What Did Sandy Say? ABAE-PAC Questionnaire

As a candidate, I have thoroughly enjoyed hearing from so many of you across our district with relevant questions, thoughtful conversation and powerful feedback about all things ABSS! I have realized many of the questions/questionnaires – and my responses – provide great insight for our citizens as they decide which candidates can most effectively lead our school district.  I trust the information is helpful and welcome the opportunity for more conversation about our schools! 

 05/15/2020: Alamance-Burlington Association of Educators (ABAE)

ABAE-PAC invited county commissioner and school board candidates to complete a questionnaire and participate in a virtual interview with their Political Action Committee (PAC).  ABAE did NOT choose to endorse me and my campaign yet I appreciated being included for consideration.  This rookie candidate appreciated the opportunity to research and study important issues impacting our district and participate in my first candidate interview!

1. As a member of the Board of Education for ABSS what would be your top priorities for public education and why?  My top priorities include support for our educators, safe and healthy facilities, expansion of graduation pathways, and full transparency with our citizens.  

• Educators often have the greatest influence on student outcomes making it critically important to attract and RETAIN the brightest and best. While competitive pay is crucial, it is only one important factor. ABSS ranks #10 in teacher supplements in NC at $4,812, yet our turnover rate continues to climb as job vacancies for licensed teaching positions exceeds 75. This data shows that educators are not just looking for the highest salary but also professional development opportunities, resources and technology for the classroom, supportive leadership and professional learning communities. When educators are supported and their opinions are valued, they tend to perform at their highest levels creating a school community where morale and job satisfaction are strong.
• More than 70% of our schools were built more than 50 years ago. In fact, the average age of our 36 schools is 54.8 years. The oldest, Sylvan Elementary School, was initially built in 1912.  In addition to typical aging over time, core areas like cafeterias, media centers, gyms, auditoriums and restrooms are outdated and cannot accommodate growing populations and advances in technology.  Security measures are also top priority with enhancements planned across the district as part of the $80M bond for renovations and expansion projects. It has been proven that safe and healthy facilities create learning environments where students will thrive.
• The expansion of graduation pathways will help close the gap across the district to ensure that every child has EQUAL access to specialized programs and initiatives for career and college readiness. Students will pursue different paths after graduation and every student should be afforded the same opportunities and choice, regardless of school zone, race, or background.  The CTEC, Alamance Community College’s Career and College Promise program, the Public Safety Academy at Graham High, the IB Program at Williams High, the Navy Junior ROTC Program at Western, the Early College at ACC and the Collegiate Start at Elon are examples of unique offerings that bring value and diversity to our high school students. 
• With the continued decrease of state and federal funding, it is becoming more and more important to build strong partnerships with our county leaders and our citizens to maximize the local tax dollars to support our education system. Full transparency and accountability for the $150M bond, the $23.1M joint capital improvement plan and the requested annual budget request exceeding $45M will reinforce our commitment to spend wisely with diligent oversight. Building trust and creating a focus on the mutual benefit for our county will engage our leaders, our business community, and our citizens to work together to support our public schools.

2. Demonstrate your previous support of public education either as an elected official or public citizen. If you are an incumbent, please establish your voting record on public education and provide context for your votes?  My support of education began in 1998 as an engaged parent when my oldest child enrolled in B. Everett Jordan Elementary School. I have held numerous positions in PTA, PTO, and PTSA serving in Fundraising, Hospitality and as President at the elementary and middle school levels over the past 22 years. Presently, I’m finishing my second year as PTSA President at Southern Middle School where my youngest child is an eighth grader. I served in this same position for multiple years back in 2005-2009 when my older two children were attending Southern Middle School.  I have also been a VOICE representative through the years for BE Jordan, Southern Middle and Southern High School.  

