education

No Prosecutions Yet for $86 Million Charter School Debacle

February 8, 2021 by Doug Masson 4 Comments

Steve Hinnefeld has an update on the Indiana Virtual School / Indiana Virtual Pathways situation. The update seems to be that nothing has yet happened (at least publicly) in terms of prosecuting those responsible. The Indiana State Board of Accounts issued a special report on the “Indiana Virtual Education Foundation, Inc. d/b/a Indiana Virtual School and Indiana Virtual Pathways Academy” reflecting its findings that (as Steve summarizes it): “state funds were misappropriated through ‘malfeasance, misfeasance, and/or nonfeasance.’ It said Indiana Virtual School and Indiana Virtual Pathways Academy inappropriately received more than $68.7 million by misrepresenting the number of students who were enrolled in the virtual schools. They spent more than $85.7 million with vendors who were connected with school officers or employees but failed to provide appropriate paperwork, according to the audit.”

Of some of the shenanigans involved, Indiana Chalkbeat reported:

Five years after two students moved to Florida, they reappeared on enrollment records for Indiana Virtual School and its sister school.

And nearly every one of the more than 900 students kicked out of Indiana Virtual School and its sister school in the 2017-18 school year for being inactive were re-enrolled the next school year, included in per-pupil funding calculations that netted the two online schools more than $34 million in public dollars last year.

These were among the ways that Indiana Virtual School and Indiana Virtual Pathways Academy allegedly inflated their enrollment to at least twice its actual size, according to the findings of a state examiner’s investigation released Monday.

Jonathan Weinzapfel, the unsuccessful candidate for Attorney General had pledged a criminal investigation. Todd Rokita, the successful candidate, has been more non-committal. His office stated, ““We are thoroughly reviewing the report and performing the necessary investigation to diligently pursue the charged parties.” The Marion County Prosecutor’s Office indicated that this would be a federal matter (which strikes me as a little odd, but maybe I don’t know the nuances.) The feds won’t confirm or deny anything. So, it could be that the shit will be hitting the fan eventually but the gears of justice are grinding slowly.

Meanwhile, the Indiana General Assembly remains bullish on charter schools. Per Steve, “Speaker Todd Huston said he expects legislators to change the law so virtual schools get just as much state funding as schools that provide instruction in person.” When it comes to “school choice,” the Indiana General Assembly is like a quack doctor. Having diagnosed traditional public schools as sick, it’s prescribing leeches. And when the leeches don’t seem to do anything good, its conclusion is that it simply hasn’t applied enough leeches.

HB 1546: “We Really Hate Teacher’s Unions”

February 2, 2021 by Doug Masson 6 Comments

HB 1546, introduced by Rep. Goodrich and co-authored by Rep. Behning, would remove the requirement that, at a teacher’s request, schools withhold union dues from a teacher’s paycheck and would, instead, prohibit schools from withholding such dues from the paycheck. Keep in mind that, per IC 22-2-6, employers can — at an employee’s request — withhold money from a paycheck that an employee wants to send to a nonprofit, use as dues for other types of unions, purchase goods from the employer, repay an employer loan, and a number of other things. So, this prohibition on withholding union dues looks to be nothing more than mean-spirited. Oh, and “an emergency is declared for this act.” Because, of course it is.

Hinnefeld on HB 1005: School Voucher Expansion and Educational Savings Accounts

January 15, 2021 by Doug Masson 4 Comments

Steve Hinnefeld, who you should follow if you are interested in education matters, has a good run down of HB 1005, introduced by Rep. Behning — the primary architect of Indiana’s school privatization efforts over the last decade or more. The short version: a family of five making $172k or less could be eligible for school voucher money. Educational Savings Accounts would be permitted as a vehicle for certain classes of students — a limitation which probably doesn’t matter much, since we’ve seen the M.O. of school privatization in Indiana has been to get the camel’s nose under the tent in one session, then invite him in during the next — to get state funding and deposit tax advantaged donations for the purpose of paying for “private school tuition, mentoring and tutoring services, college and university fees, online courses, career education and other education-related costs.”

