2026 School Board Candidate Interviews

Scotty Bush (R)

1.   What do you see as one of the county’s main challenges regarding special education and what ideas do you have to improve this? 

One of the challenges facing Sumner County Schools is the growing demand for special education services, particularly behavioral support, coupled with a limited number of specialized staff and a need for stronger coordination. Our district offers a wide range of services for students, including IEPs, therapies, and access to specialists. But for those supports to truly make a difference, we must ensure they are consistent, well-coordinated, and backed by enough qualified professionals. This is particularly important for students whose disabilities are present through behavioral challenges, where both expertise and teamwork are essential. At the heart of this is a simple truth: when we better support our teachers and staff, we better serve our students. Moving forward, there are several areas where we can continue to strengthen our approach: Invest in recruiting and retaining special education staff by expanding your own teacher programs, offering incentives for high-need roles, and ensuring caseloads are manageable so our educators can do their best work without burning out. Strengthen behavioral support systems by increasing access to behavior specialists and school psychologists, creating district-wide support teams for crises, and equipping general education teachers with practical tools for de-escalation and inclusion. Improve early identification and intervention so we can meet students’ needs sooner, before challenges grow more complex. Enhance communication with parents by making the IEP process more transparent, collaborative, and easier to navigate. Support meaningful inclusion by continuing to integrate students into general education classrooms while also ensuring teachers have the aides, co-teachers, and resources they need to make that inclusion successful. We have incredible teachers and staff who care deeply about our students. By continuing to invest in them and strengthening these systems, we can ensure every student receives the support they need to succeed.

 2. How can we improve inclusion in the schools, both academically and socially?

 Inclusiveness in our schools must be both academic and social to truly be effective. It’s not just about placing students in the same classroom; it’s about making sure every student has the support they need to succeed and feel like they belong. That starts with supporting our teachers. We need to ensure they have the resources to do inclusion work, including co-teachers, classroom aids, and adequate planning time. When general education and special education teachers can collaborate effectively and aren’t stretched too thin, students benefit across the board. We also must strengthen behavioral and mental health supports. Addressing students’ needs early and appropriately helps create a more positive learning environment for everyone, while keeping students engaged both academically and socially.

Another important piece is expanding peer-to-peer opportunities. Mentorship programs, inclusive clubs, and extracurricular activities provide spaces where relationships are built naturally. That’s where students learn empathy, respect, and a true sense of community. Clearly, consistent communication with parents is essential as well. Families should feel like valued partners in their child’s education, with a clear understanding of how inclusion is supporting their child’s growth and success. At the end of the day, when inclusion is done well, it benefits every student. It strengthens classrooms, builds a more connected school culture, and better prepares all our students for life beyond the classroom.

 3. What would you do as a school board member to ensure that students involved in special education were consistently considered in communications and planning, and why might this be important?

 As a school board member, I would be intentional about ensuring students in special education are consistently included in communication and planning at the district level. That starts with being thoughtful about how decisions are made and who is part of the conversation. First, I would advocate for reviewing all major decisions through the lens of special education, whether it’s curriculum, safety plans, transportation, or new initiatives, by consistently asking, “How does this impact our students as a whole?” Second, it’s critical to include input from those closest to the work. Special education teachers, related service providers, and parents bring valuable perspectives, and their voices should be part of the process. This could take the form of advisory groups or structured feedback opportunities before decisions are finalized, ensuring we’re not operating in silos. Third, I would work to strengthen communication with families. Parents of students with special needs should not have to work harder to stay informed. They should feel like true partners in their child’s education, with clear, consistent communication and meaningful opportunities to engage. Finally, I would prioritize transparency and accountability by regularly reviewing key data, such as student progress, service delivery, and staffing, to ensure we are meeting our responsibilities and continuously improving outcomes. This matters because students in special education are not a separate group; they are an essential part of our school community. When we plan with them in mind from the beginning, we build stronger systems, close gaps before they form, and create better opportunities for every student to succeed.

 4. Allowing outside providers, including behavior analysts, to serve students has been a long-standing request. Would you support a policy change to allow it, and why or why not?

 Yes, I would support exploring a policy that allows outside providers to serve students. I see this as an opportunity to use every available resource to better meet the needs of our students and their families.

 Our priority should always be providing the highest level of support possible. In some cases, that means bringing in additional expertise. Allowing qualified, licensed outside professionals can help fill gaps in high-need areas and ensure students receive services in a timely and effective manner. I also believe this creates a valuable opportunity for collaboration. Working alongside outside providers can give our district staff additional insight, new strategies, and shared expertise that ultimately strengthen our overall system.

 At the same time, I recognize there are financial considerations, and any approach would need to be thoughtful and responsible. However, when weighed against the potential benefits for students and families, I believe it is an investment worth considering. At the end of the day, this is about doing what’s best for students, making sure they have access to the right support, at the right time, from the right people.

5. If you have served a term on the school board already, what would you say has been your most valuable contribution toward the needs of special needs students? Feel free to comment about specific actions you have personally initiated or votes you have made that impacted special education students for the better.

