Stephanie Smith - Seaford

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(Source: https://www.facebook.com/profile.php?id=100090708754251)

The following response was sent to our survey:

Good evening,

The following are my responses to the School Board Survey:

1. Why are you running for School Board?

After retiring in 2021 from a career in education spanning twenty-nine years, I took some time to become more involved in other areas of interest.  But, what I realized is that the knowledge and experience I had acquired over the years I spent in schools was something that I needed to be able to share in some way.  The kids I taught years ago in Seaford are the parents of the children attending Seaford schools today.  I worked really hard to give them the best experience I could in our schools and in turn I want to be able to be an advocate for their children – just as I was for them.  I believe that I would be a valuable addition to our board and that my experiences will be an asset to the process when forming policy and making important decisions for our district.

2.  What personal connections do you have to your local school district and community?

Far too many to capture in this response!  I am a lifetime resident of the Seaford area and a K-12 attendee and graduate of the schools in Seaford.  Most of my career was spent in the Seaford School District where I have served as a substitute, intern, teacher, club advisor, school counselor, Assistant Principal, Principal, Director of Human Resources and Public Information, and parent.  Together with my husband, the late Dr. Mike Smith, we dedicated 50 years in combined service to the Blue Jays.   Most former students I meet around town, were either taught, counseled, coached, or under our care at one time or another in Seaford. Our own children attended Seaford schools.  In fact, our youngest daughter has just begun her own teaching career at Seaford High School where my husband and I met and fell in love while working together.  I have lived, shopped, dined, banked, volunteered, and worshipped in Seaford my whole life.  I at one time or another have been active in our community in organizations such as the AAUW, Kiwanis Club, Nanticoke Little League, St. John’s UMC Church, Seaford Golf and Country Club, AFS, Seaford Historical Society, Seaford Alumni Association, and Emmaus Community. My children have participated in activities such as Little League, SGCC swim team and junior golf, Seaford: field hockey, soccer, wrestling, softball, baseball, cross country, drama, and NJROTC.  My son served as a firefighter in the Seaford Volunteer Fire Company and was the Mayor’s Right Choice Award winner upon his graduation from Seaford.  Quite honestly – the connections are endless, and I go few places without being recognized by someone here in our community as a leader, mom, and educator.

3. How should district policy balance student privacy against parental rights?

A district must seek legal advice and depend on current case law when trying to determine if the policies they develop provides a balance between student privacy and parental rights.  Following guidelines for FERPA determines student information that can be shared and provides guidance for specific student data for students through the age of 18.  Other sources such as Title IX, the Equal Protection Clause, and state law should be considered as well.  Current legal recommendations can help identify the guidance to be followed in determining what to share with parents without violating individual student rights.  The NSBA (National School Board Association) would be an excellent resource on this increasingly complex matter. 

4.  What should be the district’s approach to overseeing curriculum, reading material, and lesson planning in the classrooms?

The selection of curricular materials has become a popular “lightening rod” as of late as political agendas are being forced upon our educational system.  It is a Board of Education’s responsibility to have a clear policy for reviewing questionable materials that allows for resolution through careful consideration & input from stakeholders. Such policies should recognize that the study of controversial issues is a pillar of creating independent thinkers of our students.  However, those studies must be age appropriate & reflect the values of the community the board serves.  Intellectual freedom must also be of prime consideration.  By being a part of the adoption process from the start, boards can help ensure that materials meet district criteria & state guidelines.  Clear steps must be provided to review materials questioned by parents so that there is a fair and balanced look & not a response to the “loudest voices”. 

The school board should not be in the business of evaluating individual lesson plans.  As the board, expectations are determined and communicated with the Superintendent of Schools who in turn creates the process by which school administrators evaluate lesson planning.  These plans should go beyond the teacher evaluation process and include data gathered from walkthroughs, department and team meetings, etc..  This data could, and should be shared with the board so that overall trends can be identified by school and/or by grade. 

