Candidate Comparison

I’m running for reelection to the ICCSD Board to provide the type of stable, experienced leadership that is vital at a time when our public schools are under attack. Now more than ever, with policy changes at the state and federal levels, including the rapid expansion of school vouchers, we need thoughtful leaders who understand our district, engage the community, and have a proven record of getting things done.

I am deeply concerned about the future of public education. I believe public education is essential to healthy communities and for maintaining democracy. But public education is under systematic attack in America and in Iowa, and I want to contribute my expertise and energy to protecting, sustaining, and growing our outstanding Iowa City Community School District.

Virtually everything I’ve done in my professional life has been related to education, starting with teaching language arts in our district and two others. My experience is varied and includes many different areas of the educational ecosystem. This diversity of expertise and experience gives me a unique perspective and set of skills to offer to a role on the ICCSD School Board.

I understand firsthand how classrooms, communities, industries, and policymakers intersect and must work together through my work in roles including:
● Science and language arts textbook editor (Buckle Down Publishing)
● Education nonprofit leader (designed strategy and helped start up ACT Foundation)
● Director of partnerships with national trade and industry groups (including construction, manufacturing, and automotive)
● Standardized test development professional (including WorkKeys assessments)
● Nonprofit board leader (currently Vice President of the United Action for Youth board)
● Small business owner (Bluebird Sky, LLC)
● Strategy consultant (for businesses, nonprofits, educational institutions, government agencies, community coalitions, and more)

In addition to understanding the complex education ecosystem, I am a fellow and instructor for the Strategic Doing Institute. This has enabled me to develop expertise in facilitating difficult conversations and to teach others how to design conversations and collaborations to tackle complex challenges. We will certainly face complex local public education challenges in the months and years ahead, and I would like to contribute this skill set to the cause.

Last and certainly not least, I’ve been a member of our community since 1987 and am the parent of two proud ICCSD graduates. This has given me the opportunity to experience our district in its K-12 entirety through my children’s eyes and as a parent volunteer in roles ranging from serving on the Lucas Elementary Before-and-After-School Program board to providing lots and lots of sandwiches for hungry cross country runners. I've seen the amazing work our district does and would like to help be a good steward of it.

I am running because I am passionate about public education, and I believe I can continue to offer steady leadership to keep our district thriving for all students, staff and families. I believe my experience and skills will be valuable as the board navigates a changing education landscape. My priorities are completing Facilities Master Plan 2.3, enhancing preschool offerings with more full day options, providing our teachers and staff with adequate supports inside of classrooms/buildings, and continuing to address achievement discrepancies with specific student populations, including students with IEPs and students who qualify for free or reduced lunch.

As a parent and educator I believe that our District can improve. While we are moving in the right direction, we need more people with insight and motivation to drive positive change. Over the past 45 years, I have worked with students K-college from diverse backgrounds including: children with special needs, children from under-served communities, children from war-torn countries, children with health needs, homeless children, young adults who are the first generation to attend college, young adults learning trades, young adults earning basic academic proficiency, and young adults seeking advanced degrees in medicine and law. I have participated in strategies that work to enhance the lives of children with diverse needs and can see that our District is struggling with many issues. I would like to drive policies that lead to better results supporting our students, support staff, and teachers.

I want to make sure students and staff are fully supported in our district – all students and all staff. Part of truly supporting students and staff is understanding how a school board functions. As an educator with over 20 years experience, a union leader, and a father, I know the important role school boards play in setting policies and providing direction to administration. We’re facing unprecedented challenges to the mission of public schools from both Des Moines and DC. My experiences, values, and skills have prepared me to help us meet those challenges collaboratively.

I have maintained a consistent and committed presence.

For the past few decades, I have followed school board meetings and local education issues through my local newspapers' coverage and through conversations with fellow community members. I have followed education issues at the state and national levels, as well, through education journals, public education forums, and other outlets.

Since making the decision to run for school board, I have attended school board meetings and some committee meetings in person. If I have been out of town and unable to attend in person, I have watched recordings of the board meetings.

I have rarely missed a meeting and if one was missed, it was due to emergencies, illness, or for other related school board commitments. 

Our children entered school before the pandemic and it was while navigating online school that I started noticing that the response to specific issues could be improved. Since that time I have watched recorded meetings as topics of interest arose and attended meetings when I had something to add to the conversation, when I felt my presence was a benefit to the issues at hand, and when I felt there was something to learn.