 While I haven’t yet served on the school board, my experience as a Fire Chief has given me a meaningful, real-world perspective in working with individuals with special needs and understanding the importance of serving every member of our community. Throughout my career, I’ve responded to numerous calls involving both children and adults with special needs. Those experiences reinforced the importance of approaching each situation with patience, adaptability, and the understanding that there is no one-size-fits-all approach when it comes to supporting individuals. One of the most impactful initiatives in our department has been our partnership with the Calm and Connected Program, which led to placing sensory backpacks on every engine. These tools allow our firefighters to better support individuals with sensory sensitivities during emergency situations, helping us de-escalate and communicate more effectively when someone may be overwhelmed. We’ve also had the opportunity to welcome a special needs adult to work alongside our team each week. That experience has been incredibly valuable, not just for them, but for our entire department. It has strengthened awareness, improved communication, and demonstrated firsthand how individuals with special needs can contribute in meaningful ways when given the right support and opportunity. These experiences shape how I would serve on the school board. I believe every student has value and potential, and it is our responsibility to create environments where they feel supported, included, and empowered to succeed. My background has shown me that when we take the time to understand individual needs, we build stronger organizations and achieve better outcomes for everyone.

Jill Rathert (R)

 1.   What do you see as one of the county’s main challenges regarding special education and what ideas do you have to improve this?

 For me, in my discussions with the parents of students with special needs, there seems to be a lot of frustration of being ignored. In discussion with community education professionals, I learned that one problem is the lack of special needs professionals within SCS. The parents I've spoken with feel ignored or brushed off. I'm sure this is just the tip of the iceberg. As a board member, I intend to be very transparent with parents and my constituents about what SCS is doing. We have to listen to our parents. I would like to stop telling parents how we are going to fix a problem. Instead, I feel we should ask, "How do you feel this problem can be resolved?" I realize the school district may not always immediately be able to address a problem, but we need to listen to parents. They know their children the best. My first aim is to improve communication and actually listen to what parents are saying.

 2.    How can we improve inclusion in the schools, both academically and socially?

 Communication. Talk to the teachers. Talk to the kids, Form a buddy program in the elementary schools and promote it - nurture it. We need to make sure that ALL students are provided a role in every school program, despite their label. I feel we can better equip teachers with the training and support they need to address special needs students or hire a paraprofessional to follow that child through his school career to ensure he is actually being educated. We need to establish protocols that not only protect students, but encourage them to show kindness and respect to each other.  

 3.    What would you do as a school board member to ensure that students involved in special education were consistently considered in communications and planning, and why might this be important?

 I am not sure of everything being done now to include special needs parents. Parents deserve a say in their child's education, and all parents should be included in all school emails. In addition, when planning special school events, I would try to include a special needs parent on each committee to see what accommodations could be made to include those who had special needs.

 4.     Allowing outside providers, including behavior analysts, to serve students has been a long-standing request. Would you support a policy change to allow it, and why or why not?  

 As a mom, my first response was yes, because it sounds like a no-brainer - everyone would benefit. However, I did some digging as to why it would not be allowed. It seems some school districts fight it (for different reasons). But, our students should be top priority. The research I've done shows that students with disabilities benefit from specialized, evidence-based interventions. So many studies show special needs students show measurable gains when these services are accessed consistently.  Our schools already struggle with staffing shortages in special education. Letting outside experts supplement the school services just simply gets more help to those students who need it. Allowing an outside professionals who pass background checks to serve students provides the necessary services required in an IEP. It also provides support and insight to the teachers of those students.   

Jill Fernelius (D)

 1. What do you see as one of the county’s main challenges regarding special education and what ideas do you have to improve this?

 Ensuring students receive the resources they are entitled to is the main challenge I see in Sumner County. Districts that fail to meet these needs often face costly legal consequences, yet I am unaware of any proactive framework the current board has built to get ahead of this. My first recommendation would be a structured work study to audit current compliance, along with a genuine listening session to hear from families and professionals about existing barriers and gaps. From there, we build accountable action items into regular board meetings. Although I may have ideas on improving special education, I want those priorities and action items driven by what we learn from special education students and families themselves. Recently, one professional highly recommended to me a “grow your own” program to serve the specific needs of Sumner County, and I would be very open and excited to support such an effort.

 2. How can we improve inclusion in the schools, both academically and socially?

 This question ties to my answer to #3 below, but this is where I believe we can build measurable goals that can be regularly reported on. Co-teaching models or staffing ratios, specific universal design for learning instruction goals, and measurable curriculum purchases are ideas for academic inclusion. Socially, inclusion starts with educator mindset, so I want to examine what professional development general education teachers currently receive on inclusion and whether it is adequate. Additionally, I would ask how each of the 52 schools have implemented and assess the effectiveness of either a peer program or buddy program.

 3. What would you do as a school board member to ensure that students involved in special education were consistently considered in communications and planning, and why might this be important?

 Special education students make up at least 13% of our student body. That is significant! 

