ESCONDIDO — School board candidates respond to The Coast News election questionnaire about the issues facing their respective districts.
Two trustees each will be elected to serve on the Escondido Union and the Escondido Union High school district boards.
For Escondido Union, Trustee Doug Paulson is running unopposed for Area 1, while parent and district employee Juan Manuel Vargas is challenging Area 3 Trustee Mark Olson.
In Escondido Union High, retired teacher Clay Brown is challenging Board President Christi Knight in Area 3, and Dara Czerwonka is challenging Trustee Ryan Williams for the Area 4 seat.
The Coast News contacted all candidates to participate in the questionnaire. Of those, Vargas, an Escondido Union candidate, and Czerwonka, an Escondido Union High candidate, provided answers.
As a school board member, what strategies or ways would you explore/implement to address declining enrollment in your district?
VARGAS: As a parent, I’ve seen the district’s heightened focus on attendance since the pandemic. My children’s school has creatively promoted this message through student-led videos, and the weekly communication now emphasizes “Every Day Counts in EUSD.” These strategies foster a positive school culture and raise awareness about attendance. As a school board member, I will advocate for the continuation of these strategies. We also need to address the barriers to regular attendance in our community.
Strengthening connections with families will help us identify resources to overcome these obstacles. Regular attendance is crucial for student success and directly impacts school funding. California is one of only seven states that funds schools based on attendance rather than enrollment. We have an obligation as school board members and community leaders to engage state representatives to advocate for a shift to enrollment-based funding while working to improve attendance levels for our students.
CZERWONKA: To address declining enrollment, I support creating more magnet programs and/or schools to attract more students and families, improving the district’s reputation by promoting the innovative programs and services currently provided but not well known, working closely with the city to promote policies that attract business and families to Escondido over time, advocating at the state and federal level for better funding formulas for schools, individualizing the educational approach with all students, and shifting away from the current “not possible” culture and move instead to a culture of “how can we?”
What is your stance on AB 1955?
VARGAS: Student safety should be the priority in all discussions at every level of our schools. Equally important is fostering an environment where children can thrive academically. As children grow and explore their identities, they may find it difficult to express themselves to their parents but might seek support from trusted educators. Laws like AB 1955, other similar assembly bills and district policies that protect both students and educators are essential for maintaining this trust.
Disclosing a student’s identity, especially while they are still navigating it, is harmful and irresponsible. In my experience in education, I see no benefit in outing a student; it does not contribute to their well-being. We already face serious issues like suicidal thoughts, self-harm, and substance abuse that require immediate intervention. Identifying as LGBTQ+ does not warrant the same kind of intervention.
CZERWONKA: As an elected official, I will swear an oath to uphold all of the laws of California and the United States. AB 1955 was signed into law in July of this year. It prohibits teachers or school staff members from being compelled to notify parents of a child’s LGBTQ+ identity without the student’s consent. Although there are active legal suits against it, it is currently settled law.
What are ways you can save taxpayer dollars and/or raise revenue for the district as a school board official?
VARGAS: Active school board members must be involved in the budget process from the start of each fiscal year. I intend to fully engage with all stakeholders, including teachers, classified staff, parents and district cabinet members. This approach will ensure that when the decisions pertaining to the budget have to be made, they are informed by a comprehensive understanding of the services our district can afford.
This engagement will promote transparency with stakeholders, especially in the event of budget shortfalls. Additionally, it will facilitate collaborative solutions to preserve essential programs while minimizing cuts that impact classrooms and staff.
CZERWONKA: Public schools are largely funded through a complex formula that includes money from the state and local taxes. California typically falls in the bottom half of states’ spending in the nation, with results that largely reflect those patterns. To generate more revenue that can be utilized to improve the education offered, the district must look to maximize opportunities for earned income, such as through hosting revenue-generating events or renting out space during non-educational hours.
The district should also expand efforts to win grants and build business partnerships that benefit the district. Revenue will also be increased by attracting more students to the district and retaining more of the current student body.
How do you plan to support marginalized voices in the district? Particularly non-English speakers?