I have attended school board meetings both in Iowa City, where my children attend, and in West Liberty, where I have served as union president and teacher. Since announcing my candidacy I have been able to closely follow issues raised at ICCSD board meetings through attending and meeting with current teachers, students and parents, and board members.

My top three priorities are maintaining student enrollment, ensuring classroom safety, and improving student outcomes — all of which are deeply interconnected.
Maintaining enrollment means offering high-quality programs from early childhood through graduation. I support expanding access to preschool and providing a well-rounded K–12 education that includes literacy, STEM, the arts, athletics, and real-world learning. When families experience a strong start and a clear path to post-secondary success, they choose to stay.
Classroom safety is essential for both learning and staff retention, and it requires responsive leadership. I will continue advocating for consistent behavior expectations, mental health supports, professional development, and a strong commitment to staff voice — to ensure an environment where all educators can teach and all students can learn.
Improving student outcomes is our ultimate goal — and that work begins early. High-quality preschool not only prepares students for kindergarten but also builds a strong foundation for literacy and social-emotional development. Improving outcomes also means hiring and retaining excellent teachers, ensuring strong instruction, and closing opportunity gaps through targeted support.
Central to all of the above is addressing the discrepancies in class sizes across our district. Smaller, more balanced class sizes support individualized instruction, improve behavior and engagement, and help teachers educate students of all needs and abilities.
These priorities reinforce one another: safe schools support strong learning, strong outcomes build trust, and sustained enrollment allows us to invest in what matters — from preschool through graduation.

Currently, my top three priorities are civil rights and safety, funding, and academic excellence and continuing the work to close achievement gaps.

Civil rights and safety--I will advocate for:
* Policies that protect the full civil rights of all students and staff. I applaud the district's reversal this summer of its initial decision to remove gender identity from its anti-discrimination and anti-bullying policies.
* Further review of policies and practices related to staff and student safety, and continued conversation and collaboration around developing practices that better serve both students and staff. I believe the Sept. 23 community comments and presentation about the district's continuum of services are a good starting point, but there is more work to be done.
* Closely monitoring the rapidly changing state and federal laws and practices responding in ways that provide maximum protection of student and staff rights.

Funding--As public funds are being funneled away from public education, I will advocate for:
* Continuing to bolster district financial practices and oversight to ensure that financial planning and budgeting are as precise as possible.
* Developing contingency plans for scenarios in which expected funding is reduced or removed, or certain funding streams prohibit spending for items the ICCSD considers important.
* Continuing to find creative approaches to encourage families to choose the ICCSD for their students to ensure maximum per-pupil funding.

Academic excellence and continuing to close achievement gaps--I will advocate for:
* Continuing the work to implement strategies laid out in the 2023-27 strategic plan for closing achievement gaps.
* Increased sharing across school buildings of what approaches are working to improve student outcomes.
* Ensuring the continuation of the district-wide preschool program and exploring ways to fully fund preschool for all 4-year-olds.

Since joining the board in 2017, I worked to represent the entire ICCSD community and address the needs we face as a whole community. One priority that I would want to see our district focus on would be to attract and retain top teachers and paraprofessionals. As a district and a board, we would need to work together to ensure that we are providing comprehensive training/support for inside our buildings/classrooms as well as competitive wages.
Additionally, I would also want to work with my fellow colleagues and administration in expanding full day preschool options across our elementary campus with access to services for students with different learning and physical abilities.


Finally, I want to also ensure that we are preparing all of our students for a variety of paths post-secondary. Whether our students are planning to continue their educational journey or entering the workforce, as a board member, I want to ensure that our district is providing them the tools needed to be successful through our curriculum and work readiness programming.

#1. I have spoken to many teachers to understand their needs in and their priority is creating and supporting an environment that is safe and conducive to learning for all students. I have observed teachers being aggressively pushed and have heard stories about a pregnant teacher being punched in the stomach, a teacher having her wrist broken, a teacher being choked, and others being bitten, spit on, and having rocks thrown at them. I have heard about aggressive bullying by students towards other students and have observed students fighting. We need better behavioral interventions to assist children with needs that cannot be met with our current interventions. I have worked with students who exhibit aggressive behaviors and would like to work with administration in creating a task force of parents, educators, and mental health professionals to create solutions that help these students while protecting other students, teachers, and staff.