But, definitely go read Steve’s post for a better explanation.

HB 1107 – Collaborative Response Graphics System

January 5, 2021 by Doug Masson 1 Comment

I’ll admit that I looked at this bill primarily because I had no idea what a “Collaborative Response Graphics System” was. Fortunately the bill provides a definition:

“Collaborative response graphics system” refers to a mapping solution that includes standardized, site-specific, and geo-rectified common operating pictures that combine facility floor plans and high resolution imagery with a grid overlay into one (1) map that will be used by law enforcement agencies in the area of a school building in a life threatening emergency.

(I’m picturing the prosecuting attorney from “My Cousin Vinny” saying “geo – [claps hands and spreads them]- RECTIFIED.”)

The bill generally provides that schools (including charters and nonpublic schools) along with their county Sheriff may apply for a grant from the Indiana secured school fund for the initial set up costs for a collaborative response graphics system. Requires guidelines published by the department of homeland security to include information about implementing access to the collaborative graphics mapping solutions to be used in an emergency situation.

State Teacher Compensation Report

December 14, 2020 by Doug Masson 9 Comments

The Next Level Teacher Compensation Commission released its report (pdf) on Indiana’s teacher compensation. Take anything I write here with a grain of salt — I’m just summarizing it as I go and might be making some mistakes. The Commission says that average teacher compensation should be raised to $60k to be competitive. (I don’t know if that’s inclusive of benefits or if that’s just straight salary). The report says that the $41k Indiana teachers averaged in 2000 would now be about $62k if it had held pace with inflation. (It did not). We’re at about $51,000.

To find the funding to increase teacher compensation to these levels, the Commission recommends:

Forcing working spouses off of teacher health benefits packages and make them use their own company’s benefits (assuming, I guess, that their companies will offer something comparable.)
Forcing Medicare-eligible retirees off of teacher health benefits package.
Adopting the State’s pharmacy benefit plan.
Centralized procurement.
Joining liability risk pools.
Firing surplus teachers and using their old salaries to supplement existing teachers’ salaries.
Privatize non-teacher positions (e.g. custodians, etc.)
Pass operating referendums.
Set up an Education Foundation to receive charitable contributions.
Increase salaries in areas where teacher demand is higher and/or where students need more attention.

On the state level, the Commission recommends, among other things:

Paying down pension liability costs,
Establishing an “efficiency division” in State government to help schools become more efficient and set efficiency standards.
Have School Districts consider consolidation when their superintendent announces a retirement or resignation.
Exempt schools from the mandatory $1 sale of public school buildings to charter schools if the public school consolidates with another district.
Eliminate the 529 plan tax credit for households making over $150,000 and divert the resulting tax revenue to teacher compensation.
Allow townships to fund school capital projects.
Modify requirements for TIF districts.
Allow schools with large cash reserves to deficit finance teacher compensation.
Provide a tax credit for donations to programs that fund teacher pay.
Allow operating referendum to stay in place until repealed rather than expiring every seven years.
Implement a teacher pay “check off” on tax returns. (In other words, you can elect to donate $5 of your tax return to support teacher pay.)
Require residential developers to pay impact fees to offset a need for school facilities created by the residential developments.
Tax increase.
Establish a minimum salary of $40,000.
Limit the use of stipends (and make them part of base salaries) and set a compensation funding floor which would discourage schools from pocketing the savings when higher salaried teachers retire – instead making them plow that money back into the compensation pool.
Require teacher compensation equal 45% of the State’s funding support amount.
Increase the complexity funding component.
Require districts to provide individual teachers with a financial breakdown of their total salary, retirement, and health benefits.
Increase funding for recruitment of minority teachers.
Establish a formal initiative to improve teacher recruitment and job satisfaction beyond compensation, including but not limited to promoting teacher residencies and reducing regulations affecting teachers.

Looks like they kind of threw the kitchen sink into these recommendations, so there is some good and bad. Because it’s so broad, I imagine the legislature can more or less do what it wants with the recommendation.

