All ISD 833 candidates were asked the following question:

 Achievement Gap

The academic achievement gap in South Washington County demands our focus and persistence. My goal is to continue the long-term work of reducing the academic and opportunity gap for at-risk and BIPOC students. This also includes reducing / eliminating bullying and racial discrimination issues. We can even look to our students to set amazing examples: ERHS Students Work to Close the Gap.

Teacher Retention

High quality teachers and teacher retention improves student outcomes and helps close achievement gaps. We want to retain these talented professionals for our students. As a board member, I will strongly advocate for organized labor and positive labor relations with district unionized staff. I am committed to ensuring fair wages and working conditions. I will embrace a strong partnership, constructive negotiations, and mutually beneficial solutions. We must continue to value the individuals committed to supporting and educating our students.

Diverse Hiring Practices

The district must invest in diverse hiring practices. It is critical that students see themselves reflected in and can connect with their teachers and school staff. I would advocate for unconscious bias training in hiring committees, diverse hiring committees, community partnerships, objective screening practices, and tracking metrics to ensure the district is meeting goals. 

 The most critical equity issue facing ISD 833 is the achievement gap.  Educational research identifies the importance of meeting our students’ physical, social and emotional safety before learning can take place.  I appreciate the priority SoWashCo has placed on these safety and relationship needs.  I also know it is necessary to move beyond these basic needs.  In order to close the achievement gaps for our students, some students need to progress more rapidly than others.  We need to do things differently.

As a retired SoWashCo teacher, I am proud of the training that has been offered in evidence-based instructional practices including John Hattie’s work on influences and effect sizes related to student achievement and AVID (Advancement Via Individual Determination) strategies.  During the 24-25 school year, in response to Minnesota’s READ act, all district teachers engaged in professional development days centered on systematic and explicit literacy instruction.  I am proud our district took the initiative to do this in one year, much faster than what is required.

The critical step is to deeply understand these practices rather than using them at a surface level.  Our district teachers are masterful and committed to excellence, and their plates are full.  We need to protect their planning and collaboration time, and we need the support of every employee to accomplish this.  When an ISD 833 employee or school board member is asked to describe their job, the response should be our mission statement, “My job is to educate students for success.”

 The most critical equity issues facing ISD 833 require immediate and sustained attention from our school board. Achievement gaps persist across demographic lines, with students from low-income families and communities of color facing disproportionate challenges in academic outcomes. Access inequities remain evident in advanced coursework enrollment, extracurricular participation, and technology resources across different schools within our district.

As a school board, we can take concrete action by implementing equitable resource allocation formulas that direct additional funding toward schools serving higher-need populations. This includes ensuring every school has access to rigorous academic programming, from Advanced Placement courses to career pathway opportunities, regardless of neighborhood demographics.

Workforce diversity represents another critical area requiring board leadership. We must actively recruit and retain educators who reflect our student body's diversity, providing mentorship programs and competitive compensation packages to build a teaching force that connects authentically with all students' experiences.

The board should also prioritize wraparound services addressing fundamental barriers to learning. This means expanding nutrition programs, ensuring one-to-one technology access, and partnering with community organizations to support families holistically.

Creating truly inclusive school environments requires policy-level changes in disciplinary practices, curriculum representation, and family engagement strategies. We must examine data regularly, listen to community voices, and adjust our approaches based on outcomes rather than intentions.

Success demands moving beyond surface-level initiatives toward systemic change. The school board must champion policies that dismantle institutional barriers while building systems that proactively support every student's potential for academic excellence and personal growth.

 The debate around diversity, equity, and inclusion has become polarized. Some defend the status quo; others want DEI eliminated altogether. Both miss the point: equity is not a “check the box” activity, it must be embraced by all stakeholders.

Right now, nearly one in four students in our is chronically absent, missing more than 10% of the school year. This is a clear signal that our schools are not as inclusive as they should be. Students cannot thrive if they are not in class, and absenteeism disproportionately affects those facing economic hardship. Chronic absenteeism is one of the strongest early warning signs of academic struggle and dropping out. Equity means addressing the systemic barriers related to transportation, access to support services, and access curriculum and class offerings at their learning levels.

Another overlooked equity issue is smart phone use. Too often, our most complex learners, those who need the greatest support, are pulled off track by constant distraction. A strong smartl phone policy is about ensuring that all students, especially those most at risk, can focus on learning in a supportive environment.

Reimagining DEI means:

• Engage multiple resources and viewpoints to develop approaches that are workable in practice, inclusive by design, and grounded in community input.
• Focusing on measurable outcomes like reducing absenteeism and closing achievement gaps.
• Maintaining transparency with clear benchmarks and open reporting.

Equity requires more than good intentions. It requires action that delivers real, measurable improvement for every student in our schools.

 The most critical equity issues for ISD 833 center on ensuring that every student—regardless of background, race, language, income, or ability—has the tools and support they need to succeed. Equity in education is not about treating all students exactly the same, but about recognizing differences and ensuring fairness so that opportunities are truly accessible to all.

Several areas stand out:

• Achievement gaps that persist among student groups.
• Access to resources, including advanced coursework, extracurricular activities, and mental health supports.
• Representation and belonging, making sure students and families feel seen and respected in curriculum, staffing, and school culture.
  

The school board can support these priorities in several ways. First, by setting clear equity goals and monitoring progress with transparency and accountability. Second, by prioritizing funding for programs that expand access—whether through tutoring, language support, or inclusive activities. Third, by engaging families and community members to build trust and ensure that diverse perspectives shape decisions. Finally, the board must support professional development so teachers and staff have the tools to create inclusive, respectful classrooms.

By maintaining high expectations for all and providing equitable support, ISD 833 can move closer to its mission of serving every child well.

 Achievement Gap:

The achievement gap has persisted for some time. We must embrace diversity, equity, and inclusion for the mere fact that our community is diverse, in culture, thought and perspectives. I am committed to protecting human rights and equality so that we can provide a learning environment that maximizes the potential of each student.  

I want to work with district leaders to create an environment where students feel comfortable expressing all dimensions of their social and cultural identities. We must offer programs and services that will build a vibrant learning community and explore educational opportunities from different perspectives.

School Safety:

Focusing on student wellness is a priority. I am dedicated to advocating for programs that foster more than just academic achievement. We must provide programs that will support the overall well-being of our students. This includes providing mental health resources and offering a range of programs. I prioritized school safety as a central commitment, so that our children are safe in our schools.  Creating a bridge for open communication and awareness between health, education, and social services promotes student well-being and wellness.

Fiscal Responsibility:

I am committed to building and strengthening our financial standing, it is important and an area where we need to work together. Our tax dollars must benefit the education of our children. We must continue to make sound, ethical and fiscal decisions.  I want to emphasize the intrinsic knowledge of not only being a board member, but a parent, grandparent and foster parent in this community, when it comes to making tough financial decisions.