When I became a business owner in 2002, my support of education continued to grow.  I was a consistent sponsor of the Newspaper in Education program and later partnered with the Times-News and Michele Terry where I launched a character education program entitled “Do the Right Thing.” The program invited educators to nominate their students throughout the school year who were caught ‘doing the right thing’ by showing good character in the classroom.  Students were recognized monthly and honored at a year-end celebration with dinner and an awards program with their families.  Much of my marketing budget is still spent giving back to the community by supporting programs, events and initiatives that enable youth programs and opportunities.  I have even been the Chick Fil A cow mascot on the sideline of a football game and the Tiger mascot at the annual DARE Tournament! 

Through the years, I have spoken at Board of Education meetings on budgets, bond referendums and redistricting. I was selected to serve on the Joint Facilities Task Force, graduated from the first Parent Engagement Program last year sponsored by Alamance Citizens for Education, and I am a member of the Communications Team for Alamance Achieves.

My active involvement for 22 consecutive years with ABSS has allowed me to make connections and build friendships with numerous ABSS teachers, staff, administration and other ABSS parents and families. During this time, ABSS has welcomed six superintendents and numerous leaders on the Board of Education.  I believe my extensive knowledge and experience in multiple capacities over the years will position me to be a valuable asset to the Board of Education.

This election is my first campaign. 

3. What are your personal connections to the ABSS education system as a student, parent, and county citizen? Student: I attended BE Jordan Elementary, Southern Middle School and graduated from Southern Alamance High School in 1989. Parent: I have three children: Jynsen (26) graduated #4 in his class at SAHS in 2011, Ashley (24) graduated as Valedictorian at SAHS in 2013, and Katie (14) is completing her 8th grade year at Southern Middle School. Citizen: As a small business owner, I have been active in ABSS since 2002.  Most importantly, I have also been a lifelong resident of Alamance County.

4. The Alamance Community School will open in August 2020 as the newest charter school in our county.  What is your understanding of the difference between charter schools and traditional public education schools?  Has your understanding of charter schools or of public education shaped your opinions about county policy? It is my understanding that charter schools are independent public schools that are exempt from many rules and regulations that apply to traditional public schools. A recent article from NC Policy Watch pondered the idea that charter schools may also be a business opportunity allowing wealthy donors to sweeten the pot of ‘per pupil’ state dollars. Since legislation in 1996 authorized charter schools, there are 196 charter schools in NC with 14 additional charter schools approved for the 2020 school year.  

It is important to note that charter schools differ in many ways. For instance, curriculum requirements do not exist, class size restrictions do not exist, state-directed school calendars are not required, transportation for students is not required, free and reduced lunches are not required, and ONLY 50% of teachers must be licensed.  Each year, ABSS must pass the per pupil dollars to charter schools for every child enrolled in charter education.  Last year, ABSS paid almost $1.3M dollars alone to River Mill Academy with additional payments to Hawbridge and Clover Garden. (Clover Garden is also a Title 1 School that receives federal funding designated to close achievement gaps and provide children a significant opportunity to receive a fair, equitable, and high-quality education.) Statewide, a whopping $674M was paid to charter schools.

This money taken from state dollars results in the reduction or elimination of staff and programs.  Unfortunately, the expectations of public schools to meet or exceed multiple state academic measures – with less resources - remain unchanged.

While the state supports this education model, there is no data that shows charter schools are outperforming traditional public schools. A report from NC Policy Watch in 2019 shows that less than 70% of charter schools in NC are meeting or exceeding annual growth. It is also important to note that charter schools are typically more segregated than public schools when it comes to race.

I prefer traditional public schools though I would advocate that school districts be allowed more oversight and flexibility in decision-making.  It is becoming more and more challenging for the state to create a single set of expectations for all 115 districts.  The current COVID-19 pandemic is often drawing parallels about the same storm but not the same boat.  A similar comparison can be made of NC public schools. Each district is in pursuit of academic excellence though each district has its own unique tools and resources to achieve that excellence, both in quantity and quality.  If school districts were allowed more freedom and accountability to define their own path in that pursuit, I believe that all stakeholders – not just the educators and the families with currently enrolled students - might take a more active role in ensuring that schools succeed for the benefit of everyone.