Maybe more later.

Steve Hinnefeld on Board of Education’s “Accountability” Framework

November 17, 2020 by Doug Masson Leave a Comment

Check out Steve Hinnefeld’s post on the State Board of Education’s accountability framework recommendations. A couple of quick thoughts:

Board staff says that the recommendations aren’t set in stone. So they’re almost certainly set in stone.
Steve notes that the recommendations use the term “Hoosier values” six times in a 14 page document. In the context of noting the conflict between the State “A-F” framework and the federal government’s Every Student Succeeds Act, the recommendations say, ““Indiana should design a state accountability system that prioritizes Hoosier values and strive to use the same indicators for the state and federal models as is allowable under law.” I might be wrong, but I’m getting a “Common Core” vibe here. Indiana abandoned Common Core out of a reflexive anti-Obama sentiment then rebuilt its own system for reasons.
We could ditch the whole A-F machinery and just rank schools by median income in their districts. There wouldn’t be a big change in the rankings.

West Lafayette School Board: Who Else Should I Vote For?

October 8, 2020 by Doug Masson Leave a Comment

(General programming note for blog readers in the West Lafayette school district: I am a candidate in the 2020 West Lafayette School Board election. There are four seats open, and I would like to fill one of them. If you want to know more about my campaign, ask questions, request a yard sign, please go to https://masson.us/schoolboard.)

So, if you are in the West Lafayette School District, there are fifteen people on the ballot for four open spots on the school board. Who should you vote for? After a month of campaigning, my reflexive first response is “Vote Masson. Tell Your Friends!” I think I’ve made a decent case that I would be a good addition to the board. Among other things, I’ve demonstrated a commitment to the school that goes beyond running for school board, I have a legal background in municipal law, and I balance some board experience with a fresh perspective and energy from having been off the board for a few years.

My second response is that if you know a candidate and strongly believe their presence on the school board would make it better, vote for them. If that still doesn’t get you to four candidates, I’ll suggest that you “rely on the teachers.” In other words, the West Lafayette Education Association – the teacher’s union – has endorsed me, Amy Austin, Brad Marley, and Tom Schott.

Obviously, there is an element of self-interest in that I’m one of the WLEA endorsed candidates. But, if you have been part of the West Lafayette community, you know that our schools are excellent and a big part of this is attributable to our teachers. They have every interest in seeing that our schools remain outstanding; they interviewed the candidates; and they know the schools, what they need, and how they operate. Their endorsement should carry some weight — particularly if you’re in the dark on who the candidates are and what the school board does.

Brad and Tom have long experience on the Board. That shouldn’t be discounted. One of them said that it takes a full term to really understand the job, and I think that’s pretty accurate. I had two years on the board plus more than a decade practicing municipal government law, and I still had a fair amount to learn when my term ended in 2016. On top of experience, Brad’s financial background is something the school will need as the impact of COVID on municipal finance sinks in. Tom knows the school up and down, has great communication skills, and deep connections to Purdue.

Amy is, full disclosure, a close family friend. More significant to a prospective voter would be that she has put a lot of time and effort to working with the school. Those of you who have had students in the district in the last several years might recognize her as “Newsletter Amy” sending out parent council letters. Or maybe you’ve seen her on field trips, volunteering with the backpack program, working to supplement the school breakfast and lunch program when COVID caused some disruptions, organizing class parties, participating in the parent council, or doing any of the other countless things that show a dedication to the school. She’s also terribly smart, and her compassion is seemingly boundless.

Beyond those four, I’ve also come to know Melissa Prochnau reasonably well. If one of the four I’ve already mentioned isn’t your cup of tea for some reason, definitely give Melissa a look. She beat me by four votes in 2016. I’m not going to pretend that a narrow loss didn’t sting a little bit on a personal level, but I can’t say the school has been any worse off for it. I’m President of the West Lafayette Schools Education Foundation and, in that position, I’ve had the pleasure of working with Melissa who is one of the school board appointees to the WLSEF board. In addition, she has four years of experience from having been on the school board and is very active with the schools generally.

