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Data provided by the 41st Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2019, indicate between 2008 and 2017, the number of students being served by IDEA Part B, ages 6 through 21, have increased by 102.2%.  In Mesa Public Schools, approximately 11,500 students currently have an IEP/504, which constitutes a substantial percentage of the total student population. Mesa Public Schools continues to make improvements in its services provided to students with disabilities. With continued improvement in mind, what role do you see yourself serving in ensuring that Mesa Public Schools better supports our special education teachers, related service providers and support staff?  Additionally, please provide up to three examples of how, as a board member, you can help the district continue to improve services, communication, and engagement of families of students with disabilities. offer. Also, be sure to showcase a premium service.

 I will advocate for education in special education.  I would like to see more education for not only Special Education staff, but also Gen Ed teachers as well.  Every Wednesday, the teachers have inservice meetings, and I believe training could be utilized on those days as well as more variety of continuing education classes for certification.

I would like to see more parents of children with special needs sit on the district committees.  I think it is necessary to appoint community members to those committees who offer a variety of insight into the students we serve.

I would like our SEPAC to be listened to and valued.  From what I understand, Chandler has a great SEPAC, and I don’t think we have to recreate the wheel.  We can also take into consideration what Raising Special Kids suggests a functioning SEPAC needs.

I am approachable, and I will listen to parents as they have concerns for their children.  My number one concern is for the students.  I’m also willing to learn the issues that I’m not familiar with and reach out to others who know more than me.

As a parent of a student with an IEP and a student with a 504, I know first-hand the struggles of ensuring that the child’s needs are met and the importance of open communication with all members of the child’s team.

-          With regards to supporting special education teachers, related service providers and support staff, I would seek continual feedback on what the teachers and providers need in order to ensure they have the proper tools and supports necessary to effectively provide services.

-          I would advocate for an increase in staffing for school psychologists and/or psychiatrists to increase access and expedite services.

-          Strong communication to families is critical for ensuring that practices are being reinforced at home and supported. Many families that I know with IEPs are ready to help continue the process at home, but they need the structure and understanding of what the child is working on at school.

-          The biggest challenge facing the district and the teachers is ensuring that we treat each of these children as an individual and really hone into what each child needs. The best part about an IEP is it does focus on the child, but we need to make sure that the goals aren’t generic and easy check marks. We need to ensure that they are specific to that child’s needs.

From 2005-2008 I served on the Mesa School Board with Superintendent Debra Duvall. When it comes to special education, board members are expected to represent their constituents and respectfully bring matters up to district leadership that need to be addressed. Dr. Duvall was very good at making sure that board members were kept in the loop on what actions were being taken to address parent needs. I have a feeling that Superintendent Fourlis will do likewise. With that said, I learned early on that the true power of a board member lies in the simple ability to ask important questions and ask for data. These are not gotcha questions where you try to make someone look bad, but rather probing questions that may impact policies based on the answers.

For example, It is critical that our special education teachers and support staff receive professional development that is personalized and customized to their particular situations. Attending large group instruction, that may or may not address individual needs, is not ideal. As a board member, I will ask what we are doing to make sure every teacher and staff member has the training and tools to do their job correctly. Follow up questions may include seeing documentation of the trainings and visiting classrooms to see it in practice.

Another example has to do with recruiting, staffing and assigning special education teachers. It is a proven fact that newer teachers tend to be placed in some of the most difficult situations. This practice benefits no one as the teacher and the parents often are frustrated. A board member can shed light on this practice by asking for reports detailing years of experience by school/classroom and then asking follow up questions including recruiting practices, compensation differentials, and per pupil staffing.

Finally, another example deals with funding and allocation of resources. As a CPA and former board member, I understand budgets and use of funds. I will advocate for funding to build and maintain strong programs for all students, but especially for those with challenges that need special accommodations to overcome. I will ask for details on special education funding and reports showing our spending vs. other districts and charters. We will be transparent in our efforts and will work to find all available funds to use for helping students.   

To provide some background about me, I was in charge of the MPS Research and Evaluation Department for many years before going to ASU, three years ago, to lead the new Decision Center for Educational Excellence. In Mesa, I worked closely with the Special Education Department studying topics such as staffing schools, student outcomes, and benchmarking against other districts, both locally and nationally. I recognize that there have been changes in the last few years.

