School Board Candidate Interviews 2026

SCSNC
Jul 11
28 min read

During school board elections, we take the opportunity to get to know candidates by asking specific questions related to special education. We did so via email and asked for their brief responses to each question. Approximately 13-14% of Sumner County students have IEP's, which holds true nationwide as well. We appreciate the candidates’ willingness to serve as school board members, and we value their thoughts and conversations related to special needs.

In addition to reading candidates’ responses below, we encourage all parents and voters to engage with these candidates. It may be beneficial to look up votes of school board members who have already served a term in office. Most importantly, know that you can and should have conversations with candidates in your district. They are a phone call or email away and will be happy to speak with you about your specific questions and their positions on issues that affect our families.

Voter education is one of many programs that we provide at no cost, but our programming is not free to produce. Please consider making a tax-deductible donation to our nonprofit by clicking the donate link above. It would also help us out if you link your Kroger card to us. Every bit helps as we advocate in Sumner County with and for people with disabilities!

If you are unsure about which district you live in, you can look at your voter ID card or at the district maps here. You can find early voting information here.

DISTRICT 1 CANDIDATE RESPONSES

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. 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 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.

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.

DISTRICT 3 CANDIDATE RESPONSES

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.

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)

1. What do you see as one of the county’s main challenges regarding special education, and how would you improve it?

One of the primary challenges in Sumner County is the lack of consistent, high-quality services to fully meet the diverse needs of students with disabilities. Families often face gaps in access, limited awareness of available resources, and a lack of independent support when navigating the system. To address this, I would advocate for:

* Expanding access to specialized services and supports

* Establishing or partnering with independent parent advocates

* Investing in inclusive infrastructure, such as accessible playgrounds

* Strengthening family resource networks so parents are informed and empowered

* Improving collaboration between schools and families to ensure students are supported without being stigmatized or “labeled”

These steps would help ensure equity in both access and outcomes.

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

Inclusion starts with a mindset, one that actively embraces diversity as a strength. Academically, we can ensure that curriculum reflects a wide range of perspectives, including different races, cultures, and socioeconomic backgrounds. This helps all students feel seen while preparing them to engage in a diverse society. Socially, schools should create environments where:

* Students feel their voices matter.

* Differences are respected and celebrated.

* Staff reflect the communities they serve.

When students feel valued and included, they are more likely to engage, connect, and succeed.

3. What would you do as a school board member to ensure special education students are consistently considered in planning and communication? Why is this important?

I would begin by assessing current communication gaps, including accessibility and ADA compliance. From there, I would:

* Implement clear accountability measures.

* Require ongoing evaluation of policies and practices.

* Incorporate direct input from students and families.

This approach ensures we are not making assumptions but instead building systems based on real needs. Consistent inclusion in planning is critical because it establishes a strong foundation, improves transparency, and ensures that solutions are effective.

While I have not yet served on the school board, my commitment is rooted in “Advocacy in Action.”

Part of my platform centers on:

*Inclusivity – ensuring all students are represented in curriculum, resources, and school environments.

* Humanity – recognizing that when basic needs are unmet, learning suffers. I am committed to:

* Preserving and expanding inclusive educational materials in school libraries.

* Advocating for accessible and inclusive playgrounds.

* Ensuring all students feel seen, valued, and supported.

I decided to run because I believe our district deserves deserves leadership that actively represents,

engages, and fights for our families.

DISTRICT 5 CANDIDATE RESPONSES

Barbara Crawford (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?

Having been a teacher and school administrator in another county for several years, I believe the challenges faced my Sumner County are very similar, if not the same, as in most other counties throughout America – a shortage of qualified teachers and inadequate school funding, including funds for higher teacher salaries. Once the funding issue is resolved and teachers’ salaries are increased to an acceptable level, the teacher shortage issue should take care of itself, especially in regard to the hiring and retention of qualified teachers. Another special education challenge that contributes to the teacher retention issue is the enormous amount of paperwork associated with writing IEP’s and the required amount of time it takes to do so, often cutting into valuable teaching time. Ensuring that classrooms are adequately staffed with qualified professionals and paraprofessionals (also a funding issue) will assist in alleviating this problem.

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

Inclusion in schools can be improved by the utilization of a common-sense approach. If including special education students in an academic setting creates additional problems or disruptions for the classroom teacher and the other students in the class, then the inclusion method being utilized is ineffective. Inclusion should take place by assessing the needs and strengths of each individual student. In other words, a one-size-fits-all-approach should be avoided. The same holds true for social inclusion. Physical education, art, music, and other non-academic classes can be ideal settings for social inclusion, but again, it should be based on the assessment of each individual student’s needs and strengths and their ability to adapt to an inclusion setting. In cases where inclusion may not be the most appropriate option, it is important that, to the extent possible, curriculum equity is achieved when it comes to special education students. In other words, no child should be excluded from any course or activity because of his or her disability. Again, adequate funding would help make this not only a possibility but also a reality.

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?

Involving special education staff as well as parents of special education students on the front end of planning would certainly increase the likelihood that their voices are heard and that they are considered in the decisions made on behalf of their students. As a school board member, I would be intentional about making sure all stakeholders stay informed regarding pending decisions made on behalf of the students in my district by utilizing social media, newsletters, town meetings, and other means of communication. I would also take the initiative to make myself available for conversations at various feeder clusters or individual school gatherings.

4. 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?

I have not previously served on the school board.

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.

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.

DISTRICT 7 CANDIDATE RESPONSES

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.

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.

DISTRICT 9 CANDIDATE RESPONSES

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

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.

Kathy Stuart (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?

In my 18 months on the school board, I’ve seen that our special education program is committed and doing strong work, but like many districts, we face ongoing challenges. A major one is funding, which is closely tied to staffing needs, recruitment, and classroom resources, as well as teacher-to-student ratios. We also continue to see staffing and workload pressures, along with the importance of early identification and timely support for students. In addition, we are focused on ensuring consistency of services across schools and strong communication with families. I do feel that after conversations with support staff at the SCS Board offices they are committed to ensuring the best for our kids.

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

Inclusion improves when it is intentional in both instruction and school culture. Academically, it depends on strong collaboration between general education and special education staff and ongoing training to support diverse learners. Socially, inclusion means students are fully part of the school community through activities, clubs, and peer supports. As a board, we have also supported funding for all-inclusive playgrounds, which helps create shared opportunities for all students. Inclusion should be a daily practice, not just a placement.

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 feel we are already making progress each year in making sure special education is part of our planning and that communication at every level is very important, especially with families. As a board member, I continue to ask questions during planning and updates to ensure students in special education are considered in staffing, instruction, and services. Communication with families is critical because it builds trust and leads to better student support.

One of my most valuable contributions has been being willing to listen to fellow board members and engage in open conversations, even when topics are difficult or outcomes are not easy. I’ve consistently worked to keep students with special needs in mind during decision-making around staffing, resources, and communication. At the end of the day, we must keep decisions focused on what is best for our children and staff, and I believe collaboration and steady focus on that goal has been important in my role. I would like to add that my time on the board has definitely been a learning experience and one of the most enjoyable opportunities I have ever had. The visits to the schools whether it be touring facilities or reading to a classroom full of children the education was given to me by all those that I encountered.

DISTRICT 11 CANDIDATE RESPONSES

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

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.

We believe that if our students are 14% of the student population, they should be at least 14% of the conversation about education across the board. We'd love to hear your thoughts!

School Board Candidate Interviews 2026

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