I support a bond issue in 2026. Wichita voters rejected a bond citing concerns about the total cost, transparency, and how funds would be prioritized. These concerns were valid and highlight the importance of engaging the community in a clear, accountable plan.

However, our school buildings face urgent needs: aging infrastructure, outdated technology, and facilities requiring safety and accessibility upgrades. These conditions affect student learning and teacher effectiveness. Families are noticing, choosing to send their children outside the district because they seek better learning environments. If we want families to stay in Wichita Public Schools and trust the district to provide excellent education, we must invest in our facilities now.

A responsibly planned bond can address these issues while being transparent about costs and priorities. I will advocate for community input, clear communication, and equitable investment in all schools to ensure Wichita schools provide every child the opportunity to succeed. 

As an educator, I know student achievement improves when teaching is intentional, responsive, and supported. Student achievement improves when we pair strong instruction with the supports students need to achieve. The BOE should ensure classrooms use evidence-based practices such as explicit phonics instruction in early literacy, scaffolding for English language learners, and inquiry-based approaches in math and science.

We also need to strengthen professional learning communities (PLC), so teachers can analyze student data together, adjust instruction, and share best practices. When teachers have time to collaborate and receive high-quality professional development, they can better differentiate instruction to meet the diverse needs of Wichita students.

But strong pedagogy alone isn’t enough. Students learn best when their basic needs are met. That’s why expanding the Community Schools model is so important. By connecting families with wraparound services, health supports, and after-school enrichment, we remove barriers that keep kids from focusing on learning. 

Community schools bring families, educators, and community partners together to support the whole child. They go beyond academics by providing wraparound services like mental health care, tutoring, after-school programs, and access to resources such as food and healthcare - all in one school building. This model strengthens family engagement and helps remove barriers to learning, so every student has what they need to succeed.

I support the community schools model because I’ve seen how it transforms schools into true neighborhood hubs. Wichita Public Schools has started this work, and I want to expand it across the district at all levels - from early childhood through high school. By building strong partnerships with local organizations and listening to families, we can create safe, supportive, and thriving schools that serve as the heart of our communities. Investing in this model is an investment in Wichita’s future.

I’ve seen firsthand how cell phones and other technology can distract students. In my own classroom and as a guest teacher in Wichita schools, I observed students struggling to stay focused because of constant phone and other device distractions. It is concerning.

Research confirms these concerns. Studies have found that schools limiting student phone use saw measurable gains in test scores, particularly for lower-achieving students. This is not surprising news.

I support stricter rules to limit cell phones during class time and passing periods, while allowing them before/after school and during lunch. But a strong cell phone/technology policy requires commitment from the top down. We cannot continue to put the burden solely on classroom teachers. With clear expectations and consistent enforcement from the top, along with community and family support, we can create focused, productive learning environments for all students. 

USD 259 is the largest school district in the state of Kansas with 46,000 students and up to 10,000 employees. School funding is a complicated, well-regulated, and strictly legislated area. I appreciate the hard work that goes into balancing the many needs of our students, staff, and schools. As a school board member, I will focus on making our budget even stronger by ensuring that every dollar is used effectively and transparently.

As a school board member, I will work to ensure every dollar is spent wisely with resources going where they matter most:

• Strong classrooms with certified teachers and paraeducators

• Mental health and behavior supports for students

• Early childhood education and career pathways

• Reasonable class sizes and workloads

I believe in Community Schools, where schools, families, and local partners work together to meet neighborhood needs. This model not only improves attendance and graduation rates but also creates cost savings that strengthen our entire district.

Our students’ reading and math scores reflect much more than a single test. They show the challenges and opportunities facing our schools and community. The Kansas State Assessment is just one measure, and while it’s important, it does not capture the full range of student growth, creativity, or critical thinking.

The loss of funding for the Blueprint for Literacy has created additional hurdles. When programs designed to support early reading and intervention are defunded, it directly impacts our students’ ability to meet higher expectations. Wichita teachers and students are working incredibly hard, but they need consistent support and resources to succeed.

The Kansas State Board of Education voted recently to make changes in the way Kansas State Assessment scores are labeled. This was last done 10 years ago and was due to be updated. After hearing input from a panel of assessment specialists as well as community feedback, the Board voted to accept the new cut scores which were set by educators through a detailed process earlier this summer.

You may have seen misinformation from anti-public education groups KPI and AFP and anti-public education legislators arguing that Kansas public school students aren’t performing well. Students scoring at Level 2 were characterized as “failing.” Now, 10 years of data on how the KSA scores actually correspond to student success (high school graduation and post-secondary readiness) have shown that many students who scored at Level 2 go on to college and/or post-high school success. Students scoring in the top of Level 2 have ACT scores indicating college readiness. Data showed what educators already knew: the cut scores needed revision.

As a school board member, I will fight to restore literacy funding, expand access to tutoring and interventions, and ensure assessments are used to guide instruction - not to label or punish schools. Together, we can lift up every learner.