Candidate Q&A

Our students should be the first priority when it comes to budgeting. We must ensure we have enough resources to provide a safe, welcoming environment with the tools to learn.

Ensuring key services such as social and emotional learning and support for students with IEPs is also important.

We must listen to parents and staff to help us determine the most important areas of need for our students.

A few ways to address this include:

Maintaining existing relationships between the district and mental health service providers.

Implement more social and emotional learning curriculum into the classroom.

Learning from other districts across the county to find more inclusive ways to reach children.

Peer mentoring programs so students feel seen and heard.

The district has a policy in place where the administrator in charge of discipline is to consider all mitigating circumstances when managing disciplinary action. Each administrator should have professional training on DEI and a comprehensive list of alternative options for discipline for them to utilize.

When this work is prioritized by the leadership in the building, changes do happen. There should be oversight and reporting on the data regarding disciplinary action by a committee on site at the school.

I believe a strong board is one that has open lines of communication with mutual respect. School Board Members should have close relationships with other legislators as our students are members of the community and the decisions made at all levels of government have large impacts on their lives.

One important issue for collaboration is job training. Our students are the future workforce for our community. We can provide training and knowledge for possible career opportunities. This will help them graduate with security and a desire to stay in our community. By partnering with other legislators, we can provide funding, job opportunities and stronger community connection.

The uncertainty in state and federal funding is why I have pushed for us to balance our budget quicker and be more innovative in how we operate our schools. Before we can come back to voters to ask for more resources, we have to first be efficient and effective with the resources we have. Additionally, I asked our administration to put forward a budget template as we prepare earlier this year to complete the budget for the next school year. As part of that template, I supported incorporating the work of our treasurer's office to identify the positions that were involved in direct instruction in each department. Additionally, I believe looking at how other positions have a direct connection to the work done in the school is also another priority as we build our budget. Then we are in a better position to look at what portions of the budget needs to be dedicated to those positions that indirectly connect with the work done in our schools. Finally, the most important thing we can do is continue to ensure each of our schools are filled with students and that have recruited the best educators that can more equitably distribute programming. You cannot balance the budget if you are short on students and educational programming is not equitably distributed throughout the district. Doing all this will allow us to protect against potential shortfalls and provide students with a quality education.

The need to address the many challenges that have an effect on our students is urgent. Student facing mental health crises come from multiple different origins, but it is important that we provide resources and access to resources to keep those students on track to achieve success. For students struggling with mental health related to their sex, gender identity, sexual orientation, we continue to provide support through our counselors. But there are opportunities to bring in peer mentors and community partners to ensure they are cared for and find a place of belonging. For students struggling with their families economic situation, increasing opportunities to educate the whole family through our community learning center model is a great way to transition the student to a better mindset. Our work with social agencies and the potential of innovative ideas regarding tele-health and other ways to bring more access to medical professionals will also expand the resources we are able to provide. I have also been working hard to ensure we expand access to our programming, which can help instill a sense value within many of our students who struggle to find they way in a world that feels against them. Finally, we have invested in a number resources to focus on the whole child. Going forward I believe we can continue to bring in partners who can expand the ability to address more needs for the student.

One of the guardrails that the board created focused on trying to address the concerning numbers for how students are disciplined in the district. We know that our district is disproportionately minority and economically disadvantaged. The district is working hard to expand the restorative justice work done in the schools and we have made a number of changes to the student guide to close loopholes that seem to place more students in longer exclusionary practices. However, the long term solution is built by increasing family engagement, expanding internships/employment opportunities that are connected to maintaining their good status, and rethinking how we address the root causes to discipline issues. The answer to addressing disproportionate discipline is not simply to stop disciplining. It instead requires a more comprehensive look at the ways to ensure teachers and principals are both supported and empowered to improve the culture in their school buildings. It requires including parents and students in discussions when there are major issues occurring. And it requires an investment from City administration in ensuring community safety that will allow the district to best de-escalate concerns to ensure they do not become major offenses that would result in exclusionary discipline.

I like to believe I am the voice of reason on our Board. The work is never about me, it is about the students. That is why even when I disagreed with a decision of the Board, I felt it was my responsibility to ensure students will still be successful. I worked with the Superintendents and the Treasurer to build up opportunities even where I disagree with the path. I have worked to build consensus during board meetings to move us forward to that are better utilizing our time. I have built relationships with city officials and state legislators to be able to communicate regarding the needs of our district and the students in our district. My work this year on preparing our budget meant having to collaborate with the district administration and the state legislature. I have also worked well with our current board President to push the administration to be accountable. Moreover, when I was selected as the Chair of the Budget, Finance, and Growth committee, I worked hard to incorporate the concerns of the other two board members into our agenda while also building a new foundation for budgetary discussions that focused more on the return on investment for district spending. Collaboration is not just essential, it is mandatory to do what is in the best interest of students.

First, we must be advocates at the legislative level in Columbus. We must
look carefully at our programs and staff to see what provides the best
impact for student outcomes from an ROI point of view. This can be one
guide for how to prioritize expenses. And, we can partner with local
government, community organizations, parents & volunteers to find
creative solutions that provide the best education possible at CPS.

To address the mental health of our students, any approach must be
community based, collaborative, and have significant input from the
students themselves. While they may need help articulating their
problems at first, they need to feel heard and understood.

CPS has a very good PBIS program (Positive Behavioral Interventions
and Supports). We need to continue to support and maintain this
effort. We need to continue to work to discover and address root causes
for behavioral issues for each child. This takes time & resources but is
important to putting students on the right path long term.

