I taught kindergarten at SPS for over 10 years and found joy and success in using science and art to inspire and motivate students. My child has grown up in Springfield schools and is currently in high school.

My current employment is as a behavior professional. I work with individuals with intellectual and/or developmental delays/disabilities who exhibit behaviors that present risks to themselves and/or others.

Prior to becoming a teacher, I designed wildland firefighter protective apparel and accessories, where most of my coworkers were non-native English speakers.

I grew up poor in rural Southern Oregon and have a deep love and appreciation for Oregon's beautiful wilderness resources.

Without the federal Dept of Education to serve as a legal framework to provide policies and funding, I believe that there will be new and ongoing opportunities for discussion about what the future of federal policies will look like when applied to localities.

The state provide support for managing local districts with aid in compliance with state laws and education standards, and maintain foundations for school accountability.

As with all policies, if they are sensible and reasonable, then compliance should be encouraged. However, if policies are not sensible, reasonable, or if they are projected to cause harm, those policies merit challenges and should be researched and debated.

Disruptive behaviors are big obstacles to student achievement, as well as safety concerns for both students and staff. Disruptive behaviors have also contributed to low morale, teacher burnout, and frustrated parents withdrawing students.

ALL building level staff should have comprehensive training in the "why" of human behavior, focusing on proactive & reactive strategies, and crisis responses to risk behaviors. Such state-approved programs are already used by agencies supporting the IDD community.

Professional development hours should be spent collaborating to problem-solve students & staff in highest need. Supporting guardians with resources and collaboration can also help build teams and communities with common tools and goals.

I bring a deep commitment to education, equity, and community advocacy. As a school board member, a nonprofit professional in homeless services, and a member of Lane County’s Poverty and Homelessness Board and the Equity Program Advisory Committee, I understand policy, budgeting, and the challenges families face. My lived experience with housing instability and as a mother of queer and neurodivergent children gives me a personal stake in creating inclusive schools. Through Emerge Oregon, I’ve strengthened my leadership and policy skills. I will use my experience to advocate for students, educators, and families.

As a school board member, I understand the District's legal and ethical duty to comply with federal and state education policies, ensuring equity, access, and accountability. Laws like IDEA, Section 504, Title IX, and ESSA protect students' rights, while Oregon policies focus on funding equity, mental health, and inclusive education. Beyond compliance, I believe in actively assessing policies’ impact and advocating for improvements. Policy should be more than a checkbox—it should foster safe, inclusive, high-quality education that reflects our community’s values and needs.

Our schools' most urgent issues are funding, student well-being, and equity. I will advocate for stable funding to support teachers, reduce class sizes, and expand resources. Prioritizing mental health services ensures students feel safe and supported. Addressing equity gaps means ensuring all students—regardless of background—have access to quality education, inclusive curriculum, and necessary accommodations. I will collaborate with educators, families, and the community to find solutions that strengthen our schools and empower every student to succeed.