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Mesa’s Promise emphasizes serving every student by strength and need. What changes or strategies would you propose to ensure that students receiving special education are fully considered in district-wide policies and decisions? How would you work to ensure that our students' unique needs are integrated into the overall framework of educational planning and resource allocation?

Every student who attends a Mesa Public School should be fully considered in policy development and decision making. What is necessary for the best educational outcomes for all students is to ensure our staff is fully informed regarding policy, and that policy is enforced. We must also provide adequate professional development for all of our general education staff so that a collaborative approach is the norm. To the extent possible, including both SPED and general education students in the same programming will allow for both student groups to develop skills and abilities which will serve the, well in their future. Expanding such activities as Unified Sports, or using that program as a model to develop other programs, perhaps centered around art or music, would also benefit all Mesa students.

As educators, we must focus on the goal of education, and develop multiple ‘tools’ for our ‘toolbox’ in order to meet the varying needs of our student populations. Flexibility in approaches is key.

As far as resource allocation goes, I would need to better understand the restrictions regarding Medicaid reimbursement that the district receives, and how it can be used.

Mesa's Promise emphasizes serving every student by strength and need, and I fully support that vision. To ensure that students receiving special education are fully considered in district-wide policies and decisions, it’s crucial to have a comprehensive, student-centered approach that integrates their needs into every aspect of educational planning and resource allocation. I would advocate for the creation of dedicated advisory groups that include special education professionals, parents, and even students with special needs. This group would regularly provide input on district policies to ensure that decisions reflect the unique challenges and strengths of these students.

Additionally, we must ensure that students receiving special education services have access to internships and career development opportunities. This means developing partnerships with local businesses and organizations to create internships or job training programs that are tailored to meet the abilities and interests of students with special needs. These opportunities would provide hands-on learning experiences and prepare them for post-high school transitions, whether into the workforce or further education.

I would also ensure that special education is consistently a top priority when discussing resource allocation. This includes advocating for appropriate funding, staffing, and technology that support both academic and vocational growth for these students. By maintaining a focus on fairness in decision-making and fostering opportunities for all students, including those receiving special education, we ensure that they have the support and resources to succeed and thrive. It is essential to keep these students at the forefront of our minds as we make decisions, ensuring that they are not left behind but are given every opportunity to excel in their future endeavors.

I want to ensure that the promise is backed up with appropriate action. Parental involvement is a top priority of mine. I would welcome special meetings on a regular basis between SPED personnel, leadership, community groups and parents. The purpose would be to listen to the needs of all stakeholders. One of the areas that I want to apply my skills and experience to is the budget. I think resource allocation has been poorly implemented over the years as evidenced by the 20+ year low in percentage of budget going to what is considered "Instruction". I will not approve any budgets that don't start to allocate more money to classrooms, that includes special needs. I also want to look at the way in which the IEPs are created to ensure the right resources and provided from the start.

Serving students with unique needs is an essential responsibility of Mesa Public Schools that I don’t believe has received enough attention in recent years. I’ve spoken with many parents who have felt overlooked as changes have been made to special education programs and services. I would like to address this by ensuring that the superintendent’s annual goals include metrics in at least three related areas: 1) Special education performance goals, as determined with input from parents and teachers; 2) Program satisfaction goals, based on surveys and feedback from families; 3) Improved communication, as measured by email open-rates and click-rates for important messages. By improving those three areas, discussion of these programs will come to the forefront and increase the input of families with special needs students in the decision process. We will also be able to identify more quickly where challenges exist make plans to address them.

As the parent of five children, I understand the importance of serving every student’s strengthsand needs. I am grateful for organizations like the Mesa Special Education Alliance for providing advocacy, support and information to parents. When my son was very young, he had delays and struggles that I didn’t always know how to address, but I knew that he and I both needed help. l had a difficult time navigating the special needs system within Mesa Public Schools. Although I had worked to get a 504 for my older son, this was an entirely new situation. He has come a long way, but I still have to work hard to advocate for him and his needs. As a school board member, I will work to create learning environments that support students and foster more collaboration within the district. I also strongly believe we need to implement a multi-tiered system of support. Districts that have adopted this approach to early intervention have seen a significant improvement in student outcomes, both academically and behaviorally. Arizona – and Mesa Public Schools – are very behind on implementing this. Some critical benefits of MTSS include addressing the full range of a child’s needs, emphasizing early identification and intervention for students, making data-informed decisions, and improving collaborations between parents and educators. MTSS is cost-effective because we can train aides to help better meet the needs of each student through targeted instruction and intervention and use our current system of Synergy for tracking. I would also recommend district-wide training once a month to make sure our staff understand the why and how of meeting the needs of our students.