#2. I have heard from many teachers that communication and trust need to be improved with the administration. There is an opinion among some teachers that complaints about and criticisms of District policy, or the actions of specific administrators, could be addressed better. I would like to facilitate creating an environment where constructive criticism is seen as an active part of critical thinking and welcomed as necessary for innovation.

#3. Our technology program must be improved. With each passing year there is more research available that demonstrates the impact of screen-based devices on the developing brain and our District must incorporate this research into their agenda. I have sought information from those who administer this program and I have not seen clear goals or assessment tools. We spend millions of dollars a year to acquire and maintain personal devices for children that have small screens and cannot be viewed from the recommended 24" distance. We do not clearly monitor the amount of time spent on devices. We force children in the lower grades to use devices while ignoring the impact on their developing brains. We do not assess digital eyestrain caused by these devices. We do not address screen addiction or the cumulative effect of screen viewing in school when combined with viewing outside of school. We use gamified programs that give children dopamine inducing visual rewards for correct answers. We do not address the fact that AI is changing our tech environment quickly and the few skills our children might learn today could be obsolete and worthless very quickly. Why are we investing money in a program with no defined goals, inappropriate devices, and no assessment tools? The solution is to administer a tech program in the upper grades that utilizes devices that are appropriate for the task and supportive for minimizing digital eyestrain while teaching skills that are defined and truly needed. At the same time, we must create tools to assess screen addiction and assist students with using devices appropriately while supporting other academic skills that enhance critical thinking. I would like to work with administration to create a task force of parents, educators, technology experts, and health care providers to facilitate creating a functional technology program that helps, and does not harm, our students.

My three priorities are ensuring we support and respect all students, ensuring support for high quality educators and administrators, and providing steadfast leadership during these challenging times.
Support and respect for all students mean addressing individual needs while creating safe and welcoming environments for all learners. As a board member, I will advocate for policies that best serve students with opportunities within the classroom and beyond while ensuring additional supports are available for students who need them.

A critical part of ensuring students’ success is ensuring they have high quality educators and administrators in every school. Iowa City has done a great job attracting and retaining quality staff, and as a board member, I will always support collaborative efforts to ensure that their concerns are addressed. Far too many experienced educators have left the field due to the increased pressures on education, and it is up to the board to provide them a reason to stay.

With state and federal education policies that often undermine public education, it is incumbent on all leaders in education to advocate for our communities and our schools. I will always speak up on behalf of the students and educators of our district, and will work with community partners to ensure that we can meet the needs of students.

The greatest strength of our district is our community’s deep and enduring commitment to public education. That commitment is reflected in strong partnerships built with local organizations that provide critical supports — from mental health services to hands-on learning opportunities. It’s also seen in the work of our dedicated teaching staff, who create meaningful experiences for students, from rigorous coursework to real-world programs like our student-built house. These opportunities are possible because our community not only values education, but actively works together to support student success from the early years through graduation.
One area where we have room to grow is in strengthening transparency and creating more meaningful opportunities for engagement and feedback in decision-making processes. Parents, educators, and community members bring valuable perspectives, and we must do more to ensure their voices are heard early and often. By improving communication, increasing access to input, and responding thoughtfully to feedback, we can build trust and make more inclusive, informed decisions for our schools.

Strengths:
* Outstanding teachers, staff, and academic offerings
* Rich and high-quality diversity of curricular and extracurricular options for students
* A people-first orientation--placing students and staff at the top of the priority list when making challenging decisions
* District-wide preschool program--continuing to expand access to preschool, which will improve student outcomes and benefit families
* The strong, positive working relationship between the district administration and the Iowa City Education Association

Weaknesses:
* Financial practices (being addressed)--Understaffing and challenges in hiring people with school finance expertise have contributed to errors and delays that are currently being addressed.
* Appearing to not value neighborhood schools the same way much of the community does.
* Occasionally inadequate or confusing messaging about sensitive issues

I believe our biggest strength is our community, which remains strongly committed to public education for all. Even in the face of rising competition from private schools funded through ESAs, our enrollment has increased because our community believes in what we are doing and the boundless opportunities ICCSD offers to our students. That broad scope of opportunities is another strength. From preschool through high school, from construction and trades to fine and performing arts to college-prep, there is no match for what we can offer students regardless of their learning needs. All that is made possible by another strength, which is our outstanding teachers and staff who are committed to meeting every student where they are and helping them grow.