My wife was a school psychologist in Mesa, and I learned much from her as we discussed special education challenges and successes. Carolyn was part of the team that opened Brimhall Junior High School, before it became Franklin at Brimhall. Meaningful inclusion of students with special needs – one of the themes presented in your questions -- was an explicit expectation of all Brimhall staff members and, from day one, it was woven into the fabric of the school. Implementation of inclusive practices was one of the conditions outlined in the selection process as the Brimhall faculty and support staff were hired. It was one of the non-negotiables that was communicated before applicants were interviewed. With deliberate effort, hiring and training, inclusion became part of the culture of Brimhall. I saw it work. As a board member, I would advocate for meaningful inclusion of students with special needs. I recognize that this doesn’t spontaneously happen, and it requires training, collaboration and deliberate action. I would support decisions related to these efforts.

Your first question asks how I, as a board member, would support special education students and their families. Board members’ responsibilities fall within three broad categories: approve the budget, set policies, and hire and evaluate the superintendent. As a board candidate, I have pledged to make sure that we put students, and their needs in the classroom, first. Those needs must be prioritized above other spending. Direct services to students is a budget priority that I will take very seriously.

One thing I am very concerned about is the negative impact ‘remote learning’ has had on our students, especially students with special needs. How we compensate for the learning loss of the past eight months is a major issue for me. We need to direct our resources to better address the needs of the students whose learning has been compromised.

The first question also touches on communication and parental engagement. I believe that all board decisions related to policy and resource allocation must be fully transparent. I also believe that parent engagement is critical to providing top notch educational experiences for students, particularly our students with special needs. The district’s Special Education Parent Advisory Council is a step in the right direction. As a board member I will be looking to see that parents, staff and the community are included when policies are being drafted and decisions are being made. Advisory groups will be critical in providing feedback to district leadership and the school board. 

First, I want to acknowledge that myself and members of the Board have been very concerned about Special Ed and have keep it as a priority to be addressed. PersonallKy, I have been a consistent advocate for supports in the area of special education. Not only advocating but taking time to meet with Theresa Baca regarding my concerns.  I have addressed the issues that has caused MPS to lose Instructional Aides  with Dr. Fourlis on multiple occasions. As we have made decisions that effects students I have asked if the voices of SEPAC were included. I have also reported back to Board members and Dr. Fourlis when I received feedback from parents of Special education that stated their voices were not included. As recently as the last two checkin with Dr. Fourlis 1 of my three items involved issues and challenges with students with IEPs not being addressed.

I have asked to be included when appropriate and permissible in the SEPAC meeting as a listener. Having I attended a SEPAC meeting I had a follow-up meeting regarding the concerns of the group regarding the platforms and curriculum not meeting the needs of a large number of the students and reported back to a Board member as permissible by Open Meeting law.

Critical questions to ask might be:

• What can be learned from the history of special education in MPS?
• What are the trends of identification and disproportionality of placement in our district?
• Are the actions and decisions in special education identification reflective of the philosophy we want in our schools?
• What underlying factors or old practices might be affecting how we identify and serve students in special education in our district? 
• How does the student-teacher ratio policy affect teaching and learning for students identified as special needs?
• As a school board, what can we do in our district for students with disabilities of various ethnicities to ensure equality and equity for all students?

Acknowledgement of the alarming data regarding the increase in the numbers of children identified as special education within MPS is the first step to ensuring equality and equity for special education students. However, thoughtful consideration to the growing need for highly trained special education teachers, support staff, and service providers must be recognized as well. As a principal I witnessed the increase in caseload for special education teachers simultaneously a decrease in funding and hiring of essential support staff was evident. Special education teachers carry an enormous case load with a multitude of meetings to juggle and weave throughout the year for each individual student. As a board member it is important for me to ask questions, study data, and inquire into the caseloads our special education teachers carry at each school. It is also important for the board to understand the teacher-student ratio and paraprofessional-student ratio if we are to adequately and effectively provide services where students with special needs demonstrate high levels of learning and increased achievement and growth. Examination of district policy regarding support staff hiring as associated with special education would be significant to ensure our special education teachers receive the support and assistance necessary for individualizing instruction as outlined in a child’s IEP or 504. Revisiting the policy for teacher to student ratio and support staff ratios with special needs students warrants a good look and hiring additional special education teachers and paraprofessionals to decrease the caseloads would benefit teacher effectiveness and increase student achievement.

Communication and engagement of families is critical with traditional/regular education students and it should not be different for parents of special education students. As a board member it is crucial for me to engage in discussion for improvement of communication and encourage engagement with families at all levels and in all programs. This might encompass re instituting MPS EdTv, increased usage of video technology and virtual meeting places, and investigation into better communication methods with families lacking technology resources. Instigating a needs assessment would be a good opportunity for collecting and disaggregating the needs of our families with special needs children. Transparency and open communication with families, their concerns and frustrations must be implemented, and active measures taken to seek resolution. We must implement best practices and maintain compliance of our students’ special education IEPs, Section 504, and English language learner programs.