5. In your opinion, what are the three greatest challenges facing Alamance County as a whole? Provide context for your choices. (Please “bold” your challenges followed by the context) There are many challenges facing our county.  The necessity of a strong education system is on the top of my list.  The Board of Education must work swiftly to convey the value of our school system and the benefits to Alamance County.  By creating a world class school system, with top educators who attract other top educators, our students will be prepared and positioned for success. 

When our students are career and college ready, our county becomes poised for economic development. In January, it was announced that Alamance County is within the top 26 counties in NC for its economic stability. Before COVID-19, we had only 3.9% unemployment and the median household income increased by $1,854.  This data scored Alamance County its highest rating since 2015.  When new business and industry come to our county, it creates jobs for citizens and increases our tax revenue.  Increases in county tax revenue can help our local leaders invest in our schools while maintaining low property taxes for our citizens.

Lastly, building trust and creating partnerships with county and city leaders, citizens, and the business community will encourage collaboration as we move Alamance County forward.  The impact of COVID-19 has resulted in unprecedented community engagement, an outpouring of support for local businesses and a neighbor helping neighbor spirit.  The days ahead will transition into a new ‘normal’ with social distancing, personal hygiene, extensive cleaning and health monitoring. As our county reopens in the coming days, it will be vital to support local business yet remind our citizens to take necessary precautions to keep our county healthy.  Fiscal responsibility at all levels of county government will be of utmost importance.

6. ABSS has been expanding the SPLASH program in recent years. The current superintendent has made several public comments that have parents and educators concerned that he may not be in favor of the program. What is your opinion of the program? At the August 26th board meeting, Dr. Benson stated that language immersion programs are being abandoned but rather evaluated to determine if changes to the current program structure needs be revisited. At present, the SPLASH program offers a unique opportunity for students to learn a second language during elementary school. When a student reaches middle school, he/she is already capable of speaking fluently thus better preparing the student for Spanish 1. Once the student reaches high school, he/she could learn a third language creating a trilingual opportunity for the student before graduation. Programs that introduce and teach students about different cultures is a valuable resource, in my opinion, to create a global learning experience.  The ABSS Hispanic student population is 6,254 and accounts for the highest minority race in ABSS. It is growing statewide at more than 15% year over year since 2015 per the History of Pupil Membership by Race statistical profile from the Department of Public Education. 

 I would encourage revisiting the current structure where the students in the SPLASH program stay together in the same class year after year from Kindergarten to 5th grade.  I believe there is much more value in allowing and encouraging multiple and diverse social interactions at this age.

7. Several of our elementary and middle schools have opted to use the year-round model for education. Many educators and families have expressed worries that there is uncertainty in the continuation of this model in ABSS. What is your opinion of year-round school? What do you know about them? The year-round calendar is attractive because I like the smaller ‘breaks’ in instruction time that promote relaxation/renewal without an extended ‘break’ in learning.  Teachers can use the ‘breaks’ to study data and adjust learning models as needed.  Shorter and more frequent ‘breaks’ prevent stress, fatigue and burn out for both the teacher and the student while creating more balance for students that may require nutritional assistance or emotional support.  As a business owner and a parent, I could see where the year-round calendar could make it easier to balance more frequent breaks rather than a single extended break. 

Fewer schools across the nation tend to be moving to the year-round calendar as data has not shown that test scores and other academic measures has improved.

I have no direct experience with a year-round school.  I know that North Graham Elementary became the first ABSS school to transition to a year-round calendar in 2000 though Western Alamance Middle School explored the possibility first in 1991.  At present, there are four year-round schools. Interestingly, Haw River Elementary transitioned back to a traditional calendar this year after switching to a year-round calendar in 2008.   

I do believe that the district should choose to operate under ONE calendar format.  There are advantages and disadvantages to both calendar options and promises to be a controversial topic of discussion and debate!