On the other hand, our weaknesses can also be tied to our financial outlook and expected declining enrollment due to birth rates. Without adequate state funding that keeps up with rising costs, mandatory mandates, and the growing needs of our student population, ICCSD will need to make tough decisions that are kept as far as possible from the classrooms. We are also waiting on what experts have called an "enrollment cliff" d8ue to the drastic decline of school aged children related to lower birth rates.

Our District's greatest strength is our gifted teachers and support staff who care about our children and work underpaid jobs to help us raise our children to become functional adults who respect one another and can solve problems with informed choices.

Our Board must be more ACTIVE. In my opinion, our current Board needs to ask more questions and challenge our administration to achieve more. I applaud the current Board members who actively ask questions, but at times it feels like their efforts are not appreciated. Our Board oversees an entity that spends nearly $300 million dollars annually and is responsible for over 14,000 children. That is a huge undertaking that demands critical thinking achieved by seeking information. We can improve by ensuring that our elected Board members are chosen because they are experienced, highly curious, seek information, and make informed choices based on critical thinking. Our Board members have a mandate to think independently and educate themselves about each issue...they must.

The Iowa City Community School District has a well earned reputation as a destination district both for students and for educators. The range of opportunities our district provides for students with high quality programs, facilities, and educators is incredible. As a parent and community member, I have appreciated the district’s focus on innovation and opportunities while focusing on meeting the diverse needs of our students. I have been proud to see the district tell their story through their Game On approach in responding to the state’s misguided “school choice” policies.

I see a need for an increased focus on communication both within the district and with the community. In particular, I want to ensure that teachers are able to share their concerns with administrators and for those concerns to be brought forward to the board. This is critical to supporting our educators so that they can focus on providing quality education for our students.

If cuts became necessary, I would advocate for a careful review of non-instructional expenditures, with a focus on operational efficiencies and the postponement of non-urgent purchases. Every effort should be made to preserve current class sizes at the elementary level and protect core academic programs at the secondary level. Strong student engagement and a diverse range of course offerings are essential to maintaining a high-quality classroom experience and preparing students for post-secondary success. Transparency, student outcomes, and a commitment to our district’s long-term vision and community's core values must guide every step of the decision-making process.

My goal would be to minimize impact on people--to retain staff and continue to provide the current high-quality programming for students. So, to start, I would:
* Seek efficiencies by evaluating operating procedures to see what could be further automated or streamlined
* Review planned new projects or project expansions to identify any that could be deferred until budget allows or restructured to be completed for a smaller budget
* Review planned purchases to identify any that could be deferred or revised to cut budget
* Explore opportunities for partnering with municipalities or other public entities to share costs

Additionally, I would encourage the district to explore opportunities for grant funding where appropriate to help fill budget shortfall, as well as opportunities to generate revenue, such as through rental of district facilities.

The guiding principle that I have used has always been to protect funding that directly impacts classes. This means looking at other options instead of cutting teachers as the highest priority. Downsizing our teaching staff will have an effect on class sizes, morale in our schools, and overall learning outcomes for our students.  

That is a difficult question at this point...I need more information. i need to know how much we need to cut and why and a better overview of program expenditures. My priority is compensation for teachers and support staff and maintaining small class sizes while ensuring that the classroom environment is safe and conducive to learning. I was educated in an old building with a very small administration and have taught in similar. i learned early on that it is the teachers and support staff that truly impact our children. Administrations come and go, but we will always remember that person who saw us and heard us and challenged us to be better.

The district has made significant changes over the last several years to trim the budget, but chronic underfunding from the state is likely to continue. Protecting the programs and people who directly support our students, particularly those with additional needs, will be my focus when making difficult financial decisions. We need to prioritize funding areas that have the most direct impact on our students’ learning.