Brian Bittner is an incumbent on the board who is on the ballot but has made the decision to withdraw from campaigning. So, I think he’d agree that you shouldn’t vote for him.

As for the remaining nine candidates, I can’t say I know any of them very well if at all. I’m certainly not inclined to disparage any of them, their abilities, or their motives. I will say that I get the sense that the COVID reopening process created a lot of the energy that led to some of the school board runs.

I think the ultimate result of the school’s COVID plan has been pretty good under the circumstances. The initial plan suggested by the school board was met with some anxiety because, as I recall, it did not provide for a virtual option unless there was a health concern and did not mandate masks. The plan came out during the filing window for school board candidates. Communication about the plan and the planning process definitely could have been better, and the initial plan had its deficiencies. But that was never set in stone, and the COVID measures the school ultimately put in place (including virtual classes taught by West Side teachers and masks in the school) seem to be working. In the school’s defense, I think it’s important to note that it wasn’t working in a vacuum. Our knowledge of COVID itself has been a work in progress and the school had to work with or around other federal, state, and local decision makers. So, with respect to that initial plan, the school may be taking heat for issues that were beyond its control at the time.

In any event, I’d caution you not to take my characterization of these issues as complete or necessarily representative of any particular candidate. Check out their websites for more information. But, if you’re looking for my opinion: vote Masson, Austin, Marley, and Schott!

Public Schools and Community

October 2, 2020 by Doug Masson 1 Comment

I’ve written a number of times that I think public schools are important for reasons that are in addition to the education our kids receive. I usually say something like, “they turn us from a collection of individuals into a community.” I think this is true of traditional public schools generally, but maybe more so in the two school systems with which I have the most experience: West Lafayette and Richmond. Basically you have one school corporation for the city that pretty much everyone goes to. (Though, you can make a decent argument that the relevant community is “Tippecanoe County” and there are several different school systems.) In any event, the systems in West Lafayette & Richmond struck me as binding the community together more tightly than in places (like Ohio where I went to college) with high numbers of students going to private schools.

In the abstract, this sense of community comes from the age old tradition of a tribe banding together to provide for its young and, by extension, for its future. We all — whether we have kids or not — pay taxes into the system that are, in turn, used to build schools, pay teachers, run buses, and do everything else that goes into education. We do this because we all have a stake in the education of the community’s children. Back in 1846, Caleb Mills – the father of Indiana education – began his series of “Read, Circulate, Discuss” pamphlets which were ultimately instrumental in persuading the General Assembly to adopt a program of general education for the State. Part of his argument had to do with the benefit to the community at large. He argued that “the rich land-holder [is] interested, to the full amount of his property, in the intellectual and moral character of the community in which it is located” and that the value of the property is enhanced by “the intelligence and virtue,” and lessened by the “ignorance and vice of the surrounding neighborhood.” The merchant and the manufacturer benefit from operating in an “intelligent and virtuous” community rather than in one that is comprised of “ignorant and vicious” people. “We can better meet the expense of the proper education of the rising generation, than endure the consequences resulting from the neglect of it.” Self-interest aside, Mills also argued that the mere fact that we all would be paying for schools would cause us, whether we have children or not, to take an interest in them. In his second address published in 1847, Mills advocated:

Awaken the public mind, and concentrate it on the question, “Am I not interested in the proper education of all that are socially and politically connected with me?“ The bearings of such a question have not been duly considered. It needs to be discussed and examined. We are a shrewd people where dollars and cents are concerned. Many have never taken that view of their duty, and when it has been presented to them have frankly acknowledged that they have never thought of it in that light. Does not the Farmer derive as large a percent upon what he expends in the education of his children, as from any investment he can make of his funds? Does the amount which he pays to sustain a good school for the instruction of all the children in the district or township in which he lives, never find its way back again to him in the improved character of the community for intelligence, enterprise, and morals? Is not real estate in such a community more valuable, capital more productive, and enterprise more intelligent and successful? Would not the general thrift and prosperity caused by this intellectual and moral elevation, lighten public burdens, increase social enjoyments, enhance the value of property, multiply the facilities for its acquisition, and increase the security of its possession? Such cultivation could not fail to diminish pauperism and crime, lessen poverty and suffering, throw around the gardens, orchards, and the products of the field, an enclosure that would never be passed, improve the highways, and materially increase the substantial comforts and conveniences of the house, the farm, and the implements of husbandry.

