The News Tribune asked the candidates for Jefferson City Board of Education in the April 6 election to answer the following reader-submitted questions.
Incumbents Ken Enloe and Lindsey Rowden, as well as challenger Ian Shadrick, are vying for the two available seats on the board.
Responses may have been edited for length and clarity.
What will you do to make sure Jefferson City's children are not lost to the school-to-prison pipeline?
Ken Enloe: By definition, the "school-to-prison pipeline is a process that pushes students out of schools and into contact with the criminal justice system by mandating harsh and punitive suspensions or expulsions for both minor and major infractions." In the three years I've been on the board, I have not seen, nor would I support, our district or building administrators taking an approach that supports the excessive use of zero-tolerance policies that feed the "pipeline." I support efforts to set fair and reasonable expectations and keep students in school if that can be done without disrupting the learning environment.
Lindsey Rowden: I'm not aware of any specific instances where children in our district were lost in the school-to-prison pipeline. I'm confident in the relationships our school resource officers are building with students, the work our community does at the Prenger Center to help reform and change behaviors, and our mentoring programs in buildings and with other partners. We have amazing counseling teams throughout the district to help students work through trauma, problems at home and even learning disabilities. For students who may be in trouble with the law, we have the Community Partners team available through the municipal court system.
Ian Shadrick: The board and district must evaluate the root of these concerns. While many factors that impact students are outside district control, it is vital that the district work with families and the community to utilize discipline practices that reduce challenging behaviors, while allowing students access to the curriculum. This includes continuing to improve literacy rates, reducing challenging behaviors, and using alternatives to expulsions and suspensions, except when absolutely necessary. The district and board should be evaluating the impact of current discipline policies and practices, given national data on disproportionality for students with disabilities and minority students.
Superintendent Larry Linthacum publicly says behavior referrals are down from the previous year as an example of how things are improving. Do you believe this is true, and if not, how will you ensure behavior problems are fully addressed if elected?
Ken Enloe: Yes, I do believe referrals are down and that improvements have been made; however, there is clearly still work to be done. As a member of the board, it is our responsibility to set clear expectations for Dr. Linthacum. He must ensure all staff are working to create a positive and effective learning environment. It is easy to stand on the outside and offer criticism for what is or is not being done. I believe very few of us who do not serve on the front lines fully understand the extreme challenges our teachers and staff face every day.
Lindsey Rowden: I do believe behavior referrals are down in buildings. However, I do think student behavior continues to be a problem. While continuing to utilize our behavior interventionists, counselors and increased training to change actions, I think we need to work to further bridge the gap between school and home. Our teachers and staff need parents to be involved and on the same page when trying to change these behaviors in our students to ensure their overall success in school. We need positive parent support.
Ian Shadrick: Current data provided by the district show office referrals are down; however, it is important to consider all aspects of behavior, not just office referrals. The district must ensure that discipline policies are consistently followed across all buildings. Additionally, the district must also look at ways to address challenging behaviors at all levels and identify early signs of disruptive behaviors to reduce potential escalation. Early interventions and positive behavior interventions and supports, including mental health, are key components. If elected, I would work with district leaders and staff to identify additional supports and programs to address challenging and disruptive behaviors.
The school district has spent money on consultants, motivational speakers, speakers to discuss racial bias and new educational resources for teachers. District leaders have attended expensive national conferences, such as conferences from the International Center for Leadership in Education. However, the graduation rate has continued to decline, and academic performance continues to lag behind other similar districts. How can you assure voters' tax dollars will be spent wisely and effectively, especially if you are running for re-election?
Ken Enloe: This equates to about $100 per employee, per year. I don't know of any organization, whether it be nonprofit public or private sector, that would say investing that amount in the professional development, education and resources for their staff is excessive. Our staff are absolutely worth investing in. If we are not willing to do that, they will rightfully find another employer that will.
Lindsey Rowden: Continuing education and professional development is important in any career field. This is the one area that teachers and administrators are continuing to ask for more of. As a board, it is our job to approve a budget, which includes monies for these activities. As a board member, I rely on the superintendent and their team to make these recommendations and assure we are being good stewards of voters' tax dollars. I will continue to carefully review the budget each fiscal year.
Ian Shadrick: Professional development is important for all staff and is key to learning about emerging and best practices to improve curriculum and instruction, implementing change, and improving services. This includes speakers, attending conferences, and providing direct training for staff. It is important, though, to determine the direct impact of investment in training and the return for the district, including how training and learning opportunities for staff are being implemented across the district or within buildings and classrooms. As a board member, I would ensure the district evaluates these opportunities, including reporting how training is being utilized and implemented.
What are the specific performance benchmarks for the school district's current strategic improvement plan? Is the district meeting them? How often does the board publicly evaluate these and other benchmarks, and do you think they are adequate?
Ken Enloe: This year, in the middle of a global pandemic, the district's focus has correctly been placed on keeping our students in seat and our schools open safely. When we look around the state of Missouri and the U.S., that priority has served our students well by every measure. Currently, every building principal is working on an individualized school improvement plan that includes SMART goals specifically designed to support our assessment by the Missouri Department of Elementary and Secondary Education's MSIP performance standards. The board has asked for a monthly report from Dr. Linthacum on these plans.
Lindsey Rowden: When putting together our CSIP plans, we start at the district level. From there, each building puts together their own. Some of our current focuses are on reading levels and graduation rates. We are moving the needle in the right direction to meet these goals. The board currently reviews these plans yearly in a separate board retreat or when numbers are available or requested. I do believe our CSIP plans are adequate and would like to see us implement quarterly reviews of these benchmarks so we can uncover room for improvement and pivot to help those buildings, students and staff.
Ian Shadrick: Benchmarks are evaluated against the prior year and focus on increasing attendance, improving behaviors, increasing students reading at grade level. Based on the data shared over the last two to three months, no building is above 60 percent of students on grade level, with some quite low in math. Mid-year data has not been released for all buildings, and the release of data is currently determined by district administration, which the board relies on. It is difficult for parents and taxpayers to know whether the district is meeting benchmarks given the information and the way in which it is provided.