Yes, I support the district’s facility plan, but it must be closely monitored to ensure we stay on budget and schedule. The plan includes important upgrades across the district, including improvements to athletic facilities, which play a valuable role in promoting student wellness, engagement, and school pride. These investments help ensure all students have access to safe and inclusive extracurricular opportunities.
I specifically advocated for the inclusion of fine arts improvements after seeing the condition of our existing spaces and recognizing the growing need. Our students deserve facilities that match the caliber of instruction happening in our music, theater, and visual arts programs. A well-rounded education includes access to high-quality spaces for creative expression, and these upgrades send a clear message that we value all areas of student growth.
However, I do not support the addition of the Dream Accelerator. There is no clear data demonstrating its effectiveness, and it introduces more screen time at a time when many are already concerned about the impact of technology on learning. It also requires students to be bussed to the CFI, reducing valuable instructional time and increasing transportation costs—further draining general fund dollars that could be supporting classrooms.

In general, yes, with caveats.

I believe that the arts and athletics are essential to a full education and to developing productive members of society, and public schools are best positioned to create entry points to arts and athletics for all. Thus, I support FMP 2.3 for further developing the ICCSD's capacity for these programs.

Additionally, I believe that comprehensive, long-term planning, like a facilities master plan, is necessary for creating a stable and equitable future. However, the school district is constantly in flux due to both internal and external factors. So, any long-term plan must have regular intervals for reflection and re-evaluation built into it so that adjustments can be made as quickly as possible upon identifying substantial changes in circumstances. This requires discipline in project management and courage in action when required.

My concerns about FMP 2.3 are mainly about risk management. The volatility or potential volatility of school funding, student enrollment, legislation affecting public education, inflation, and other factors we may not even foresee at the moment could radically change our ability to carry out the plan as currently designed. Our commitment to the plan should not come at the cost of our future sustainability as a district. This is another reason I am glad to see the current focus on bolstering the financial operations of the district--accurate financial data will be critical in navigating the turbulent waters ahead.

Through all of this, it will be crucial for the ICCSD to communicate effectively and transparently about the work as it progresses. Clear and open two-way communication with district personnel and with the community are necessary to build and maintain trust and to arrive at the best possible solutions when challenges are faced in the process.

While the ICCSD is already doing many of these things to some degree, I would advocate for continuing to foster this communication and collaborative problem-solving through 1) setting cost parameters ahead of time as guardrails to trigger re-evaluation, 2) regular audits of the project, and 3) regular community updates/conversations.

I support our facility master plan and believe it balances the need to continue expanding opportunities while also being responsible stewards of our financial resources. We are also faced with an unprecedented need to compete not only with other public school entities but also those in the private sector. Some parents and students look at the courses, educational successes but also facilities. We have to ensure that we can stand in comparison with others to keep our enrollment steady.

Yes and no. I support that our voters have prioritized facilities. I do not fully understand each project or the cost projections and would need more information before giving my support.

I have followed the district’s facility plan as a parent for many years, and have looked at it much more closely as a candidate for school board. I support the investment in facilities that offer opportunities for our students, particularly given the increased competition for student enrollment under the state’s misguided “school choice” policies. I appreciate the current focus on both athletic and arts facilities, as they will support students with a wide variety of interests.

If the district had additional funds available, they should be allocated to decreasing class sizes. Smaller class sizes have a direct and proven impact on student learning outcomes. With fewer students per classroom, teachers can provide more individualized attention, tailor instruction to meet diverse learning needs, and build stronger relationships with students. This is particularly important in the early grades and for students needing additional academic or behavioral support. Investing in additional teaching staff to reduce class sizes not only strengthens academic performance but also promotes teacher retention by minimizing burnout and stress.

I would focus on two main things to start:

1) Ensuring that class sizes are as small as feasible, because we know that smaller class sizes help us serve the whole child better and lead to better academic outcomes.

2) Boosting teacher and paraeducator pay and benefits because this is essential to recruiting and retaining the excellent staff we need. Public educators have lost earning power in recent years, and people doing such critical work should be compensated well for it.

One of the best things we can do for our students and teachers is to keep our class sizes small, especially in pre-school and early elementary, which is a critical time for laying the foundation for all that is to come. I would look to direct additional funds to hiring more teachers to help us achieve our aspirational class size goals while also offering competitive salaries that attract the best teachers to the district.

Teachers and support staff. That would include additional staff to provide services to students with exceptional needs.

Just as programs and staff that directly support students need to be protected in light of current underfunding, additional funds should go to the people and programs with the most impact on student learning. This includes lowering class sizes and spending more on programs from nutrition and transportation to student mental health and well being.