All of that’s true, and I’m certainly not going to try to second guess Caleb Mills. But the way I experience the community created by our schools is a little more direct. For me, it’s also high-fiving the people next to me (or complaining together about a blown call) at the football and basketball games. It’s talking to neighbors while we sit in the yard watching the Homecoming Parade. Back when the kids were younger, it was chatting with other parents outside the school to walk the kids home and getting to know the younger siblings or maybe the dogs; driving to and from field trips with those other parents. It’s the band events, it’s watching the kids I coached in the rec leagues play on the high school soccer team. Hosting a bunch of my kids’ friends for movie night. Eating lo mein and strudel at “One Community, Many Cultures” after listening to kids rapping in French or playing a Spanish horn number. Being a practice judge with other parents for the “We the People” civics competition. Reading in the paper about your how your friend’s kid did at the volleyball match. Maybe a night at the theater watching the school play. And I know my experiences are just the tip of the iceberg. Before COVID, I was taken by how much the high school, in particular, was a hive of activity for something like 16 hours a day. Clearly there is way more going on than even the long list of things I was experiencing.

Seeing that kids get a solid education is obviously first and foremost on my mind when I think of the schools. And, the abstract public good of the type Mills talks about is vitally important. But schools also provide that “third place” where members of the community can get together, share experiences, and form a common bond. That makes West Lafayette a better place to live. If I am elected to the school board, I will be mindful of this aspect of our school and work to preserve and promote its value as a source of community.

West Lafayette Education Association Endorsement

September 24, 2020 by Doug Masson Leave a Comment

I am happy to announce that I am one of the four candidates for the West Lafayette School Board who has been endorsed by the West Lafayette Education Association. I think teachers are the backbone of our education system, so having their support is extremely gratifying. As part of its endorsement process, the WLEA sent out a questionnaire to the candidates and then interviewed us as part of a process with the League of Women Voters. (With 15 candidates, that’s no small investment of time; even if not all of the candidates sought the WLEA endorsement.)

I may have started with a bit of an edge over some of the other candidates inasmuch as I’m a known quantity to the members. Obviously, I was on the school board for a couple of years. But I’d say I really got to know the union members after I lost in the 2016 election. They were instrumental in working for passage of the school referendum in 2017. I walked door-to-door with several members over the weeks of canvassing West Lafayette for support. Knocking on doors with someone is a great way to get to know them! There were also many teachers involved with the school strategic plan during the 2018-2019 process, and I had the good fortune of learning from and brainstorming with a number of them as we broke into work groups as part of the planning process. Additionally, I’ve offered my full-throated support for teachers on my blog over the years. Probably the entry that has received the widest circulation was the post I wrote in support of Red for Ed entitled “Some thoughts on Red for Ed, Caleb Mills, and Indiana’s School Policies.” Here’s a sample:

At root, there is a lack of appreciation as to what a world-class educational system provides and possibly a lack of ambition by policymakers. Can we afford one? We can’t afford not to have one. Opportunity is slipping away from Hoosiers because we’re allowing our foundation to erode. The high stakes testing and privatization approach that have been in place for the better part of a generation have put us in a downward spiral. Teachers have been scapegoats and their salaries have remained mostly stagnant as their burdens have grown.

When it comes to education, we are too often shrewd with our pennies but foolish with our dollars. This is an investment.