 Studies have shown inclusive settings benefit all children. Building a culture of inclusion means students with disabilities are included meaningfully in all aspects in the school community. As a board member, how would you advocate for the training, tools and support that teachers and staff need to foster meaningful inclusion? 

I agree that inclusive settings benefit all children!  When I was teaching, I experienced children with special needs being fully included in my classroom.  Not only are the children with special needs treated better in inclusive settings, but this fosters more cooperation, compassion, understanding, and critical thinking from the typical students.  

A program that I would love to see expanded and put into practice in all of Mesa Public Schools is PBIS.  This positive reinforcement program would benefit ALL students.  Nobody is treated differently in class, but teachers focus on the positive behavior and not the negative behavior.  Mesa Public Schools currently has training videos on this very program (so we wouldn’t even have to spend any money)!  PBIS is being successfully executed in a handful of schools in MPS, so our own district is a great resource for schools who are not participating in this program.  Here is the website:

http://www.mpsaz.org/studentsupport/pbis

Another training the district could use is the Universal Teaching Method.  https://www.understood.org/en/learning-thinking-differences/treatments-approaches/educational-strategies/universal-design-for-learning-what-it-is-and-how-it-works

"The goal of the Universal Teaching Method (UDL) is to use a variety of teaching methods to remove any barriers to learning and give all students equal opportunities to succeed. It’s about building in flexibility that can be adjusted for every student’s strengths and needs. That’s why UDL benefits all kids."

Students don't want to be singled out, and it's unrealistic to require teachers to learn a whole new set of skills. By giving options in assignments to all students it doesn't single out children with IEP or 504 plans and allows students to feel more empowered in their learning as they have a choice.

As a board member, I would advocate for providing opportunities for students without disabilities to mentor and participate in activities similar to the Special Olympics, day camp opportunities, partnering with outside services etc. I would advocate for recognition programs for students involved in these opportunities to help build interest into these programs. I would also advocate for cohorts that help students of all ability levels to create trusted groups within the school community. 

 I am a huge advocate of inclusion, but it can’t be inclusion that is simply defined as being in the same physical space. Too often special education students are placed in the back of the room with an untrained paraprofessional who is actually completing much of the student’s work. True inclusion begins with significant training of both the gen ed teacher and the paraprofessional. In fact, a well written IEP/504 can actually describe and define what training will be provided to the teachers and staff that deals with the student’s specific challenges. At the same time, we do no one a favor if a teacher already has 34+ students in a classroom with no support and we add an additional student that needs personalized attention. Class size and resources need to be sufficient to allow for proper inclusion. In the older grades, there are models where students in the classroom are able to play a wonderful role in engaging and teaching the student with disabilities, and vice versa. I have more thoughts on this important topic that we can discuss if I am elected.     

 As indicated earlier, I will support policies and resources related to inclusive practices.   

From day one I have been on Board with MPS doing their research and homework to ensure MPS take on this equitable practice from Preschool through high school completion. I have not only been interested because it is best for children but my family experienced the benefits of an inclusive preschool in Kyrene “Getz Preschool” it was an amazing experience and I personal shared professional recommendations before the Board and Superintendency.

As mentioned above I have been advocating regarding retentions strategies for the IAs and also that Superintendency do a better job listening to these employees regarding the challenges and needs in order that they may be able to continue serving our students.

Every child should feel included in a regular education classroom. An inclusive classroom provides a common learning environment for children with and without developmental conditions, or special needs.  A model of the inclusive classroom is important for a variety of reasons. Inclusion promotes teaching children acceptance and tolerance of those who are different. Inclusion engages students in positive social interaction and building relationships with fellow students. Inclusion affords greater access for students with special needs access to the general education curriculum and supports improvement of social and communication skills. I believe advocating for inclusive practices for our special needs students includes these lifestyle competencies for growth and development.  Research indicates that both typical and nontypical students make greater academic gains in an inclusive classroom which may be a result of the wide range of learning modalities in an inclusive classroom. Research also indicates students with developmental disorders, inclusive education is also associated with fewer absences and a better attitude toward working and learning. In advocating for inclusive practices, training, and support for the needs of teachers in delivering meaningful inclusive practices hinges on the research and data. Who can argue with data? There is a constant push with regular education teachers to utilize research-based strategies in the regular education classroom. The same should hold true for instituting, implementing, and utilizing research-based data and information within the inclusive classroom. 