One of my curriculum concerns centers on maintaining rigorous course offerings at all levels. Whether through advanced classes or foundational courses that build critical skills early on, providing a wide range of challenging opportunities ensures all students are prepared for college, careers, and lifelong learning—regardless of their background or goals.
At the same time, I have concerns about an overreliance on educational technology in the curriculum. While digital tools and online platforms can enhance learning, they should never replace the vital role of skilled teachers providing direct, high-quality instruction. Excessive screen time can affect students’ attention spans, and overuse of technology can hinder the development of critical thinking skills. We must promote the responsible use of technology—supporting personalized learning and engagement without replacing the hands-on, interactive classroom experiences that foster deep thinking and focus.

The range and quality of the curriculum throughout our district is outstanding. I also see some opportunities for improvement.

A top priority for me is ensuring that ICCSD students are equipped to navigate the complex media world. As mis- and disinformation, AI, deep fakes, and other fragmenting of our information sources proliferate, it's more and more important for people to be able to critically evaluate the media and information they consume and to identify reliable and unreliable sources of information. I would advocate for placing more emphasis on these skills throughout our curriculum.

Additionally, some residents in our district hold the perception that educational pathways that lead places other than to four-year college are not as valued as pathways to four-year college. While ICCSD curriculum offerings include a good range of career and technical options from middle school onward, I'd like to see the school board explore ways to address this perception, whether through our communication, by adjusting course offerings, supplementing guidance support, or other means.

I believe our district has an effective system of regular curriculum review, and I have personally served on curriculum review teams for history, art and music. Our teams include teachers, board members, and community members who all work together to ensure that our curriculum is meeting or exceeding state standards and offering our students the best paths to learning. When issues do arise, this has been the best mechanism to address them to ensure that we are preparing our students to successfully move through ICCSD and for their journey after ICCSD. When I have additional questions, I speak with our well trained and qualified Director of Curriculum, Instruction and Assessment.

Absolutely! Our District is behind in understanding computer-based curricula and their negative impact on reading comprehension, information assimilation, and expression. My dad has been a professor in computer science since 1976 and he still prints information that requires more than skim reading. Ask him why and the answer is always the same..."you can't read off of a screen if its something important." Ask google how screens impact reading comprehension and AI answers: "negatively". Computer based curricula are eye candy that engage with visual stimulation. Engagement with the screen does not mean engagement with the material. Screens are stimulating. A majority of students acknowledge experiencing symptoms of digital eyestrain that are uncomfortable and distracting. Our Board must educate themselves by reviewing research and mandate policies that support learning. Computers are tools that should be used productively to embrace processing information. The internet should be used as a source for information. Screens are visually stimulating and should not be used when less stimulating mediums are available that better support reading comprehension, information assimilation, and expression.

Our Board must actively support more intense math/science/writing curricula at an earlier age and build from there. We are falling behind or barely treading water in preparing our students with skills that will support critical thinking and better jobs.

I believe that our Board can improve by advocating for policies that limit screen exposure in the classroom for younger grades, provide less stimulating educational tools that promote better information assimilation, and engage in more challenging curricula.

While I have heard (and share) concerns from teachers and parents on the impact of state legislation on district curriculum, I believe that we have the right people in place to navigate the changing curricular landscape. I have great faith in our educators, who are experts in their fields, and their ability to develop and implement curriculum that best meets our students’ needs. I appreciate the district’s focus on offering consistent instruction across classrooms and schools while allowing for individual teacher agency within their own classrooms.

Constituents consistently describe me as highly responsive and accessible. I view open, timely communication as not just a strength, but a requirement for doing the job well.
Being accessible to families, staff, and community members allows me to stay closely connected to what’s happening in our schools. That connection directly informs my decision-making and helps ensure that district policies are grounded in real-world experiences.
I take that responsibility seriously and believe consistent, two-way engagement is key to leading with integrity.

I will continue to regularly visit with students, teachers, staff, administrators, and community members in our district to learn from them and to stay current with ongoing work, ideas, concerns, pain points, and successes. I will use this information gathering and understanding to inform my work on the board.

I will also routinely communicate publicly via social media to keep members of our district informed about meetings, events, and my thoughts and questions on topics of importance to the district.

And, finally, I will participate in community events where there is the opportunity to engage with members of our district in order to learn and receive feedback.