It bears mentioning that this was a post directed to state policymakers. I recognize that the power of a local school board is very much circumscribed by state law. Even in a community like West Lafayette that is very supportive of its schools, there are significant limits on funding. If elected as a school board member, I will work to make teacher compensation a priority but we will have to work within fiscal constraints and recognize that the school has other needs as well. I expect that the relationships I’ve made with the teachers outside of the school board will help on both sides of these negotiations. Because we know each other, we’ll all recognize that each party is advocating in good faith on behalf of the constituents they represent. Hopefully that will result in an amicable relationship that’s in the best interest of the school, the students, the teachers, and the community.

But, one step at a time. The first step would be to get elected. We have great teachers in West Lafayette, and I’m honored by their endorsement.

Vote 411 Guide – School Board Responses

September 23, 2020 by Doug Masson Leave a Comment

Vote Masson, tell your friends!

The League of Women Voters are putting together a “Vote 411” guide for candidates. They ask a few questions, but it turns out the responses are limited to 1,000 characters. I thought I’d put the full responses here. My 411 responses have been shortened and edited a bit to fit the 1,000 character limit. (As always, if you want to know more about my school board campaign, go to http://masson.us/schoolboard.)

The questions:

Why are you running for the school board?

I’m running because I think traditional public schools are critical, not just to the students they educate but also to the communities they serve. Our kids need a world-class education so they can compete as workers, contribute as citizens, and thrive as people. The school also serves as focal point for West Lafayette that knits our community together.

I believe I have a skill set and a temperament that would make me a good Board member. I have past school board experience but have been off the board for the past four years, balancing experience with fresh perspective and energy. Additionally, I have a background in municipal law and have worked on and with community boards of various kinds which I think will assist me in contributing to the School Board.

I served on the School Board in 2015 and 2016 and have served on the West Lafayette Schools Education Foundation since 2018 (as its President since 2019). The Foundation is a non-profit corporation dedicated to supporting the mission of the schools. Among other things, it helps fund the Backpack Program, conducts alumni outreach, provides scholarship support, provides teacher grants, and has raised approximately $1.6 million in support of school capital projects.

From 2017 to the present, I have been a citizen participant on the school corporation’s policy review committee, working with current board members to conduct a decennial review of the School Corporation policies and make recommendations to the School Board on policy revisions and updates. Part of the update process was making the policies digital and searchable.

In 2017, I was also an active participant in the Friends of West Lafayette Schools effort to extend the property tax referendum, knocking on doors and educating the public on the need for the referendum and how it would impact their taxes. That effort was successful and the measure passed with resounding community support.

In 2018 and 2019, I participated on the Reimagining West Lafayette Schools Committee which made recommendations to the Board for updating the school’s strategic plan and action items for implementing that plan.

In 2019, I drafted a taxpayer petition in support of West Lafayette’s challenge to the charter school legislation that would potentially allow a charter school to acquire WLCSC’s six million dollar Happy Hollow facility for $1.

As an attorney with a practice devoted to municipal law and past employment with the General Assembly, I have a legal background that gives me experience with much of the regulatory framework in which the school operates. For example, I help the County navigate issues concerning personnel, local government finance, public record and open door law requirements, Constitutional concerns, legislative developments, and a variety of other issues. As the County Attorney, I represent a big organization with a number of elected officials who have independent decision-making authority and do not always agree. That has given me an ability to help people find common ground, and I’ve had reasonably good success at avoiding the types of personality conflicts that sometimes hinder compromise.

What in your view is the current school board doing right in its guidance of the district during the Covid 19 pandemic? What are your recommendations?

The School Board is remaining flexible and adapting to the situation as it develops. I think the school is handling COVID about as well as it can. I am the parent of two students in the West Lafayette schools. One is taking classes in-person and one is taking classes virtually. I think both of my kids have made the correct decision for themselves.