Every month the director reports on schools. Budgets are assessed. Staffing is reviewed. Yet special education outcomes are not consistently a standing part of that conversation. I would change that by seeking a quarterly special education report as a non-negotiable agenda item, tracking staffing, service delivery, and inclusion outcomes across all 52 schools. This matters because students with disabilities are disproportionately impacted by budget and staffing decisions. Without consistent visibility at the board level, those impacts go unnoticed until families are forced to escalate, or until the district faces legal consequences.

 4. Allowing outside providers, including behavior analysts, to serve students has been a long-standing request. Would you support a policy change to allow it, and why or why not? 

 I trust professionals and highly regard their recommendations. Tennessee's own disability coalition specifically recommends enhancing our schools' ability to allow outside professionals to serve students, so I would absolutely support a policy change that includes the necessary conditions for successful implementation, such as credentialing standards and data sharing requirements, along with a review mechanism so we can evaluate and quickly address needed changes.  I do not believe our state has enough BCBAs to meet the needs of our schools statewide. As I mentioned in my response to Question 1, I believe Sumner County is uniquely positioned to address this through a “grow your own” program. Part of why I want to build a framework and add special education to regular board meetings is to get this conversation started and build consensus within our community.

5. If you have served a term on the school board already, what would you say has been your most valuable contribution toward the needs of special needs students? Feel free to comment about specific actions you have personally initiated or votes you have made that impacted special education students for the better.

 This would be my first term on the school board. However, I was recently asked to give voice to complaints regarding the TEIS program on behalf of someone who needed to remain anonymous. I did so without hesitation, because I believe it is a responsibility to use any position or platform to advocate for those who request help. That instinct is exactly what I will bring to this role.

Allen Lancaster (R)

 1. What do you see as one of the county’s main challenges regarding special education and what ideas do you have to improve this?

 I think one of the main challenges we face in special education is just overall awareness of the needs of this group of students. It’s hard to really understand the areas of concern and the improvements needed if you don’t have that direct, day-to-day experience. For me, the best way I can help is by listening. That means spending time with groups like SCSNC and other parent advocates and really hearing what they’re

dealing with. From there, it’s on me to understand that and make sure those needs are part of the conversation, especially when we’re talking about budgets and policy decisions. If we’re not intentionally including them, it’s too easy for those needs to get overlooked.

 2. How can we improve inclusion in the schools, both academically and socially?

 Again, I think the biggest part of this goes back to listening to parents, teachers and students about what’s working and what’s not. In the classroom, do our teachers have the support, training, and resources they need to meet all of our students where they are. Socially, the focus should be on creating a school culture where everyone feels a sense of belonging. Our schools should be always evaluating ways to encourage peer interaction, have inclusive extracurriculars, and more ways to involve all students.

 3. What would you do as a school board member to ensure that students involved in special education were consistently considered in communications and planning, and why might this be important?

 From a board standpoint, we need to ensure that we support and highlight our special needs students anytime we can. Remain focused and intentional in our decisions regarding how policies might provide unique challenges to our special needs students.

 4. Allowing outside providers, including behavior analysts, to serve students has been a long-standing request. Would you support a policy change to allow it, and why or why not? 

 I’ve had multiple inquiries about this over the past few years, so it’s clearly something that matters to families. I do think it’s time for us as a board to devote some real thought and discussion toward a potential policy revision regarding outside providers. That process should include giving special needs families the opportunity to share why they believe this would be beneficial, while also looking at concerns and lessons learned from other districts that have implemented similar policies. At this point, I don’t think I have enough information to fully endorse the idea one way or the other. But I do believe it’s worth having the conversation—listening first, asking the right questions, and then working through it as a board to determine what makes the most sense for our students.

 5. If you have served a term on the school board already, what would you say has been your most valuable contribution toward the needs of special needs students? Feel free to comment about specific actions you have personally initiated or votes you have made that impacted special education students for the better.

 The biggest and most recent contribution that comes to mind is the work around inclusive playgrounds.

 Last year, ahead of our budget discussions, I spent time meeting with parent advocates like Erin Cortner to better understand the need and why it mattered for students and families. That led to a real opportunity to take action during our May board meeting. I was able to propose an amendment to the budget to allocate $250,000 in capital funds specifically for inclusive playgrounds. There had been a larger amount initially requested by Boardmember Steven King, but it didn’t have the support needed to pass. I felt strongly that it was important to at least get the ball rolling, so I proposed an amount that I believed could gain majority support. That $250,000 allocation was approved, and it’s now put us on a path toward the larger goal of having inclusive playgrounds at all of our elementary schools. To me, that’s a good example of listening to families, finding a practical path forward, and turning that into real progress.

Chanitta Nealy (D)

 No response. Check back before the general county elections in August.

Steven King (R)

 1.      What do you see as one of the county’s main challenges regarding special education and what ideas do you have to improve this?

 I think one of the biggest challenges is making sure students receive the support they need without allowing classrooms to become stretched beyond what teachers can reasonably manage. When class sizes are already near the limit and a large number of students in one classroom have IEPs, it can place a tremendous burden on the teacher if there is not enough support in place. That is not fair to the teacher, to the students with additional needs, or to the rest of the class. To improve this, I believe we should look at practical solutions that better support both students and staff, including reducing class sizes where possible, especially in classrooms with a high number of students with IEPs, continuing to recruit and retain aides, and considering whether outside ABA therapists or behavior analysts could assist by observing students and helping teachers develop effective behavior plans. The goal should be simple: do what best supports student success while giving teachers the support they need to help every child learn.

