The Wednesday Journal sent questionnaires to each person running for public office in 2025. The Journal’s questions are in bold and the candidate’s responses are below.
There have been ongoing discussions and changes to D90 curriculum. Are you satisfied with those changes? What other curriculum do you think needs to be reviewed?
District 90 has had a schedule in place for regular curriculum updates in place for some time. Over the last few years, there has been a wide-ranging conversation in the community and in broader media about our ELA curriculum. Because of concern from the community and at the request of the board, the administration changed the planned timing of the update to the ELA curriculum and moved it forward in the review schedule.The district then worked very hard to shorten the typical research, testing, and implementation cycle to get the new curriculum in place quickly. While the time to test the two potential curricula was shorter than I would have preferred, I trust the professional and thoughtful approach the administration and staff brought to the process and am confident their recommendation was well thought out. I don’t have specific concerns about other curricula. At the February 4th meeting, the district shared a new calendar for curriculum, with plans out through the 28/29 school year. It was a well-written plan and I think it’s a smart plan to move the district forward. It recognizes that things might change, so it can and will change as needed.
With a new presidential administration has come sweeping federal changes affecting public schools. How would you look to guide the district in this new climate?
Regardless of specific policy changes, my goal is to help District 90 remain a model of academic excellence and student-centered decision-making, even as federal policies shift. By staying engaged, advocating for our community, and keeping students first, we can navigate changes in a way that strengthens our schools for the future. As a district, it will be critical to stay informed on how federal policy changes might impact funding, curriculum standards, student rights, and safety. Our education policies should continue to be shaped by the needs of our students, teachers, and families, not just dictated by Washington. We’re lucky to have most of our budget from local tax sources. But we’ll need to continue to be thoughtful about how we spend our money so we can respond to any changes in our funding system. We need to continue to empower our educators and protect academic freedom. I will work to ensure that District 90 upholds high-quality, research-based education methods and sources while letting teachers focus on what they do best—teaching and mentoring students. Most importantly, we must keep putting student well-being and inclusion first. Federal changes in civil rights laws, equity initiatives, and student support services can affect how districts deal with diversity, mental health, and special education needs. I will tirelessly advocate for policies that continue to steadfastly support belonging, inclusion, and well-being for all students, regardless of national political opinions.
What does equity in education mean to you? How would you advocate for it if elected?
Equity in education means ensuring that every student has access to the resources, opportunities, and support they need to reach their full potential, regardless of their background, abilities, or personal circumstances. But equity is more than just academic success—it’s about belonging and inclusion. Every student should feel valued, seen, and supported in their learning environment.
Belonging means that students feel safe and connected to their school community. It ensures that every child, regardless of race, gender, learning style, or socioeconomic status, has a voice and a place where they can thrive. Inclusion means that our lessons, rules, and classroom experiences show and celebrate diversity. This helps students become more understanding and aware of their cultures while allowing for different views. As a board member, I would advocate for: Targeted Support Programs – Ensuring that students who need extra academic or social-emotional support have access to interventions, tutoring, and counseling services tailored to their needs. Culturally- Responsive Teaching – Helping students learn about different cultures, history, and ideas by teaching in ways that show them what they are learning. Inclusive School Policies – Supporting professional development for teachers on equity and inclusion, reviewing disciplinary policies to ensure fairness, and fostering a positive school climate for all students. Family and Community Engagement – Strengthening communication between schools and families to ensure all parents feel welcome and informed, especially those from historically underrepresented communities. Equity is not about giving every student the same thing—it’s about ensuring that each student gets what they need to be successful. By prioritizing equity, belonging, and inclusion, we can build a district where all students thrive academically, socially, and emotionally.
Is there any program or resource you’ve seen implemented in another school district that you think D90 students and families would really benefit from? How would it fill an existing gap?
I’m not aware of specific programs in other districts we could look to for inspiration. I do believe District 90 could add more programs to help students and families in a couple of key areas. These programs could include more career exploration at the middle school and education about healthy phone use and social media habits. Career exploration programs for middle schoolers can help students connect their learning to real-world opportunities and develop an early sense of purpose. Programming where students could engage with local professionals, participate in hands-on projects, or take exploratory courses in fields like technology, healthcare, and business. By introducing these opportunities before high school, students can better understand their strengths and interests, making them more engaged in their education. Helping students build a healthy relationship with phones and social media is becoming increasingly important. Many districts have started implementing structured lessons and workshops to help students understand digital wellness, manage screen time, and navigate social media responsibly. Given the significant role technology plays in students’ daily lives, providing education on digital citizenship, online safety, and the impact of social media on mental health would be valuable for both students and parents. By fostering positive phone habits, we can empower students to make informed choices about their screen time and online interactions. These two initiatives would help prepare students for both their academic and personal futures, equipping them with the skills needed for success in high school and beyond.
What is the most important facilities issue currently facing D90?
District 90’s three school buildings and administrative offices are older buildings, requiring ongoing maintenance and modernization to support 21st-century learning. The district’s long-term facilities planning does a great job of making sure important infrastructure needs in all buildings are met quickly. It focuses on safety, enhancing learning environments, and improving energy efficiency. We should keep trying to do more to make sure that the district’s learning environments match the modern needs of our kids and the teachers who are teaching them. Refreshing classroom furniture, library facilities, sports, and arts spaces are important to create learning spaces that meet the changing needs of our schools.
What do you see as some of the biggest challenges facing elementary and middle school students in our post-pandemic world? How would you work to support D90 students?
Students continue to navigate the long-term effects of the pandemic, including learning gaps in key academic areas and increased mental health concerns. While District 90 has seen improvements in proficiency scores, we need to ensure that students who struggle with disrupted learning receive continued support. Keeping mental health resources and social-emotional learning programs available for those who need them will be important in helping students build resilience for high school years and beyond.. Additionally, strengthening personalized learning approaches—such as differentiated instruction and flexible learning models—can help bridge academic gaps and ensure students are progressing at their own pace.