I enjoy hearing from our parents, teachers and staff, as well as students! I make it a priority to respond to emails in a timely manner and try to address their concerns which sometimes does involve bringing in our administration staff if it pertains to a day-to-day issue/concern. I also make it a priority to visit schools throughout to see how the Board's policies directly impact our buildings and classrooms. These visits allow me to interact with students, teachers, staff and administration in a personal way.

I like to talk to people. While a picture might be worth a thousand words, a conversation is worth a thousand texts or emails. I am available by phone and have flexibility if in-person meetings are necessary. My choice to run was dictated by conversations I have had with teachers, parents, and support staff.

For me to be an effective school board member, it is critical that I both seek and accept input from parents, teachers, and district staff. Having been in education for a long time, I have, at times, seen a disconnect between the reality in the classroom for students and teachers and what is reported in board meetings. I am committed to hearing from a wide variety of stakeholders and to be better able to make policy decisions as a board member.

Improving safety begins with strong, responsive leadership—and a commitment to transparency and accountability. We need clear, honest assessments of the challenges we face, and the will to address them directly.

Our educators and paraeducators must have the training and support they need to succeed. That includes manageable class sizes, access to mental health supports, and adequate planning time. Ongoing professional development is essential to ensure all staff are equipped to manage classroom behavior and foster trauma-informed learning environments.

Teachers must feel supported when managing student behavior and know that expectations for safety and respect are upheld across all campuses. That means consistent enforcement of district discipline policies, alongside the use of restorative practices that build accountability and community.
It also requires a comprehensive continuum of services to meet students’ academic, behavioral, and emotional needs. This includes a robust Multi-Tiered System of Supports (MTSS), early intervention programs, access to school counselors, mental health professionals, behavioral specialists, and coordinated support teams. These systems must be proactive and fully staffed across all schools.

Teachers must have a voice in shaping their work environment. I will advocate for regular, meaningful feedback channels—surveys, forums, and open dialogue—and for that feedback to be taken seriously. District leadership must provide regular updates on how teacher concerns are being addressed.

Families, local organizations, and community partners must be engaged as allies in supporting students and reinforcing expectations for behavior. I will work to strengthen school–community partnerships and ensure families are included in the conversations that shape school culture and climate.

Above all, I am committed to ensuring that our policies, practices, and leadership culture reflect a deep, ongoing commitment to safety, support, and rebuilding trust in every school.

Of course we can do better, and we should continue the work to do so.

With respect to classroom safety related to interactions between students and between staff and students, we can:
* Evaluate de-escalation training provided to staff and improve it where needed, including ensuring that paraeducators who work with especially challenging students are adequately trained.
* Evaluate whether to put in place additional mental health supports for those who do experience violent behavior.
* Evaluate how we are interpreting requirements for services offered to students and explore adjustments in the ways we meet those requirements that may result in increased safety for teachers and for students. The options outlined in the September 23 Continuum of Services presentation to the school board provide good guidance for this.

With respect to whole-building safety, we can continue to evaluate the current plans and protocols for gaps, filing the gaps as they are identified. The current changes to the primary entrances of City and West High are examples of this type of effort.

As a district we have to ensure that our teachers are prepared for the many different students that they will encounter in our buildings. I want to work with our staff and administration to ensure that we are providing adequate, appropriate and timely training so that our teachers feel well equipped when entering classrooms across our district. Having teachers who are prepared for a variety of classroom events makes our students safer as well.

Absolutely! We have children with extreme behavioral issues from abuse, trauma, and medical conditions. We must do a better job at identifying these students with needs that cannot be met by current interventions and creating a way to address these needs. This will be person intensive and costly and we should look for ways to get legislative and private support for financing these specific issues. We are obviously underfunded in this area. We cannot continue to have students disrupt class and cause harm to other students, teachers, and support staff while having their needs unmet. If we do not assist these students now, their needs will only continue as will their impacts on those around them. This effort must be supported by our community.

Districts across the country are facing increased violent behaviors in the classroom. As a board member, I look forward to being part of the process of maximizing the safety of educators and students. I support the district’s focus on supportive rather than punitive measures–it is our responsibility to serve all of our students, particularly those with higher needs. This won’t prevent all incidents, but in the long term it will lead to better outcomes for our students. I look forward to learning more about district protocols for responding when violent incidents occur. Quick response by building administrators in the moment is critical, as is following up with support for teachers and students who are impacted. Ultimately, safety often depends not on reactive plans but proactive community and relationship building. This too needs to be emphasized.