I support across-the-board efficiencies before eliminating programs. Administration has already delayed improvements and consolidated responsibilities to preserve as much as possible. However, this will likely not be enough to save the funds required in the future. 

School code (state law) prohibits the reduction or elimination of staffing positions without due cause. In all cases, schools must reduce professional staff positions at an equal percentage to administrative staff positions. Conditions permitting reduction or elimination (furloughs) of staffing are:

• A significant drop in student enrollment

• Educational programs are curtailed or eliminated

• Schools are consolidated

• School districts are reorganized

At this time, Cumberland Valley only qualifies to reduce staffing positions under the second criteria, which means the complete elimination of programs. As a school board director, I understand that EVERY program is valuable and impactful to the students enrolled in those programs. These decisions would not be made lightly or come easily to me or any other board member. If our only options for fiscal solvency becomes the elimination of programs, I will advocate for the reduction of elimination of non-academic programs first. I would propose an evaluation of all programs by cost after revenue and by number of students impacted. That is the information that would guide my decision to maintain or eliminate programs should the financial situation require that action in the future.

As a candidate for the school board, I wholeheartedly support our educational professionals to make decisions related to the inclusion or exclusion of books for school libraries and curricula.  Schools should provide access to a wide range of materials that reflect diverse perspectives while also ensuring that content is age-appropriate and aligns with educational goals.

That being said, I also believe public education should be a partnership with parents.  When a question arises about a decision that has been made, I oppose the outright banning of books. I support a transparent process where parents and educators can review and discuss concerns about specific materials. This allows for a balanced approach that respects parental input while also maintaining students’ access to literature that broadens their knowledge and critical thinking skills. Our focus should be on empowering families and schools to make informed decisions that serve the best interests of all students.

Block scheduling can offer both significant benefits and some challenges, and it's important to evaluate its impact with a comprehensive, student-centered lens.

Pros:

• Deeper Learning: Longer class periods allow for more in-depth instruction, hands-on learning, and meaningful engagement with course material.

• Reduced Daily Stress: Students manage fewer classes per day, which can ease workload and improve focus.

• Improved Teacher Collaboration: Teachers have more time for planning and can collaborate more meaningfully across departments.

• Preparation for Postsecondary Education: Many colleges use block or extended class models, so students may feel better prepared for that transition.

Cons:

• Pacing and Retention: If a student misses a class, they miss more content, which can be challenging—especially for students who are absent frequently.

• Learning Support and Continuity: Some students, particularly those who receive learning support or require reinforcement of material, may struggle with longer gaps between classes.

• Teacher Adaptation: Not all teaching styles naturally translate to 90-minute blocks, which may require ongoing training and support for staff.

Student Achievement and Equity Considerations: While research shows that block scheduling can improve achievement for some student populations, the effects are often dependent on how well the model is implemented. It's critical that students with IEPs, English Language Learners, and those needing enrichment opportunities receive tailored supports within the schedule. Ongoing professional development and feedback from students and staff should inform how we adapt the model over time.

Teacher Retention and Workload: Teachers report mixed feedback—some appreciate the deeper engagement with fewer students per day, while others note the challenge of preparing for longer periods. If implemented well, block scheduling can contribute to improved morale and retention by allowing for more meaningful instruction and collaboration time.

Variations of the Block:  It is important to note that there are multiple variations of the block, each with their own pros and cons.

• Traditional (4x4) Block Schedule

• A/B (Alternating Day) Block Schedule

• Modified Block Schedule

• Trimester Schedule

• Copernican Block

My Perspective: I support continuously evaluating our schedule through the lens of student outcomes, teacher effectiveness, and equity. No schedule is one-size-fits-all, so it's important to be responsive to feedback and flexible in our approach. We should regularly gather data from students, teachers, and families to determine what’s working and where adjustments are needed.

In short--if switching to a block schedule allows the District and/or High School to better serve students or meet our goals, then I support the change.  If switching does not improve our delivery of academic content or potentially improve student performance, then I am not in favor.  My leading questions would be:

• Why are we considering this change? What are we hoping to improve?

• What data do we have to support this change and its impact on our identified problem?