8. Part of the strategic plan in Alamance County focused heavily on providing choices through the use of specialized programs. An obstacle being faced by our school communities is that the aim of many of these specialized programs is a whole child approach, while evaluation of program success remains almost entirely based on academic outcomes and standardized test scores. If you were elected to the board of education, how would you suggest the efficacy of specialized programs be evaluated? There are multiple ways to measure success beyond test scores and academic outcomes. A study in 2019 shows that evaluating “student engagement, content knowledge, college and career readiness, physical health and well-being, and deeper learning skills” are important to effectively measure the success of a program.  School report cards are a perfect example proving that test scores are not the single, most effective tool of measurement. A school may receive a poor performance grade without weighing the many successes at the school that are providing a positive impact for students and educators alike.  

Specialized programs can offer many students the opportunity to thrive beyond the traditional classroom. These programs may offer many an opportunity that would otherwise be unattainable. Just as the program itself is unique, so must be the measures to determine its success. 

9. According to 2019 data, ABSS teacher turnover rates were 13.5%.  According to the Raleigh News & Observer, the statewide average in 2019 was only 7.5%. Some of our schools lose 40% of their staff year to year. Colleges and universities have seen dramatic declines in college students majoring in our teacher preparation programs. (Enrollment in education programs in NC is down more than 30% since 2010.) Currently, North Carolina suffers a teacher shortage, and ABSS has many classrooms staffed with long-term substitutes. As a member of the ABSS Board of Education, you will have the direct ability to influence recruitment and retention efforts. How will you attract quality educators to ABSS AND keep them here?  Please provide specific ideas for things you think might work.  An educator is said to have the greatest influence on student outcome thus recruitment and retention must always remain a top priority for ABSS. First, it is important to evaluate current strategies to determine strengths and weaknesses to ensure its effectiveness. Most recent ABSS hires and most recent exit surveys could provide pertinent information about what specifically educators want in the system as a whole, in their respective school, and in their classroom.  The Teaching and Learning Symposium creates an opportunity to have a meaningful dialogue with educator teams across the district to brainstorm ways to better recruit and maintain retention.  An ABSS-focused incentive program, with both financial and learning components, perhaps created and designed by a diverse ABSS team of educators from across the district in partnership with community leaders and local businesses, may be a unique offering that sets ABSS apart from neighboring school districts. The NC Teacher Working Conditions Survey, an annual educator survey at year-end about school culture, staff morale, leadership effectiveness, classroom support, and professional development opportunities, may allow educators an opportunity help shape an evolving school improvement plan by year over year comparisons. I believe this survey is optional thus incentives to our educators for completion might be an added benefit!

10. According to a recent study by the Southern Coalition for Social Justice, low-income Black students in North Carolina who had at least one Black teacher in elementary school were significantly more likely to graduate high school and consider attending college. Some of our schools have a diversity in educators, however we also have schools with large minority populations with relatively low numbers of teachers of color. How would you address the disparity of diversity among educators in some of our ABSS schools?  The disparity can be addressed in two ways: by recruiting educators of color to create more balance in our racial diversity and by educating our current educators about the importance of social justice in our classrooms.  The current statistical profile for ABSS indicates that 1,898 school personnel are white educators compared to 435 black educators and 174 educators of ‘other race’.  Looking at the student enrollment for 2019-2020, white students account for 9,598 students while black students account for 5,327.   

I do believe six years in elementary education plays an important role for a student’s success.  For me, Hazeline Basnight was my favorite teacher in elementary school.  She was a black educator that taught me reading, writing and arithmetic but, more importantly, she taught us the golden rule, the difference between right and wrong, and the importance of kindness and acceptance. My middle daughter is an elementary school teacher and attributes that career choice to her elementary school teacher from South Africa, Caroline Camons. My sister-in-law is an elementary school teacher that has continued to tutor former students (both black and white) in their middle and high school years, attend their graduations and be a guest at their weddings. The relationships formed in early years can be significant and lifelong because of a genuine bond between an educator and a student, regardless of race.  There are 1,087 elementary educators this year and only 223 are NOT white.  We do need more educators of color to better balance the diversity in our elementary schools but I would be most interested in learning more about the middle schools (and even high schools) and the impact of educators of color in the classroom.  