At 18%, students receiving special education services represent a substantial percentage of our total student population in MPS. What specific initiatives would you support to ensure career readiness among our students?

There is such a wide range of abilities within the special education population, that again, I think flexibility is key. Expanding upon the partnerships currently in place, and identifying new non-profit groups or corporations who can provide opportunities in keeping with the individual student’s skills, talents, and abilities should be actively pursued.

I would advocate for expanded partnerships with local businesses and organizations to create internships, apprenticeships, and job training programs specifically designed for students with diverse abilities. These opportunities would be tailored to their strengths and interests, offering real-world experience while preparing them for the workforce. It's critical that we ensure these students have access to the same career-building opportunities as their peers.

I would also focus on transition planning within Individualized Education Plans, ensuring that career readiness is a key component of each student’s long-term goals. This would involve close collaboration between parents/guardians, special education staff, career counselors, and local businesses to ensure that every student has a clear pathway to post-secondary education, vocational training, or employment.

The spectrum of needs for SPED students is vast. It will require collaboration not only within the district resources and parent's groups, but also partnerships with outside groups and organizations that have a history of serving the community including vocational groups, local businesses, EVIT and our college and university partners. Working with these groups to identify which students' skills could be matched with employer needs will be vital to a successful transition into the workforce. I would support training opportunities for students on the soft skills needed to successfully enter the workforce such as greeting customers, answering questions, having an attitude of service, working collaboratively with other employees.

Career readiness is an area that MPS must focus on for ALL students. I have worked with Maricopa County for the past six years to connect local industries to classrooms in an effort toprepare students for future careers. These have included partnerships in technology, healthcare, and engineering industries. I will encourage the district to expand that outreach to local companies who can offer opportunities to Mesa students with special needs. Such opportunities could include visits from professionals to lead classroom activities, project-based learning assignments or incorporating these students in club activities.

Our students receiving special education services do represent a substantial percentage of our total student population, and this student population is frequently under-represented when the district makes decisions. As the district moves toward more career development, our special education students are not being addressed as part of these discussions. In order to ensure career readiness among our students, I will advocate for a stronger partnership with Arizona’s Rehabilitation Services Administration (RSA). This initiative would leverage RSA’s existing Pre-Employment Transition Services (Pre-ETS) and Vocational Rehabilitation (VR) programs to provide students, particularly those with disabilities, with the tools and skills needed for successful transitions to post-secondary education or the workforce.

By partnering with RSA, we can offer comprehensive career readiness support to our students without duplicating efforts or investing in entirely new programs. This approach will help students succeed in their future careers, while leveraging federally and state-funded services with no additional cost to the school. This program can provide in-school counselors who will provide career exploration and help connect students with work-based learning opportunities.

What role do you see institutional partnerships—such as collaborations with other area school districts, Arizona State University, and the Arizona Department of Education—playing in addressing the needs of Mesa Public Schools students? How would you leverage these partnerships to enhance educational outcomes and support for students within our district?

Mesa Schools has done a good job pursuing partnerships with varying entities already, such as with ASU and its Next Generation Workforce. Providing exposure to actual classrooms for those who believe they want to become teachers is excellent, and should reduce the number of teachers who leave the profession because they didn’t really know what they were getting into. Having more qualified people within classrooms, thereby reducing the teacher to student ratio, allows for more targeted assistance for our students.

Given the increase in special education populations, not only in Mesa Schools, these partnershipsmight also effectively be used to identify environmental factors which may contributing to the increase of certain diagnoses

The other way in which these partnerships should be used is to identify the best candidates to fill our teaching positions. Developing a course of study that would provide teachers just entering the profession with a solid background in both general education as well as special education, should also be considered.

Partnerships, such as collaborations with other area school districts, Arizona State University, and the Arizona Department of Education, play a significant role in addressing the needs of Mesa Public Schools students by providing opportunities for shared problem-solving, resource sharing, and access to expertise and innovative programs. These partnerships can help MPS enhance educational outcomes by leveraging the strengths and resources of neighboring districts and institutions.

Collaborations with other school districts allow MPS to work together on common challenges, such as curriculum development, special education services, and teacher recruitment and retention. By sharing best practices and pooling resources, districts can develop more effective solutions to issues like funding shortages, staffing needs, and program implementation. For example, districts can collaborate on teacher professional development initiatives or share specialized instructional materials, ultimately benefiting students by ensuring consistency in quality education.

Partnerships with Arizona State University offer significant benefits in terms of providing students with early college opportunities, such as dual enrollment and early college programs that allow students to earn college credits while still in high school. ASU can also offer expertise in teacher training and educational research, helping to ensure that MPS is using the latest, most effective teaching methods. Additionally, MPS students could benefit from internships, mentorship programs, and workshops that connect them with college-level learning experiences and career pathways.

