VOTE411 Voter Guide

Thirty-plus years teaching K-12 ELL students, high school literature/journalism, and college composition/ESL gives me firsthand knowledge of what works across rural and urban classrooms alike. I've written four textbooks, developed curricula, and led teacher trainings — expertise directly relevant to closing Kansas's reading and math proficiency gaps. I've spent most of my career teaching in rural communities, so I understand District 5's real challenges: teacher retention, aging buildings, and resource gaps for special needs students. As Chair of the Decatur County Democratic Party and Rawlins County Silver-Haired Legislature representative, I've built consensus across diverse groups — a skill I'll bring to representing District 5.

1. Reading/math proficiency in rural districts, which often lack reading specialists and interventionists. I'll push early intervention funding, shared regional staffing for small districts, and sustained teacher training, funded by the state, not teachers. 2. Full public school funding. Underfunding drives teachers away and lets buildings crumble. I'll push Topeka to meet its own funding commitments, treating schools as long-term community investment, not an annual fight. 3. Local control with state accountability. Teachers, principals & parents know their districts best. No single policy fits all 45 counties. I'll protect local decision-making while ensuring the state meets its funding obligations.

A well-trained, well-supported teacher is most important. With my teaching K-12 and college students across rural and urban communities, I've seen that curriculum, technology, and facilities all matter — but nothing replaces a skilled teacher who knows their subject and students. That's why competitive pay matters, especially in rural District 5, where certified teachers are hard to recruit and keep when neighboring states pay more. Sustained, evidence-based professional development matters too — ongoing support, not one-off workshops. Beyond the teacher, students need engaged families behind them. Parents and grandparents — like me — should be partners with schools, not bystanders, working from the same information toward the same goals.

The Board's key role is being a credible voice in Topeka for what adequate funding means on the ground — not just a budget line, but whether a reading specialist is available or a leaking roof gets fixed. Members must hold legislators accountable to funding levels the state has already committed to, not treat those as optional. Special education needs particular attention. Districts often must provide services without adequate state support, forcing tradeoffs elsewhere in tight budgets. The Board should push for special ed funding reflecting actual need, not outdated formulas. Members can also gather real evidence from classrooms statewide, bringing what teachers and administrators see directly into funding decisions.