students to not only use their language skills, but to become immersed in a culture different than their own. The learning experience goes beyond language and provides a terrific opportunity to explore the world.

7.      Do you support parcel taxes for schools? If so, what programs do you believe those parcel taxes should fund?

I have supported all educational parcel taxes. The parcel taxes should fund programs and positions that benefit the widest range of students in the district. I am interested in creating a greater balance in the school district so that there are programs available for all types of students, not just the students that are academically well-versed. By creating an environment that allows all students to succeed, then the district’s status as a top performing school will never be in jeopardy. Furthermore, this strategy should be imperative for a community that wishes to tackle issues related to the achievement gap.

8.      Do you believe the decision making process regarding world language offerings should involve representatives of all five foreign languages currently offered at DJUSD and concerned parents and students?

The decision-making process regarding world language offerings should involve representatives of all five foreign languages currently offered at DJUSD. More broadly, I believe that the decision-making processes regarding addition/modification/elimination of course offerings in the DJUSD should involve all stakeholders - the community, teachers, parents, and students. Community forums where the public may openly discuss these issues are crucial. I would expect members of the School Board to attend these meetings as observers to listen and only comment when asked for information. The idea behind these forums is to allow the public to more fully express and share their opinions with the community. This also allows the School Board members to listen to the community first-hand prior to making weighty education decisions. 

1.      DJUSD currently offers Spanish, French, German, Japanese, and Chinese (at least to level IV, some to level VI) to junior high and high school students. Do you believe continuing and protecting our strong World Language Program is a top priority: 1) to maintain the district's status as one of the highest performing public school districts in California; and 2) to prepare our students for the global nature of our economy and society? If yes, how would you accomplish this considering our current (and future) budget constraints?

World languages are an important component of a well-rounded education to prepare students for jobs in the economies of the future.  All districts - high performing or otherwise - should offer these opportunities to students. 

That said, there are many components to a well-rounded curriculum and we must consider all.  In this fiscal environment, DJUSD is challenged to offer five world languages at three junior highs and high school without  negatively impacting students in other programs.

We need to focus on languages that prepare students for the future and think creatively to ensure robust enrollment.  I support offering Chinese I at Holmes in the zero period as an interim solution and will encourage the district to look at future offerings of different world languages at each junior high to bolster enrollment and strengthen diversity of offerings.

2.      Are you committed to finding ways to support a World Language Program for the long term, including offering all five languages that are currently taught on an annual basis? 

See above response.

3.      Do you believe that once a student commits to a particular foreign language, she/he should be able to continue the same language at least to level IV?

I would like to see the district offer that opportunity to our students.

4.      Do you support having foreign language as a requirement for high school graduation?

Yes

5.      How do you propose maintaining a strong World Language Program for the long term, including a broad range of languages?

See response to #1 above.

6.      Do you support the continuation of high school student exchanges and, if so, do you support the continuation of the language learning that enables the success of those programs?

I believe foreign exchanges offer valuable opportunities for students and support their continuation.  And yes, I support the continuation of world languages in the DJUSD curriculum

7.      Do you support parcel taxes for schools? If so, what programs do you believe those parcel taxes should fund? 

Yes.  I have voted to place four parcel taxes on the ballot during my first term on the Board.  These taxes fund core and enrichment programs for Davis students.

8.      Do you believe the decision making process regarding world language offerings should involve representatives of all five foreign languages currently offered at DJUSD and concerned parents and students?

I believe all DJUSD decision making processes should incorporate the input of key stakeholders - educators, administrators, students, parents and the community.

From Jose Granda:

1.      DJUSD currently offers Spanish, French, German, Japanese, and Chinese (at least to level IV, some to level VI) to junior high and high school students. Do you believe continuing and protecting our strong World Language Program is a top priority: 1) to maintain the district's status as one of the highest performing public school districts in California; and 2) to prepare our students for the global nature of our economy and society? If yes, how would you accomplish this considering our current (and future) budget constraints?

Yes this should be a priority. I want you to know, that given my background of speaking four languages, German, French, Spanish and English, I am on your side and I feel very strongly about this.  You will not have any problem convincing me of the need and priority, in fact I think it should be required of every student to be versed in more than one language.  These are the tools that our children need for becoming competitive in a Global Society.  If this idea were implemented in Davis Schools, they most certainly will stand out.

I am completely familiar also with the educational systems in Germany and in Switzerland.  Our son JJ attended one year to a German School at the beginning of his elementary school and also in 7^th grade while we lived in Switzerland in 2010.  Our family knows firsthand the benefit of a foreign language.