 2.     How can we improve inclusion in the schools, both academically and socially?

 I have long believed that inclusion is strengthened when students are given meaningful opportunities to learn, participate, and belong together. That is one reason I place such a high value on the arts. As a music educator with 15 years of classroom experience, including five years in elementary schools, I have seen how the arts can bring students together academically and socially in ways that are both natural and powerful. Sumner County Schools has done a great job supporting the arts, and I believe that is something we should continue to strengthen. I also believe inclusion must extend beyond the classroom. That is why I worked alongside parents to help make our elementary playgrounds more inclusive for students with mobility challenges. Every child should have the opportunity to be included not only in the classroom, but also at recess and in everyday school life.

 3.    What would you do as a school board member to ensure that students involved in special education were consistently considered in communications and planning, and why might this be important?

 During my time on the School Board, I have communicated directly with families of students with special needs. I have also seen the IEP process firsthand and understand many of the challenges families face as they work to secure the support their child needs. As long as I hold this seat, I will continue to make myself available to any family who wants to communicate about the needs of their student. Parents know their child better than anyone. They understand their child’s behaviors, needs, strengths, and how they interact with others. Open communication with parents, and a willingness to listen to and value their input, is essential to our shared goal of helping every student succeed.  

4.     Allowing outside providers, including behavior analysts, to serve students has been a long-standing request. Would you support a policy change to allow it, and why or why not? 

 Yes, I would support the Board taking a serious look at this issue. Parents know their children best, and the Board’s goal should be to listen to parents and do what works best for students. I have heard from families of students with autism who believe outside ABA providers could help by observing students, supporting teachers, and assisting with behavior strategies that better meet student needs and reduce disruptions in the classroom. There is also pending legislation on this issue, HB 2327/SB 2055, which would require public schools to allow certain private-pay ABA providers access during the school day. The Senate passed SB 2055 on March 12, 2026, and the House companion version remains under consideration, so it has not yet become law. If allowing outside ABA providers would help students succeed and better support teachers, then that is something our Board should be willing to pursue.

 5.   If you have served a term on the school board already, what would you say has been your most valuable contribution toward the needs of special needs students? Feel free to comment about specific actions you have personally initiated or votes you have made that impacted special education students for the better.

 One of my proudest contributions for students with special needs has been leading the effort, alongside parents, to make our elementary playgrounds ADA-compliant and inclusive for children with mobility challenges, including those who use wheelchairs. This is an issue I personally brought forward and presented to the Board last year because too many of our playgrounds were simply not accessible. The surfaces do not accommodate wheelchairs, and much of the equipment cannot be used by students with mobility limitations. As a result, some children are left sitting on the sidelines during recess instead of playing alongside their classmates. With the state extending recess to 40 minutes, inclusion is more important than ever. No child should spend that much time isolated from their peers. I am grateful the Board allocated $250,000 toward this effort, and I also worked with the County Commission to secure an additional $800,000, bringing the total investment to just over $1 million. Because of that work, I am pleased to report that this summer the playgrounds at Station Camp Elementary and Gene Brown Elementary will be renovated to make them accessible and inclusive for these students. Another effort I am proud of was fighting to reinstate a CDC position at Westmoreland High School after it was cut. Board member Andy Lacy and I worked alongside a parent whose child required one-to-one assistance, and we believed removing that position put not only that student at risk but also affected the support and safety of other students in the classroom. Parents and teachers made it clear that the position was desperately needed, but the Board did not vote to restore it at that time. In the end, the parent had to hire a special needs advocate and go through the IEP process to force the issue and prove what we had said from the beginning: the position should not have been cut. I am thankful the position was ultimately reinstated and that the students are now receiving the support they need. That experience reinforced for me how important it is for the Board to listen carefully when parents raise concerns about the needs and safety of their children.

Robert Wheeler (R)

 1.      What do you see as one of the county’s main challenges regarding special education and what ideas do you have to improve this?

 The county’s main challenge in dealing with special education issues is to follow the law as it is written.  The school system has the responsibility to identify students with special needs.  Then they have to test them in such a manner as to identify the disability.  Once established and the student qualifies for special education services it is then encumbent upon the school system -- and the parents — to establish an individualized educational program for the student in the least restrictive environment.  This latter factor means with as much inclusion as possible and appropriate with the rest of the student body.  That law was first called the Education For All Children With Handicaps (EACH).  Some years later the name was changed to the Individuals With Disabilities Education Act (IDEA).  As I’m sure you are aware the original act was passed in the early 1970’s due to the national complaints that children with disabilities were “set aside” (my own term).  That means they were placed in a school environment often times away from other students and with an educational “program” that excluded parents’ input.  Thus, they formed the  process of including parents in the decision-making process for their children by and through Multi-Disciplinary Teams (M-Teams).  So if everyone is doing their job as designed, the system should work and there should be constant improvement as gauged by the student’s annual progress.  