The positive effects for all students within the inclusive classroom are evident in the research. Providing teacher training and greater access and opportunity for teachers and administrators to observe in a well-established, effective and efficient classroom of inclusion would advocate for implementation of meaningful inclusion and teacher training. First-hand experience and observation contribute to conscious awareness and understanding as teachers and administrators attend training and implement inclusive classrooms.

 Up to 15-20% of the population as a whole may have Specific Learning Disabilities - including dyslexia - yet individuals with dyslexia are commonly not identified as needing structured learning supports.  The cost of not addressing dyslexia with effective interventions before the first grade far outweighs the long-term cost of keeping students in special education their entire educational careers. (Reynolds and Shaywitz.)  The negative impact and effects of the lack of knowledge about dyslexia within the school system in turn can have lifelong, detrimental impact to students. As a board member, please describe how you intend to support Mesa Public Schools in identification of students in need of support at all grade levels, and improve remediation for students with Specific Learning Disabilities, including dyslexia. 

AMEN!  I received both my bachelor’s and master’s degrees in education from two different universities, and yet I never learned one thing about dyslexia.  I had a crash course in dyslexia when my daughter was diagnosed with it in 4th grade.  4th grade!  She didn’t begin actually reading until 5th grade, and that was due to the fact that my husband and I went into debt to get her outside training through the Barton Reading System.  While we loved the experience we had with her tutors, this should not be happening!  The schools’ role is to help our children learn to read!  I’ve been a HUGE advocate for K-2 teachers being trained to recognize dyslexia so that children with this learning difference can have support from the early grades on.  Also, I believe our K-2 teachers need training in an Orton Gillingham based reading program for the tier 2 support that they can be offering in their classroom.  I would also love to see the implementation of an evidence based reading program in all classrooms that has a strong foundation in five areas:  phonemic awareness, phonics, fluency, vocabulary, and comprehension.  I feel that Mesa’s current program is more based on a whole language approach, and I believe getting back to the basics will help ALL students.  I believe this type of reading instruction in every classroom will not only help the “typical” child improve their reading skills, but will dramatically improve the quality of reading education for a child with dyslexia. With one in five children having some aspect of dyslexia or dysgraphia, Mesa needs to improve their literacy program to improve the education of 20% of our student population!  

 This may be a good opportunity to provide a class to parents through Mesa’s Parent University to help pre-K parents identify the warning signs of dyslexia and increase the awareness of the importance of early identification. With this we would need to advocate to also have a dedicated support staff to help facilitate testing as well as market to families that are not yet in the school system. We also need to ensure that pre-K, K, and 1st grade teachers are properly trained in identifying the warning signs so that students that have not yet received services, get interventions as swiftly as possible to help bridge the gaps caused by delaying services.

The most important thing to remember is that early identification and intervention is critical to long-term success.  As obvious as this statement is, we often like to kick the can down the road and hope that someone else will address the problem. Because early identification is so critical, Mesa Public Schools has to strategically partner with others to make sure we do not wait until kindergarten to find out a child is struggling. First things First has funding and resources dedicated to early identification. Also, the American Academy of Pediatrics – Arizona Chapter, has an entire committee focused on developmental screenings. And finally, the City of Mesa has made early education and intervention a keystone of Mayor Giles vision for Mesa. I will ask questions to discover how Mesa is coordinating with all of these groups, and others, to increase our effectiveness and how are we reporting on our results? I would like to see a dynamic dashboard that tracks our effectiveness with early screening. There are a variety of quantifiable metrics that could easily be part of a comprehensive report card.

In the end though, simply identifying challenges without rapid and intense intervention leaves us short of our goal. As a board member I will advocate for the items discussed here, but more importantly, I will engage with administration to measure our progress in improving learning outcomes, especially with students that have disabilities like dyslexia, that are impacted most at early ages.   

Question three focuses on how board members will support Mesa Public Schools in identification of students in need of support, including dyslexia. The board can support this by making sure the resources needed are directed to our most important priorities. I agree with your stated premise that if we can address needs early, we can better serve our students.

When the Move On When Reading requirement was put into place, the percent of students in the lowest reading levels decreased from 10% to 2%. Students improved enough to no longer be in the lowest group of readers in the state, but they were not all brought up to proficiency. More than four in ten Mesa third graders are rated minimally proficient in reading, and 74% of students who receive special education services are minimally proficient.  This is unacceptable; our current approach to teaching reading does not appear to be serving all students well. Reading proficiency in the early grades should be a priority. 