The Arizona Department of Education can play a key role in providing guidance and resources to ensure that MPS stays aligned with statewide educational goals, policies, and funding opportunities. By maintaining a close relationship with ADE, MPS can stay ahead of policy changes and ensure that the district is taking full advantage of state funding and grant programs aimed at improving student outcomes.

These partnerships provide critical support in addressing challenges, implementing new programs, and ensuring that students have access to the resources and opportunities they need to succeed.

I would like to see more volunteers coming from the community to assist SPED teachers. ASU would be a great partner for this. Especially those seeking to enter the teaching profession. I think expanding the Teacher In Resident program would be a natural fit for this need. Working with ADE to identify and implement professional development opportunities for SPED teachers.

As the largest school district in Arizona, it is imperative that we partner with community organizations to support our most vulnerable students. Esecially with a shortage of qualified teachers, we must source resources and expertise to ensure that students are receiving the care and attention they need. I will support partnerships with groups that improve educational outcomes, while reviewing their annual performance to make sure they are providing the expected benefits for families.

As a parent, I know that we need to address the diverse needs of students. This will require innovative approaches and institutional partnerships that can provide much-needed resources and expertise to improve the experience of our students. As a school board member, I would encourage that we nurture and expand these partnerships because we need innovative approaches to meeting the needs of our students and our schools. Institutional partnerships provide a wealth of resources and knowledge that the district sometimes lacks. I would like to explore a collaboration with the University of Arizona’s Sonoran Center for Excellence in Disabilities through their Project SEARCH® program. Project SEARCH connects high school students with disabilities to internship opportunities in healthcare settings. This partnership allows students to gain essential job skills through a year-long internship at local hospitals, covering roles such as clerical work, food service, and patient transport. The program aims to help students secure long-term employment and foster greater independence. This program is already being successfully implemented in various school districts with healthcare providers, such as Gilbert Unified School District with Banner Gateway Gilbert and Paradise Valley Unified School District with the Mayo Clinic. These collaborations demonstrate the effectiveness of combining education with real-world training and leverage community engagement to benefit our students.

How do you view the role of Special Education Parent Advisory Councils (SEPACs) in identifying and addressing systemic challenges within our public school system? What specific strategies or initiatives would you support to enhance their effectiveness in advocating for and implementing improvements in special education services?

Parental involvement is important for all students' success. Parental concerns should be listened to, evaluated, and recorded so that data can be collected to be able to objectively determine if an issue is systemic or anecdotal.

With approximately 1 in 5 students being identified as needing special education services, I would encourage SIACs on all campuses to invite at least one parent of a special education to join that group. There must be collaboration across general education and special education so that all students can effectively use their skills, talents and abilities to their fullest potential.

These councils provide a platform for parental involvement, which is key to understanding the unique needs and challenges faced by students with disabilities. Parents have invaluable firsthand insights into the effectiveness of programs, services, and supports, and their perspectives are crucial for driving meaningful improvements in special education.

To enhance the effectiveness of SEPACs, I would support initiatives that strengthen communication between parents, educators, and district leaders. One specific strategy would be to implement regular, structured feedback loops where SEPACs can present their findings and concerns directly to the school board and district administrators. This ensures that parent voices are heard and that their concerns are addressed in a timely and transparent manner. I would also advocate for training programs for both parents and educators to help them collaborate more effectively in addressing systemic challenges. These programs would focus on empowering parents to navigate the special education system and work collaboratively with schools to develop actionable solutions.

I would also support the creation of working groups within SEPACs that focus on specific issues, such as inclusion practices, transition planning, or behavioral support. These groups could research best practices and work with district staff to implement targeted improvements. By having open communication and collaboration, we can ensure that the voices of parents are at the forefront of advocating for and implementing necessary changes in special education services. This approach will lead to better outcomes for students and a more responsive and welcoming public school system.

Parental involvement is critical for every student and one of the areas I have committed to focus on when elected. Parents have every right to have their concerns heard and addressed. I will maintain an open-door policy for parents and groups such as MSEA. This district belongs to you, not the other way around. I will be your elected representative and act on your behalf and to the best interest of the students, all students. I am prepared to put in the hours needed to assure that your voice and concerns are adequately addressed.

As a project manager, I know that discussion and planning is nothing without execution. If members of an advisory council don’t see their recommendations being properly considered and implemented, that is an easy way for them to lose trust in the district –and something I’ve heard from many task force members county-wide. I will encourage the district to work closely with SEPACs and establish achievable action items at the end of each meeting. As well, if the district chooses not to accept recommendations, I will expect it to communicate the reasons clearly to the SEPACs in an effort to find solutions.