As a parent of three children, I believe that middle schools deserve as much attention in diversity as elementary schools. Most parents and their students would agree that middle school is a defining moment in one’s educational experience.  In 2019, three ABSS middle schools – Graham, Broadview & Turrentine - were labeled “hard to staff’ as a result of high turnover rates that exceeded 20%.  In fact, Broadview Middle exceeded 40%.  These schools have a high student population of minority races. High rates of turnover at schools historically result in a decline in the overall school climate, staff morale and academic performance. It is also important to note that parent engagement drops significantly when students enter middle school when compared to elementary school. These three middle schools were considered for a pilot program (funded with $300,000 in Title I funds) to hire and retain educators with financial incentives over three years.  The purpose of the program was to attract fully licensed educators to these schools instead of those with provisional ‘permit to teach’ licenses (formerly known as an ‘emergency license).  These schools show minimal vacancies per the ABSS Careers site. I would be most interested in learning about the actions taken by ABSS to close this gap and the direct impact on school climate, staff morale, and academic performance.

When I looked at the statistical profile for ABSS in 2019-20, I realized that the Hispanic student count is 6,254.  When added to our black student population, these two races account for 11,581 students AND clearly exceed our white student population at 9,598.  Many of our Hispanic students are learning English as a second language in addition to core academic subjects which strengthens the necessity for diversity among our educators.  Career fairs and recruitment efforts strategically targeted at colleges, universities and programs of minority races may prove beneficial. Working with high schools to identify candidates for the NC Teaching Fellows Program or ABSS-specific incentives for new hires are other ways.

Another, and perhaps more creative approach, is also educating our current educators about social justice in the classroom.  Lee Anne Bell is a nationally renowned educator, author, and activist who defines social justice education as “full and equal participation of all groups in a society that is mutually shaped to meet their needs”.  She further states that “the process for attaining the goal of social justice should be democratic and participatory, inclusive and affirming” with collaborative action to create change most notably in student empowerment, EQUITABLE distribution of resources, and social responsibility.  Including social justice education in professional development opportunities will help all of our educators better understand AND implement practices to create learning environments that empower every child the ability to thrive with multi-cultural support at every level.

This approach, along with recruiting educators of all races to better balance our diversity, are valuable steps to creating a school system that serves every child by ensuring equity and empowerment proven to lead to engagement that ultimately results in positive outcomes, both academically and socially. 

11. In the past decade we have lost a high percentage of our education support personnel across ABSS by eliminating many teachers’ assistants. Most of these losses have occurred in elementary schools and in special education settings. Would restoring some of these positions be a priority for you if elected to the board? What experience do you have with education support personnel? Yes, I would explore the possibility of restoring support personnel.  Teacher assistants have the ability to make a real impact in the classroom, particularly in grades K-2 and in special education settings.  A teacher assistant provides added supervision and management support of the classroom to allow the primary teacher adequate time to work in small groups and in one-on-one instruction.

12. Two current members of the ABSS board of education have gone on record in recent years debating the need for AP courses at our lowest performing high schools. They have stated that not all of our high schools show the need for AP course offerings. What is your perspective on this issue? Our state constitution declares that every child has the right to a sound basic education that has been defined as EQUAL OPPORTUNITY in public schools. That opportunity is not determined by convenience, popularity or funding.  The opportunity to take an AP class should be available to every high school student.  An annual study showing AP numbers across the district – by subject matter and school campus - would be beneficial in determining how best to accommodate student need.  

Working with educators at the ‘low performing’ high schools may be helpful in identifying students that may actually be eligible candidates for AP instruction. Studies have shown that many capable students choose not to enroll in rigorous AP classes without the support of encouragement of a parent, educator or guidance counselor. 

13. According to the 2019 Racial Equity Report Card, in ABSS white students in grades 3-8 were 2.4 times more likely to score “Career and College Ready” on final exams than Black students. (2018-19). Black students were 3.2 times more likely than White students to receive a short-term suspension. (2017-18). What actions would you support on the ABSS board to help mitigate our racial equity issues in the ABSS school system?  Maya Angelou said it best – “when you know better, do better.”  And we certainly have to do better. In reviewing the annual report cards for the last three years, ABSS has consistently shown racial disparities in both final exams and disciplinary actions and the numbers have not improved. 