Collaboration and honest communication with my fellow board members
is essential everyday as we work to address the issues facing the district.
With our city & county partners, we collaborate to secure resources,
volunteers & partnerships for our students. At the state level, we must
lobby for fair school funding. For example, as the CPS liaison to our 4
Star CPS Business Advisory Council, I work with businesses and
agencies to help secure internships, jobs and orientation programs for
students. This effort will even serve our new middle school students to
learn more about career pathways.

The Board and the superintendent should agree on the top priorities that best serve our students: academics, safety, and transportation. They should be embedded in the district’s strategic plan and funded accordingly. Any strategic changes should only be considered in light of budget impacts before implemented. In these challenging times, the budget process should promote continuous communication with parents and community to include their input, support, and resources. CPS had a “Budget Commission” that served that purpose, which could be re-established and tailored to today’s budgetary environment.

Mental health care in our schools should include empowering students to care for their own mental health, just as they would with their physical health. I recommend age-appropriate programming for every student that would include: 1) healthy social media and TV time; 2) healthy relationships – making authentic friends and social connections; and 3) equipping them to be self-aware and socially aware when interacting with others. These tools could lay the foundation for the long-term care of their mental health.

The report shared some disturbing data and trends about the disproportionality of exclusionary practices which exacerbates the challenge for these students to be academically successful. In addition to ongoing staff training in restorative practices and parent-school conferences, I propose some proactive ideas. Schools could implement more incentives for good behavior. Children like to be rewarded. Participation in school clubs and non-classroom activities could be leveraged as incentives, which would encourage students to make better emotional decisions. The school-home relationship and ongoing communication are vital in mitigating discipline issues and properly addressing them. Back-to-school assemblies should include discussing reasonable school and classroom behavior expectations. Parent organizations could include on their meeting agenda sharing ideas on how to help de-escalate negative behavior. Ongoing parent-teacher communication that includes the child’s social-emotional health provides the opportunity to address possible “triggers”.

Collaboration between the Board and city/county/state elected officials to positively impact the academic journey of our students should be the norm. We should have regular roundtable discussions (2-3 per school year) on the state of the schools to discuss each decision-maker's role in bringing solutions. One example would be to have safe and healthy neighborhoods with great, accessible schools. Points of collaboration could include: 1) prioritizing snow removal around access points to schools to facilitate cars and school buses (city); 2) coordinating resources for high-poverty families that support keeping children in school such as food, outerwear, and reliable transportation (county, city); 3) high quality internet access in all homes to facilitate at-home learning (county/state).

As a board member, my guiding principle in any budget decision is to protect the classroom first. Every child deserves a safe, supportive, and fully resourced learning environment. When facing potential budget shortfalls, I will advocate for transparency, community engagement, and equity in decision-making. This means prioritizing student learning, teacher support, and essential services that directly impact academic success and student well-being.

I also recognize that our strength lies in collaboration. That means working hand-in-hand with community partners who support our schools, and staying connected, engaged, and interactive with all state legislators and decision makers—regardless of political affiliation—to advocate for preserving and fully funding public education here in Cincinnati. Just as importantly, I will continue to work to connect community members more closely with our district so they are active partners in both supporting and shaping our schools. Tough decisions may be unavoidable with decisions coming from the State, but my commitment is to make them responsibly, collaboratively, and always with students at the center.

Across the country, we are facing a student mental health crisis, and Cincinnati is no exception. Addressing this challenge requires a whole-child approach that extends beyond the classroom. Partnerships are key—I will continue to strengthen collaborations with mental health providers, community organizations, and families so students and staff have access to the resources and support they need. This includes expanding school-based services, creating safe spaces for students to seek help, and ensuring our staff have the training and tools to respond effectively.

We also recognize that supporting students effectively means supporting their entire family unit. That requires deeper partnerships with social service agencies, the courts, city and county agencies, and community providers. With state funding cuts, we must be more creative in how we deliver services. This may include exploring hybrid learning models, alternative school schedules, and other innovative approaches to meet the needs of students in these post-COVID and rapidly changing times. My commitment is to remain open to bold, collaborative solutions that keep student well-being at the center.

The data is clear—exclusionary discipline practices disproportionately harm economically disadvantaged students, students with disabilities, and Black students. To address this disproportionality, we must shift from punishment to support. That means expanding restorative justice practices, increasing access to mental health services, and providing professional development for staff on implicit bias, cultural responsiveness, and trauma-informed care.

We also need to ensure consistent accountability across schools so discipline policies are applied fairly and equitably. At the same time, we must engage families and community partners in creating positive school climates where students feel safe, valued, and understood. Every child deserves the opportunity to learn without being pushed out of the classroom, and our discipline practices must reflect that commitment.

Advocating for CPS requires collaboration at every level—within our board, with city and county leaders, & w/ state and federal legislators. I believe the most effective advocacy is rooted in building strong, ongoing relationships that allow us to speak with one voice for our students. CPS has made progress. For the past two years, we have partnered with the City of Cinti’s Healthy Neighborhoods Committee, chaired by the Vice Mayor, meeting quarterly to align city and district priorities. We are in conversation to expand this partnership to include the Ham Co Commissioners, creating a true 3-way collaboration between CPS, the City, and the County. We host a non-partisan Legislative Luncheon that brings together legislators from across Ohio and surrounding counties to understand how their decisions directly impact our district.

Beyond local efforts, I serve as a Trustee with the Ohio School Boards Association, where I work alongside representatives from 30+ districts in Southwest Ohio. This role allows me to both advocate for CPS and learn from other districts across the state and nation, ensuring that we are prepared for emerging challenges and opportunities that may soon affect Ohio’s students. An example of where this type of collaboration is essential is in addressing school funding. No single board or district can solve the challenges of underfunding alone—it requires coordinated advocacy across city, county, and state leaders to ensure every child in Cinti has the resources they deserve. I am committed to continuing this collaborative, equity-focused approach so our district remains strong & supported.