VARGAS: Engaging with students, parents, teachers, and staff is essential for creating effective opportunities. We must actively seek and consider input before making decisions to tackle real challenges and enhance our district. I have a belief that schools should function as community hubs, offering not only academic support but also fostering partnerships that provide families with vital services like healthcare and legal aid.
With the recent Community Schools grant, we have a valuable opportunity to bridge the gap between families and schools. I will support and work to maximize these initiatives to strengthen community involvement. As a bilingual first-generation college graduate, I aim to connect with those who may feel marginalized, ensuring we gather meaningful insights to make informed decisions that represent all voices in our school community.
CZERWONKA: There are many ways to support marginalized people. The district must create an inclusive culture. This could include free family ESL classes, ensuring the availability of language learning software, support groups for English-language learners, and translated materials and interpreters at all meetings. On an individual basis, students should be assessed for proficiency early and often. To support early language mastery, every child should receive individualized language support, adjusted lessons and materials appropriate for their language fluency level.
As often as possible, hire and retain bilingual teachers and aides. All teachers and staff members must receive initial and continuing education in creating inclusive environments and anti-bias training as part of their cultural competence. Finally, but not exclusively, it will be important to audit for and always improve on implementing culturally responsive teaching practices and ensuring diverse curriculum content.
What is the most pressing issue for the district that you hope to address as a school board member?
VARGAS: The top priority for our school district is to enhance academic achievement in an equitable and sustainable manner, especially in a community facing long-standing social and economic barriers. Before the pandemic, I felt the district was making significant progress in this area. However, when the world shut down, our focus understandably shifted. As we adapt to the aftermath of school closures, I am hopeful that we can regain our momentum and continue moving forward. I believe my experience will bring a unique voice rooted in an understanding of the community that I will be serving.
CZERWONKA: Poor scores on standardized tests of English and math competency. This speaks to the very core of quality education. If students can not test proficiently, they are not receiving an adequate education. Raising these scores and the overall quality of the education that would support better competency rates must become the top priority of the Board of Trustees.
What is a decision the school board made in the past term that you agreed with? What about disagreed with?
VARGAS: EUSD has done an excellent job of communicating with parents, providing weekly emails and prerecorded calls that highlight the district’s successes. This is a reflection of the strong relationship between the superintendent, his cabinet, and the school board, along with a clear understanding of our goals. The school board has shown resilience amid ongoing lawsuits and pressures, particularly regarding AB 1955 while prioritizing student and staff safety.
However, I was disappointed by the district-wide closure of school libraries. After a parent raised concerns about a book they deemed inappropriate, the district chose to close all libraries for an “audit” instead of following established policies for reviewing challenged materials. This decision was an overreach and missed an opportunity for meaningful engagement with stakeholders who should have been part of the process.
CZERWONKA: EUHSD has done many things well. Specifically, I support the renewal of their policy of providing AP testing to all students at no cost to families. This encourages students to do well in their courses and pass the tests, giving them credits that they will not have to pay for at college. I do not support their policy approach to implementing (or not implementing) the pilot phase of the ethnic studies course.
Instead of beginning the pilot phase, they voted to form an ad hoc committee, which included board members to further evaluate the curriculum that the appointed committee of experts had already vetted. This decision essentially ensures that EUHSD will not meet the deadline for implementing this curriculum set by the state. I also oppose the recently passed resolution of the board allowing board members to be paid for meeting attendance even if they are absent!
HIGH SCHOOL ONLY: As a school board official, what would you do to successfully implement the state’s ethnic studies guidelines while involving the community in the process?
CZERWONKA: Best practices call for implementing the state-approved ethnic studies curriculum as a pilot program after adjusting for local preferences. This necessitates opportunities for the community to provide their opinions on what additions are necessary. The state has already provided built-in guardrails to ensure the curriculum is free of bias.
I support this process and hope to see the program implemented this year, as the regulations require. As a general objective, whenever it’s available, the curriculum must be evidence-based and used with students of the age and grade level for whom it’s intended.