While most educators agree that standardized testing is not an accurate reflection of a student’s ability, these test scores are still used to identify course placement, affect grade promotion, and determine other opportunities. Students who struggle academically and do poorly on tests are more likely to have disciplinary issues, miss classes, or even drop out of school.  Last year, Dr. Benson reported a decrease in suspensions overall yet noted a disproportionate number of black male students were suspended.  He noted that black males account for 11.8% of the student population and 30.3% of suspensions.  

Using disciplinary actions as a learning tool to foster conversation about social accountability and responsible behavior becomes a teaching moment. It may allow educators to identify the root of the problem and/or a resolution for conflict to eliminate repeated offenses. In 2019, schools in Orange County referred to this practice as ‘restorative justice’ and included skills like relationship building, social acceptance, and conflict resolution among peers.  It is important to note that this shift in disciplinary actions will keep students IN the classroom while managing behavior expectations with accountability. It also creates a perfect opportunity for an academic performance ‘check-up’ to help the student tackle academics!

14. Given the abrupt changes to local education in light of the COVID-19 crisis, how do you see education needs changing in Alamance County? Are there any suggestions you have as to ways the Board of Education could support students, educators, and families in the current crisis? What changes would you advocate for in preparation for future crises? Education in Alamance County – and across the entire world – will continue to evolve in the days ahead. COVID-19 dictated an unprecedented shift to distance education where accessibility to wireless networks, technology resources, and school nutrition quickly became top priority.  Now, nine weeks later, as the state prepares to reopen for business, all school campuses remain closed.  The need for student ENGAGEMENT will be more important than student EVALUATION.  Administrators need to ensure that our educators have support to provide continuous learning opportunities remotely. Educators and parents will need to work together to keep students motivated and on task. 

Dr. Benson and the Board of Education need to ensure consistent and clear communication in the weeks ahead as we work to identify best practices for year-end tasks. Students celebrating milestones in their education, particularly our high school seniors, need continued encouragement as the end of the school year draws near. 

Planning for the possibility of remote learning began in late February as COVID-19 impacted other states.  This early planning was proactive in collecting data about student needs for connectivity, technology and school nutrition.  I applaud ABSS for being proactive.  It has been impressive to see the numbers of meals served, the distribution of chromebooks and the hotspots connected! I believe that our successes and challenges from COVID-19 will become powerful lessons for ABSS staff when the need to prepare for another crisis arises in the future. 

As a parent of an educator (my daughter Ashley is finishing her second year in Wake County Schools), it has been refreshing to see a renewed – and long overdue - appreciation for our educators.

15. Is there anything you really wish we had asked you about that you want to share with the committee? If elected, I want to explore ways to allow our educators to meet the current expectations of learning while minimizing and/or eliminating unnecessary programs, paperwork, and testing.  This is not to take away from the educational processes that have been proven essential to learning.  The intent is to eliminate tasks that do not have a proven direct or indirect impact on student outcomes.  This gives our educators the ability to refocus that time and effort on teaching the core of our education system - reading, writing and arithmetic – while also allowing opportunities to building meaningful relationships with every student.  It has been proven over and over that this interaction allows an educator to nurture, encourage and inspire every student regardless of race, background, abilities, etc.  For many students, this type of encouragement and belonging from an educator is the only genuine support they receive each day.  For many students, the eight hours in the classroom are the most important eight hours of their day. 

In a discussion about my school board campaign, I asked my fourteen year old about her experiences at school, especially with her teachers and what she would want the school board to know. She responded with this powerful statement: “Mom, I want people to realize that we are more than just test scores.”  I was speechless. I was sad. And I knew that running for school board is the right thing to do because I wonder how many other students feel just like Katie.

Posted on 15 Jul 2020, 01:45 - Category: Q & A Insights