 2.     How can we improve inclusion in the schools, both academically and socially?

 The least restrictive environment criteria should provide for inclusion as much as possible if it is appropriate based on the individual student’s needs.  After all, the school system’s responsibility once the student is identified and qualified is to provide an individualized educational program (IEP).  That process then fulfills the system’s overall responsiblity to provide a free appropriate public education (FAPE) to the identified student.  That means, to me, that one size does not fit all. The specific needs of the child are to be addressed by establishing the appropriate program.  That program always has in mind the educational progress of the child.  But the socialization aspect of the IEP is not be ignored.  Thus, once again, the inclusion provision should be accomplished by good measured decisions being made by the educational people working with the student every day along with the input from the parents.  But this process will not work if the attempt is to maintain an attitude by either the school system or the parents that “it is my way or the highway.”  The very foundation of the IDEA is collaboration.  

 3.      What would you do as a school board member to ensure that students involved in special education were consistently considered in communications and planning, and why might this be important?

 If I am understanding this question with regard to students being “consistently considered in communications and planning" of their program, and what I would do as a school board member to ensure that consideration, two things basically come to mind.  If a board member’s child is not involved in the IEP process, no school board member belongs in an IEP meeting.  That is left to the parents and the educational professionals.  If the questibon is whether or not the student herself/himself should be always be present in the IEP meetings, I would caution that that may work in some cases and in some it would not be in the child’s best interest.  The parents should always be involved and present.  If they aren’t the law will have been violated.   When issues come up before the school board about this entire process, be it for one student or all students, the school board members responsibility is to ask questions to determine whether the process laid out in the IDEA has been followed, and if not, why not.  Finally, in response to the last part of the question; i.e. “why might this be important”….  it is always important to follow the law as written.  

 4.     Allowing outside providers, including behavior analysts, to serve students has been a long-standing request. Would you support a policy change to allow it, and why or why not? 

 Allowing outside providers to provide the appropriate services should always be a consideration and never rejected out-of-hand.  However, that is all a part of the M-Team meeting process.  Services like that bring on the basic question to be answered through the IDEA; that is, what is appropriate?  This is another example of the proposition that one size does not fit all.  Different services are needed for different students.    

 5.      If you have served a term on the school board already, what would you say has been your most valuable contribution toward the needs of special needs students? Feel free to comment about specific actions you have personally initiated or votes you have made that impacted special education students for the better.

 I was on this school board from 2006-2010.  I do not remember specific cases or votes coming up regarding special education outside of budgetary considerations.  The school board’s job is to be ensured by the special education staff that things are done properly and in accordance with the IDEA.  I would hope my most valuable asset in dealing with special education issues would be my experience in working within that area of the law since 1985; having been involved in numerous M-Team meetings when asked and when the student’s attorney was there; and having been involved in several due process hearings over the years, as well as having argued special education cases in the federal district court for middle Tennessee.  

Barbara Crawford (D)

 No response. Check back before the general county elections in August.

Andy Daniels (R)

 1.    What do you see as one of the county’s main challenges regarding special education and what ideas do you have to improve this?

Special education is critical, but it also comes with real challenges. Limited resources. Diverse student needs. Undiagnosed students. Complex legal requirements.  For me though, the biggest challenge is the gap in parental advocacy. Families with more knowledge or resources often navigate the system more easily, while others can feel lost or unsure how to get the support their child needs. This is something I’ve experienced firsthand. As a father of six, I’ve seen just how different each child can be.  Different personalities. Different strengths. Different challenges.  Different goals. Some of my children have had IEPs, others have needed speech services or reading intervention. These experiences have made it clear that there is no "one-size-fits-all" approach to education, or more specifically, special education. When we were young, first-time parents, we knew our oldest child needed support, but we didn’t know where to start. We weren’t sure who to talk to or how to navigate the system. The legal and procedural aspects of special education were overwhelming, and even with support from the school, there were many times when we felt isolated and unsure of what to do next. That is the experience that drives my perspective. The belief that every family deserves access to equitable, individualized support. Achieving this requires clear, consistent communication among parents, educators, and specialists, all working together toward what is best for each individual student.

2.       How can we improve inclusion in the schools, both academically and socially?

This is a tough question, one that schools across the country are struggling to solve.  It's also something that our school district has studied during the past year and will be a focus of this year's budget.  What makes it challenging is that every special education student has unique needs, requires specific support and benefits from different resources. This makes it harder to find the right balance between inclusion in general education classrooms and providing more specialized, targeted support. While inclusion can strengthen social connections, it doesn’t meet every student’s academic needs. True inclusion goes beyond simply sharing a space; it’s about making sure students feel valued and can participate in meaningful ways. This requires intentional systems, well-trained staff, and a supportive school culture.  Two things stand out as being especially important to me. First, schools must intentionally build social inclusion through peer programs, collaboration, and social-emotional learning so students feel connected and supported.  Most of our schools already do this. Second, fostering a culture of acceptance is essential. When inclusion becomes part of a school’s identity, it naturally influences how students treat one another. A great example of this is the Unified Cheer Team at Gallatin High School, the first program of its kind in Sumner County.  In addition to finishing fifth in the state Unified Cheer Competition, this team truly reflects what inclusive education should look like. Empowering. Team-oriented. Welcoming to all. Performing at school events, games and pep-rallies throughout the year, these students brought energy, unity, and pride to their peers and to their community. At the end of the day, true inclusion means students aren’t just in the room, they’re actively engaged. Supported. Socially connected. Making that happen takes coordination, empathy, and a willingness to adapt systems to meet students where they are, instead of expecting them to fit into systems that don’t naturally fit them.