SEPACs provide an essential link between parents, educators, and the schools, offering invaluable insights and perspectives that the board and district might otherwise miss. SEPACs are uniquely positioned to identify systemic challenges within our schools because they are closest to the students and families we serve. They see firsthand the successes and the areas where we need to improve. Their input is crucial in helping us understand these challenges.

Every school needs a representative–an expert parent who can help other parents navigate the systems and get the support and advice they need. These volunteers should receive training so that they can be effective school leaders and liaisons. I am grateful for people who are willing to do this work and who help build collaboration between schools and parents.

As a school board member, I am committed to enhancing the effectiveness of SEPACs by listening to them and expanding our communication channels. We need to establish clear and consistent communication channels between SEPACs, school administrators, and the district.

This means regular meetings with board members and district staff, dedicated forums for discussion, and opportunities for SEPAC representatives to present at board meetings.

Given the market based dynamics of primary and secondary education in Arizona and the continued percentage increase of students receiving special education services, how do you see MPS positioning itself as a leader in supporting students with special education needs?

Effective leadership at all levels will be required in order for Mesa to position itself as a leader in providing a quality educational experience for all students, whether in general education classes or special education programming. Leadership which sets high expectations for its staff, andensures accountability. In addition, Mesa must not only attract the best teachers and staff, they must retain them. Streamlining the paperwork process, and reducing the workload which doesn’t directly impact instruction must be the goal. Finally, Mesa must be able to attract highly effective support staff for our SPED programming as well. Increasing the base pay rate would be a start, as we may pay more than minimum wage, but In and Out Burger pays more than $2.00 an hour more than Mesa does. Providing instructional support, especially in our self containedclassrooms is by far more stressful than a fast food job, and so we must pay accordingly.

I believe Mesa Public Schools can position itself as a leader in supporting students with special education needs by focusing on innovation, inclusivity, and individualized support. MPS should prioritize expanding specialized programs that use cutting-edge interventions and assistive technologies to create personalized learning experiences. Professional development for all educators is essential, ensuring that teachers across the district are trained in differentiated instruction and inclusive practices, allowing students with disabilities to thrive in both specialized and mainstream settings. Building strong partnerships with local businesses and community organizations will provide internship and career development opportunities tailored to students with special needs, helping them prepare for life beyond high school. Resource allocation is also critical, ensuring that special education programs receive the funding, staffing, and tools needed to support their growing population effectively. Also, engaging parents in decision-making, MPS can foster collaboration and transparency, ensuring that the district remains responsive to the unique needs of these students.

MPS has by far the most resources at its disposal. Part of the problem is as I mentioned earlier. Namely that resource allocation needs to be addressed. In 2023, only 54% of the district budget was allocated to "Instruction". By comparison, in 2003, that number was 63%, a 9% drop. With a budget at a conservative estimate of $600M, that equates to $54M missing from Instruction. I cannot comprehend why with a declining enrollment in Mesa schools, the % of the budget for this is decreasing. With my engineering background and business ownership experience, I will work to move money back to education, including SPED needs.

Thank you again for the opportunity to address your group's questions. I'm just one person, and as such, I acknowledge that I might have blind spots across district and community needs but would welcome open dialog with you. My commitment to serving this community is unwavering. If you would like to explore more with me regarding any of this, please feel free to reach out.

Mesa Public Schools owes it to our residents to provide special education services. Although I understand that market demands have brought an increase in the desire for charter schools – and that they serve a need for some families – I have heard too many stories of special education students being asked to leave charter schools after the school receives full state funding per student on the 100 th day. This leads families to feel betrayed and requires public schools to attempt to serve these students’ needs without proper funding. It is a disservice to everyone involved. Instead, I want to improve special education services in MPS so that families are confident enrolling their students in the district from Day 1, and that the district can receive the funds needed to provide those services effectively. In my opinion, public school should establish itself as the first option for families of special education students by providing outstanding quality, communication, service and support.

We need to raise the bar for our district. Our families and our students deserve better. As the largest district in the state, other districts follow our lead. It’s time to take that role seriously.

MPS serves a very diverse population and a significant number of our students need special education services. We are not using the resources that are available to help meet the needs of those students. We can position MPS as a leader in supporting students with special education needs by building partnerships with leading educational institutions and community outreach programs. We can provide much-needed mentorship and training for our principals and staff.

We can use proven strategies and data to target the behavioral and academic needs of our students. And we can build collaboration and improve communication between parents and schools. We all need to work together and bring solutions to the table to provide the best educational opportunities for our students.

Thank you for the opportunity to answer this survey. I really appreciate the work that you do to support students and parents. As a school board member, I am committed to listening and building bridges of communication. Please reach out if you have any questions or concerns.