5. How well do you feel that your district currently serves students who are gifted, learning disabled, or who have other special needs? What policies does your district follow that should be improved, or adopted more widely?

Our district has traditionally served students with special needs beyond the walls of our district as we have had special programs for years for students with more severe orthopedic special needs as a part of a county wide program.  We trained staff and built a program to be an approved site for the Delaware Autism Program many years ago as well. Our supports for our gifted student population have varied through the years from a SPARK program at the elementary level to Advanced Placement and International Baccalaureate programming at our secondary schools. As our population needs have changed, so has our programming.  At times, this lack of programming has caused parents to look at other alternatives for their child as I unfortunately had to do for my youngest child’s high school experience.

What I believe could improve our services is a more focused approach to the specific needs of students based on their progress monitoring and the creation of IEPS that will specifically instruct students on the resources they may use to compensate for their challenges.  We must use student data to not only identify needs but to also develop ways to address those needs, which are as individual as the students themselves. It was not until 9^th grade that my own son was able to really study his disability himself and determine what resources helped him overcome his deficits due to his diagnosis and become an advocate for himself.  All schools  need to go beyond “cookie cutter” accommodations and really become attuned to what accommodations can be made that will help a student to be successful and help them become their own best advocates.  Things like “extra time” and “small group” in themselves aren’t true skill sets that will help a student become more successful.

As a board member, I would also help to ensure that resources are being allocated to meet the greatest needs in our schools and that we are hiring staff who are dedicated to meeting the needs of our diverse student population.

Stephanie Smith, Ed.D

Candidate for Seaford Board of Education

Christine Gilbert - Christiana C

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(Source: https://twitter.com/ChristineForCSB)

The following response was sent to our survey:

1 Why are you running for School Board?

My goal and purpose for running as a candidate for School Board is to develop today’s learners into tomorrow’s leaders through a challenging curriculum in an environment that is conducive to learning, exploration, and growth.

2 What personal connections do you have to your local school district and community?

I have been an active member of the community for over 25 years. Born and raised in New Castle County, DE I have spent many years working with children in our community. I was a Girl Scout Leader for 10 years with the Chesapeake Bay Girl Scouts, a CCD religious formation teacher for 12 years at St. John the Beloved Church, a parent volunteer (22 years) at the schools my four children attended, a lifeguard, Zumba instructor, choreographer, and a substitute teacher. I currently hold a Masters in Education from the University of Delaware and am certified to teach K-12 Special Education, K-6 Elementary Education, 5-12 Dance, and 9-12 English Language Arts by the Delaware Department of Education. I have taught Special Education to 4th and 5th grade students at Baltz Elementary and ELA in an inclusive environment for 9th and 10th graders at DAPPS (Delaware Academy of Public Safety and Security). I have also served as Dance liaison at the four dance studios and competitions my daughters attended for 18 years.

3 How should district policy balance student privacy against parental rights?

Teachers, staff, and administrators will provide a child-centered learning environment that includes full transparency, honor parental rights, and include the participation of parents/guardians in child development programs, curriculum, and extracurricular activities. So long as a student is a minor (under the legal age of 18 per state definition), the district policy will include full disclosure to families/guardians of all matters pertaining to the child. 

4 What should be the district’s approach to overseeing curriculum, reading material, and lesson planning in the classrooms?

The district’s approach will:

-Provide the latest tools, materials, technologies, supplies, and supports necessary for teachers, coaches, staff, and students to effectively assist them in doing their jobs. 

-Develop a comprehensive and multi-faceted curriculum and supportive programs with additional arts/sports/trade/volunteer experiences to facilitate individual growth, innovation, confidence, and independence as learners and as highly functional citizens.

-Develop a 5-sensory curriculum that teaches learning objectives across all disciplines (math, ELA, science, history, & technology) and provides numerous opportunities to practice and master skills.