3.      What would you do as a school board member to ensure that students involved in special education were consistently considered in communications and planning, and why might this be important?

I believe our special education families should always be part of the conversation. That doesn’t happen by accident. We have to be intentional about building systems where special education isn’t just an afterthought, but a part of every decision we make.  Whether it’s a change in facilities, resources, technology, curriculum or something else, we should always consider how that decision will affect our special education students, and what they need to be successful. When that becomes a routine part of the process, we have a much better chance of preventing problems that may occur down the road. This is why family engagement is vital. Regularly sharing information and giving families real opportunities to speak up and be heard allow them to not just be parents, but partners in their child's education.  A great example of this is the current Special Education Playground Project. While many schools have equipment for students with special needs, just having equipment isn’t enough. Students need to be able to access it, move around safely, and feel included with their peers. That’s an area where we can improve, and by working directly with parents, we’ve been able to rethink these spaces in a meaningful way. Families have been involved in almost every step of this project, helping shape decisions about funding, design, location, surfaces, and equipment. Their ideas, suggestions and input have made a real difference. This kind of approach matters because students in special education are often the most impacted when systems fall short. By listening, collaborating, and acting intentionally, we can create a school community where every child is seen, supported, and included.

4.      Allowing outside providers, including behavior analysts, to serve students has been a long-standing request. Would you support a policy change to allow it, and why or why not? 

 I believe we should always spend time reviewing board policies and best practices, and I’m open to any policy that helps our students succeed. This includes allowing outside providers to work with our special education students. There’s no doubt that these specialists offer valuable expertise, but assuming all legal, state, and federal requirements are met, any policy needs to be carefully thought out, include best practices implemented by other counties working with outside providers during the school day, and include clear expectations. At a minimum, there are a few things I think are important. Providers should follow all school policies and student privacy laws, like FERPA, to keep students safe. They should have pre-arranged, supervised access to only the students they’re working with, so schedules stay as minimally disruptive as possible and other students remain secure. Roles also need to be clearly defined so everyone knows what to expect, whether the provider is supporting the school’s program, co-teaching with staff, or delivering specialized therapy. And strong coordination with school staff is essential as well. Regular communication keeps everyone aligned and classroom schedules running smoothly. Finally, access needs to be equitable. These services should be available to all students who need them, not just those with families that can arrange or afford outside support. When schools and outside providers work together with clear expectations and good communication, we can make sure every student has the opportunity to succeed in their learning environment.

5.      If you have served a term on the school board already, what would you say has been your most valuable contribution toward the needs of special needs students? Feel free to comment about specific actions you have personally initiated or votes you have made that impacted special education students for the better.

I am fortunate to have been involved in a number of projects that I would consider to be valuable contributions for our special education students. 

Some of these include:

1.      The covered walkway attached to the back of the vocational building at GHS.  This is a project I worked on with school staff, district administration and Mrs. Lisa Langford to provide a safe, sheltered path for special education students being picked up, and dropped off, at the school.  

2.      Increased pay and staffing for our SPED department. This ensures students have access to the resources and support they need.

3.      More nurses and guidance counselors in our schools. This creates more opportunities for peer programs, social-emotional learning, and inclusion initiatives.

4.      Building renovations that have made our facilities more accessible to all students.

5.      Expanded on-the-job training and CTE programs for special education students.  This helps our students develop life skills, along with practical skills for future career opportunities.  

6.      The Special Education Playground Project, which reimagined outdoor spaces for accessibility, safety, and inclusion.

These projects reflect my ongoing commitment to creating a school environment where every student has the support, opportunities, and accessibility they need to become the best possible version of themselves.

Mike Ray (R)

1.      What do you see as one of the county’s main challenges regarding special education and what ideas do you have to improve this?

I’d like to be able to help students get what they need without overwhelming the classroom. I’m hearing that some teachers feel stretched thin, especially when classes are larger and there are multiple students with different needs. I’d like to take the advice that I’ve been given from teachers recently and keep class sizes manageable and giving them the extra help they need.

 2.       How can we improve inclusion in the schools, both academically and socially?

At the risk of being repetitious, making sure teachers/staff have the help they need and reasonable size classrooms so that they can adjust to different learning needs. And, making sure students feel included while learning in the classroom as well as in sports, recess, and other parts of the school. I don’t have a special needs child but I do have a son. My wife and I have always felt that social skills were every bit as important as academics. 