I would have preferred a steadier line of communication concerning the COVID re-opening. But, ultimately, I think the schools were in a fairly impossible situation in terms of decision making: there is a lot we don’t know about COVID, and it’s difficult to know how to properly balance the risks of COVID against such things as the impact of closing schools or limiting in-person teaching. Furthermore, the schools were at the mercy of decisions made, made slowly, changed, or not made at all by others at the federal, state, and local levels. It is my understanding that a lot of administrators, educators, and community members worked long hours coming up with a workable approach. That said, parents of students were understandably anxious and concerned about what and how decisions were being made. A consistent line of communication letting parents know more details about the planning process, and the specific challenges school decision-makers were facing might have provided reassurance and more insight into the reasons for choosing to act or not act in a certain fashion.

The COVID emergency will eventually pass, and the School Board needs to retain a broad enough focus that, while keeping the kids and the community as safe as possible from COVID, the schools retain the ability to educate students while the pandemic is ongoing and to bounce back as rapidly as possible when the threat begins to abate.

What safety and security issues should the school district be addressing?

We are fortunate enough to live in a district where the risks from external security threats are relatively low. I think our current security infrastructure is probably adequate to address those threats. There is, however, the potential for conflict arising out of interactions among students with a wide range of social, emotional, academic, and behavioral needs. I believe students can enjoy a healthier, happier, safer school experience if the school more deliberately looks to implement a multi-tiered approach to supports and interventions for the students.

In particular, I would like to see the School move forward on the part of its strategic plan which addresses establishment of a multi-tiered system of support. Tier one is directed to all students and is dedicated to creating an academically, behaviorally, and emotionally supportive school wide atmosphere. Among other things, it would consist of frequent, positive interactions that establish relationships between staff and students and build community within the school while setting clear expectations, reinforcing positive behaviors, and redirecting negative behaviors. The tier one engagements also help identify kids who might need more focused support. The additional tiers involve similar goals but with the smaller number of kids who need more attention. Tier two involves smaller groups with brief interactions designed to provide those supports, interventions, and strategies. And tier three involves individualized supports with the potential for providing help from outside third parties to those students who might need it.

By providing kids with the academic, behavioral, and emotional supports they need, preferably before conflicts arise, the likelihood of safety and security concerns decline.

If elected what are the most pressing issues you want to address during your first or next year of service?

We need to begin preparations for renewing the referendum tax rate. While the current rate will remain in effect for several more years, its preservation is critical to the health and success of our schools. We will need to analyze our use of the funds to make sure we are managing the revenue responsibly, then educate the public so it can be confident in the need for the tax rate. As part of this process, we will need to determine the proper renewal rate to request, ensure that the public question is on the ballot, and mobilize supporters to vote in favor.

I would like to see work continue on implementation of the recently adopted strategic plan. The plan has broad goals such as providing a world-class education to all students, and developing and maintaining a viable funding plan. Strategies identified for implementing those goals involve such things as reviewing the systems that have been successful in other parts of the world; implementing those aspects that are within the school’s control and lobbying the State or other entities with respect to those aspects that are outside of the school’s control. The School Corporation would also seek to identify or otherwise reduce barriers to education for low socioeconomic status, “at risk,” or other students who might face challenges that may not be well-addressed under our current system. One of the end goals is to ensure that all students at West Side consistently develop the attributes for becoming “well-rounded, ethical, innovative, creative, productive, and adaptive citizens.”

I would like to see planning for the future of Happy Hollow. The most likely use seems to be as an early childhood education center. The school needs to continue its efforts toward eliminating the risk posed by the State’s mandate that the facility be made available to a charter school operator for $1. In addition, I would urge a feasibility study that analyzes the costs of renovation, the market demand for early childhood education in West Lafayette, the benefits such a facility could provide to the community, the concerns of stakeholders, and the potential for revenue to offset the costs of renovation and providing early childhood education services.

I believe COVID will have a significant financial impact on our schools. Because of how the state budget process works, I expect that impact to be at its most acute in fiscal years 2022 and 2023. We should begin preparations for that crunch by looking for ways to maintain our cash reserves, by mobilizing the public to lobby the legislature to preserve school funding, and by looking for additional sources of revenue. When the tough choices come, we should recognize that teachers are the backbone of the school corporation and prioritize teacher retention and preserving their compensation.