-Select reading material that is age-appropriate, historically accurate, grade level appropriate (at or above grade level), incorporate the use of trade books for literature more frequently than textbooks, have a clear and purposeful learning objective(s) for the concepts being taught, incorporate research/library skills, and integrate a selection of multi-cultural authors. I would like to see summer reading programs introduced for grades 3-12 to support reading fluency and comprehension continuity over break.

5 How well do you feel that your district currently serves students who are gifted, learning disabled, or who have other special needs? What policies does your district follow that should be improved, or adopted more widely?

Currently the district is falling short of meeting the needs of ALL students, not just gifted, special needs or those with learning disabilities. According to Christina School District’s Report Card for each school, the standardized test scores for math and ELA proficiencies are both disappointing and dismal, while the high school graduation rate is below the Delaware state average. The policies that need improvement are student attendance, AP enrollment, graduation rate, staffing schools with a full-time nurse and psychologist, college readiness, access to advanced technology/tools, summer reading requirements, math/reading/science mentorship, upgrade arts/sports/clubs/technology enrichment programs, and incorporate community service programs within the curriculum. The curriculum must be reflective of all cultures and learning styles, stimulate imagination, foster independence, and challenge the student to take risks. Cookie-cutter instruction must be curtailed so that instruction is fine-tuned to the individual learner. The purpose of education is to instill confidence, develop literacy, comprehension, mathematical and analytical skills, while fostering creativity and sound communication skills. 

Christine Gilbert, MEd.

Candidate for Christina School Board, District C

302-463-0264

Jose Matthews - Red Clay D

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(Source: http://www.jose4redclay.com/)

The following response was sent to our survey.  The questions have been edited in for clarity:

Hello -- Here are my responses.

Jose

1. Why are you running for School Board? 

1. I am running for reelection because there's still so much work left to do. I want to help our District pass its first referendum in over a decade and I want to work harder to make sure we are recruiting and retaining educators through this teacher shortage. I am also running because I believe our Board needs to continue to be as transparent as possible and we need to continue to broadcast as many of our meetings and public comment sessions as possible on Zoom. It has worked for us since the pandemic and there have been light amounts of pushback from other Board members to continue the practice. If I'm reelected I will continue to advocate for meetings to be shared as publicly as possible.

2. What personal connections do you have to your local school district and community? 

2. I have visited every school in the district at some point during my first five years. I've visited classrooms and cafeterias and spoken with educators and students. I didn't have any personal connections to Red Clay before I moved to Delaware in 2015, but I do have personal connections to education in Pennsylvania, as I continue to serve as an advocate for my younger brother and sister, both of whom have IEPs at their school in the Unionville Chadds Ford School District. In my first campaign I knocked on over 2000 doors and hope to do the same in this campaign. 

3. How should district policy balance student privacy against parental rights? 

3. We should respect parents' rights, but we should also respect the rights and agency of students. On certain topics, I believe we should defer to the rights and safety of students. Sometimes, when parents could pose a threat to the mental health of their child, schools need to be a safe place where students can be free to be themselves. This was a broad conversation when I introduced and passed a policy in 2021 that allowed for students to not be outed to their parents if they chose to use their preferred names and pronouns at school. Again, parents' rights and engagement at school are critical. I have concerns when we place parents' rights ahead of student safety and well-being, though. I'm totally in favor of finding a balance and hope to continue to do so if reelected.

4. What should be the district’s approach to overseeing curriculum, reading material, and lesson planning in the classrooms?

4. It's the District's approach to implement state standards. It's also their job to work collaboratively with educators and the community to make decisions on curriculum and reading material. I believe the Board does a good job hiring administrators to work in this collaborative method. I trust them and our educators to make curricular decisions that are in the best interests of our diverse student body. I do not support some movements in some states that are calling on schools to limit what is taught in classes or attempts to ban books from school libraries. Students should have some say in the books they read and if parents don't like the books, they can keep them from their own children. I don't believe the Board should dictate teachers' lesson planning process. I trust the educators we hire to be providing rigorous, appropriate learning activities for students.