 3.      What would you do as a school board member to ensure that students involved in special education were consistently considered in communications and planning, and why might this be important?

Work with parents, teachers, and the other school board members to make certain that the children’s needs are being met. I think communication is key.

 4.      Allowing outside providers, including behavior analysts, to serve students has been a long-standing request. Would you support a policy change to allow it, and why or why not? 

I would consider just about anything that helps students and teachers succeed, including bringing in outside help. At the end of the day, that’s what it’s about and maybe that’s a resource we should consider. I think this has been implemented in other places with success when done correctly.

  5.      If you have served a term on the school board already, what would you say has been your most valuable contribution toward the needs of special needs students? Feel free to comment about specific actions you have personally initiated or votes you have made that impacted special education students for the better.

I’ve not served on the School Board yet but I look forward to serving the needs of my community as School Board rep for District 7. Serving isn’t new for me as I’ve been involved in lots of community outreach including mission trips and storm cleanup. I would love to listen and learn more about the needs of our students, parents and teachers to improve the quality of their day-to-day lives.

Christopher Guiette (R)

1.      What do you see as one of the county’s main challenges regarding special education and what ideas do you have to improve this?

Staffing, the simple number of assistants in the classrooms to assist, full time, to keep consistency and reduce outburst or triggers. ABA in the classroom, either outside supplied or offered in school. 

2.       How can we improve inclusion in the schools, both academically and socially?

 We have schools that do a great job with inclusion, I would love to see a more open amount of communication between schools to create consistency. Some of the differences between them stem from funding and/or staff. If we can identify where the kids are not seeing this benefit I think we can address them specifically.

3.      What would you do as a school board member to ensure that students involved in special education were consistently considered in communications and planning, and why might this be important?

 I think special education is at the front of a lot of conversations during election years, it takes having people in your life on a regular basis to see the impact our schools can and do have on the education and inclusion of these students.  Knowing how they are being supported is a constant part of conversations with my close family friends already and part of the reason I’m running. Its one area of the schools that if not constantly considered, it can allow them to be left behind in funding and support.

4.      Allowing outside providers, including behavior analysts, to serve students has been a long-standing request. Would you support a policy change to allow it, and why or why not?

I would be very open to hearing the pro and cons of allowing outside providers into the schools to help assist. This will allow consistency and structure to the students day and can potentially reduce triggers and distractions. While I don’t currently have a child/student of my own with special needs, we have to very close family friends that do. One aged out of Sumner county schools I have known since 2010 (my wife’s best friend’s son) and the other is currently attending and has down syndrome. I’m very open to listening to any parent that wants to discuss and bring ideas that benefits all special needs families. Most of the conversations I’ve had show they want outside providers to be allowed in, I would need to hear why we’re not doing that already and see if those objections can be overcome or are even still relevant.

Kathy Stuart (R)

 No response. Check back before the general county elections in August.

Holly Cruz (D)

 1.      What do you see as one of the county’s main challenges regarding special education and what ideas do you have to improve this?

One of the county’s primary challenges in special education is ensuring we have the capacity and resources to fully meet the needs of every student receiving services. Too often Sumner County families feel they must push for or threaten legal action before an IEP fully reflects their child’s needs. Our special education teachers and staff work tirelessly, as a parent of a child who has benefited from strong IEP services, I deeply appreciate their commitment, but they need greater support. I believe IEP meetings should feel collaborative and supportive from the start, with the shared goal of meeting each student’s needs effectively. To move in that direction, we must invest in additional specialized staff, for example: Board Certified Behavior Analysts and Registered Behavior Technicians, to better support all stakeholders involved in Special Education. 

 2.       How can we improve inclusion in the schools, both academically and socially?

Improving inclusion across the school environment requires intentional opportunities for students to learn and connect from an early age. I would like to see Peer Buddies programs begin at the elementary level and be embedded into current initiatives, such as the student ambassador programs at Benny Bills Elementary. Inclusion should extend throughout the school day and across the building. With my goal to see increased staffing and targeted support, we can create more opportunities for students in self‑contained classrooms to participate meaningfully in general education settings. At the same time our general education teachers must be fully supported with the resources and personnel they need to help all students succeed. This requires collaborative, student‑centered IEPs and a commitment to making decisions based on what is in the best interest of the child and not on staffing limitations. True inclusion benefits all students and strengthens our entire school community.

 3.      What would you do as a school board member to ensure that students involved in special education were consistently considered in communications and planning, and why might this be important?

 I believe educators, staff, and families deserve clear, consistent, and accessible connections to both district leadership and the School Board and this includes students who are involved in special education. My hope is that through the measures I have outlined below we can improve engagement, elevate staff and parental voices, and ensure the School Board remains active and accountable to the communities we serve.

• Director of Schools Advisory Board – The Directors Advisory Board gives teachers and school staff a direct, structured way to share questions, concerns, updates and celebrations with the Director of Schools. The Director of Schools will respond to items brought forward by providing appropriate guidance, direction, and commendations and when necessary, identify next steps to support effective resolutions toward district-wide improvement.