I am not buying the arguments of the board regarding the budget.  There is a need for an independent evaluation of the budget instead of the in-house analysis which seems to perpetrating deficits and endless tax measures which in my view are not the solution.  I would like to see more innovation for funding and cost savings.  The fact a group of parents got together to improve the financial situation speaks miles of your commitment.  My feeling is the current board is not giving you the priority the children deserve.

2.      Are you committed to finding ways to support a World Language Program for the long term, including offering all five languages that are currently taught on an annual basis? 

Yes.  I am very committed.  To me is not even a topic of whether to offer but rather how do we make it happen.

3.      Do you believe that once a student commits to a particular foreign language, she/he should be able to continue the same language at least to level IV?

Absolutely, learning a language is a live long experience and we should not deny that opportunity to a child who is willing and enjoys learning languages.  I can speak from my own personal experience learning English at the age of 15, German at 40,  French at 42 and I am still working at it every day, whether watching the news or reading.  An intermittent program is not a language program by any means.

4.      Do you support having foreign language as a requirement for high school graduation?

As I mentioned before even before I read this question this should be a requirement.  It is shortsighted to think we can survive in this Global Society only with English.  We are behind the Europeans in this regard where it is the norm that a child speaks at least two languages besides his native language.  When our son JJ was in seventh grade in Switzerland ALL his classmates and him had to take, Latin, German, English and French, besides speaking their own Swiss German native language.   We need to look at those models and learn from them.

5.      How do you propose maintaining a strong World Language Program for the long term, including a broad range of languages?

First we have to fix the attitude.  The Board needs to decide is this a priority or not.  I think by now you know how I feel about the priority.

6.      Do you support the continuation of high school student exchanges and, if so, do you support the continuation of the language learning that enables the success of those programs?

Absolutely, learning a language is best with immersion in the native land where that language is spoken. Exchange programs are great.  I would not have learned English the way I know it if it was not for living with an American family in Dayton, Ohio, where I went to high school on foreign exchange program.

7.      Do you support parcel taxes for schools? If so, what programs do you believe those parcel taxes should fund? 

No, I don’t support measure E, but I support measure 30, the governor’s tax for schools.  I do not believe in cheating the taxpayers an imposing a double tax on them.  It is very easy to manipulate public opinion the way this board has done to create crisis and urgencies to convince the voters to pass this measures as emergency measures like they did with Proposition A, only to impose such measures as permanent taxes.  Proposition A passed by the slim margin of 83 votes.  They passed Measure C last may and despite doing that they did not pay attention to the language program as that was the impressions they created on the public that if measure C passes, languages be preserved.  I do not believe in cheating the taxpayers telling them they need to pass an emergency tax (Proposition A at a cost of 6.4 million to taxpayers for two years), only to now impose Measure E at cost of 16 million for five years.

I believe you deserve my clear view on this and why I am against it.  I rather see that the current taxes that propositions W,Q, C and A fund go to the language programs and to provide teachers with high technology tools for teaching so that the benefit is direct to our children’s education instead of funding positions with soft money which not only cheats the taxpayers, shortchanges the kids and also cheat the young teachers, the talent of the future in teaching as these are the first fired.  We need to change this.

The School Board claims Measure E is a renewal of Measure A.  Not so.  Measure A was presented as a temporary two year emergency measure approved in May last year by the slim margin of 83 votes, for taxpayers to pay 6.4 million over two years.  Measure E will force us to pay 16 million dollars over 5 years, clearly a new more expensive tax.  Not sooner the ink was dry on another tax, Measure C, voted just on March 6, 2012 the School Board is at it again.

 Measure A raised the price of these taxes by 62%. You are paying $520 per year for three measures Q,W (C), plus A.  Measure E has an automatic increase per year, based on the consumer index, so you will not even know the amount you will pay until you get your tax bill. 

 On this same ballot, is Proposition 30 supported by Governor Brown seeking to raise taxes to support schools.  On top of that this School Board untimely and unwisely has placed Measure E on the ballot at the same time, a double-whammy to the taxpayers.   

It is deceptive and unethical.  Measure E will exempt wealthy seniors from paying the tax but wants their votes to help pass the measure forcing someone else to pay.   There is no difference in school services for a child whose parents live in an apartment than those from parents living in a home.  Yet under Measure E, those living in apartments will pay $20 but those living in a home will pay $204 plus an additional $242 if the Governor initiative does not pass bringing the total tax to $766, a double-whammy for you, likely as long as you owe your home. 

 Enough is enough.  All of the above reasons are enough to VOTE NO on E.

8.      Do you believe the decision making process regarding world language offerings should involve representatives of all five foreign languages currently offered at DJUSD and concerned parents and students?

Of course.  A board that makes decisions without knowing the subject themselves is prompt to make mistakes.  I make my decisions listening to all sides and exploring all options and hearing from those experts on the subject.  The best source of knowledge are the parents and native speakers of those languages to really determine what is needed for a successful program.