5. How well do you feel that your district currently serves students who are gifted, learning disabled, or who have other special needs? What policies does your district follow that should be improved, or adopted more widely?

5. I believe we do OK in these areas, but that an antiquated funding system keeps us from doing more. I'd like to see more supports for our neediest learners -- smaller class sizes, more paraprofessionals, and more real-world life skills learning opportunities for students. As well, I'd like Delaware to follow the lead of Pennsylvania, which is one of the only states in the nation using GIEP -- Gifted IEPs for students performing well above grade level. We need to make sure gifted teachers are fully funded in all of our schools -- and not just those with large numbers of high-performing students. I have made that a big point of mine in the last five years on the Board and will continue to fight for equitable gifted offerings in all of our schools.

Doug Manley - Christiana C

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(Source: https://www.douglasdangermanley.com/)

The following response was sent to our survey:

1. Why are you running for School Board?

I'm running to ensure that the children of this district get the best education that they can and to set them up for success in the world after their schooling ends.

Over the past few years, I had noticed more and more stories in the national news about unruly school board meetings, the abuse heaped on school board members, both of which have helped drive out quality school board members.  I'm a volunteer firefighter, and a little bit of shouting doesn't faze me at all.  I won't be bullied, and I will do my best to work for the children and students of this district.


2. What personal connections do you have to your local school district and community?

I've lived in Christina School District for pretty much my entire adult life (and I grew up in Red Clay).  I've devoted a large chunk of my time to serving my community as a volunteer firefighter, where I've put out fires, rescued cats from high places (yes, we do that), performed CPR, and generally been there for the people of this community on their worst days.  I will continue to volunteer to serve my community as a member of the school board, putting the interests of the children in the district first.

3. How should district policy balance student privacy against parental rights?

The number one priority of the school district is to serve the children in that district, providing them not only with the education that they need, but also the support systems to enable that education.  I would always encourage parents to become more involved in the education of their children, but the majority of the educational content is handled by the Delaware Department of Education.  District policy should favor the health, wellbeing, and educational outcomes of the children in the district above all else.


4. What should be the district’s approach to overseeing curriculum, reading material, and lesson planning in the classrooms?

The school board is about governance and oversight of the school district, ensuring that the district moves forward into the future in line with the state's goals and with the children's best interest first.  The Delaware Department of Education is responsible for the overall curriculum, and, ultimately, the nitty gritty of education is the purview of the teachers in the classrooms, overseen by the school principal.  The board should not be involved in micromanaging individual schools, classrooms, or lessons.  The board can hold the district superintendent accountable for ensuring that the district is properly implementing policy as set forth by the board.


5. How well do you feel that your district currently serves students who are gifted, learning disabled, or who have other special needs? What policies does your district follow that should be improved, or adopted more widely?

I feel that our district's teachers, assistants, and administrators are doing the best that they can with the resources that they have available.  State law restricts the freedom of school districts to use the money that they are alloted, so while there is wiggle room, a lot of the issues with the school system ultimately go back to the state: the state provides insufficient funding to provide the kind of education that the children in the district deserve, and it tightly controls how that (insufficient) funding can be spent; until the state takes education seriously (read: takes real action instead of starting another investigation, committee, or consortium), we will continue to do the best that we can with the resources that we have.

I am proud of Christina's policy on transgender and gender nonconforming students, which reflects the school system's mandate "to create a culture in which transgender and gender nonconforming students feel safe, supported, and fully included, and to meet each school’s obligation to provide equal educational opportunities for all students".  At a time in which yet another "moral panic" is gripping the country, it is important for this school district to assert the humanity of its transgender and gender nonconforming students, who are under attack by a subset of the populace through no fault of their own.  Putting the students first is important, and all school districts should strive to protect their most vulnerable students.