•  Board to Department Liaison – Each district department (e.g., Special Education, Fine Arts, Curriculum and Instruction, Student Services) is supported by a designated School Board member who serves as its Board‑to‑Department Liaison. This role gives school staff a direct and accessible connection to the School Board. Board Liaisons listen to staff input, stay informed about departmental initiatives, and help ensure department voices are represented at the Board level. During School Board meetings, liaisons highlight departmental activities and successes during Board member comments to keep the community informed and recognize the important work happening across the district.

•  Town Halls – These would allow the Board member to connect directly with school staff, families, and community members in person. Town halls would be a welcoming space with an opportunity to ask questions, share feedback, and receive updates related to district operations, programs, and initiatives. My goal for district town halls is to strengthen communication, build relationships, and keep the community informed and engaged.

•  Remind Messaging – School Board members use the Remind app to share district updates directly with families in their district. By joining their Board member’s Remind class through a school‑provided code, parents and guardians can receive timely information without needing social media accounts or navigating the district website to find contact information. Messages shared through Remind will focus on district information, department highlights, upcoming Board actions, and community engagement opportunities and will not replace established procedures for individual concerns, complaints, or emergency communications.

4.      Allowing outside providers, including behavior analysts, to serve students has been a long-standing request. Would you support a policy change to allow it, and why or why not?

Yes, I would support a policy change to allow outside providers when student needs cannot be fully met within the district. If our system were consistently able to provide all necessary support, there would be far less demand for outside services. I strongly support adding qualified staff directly into classrooms to support student growth as our district demographics and needs continue to evolve. My long‑term goal is to increase the number of highly qualified staff employed by the district, which would reduce reliance on outside providers while ensuring students receive the services they need. 

Rachel Brown (I)

 1.      What do you see as one of the county’s main challenges regarding special education and what ideas do you have to improve this?

 While I have not had direct personal interaction with special education services in the county school system, I have gained insight through my daughter’s experiences teaching at Guild Elementary and Station Camp Elementary. Based on your questionnaire, it appears that inclusion and access to outside providers are significant challenges. As a school board member, I am committed to reviewing these issues thoroughly and ensuring all stakeholders are included in discussions to find effective solutions.

 2.       How can we improve inclusion in the schools, both academically and socially?

I believe the school system could leverage co-teaching opportunities and increased collaboration between General and Special Education instructors. Combining the specialized skills of both types of educators can improve academic and social outcomes for all children.

 3.      What would you do as a school board member to ensure that students involved in special education were consistently considered in communications and planning, and why might this be important?

The key is engaging all stakeholders. Whatever the issue, School Board members must be proactive in including everyone affected by policy or budget matters to ensure diverse needs are consistently represented in the planning process.

 4. Allowing outside providers, including behavior analysts, to serve students has been a long-standing request. Would you support a policy change to allow it, and why or why not?

 This appears to be a priority for your organization, and on the surface, it sounds like a reasonable request. To implement such a change, the Board would need to determine funding structures and address essential requirements such as credentialing, background checks, and liability insurance. I would support a thorough review of these factors to facilitate a policy change.

Andy Lacy (R)

 1.      What do you see as one of the county’s main challenges regarding special education and what ideas do you have to improve this? 

The biggest problem is that the budget doesn't always match what’s actually happening in the classroom. Recently, a much-needed special education assistant at WHS was cut, which made things less safe for both students and teachers. My goal is simple: if a student needs a specific resource to learn and stay safe, the budget should provide it.

2.       How can we improve inclusion in the schools, both academically and socially?

Our schools in District 11 do a great job of showing love and support, but inclusion is about more than just being kind. It’s about making sure every child actually gets the specific help promised in their learning plan (IEP). Every student deserves a fair shot at succeeding, both in their schoolwork and with their friends

3.      What would you do as a school board member to ensure that students involved in special education were consistently considered in communications and planning, and why might this be important?

I want to create a committee of parents who can talk directly to the school board and the director. Parents know their children best, and their voices should be heard before big decisions are made, not after. Special education should be a top priority in every conversation we have, not an afterthought

4. Allowing outside providers, including behavior analysts, to serve students has been a long-standing request. Would you support a policy change to allow it, and why or why not?

I’ve always supported this and will continue to. If an outside expert can help a student reach their goals and succeed in school, we should let them in. We should do whatever is in the best interest of the child, rather than letting red tape get in the way.

5.      If you have served a term on the school board already, what would you say has been your most valuable contribution toward the needs of special needs students? Feel free to comment about specific actions you have personally initiated or votes you have made that impacted special education students for the better.

I was an early supporter of the inclusive playground initiative led by Mr. King, a project the entire board now rightly supports. My priority has always been student and teacher safety. When a vital special education assistant position at WHS was cut during a board meeting, Mr. King and I were the only members to vote against it. This cut directly compromised the safety of the classroom. The position was only reinstated after the affected family hired an advocate for an IEP meeting. It is also important to note that while the Director cut this position and nine others, the board simultaneously voted to give the Director a $25,000 raise. I voted against that raise because our financial priorities should always remain with our students and frontline staff.

David Wilkerson (R)

No response. Check back before the general county elections in August.