I will highly encourage anyone interested in getting to know me and see more details about me to consult my web pages, my twitter and Facebook.

Sincerely

Jose J. Granda, PhD

From Nancy Peterson:

1.      DJUSD currently offers Spanish, French, German, Japanese, and Chinese (at least to level IV, some to level VI) to junior high and high school students. Do you believe continuing and protecting our strong World Language Program is a top priority: 1) to maintain the district's status as one of the highest performing public school districts in California; and 2) to prepare our students for the global nature of our economy and society? If yes, how would you accomplish this considering our current (and future) budget constraints?

Fluency in more than one language is of great importance, particularly as it relates to our ever reaching global economy and our outreach and efforts to maintain stability within a too often fractured society. Maintenance and promotion of strong world language programs are vital foundations for securing meaningful lines of communications for our future. 

Budget constraints currently threaten all programs, including current core requirements, in every district. This is a statewide problem. Cuts have left communities on their own to mitigate the impact on their students and therefore, I support Measure E. Today's students should not have to make do and wait for the state to adequately prioritize public education.

I also support both Proposition 30 and Proposition 38 as a first step toward stabilizing funding because continual budget deficits have heavily impacted communities and created vast disparities in financial support for public education. The current situation is not healthy for the academic welfare of our state. Every child deserves a quality education.

In addition, language acquisition support by the Federal government has changed.  The 2012 Federal budget moved to re-align support for foreign language acquisition programs from individually funded to part of a consolidated approach under “Effective Teaching and Learning for a Well-Rounded Education”.  We will have to be mindful of the impact of this approach when prioritizing future funding levels for language acquisition programs.

2.      Are you committed to finding ways to support a World Language Program for the long term, including offering all five languages that are currently taught on an annual basis?

Those who seek to serve on the school board should have a set of foundational principles on which they will base their decisions. One of my core principles is to support students as individuals. When each student is motivated and engaged, all students do better.

Children are inspired by their own unique interests--it may be a single subject (like a world language) or an extracurricular activity. Unfortunately, it is these very areas that often divide the community and pit well-intended people against one another. The key is to support and nurture whatever passion keeps each child engaged and moving forward.

Our future program will depend heavily on the facts as they unfold come November, and may, in fact, require creative collaboration to achieve our goals to provide the best opportunities for our students.

So yes, I am committed to finding ways to support a well-rounded educational program for all students. My goal is for every DJUSD graduate to have a life-long love of learning and there is no single way to achieve that for each student.

3.      Do you believe that once a student commits to a particular foreign language, she/he should be able to continue the same language at least to level IV?

Yes, that would be ideal. Please see answer to Question 5.

4.      Do you support having foreign language as a requirement for high school graduation?

At this time, two years of the same foreign language is a requirement of both the UC and CSU systems.  It is imperative that this requirement is made absolutely clear to all families, including those students who may not see their own potential to be a successful student in high school and beyond. It would be detrimental to our success as a district for students not to be accepted to either the CSU or UC system based solely on an unfulfilled language requirement.

5.      How do you propose maintaining a strong World Language Program for the long term, including a broad range of languages?

We must start with staff development for more uniform teaching practices to ensure seamless transitions from early to more advanced language stages. It is essential that students feel engaged and interactive within the classroom.  To this end, student retention and the desire to continue in their language of choice will provide long-term success for world language classes. In addition, it is important to educate the community about joining together to support student interests and nurture a love of learning.                                       

6.      Do you support the continuation of high school student exchanges and, if so, do you support the continuation of the language learning that enables the success of those programs?

Yes to both questions.

7.      Do you support parcel taxes for schools? If so, what programs do you believe those parcel taxes should fund?

Part 1: See Question 1.

Part 2: In general, the need for special tax funding has proven to be an extremely dynamic and fluid force, as witnessed by the emergency tax Measure A and now its renewal as part of Measure E.  Many of our co-curricular and extra-curricular programs are ensured funding through our parcel taxes.  In addition, we are reaching further to protect our core programming.  As the State and Federal government continue to change funding levels and priorities, I believe, as a district, we must remain open to changes in our “self-funding” practices for the future.  For example, as our core class size grows at the secondary level, we may choose to prioritize a class size reduction at the high school level and incorporate that into a parcel tax in the future.  Another example might be increased funding for more early intervention with young readers.  My point is that, as a community, we must keep evaluating the needs of all our students and be prepared to be thoughtful and creative to ensure quality education for all.

8.      Do you believe the decision making process regarding world language offerings should involve representatives of all five foreign languages currently offered at DJUSD and concerned parents and students?

I believe the decision making process regarding any topic should involve representatives of all stakeholders.