Since my tenure on the Board I have appreciated the strong advocacy and support from my colleague Board Member Richardson that lead to myself and the entire Board supporting and approving funding, supports, interventions and resources for family and students with dyslexia and other learning disabilities that families often struggled to find resources outside of the District or private services.  I will always advocate for resources to support children who struggle with learning disability because it is our District’s responsibility to serve the needs of all children and ensure educational equity.

 Early identification of specific learning disabilities to include dyslexia is crucial to helping students learn. The term SLD encompasses a wide variety of disabilities and dyslexia is but one of those categorized under SLD. To address the specific learning disability of dyslexia teachers must be trained in specialized programs developed specifically to address the needs of children with dyslexia.  One such program is the Orton-Gillingham approach. As a principal, one of my special education teachers attended the training in order to better serve our students with dyslexia. As a board member I will advocate for teacher training as a means to offer appropriate and proven methods for assisting students diagnosed with dyslexia a better opportunity to learn to read. Early diagnosis, identification, and implementation with research based and proven methods such as the Orton-Gillingham method would increase achievement, self-esteem, and confidence in students experiencing this disability. 

 Communities benefit from the full participation of all members in the workforce, with recognition of the strengths brought by diversity.  According to the U.S. Bureau of Labor Statistics in 2019, 66.3 percent of persons without a disability were employed, compared to only 19.3 percent of persons with a disability.  As a board member, please describe how you would promote more opportunities for graduates with disabilities to enter the workforce. 

 The bottom line is when we promote more opportunities for graduates with disabilities to enter the workforce not only does this benefit the individual with special needs and their family, but it lifts our entire community.  Mesa Public Schools needs a stronger Transition to Work program.  Also, I believe we can work with the city and find businesses who are happy to encourage on the job training.  We must also continue to strengthen our technical educational opportunities.  College is not for every student, and many children with disabilities can find success in a technical career. 

 We currently have strong partnerships with many companies for CTE internships and placements. We could look to expand these partnerships to offer internships to students with disabilities to help prepare them for long term opportunities within the community.  

This is one of my favorite topics within the entire subject of students with special education needs. With the size and influence of the Mesa Public Schools we have the ability to lead the state in workforce development and participation of special education students. I have a wonderful nephew who is autistic and recently graduated high school. When the pandemic hit, we created the position of PPE director in charge of making sure we had adequate supplies and that all surfaces around our 20,000 sq. ft. office building were sanitized regularly. We hired my nephew for this position and he has proven to be more conscientious about cleanliness than any of our other employees would ever have been.

The key to a successful workforce transition program is defining in-demand skills and then creating programs to learn those skills. I have seen a handful of schools create micro-credentials around currently in-demand employer needs. We are also seeing a surge in workforce certifications, especially from employers like Google and Amazon. In fact, earlier this week, Amazon announced their cloud engineer certificate program being launched across Arizona. These certifications can be tailored to meet the needs of our special education students. The sky is the limit for opportunities if we think differently about how to get from point A to point B. I look forward to working with parents, employers, students, and district personnel to open the doors for additional opportunities.   

Question four asks about preparing students for the workforce. All students should have the opportunity to do meaningful work. MPS has special education transition facilitators. Transition planning and implementation must be a priority. Several high school transition specialists partnered with the community college to build a stronger bridge between our two organizations, and I would support continuation of this work and similar efforts. Mesa also has a well-staffed Career and Technical Education Department. Mesa has the people and structures to address this for all students, including those who have IEPs or 504 plans. As a board member, I will focus attention on this issue and consider how these resources are being used to serve the students who receive special education services.

I believe that high school graduation should not be the only measure of the district’s success. Ultimately, what matters is how we prepare our students for life after high school. I would like to see efforts to increase preparedness of all students, including those who receive special education services. I would also like to track the success of all students – including those who receive special education services -- to make sure each of our students is ready to pursue his or her chosen pathway. 

As stated earlier, meaningful answers to your questions require more time and a different format. However, I hope that this quick response provides you with a general idea of my views.

Partnerships and relationships with businesses and occupational resources is how I will advocate to sure all students are ready for career and Life.

 Developing partnerships with business and industry to assist in employment opportunities for MPS students with disabilities would be the first step to assisting in workforce development for these students. Incorporating internships and live experience in the workplace as part of the curriculum for students with disabilities would provide MPS students with training and opportunities for obtaining employment after graduation. As a board member my first step is to look and study the data and existing curriculum. From there it would be necessary to involve community business, parents, and educators in revising (if necessary) the expectations and outcomes within the curriculum to include internships, training, and live job experience.