Candidate Q&A

If you have kids – Do they attend or have they graduated from IPS schools? If not, where do/did they attend?

Yes, I do have a child. The Oaks Academy.

What prompted you to run this year?

I was prompted to run this year because I believe it is time to take my advocacy for students and families beyond the classroom and into district leadership. As a former IPS student, a parent, and an educator who has worked with children since 2013, I have seen both the strengths of our schools and the challenges students, families, and educators continue to face. Over the past several years, I have strengthened my knowledge and leadership through reading and education programs with Marian University, Freedom Readers, and Butler University. I have also attended community meetings and listened to families whose concerns have too often gone unheard. Those experiences helped me realize that I am prepared to serve in a greater capacity. I am running to bring a community-connected, transparent, and accountable voice to the IPS Board. I want to help ensure that students receive early academic support, regular wellness check-ins, strong family communication, and equal access to opportunities that prepare them for success in school and in life, regardless of their race, background, or ZIP code.

What is the most pressing student needs issue facing the district? How will you address it?

One of the most pressing student needs facing IPS is consistent access to mental-health and emotional support. Students should not have to reach a crisis before receiving help. When emotional concerns go unnoticed, they can affect attendance, behavior, relationships, and academic progress. As a board member, I would advocate for regular, age-appropriate counselor check-ins and review whether counselor staffing and workloads allow students to receive timely support. I would also work with district leadership to strengthen referral systems and communication so teachers and families know how to connect students with available resources. The board must monitor whether these supports are reaching students effectively. When students feel safe, heard, and supported, they are better prepared to learn and succeed.

What area of academics do you think the district needs to focus on and why?

I believe IPS should place its greatest academic focus on literacy and mathematics because they are the foundation for success in nearly every subject. Students need strong reading, writing, critical thinking, and problem solving skills to understand science, social studies, technology, and other areas of learning. However, concentrating on literacy and math should not mean removing other subjects from the daily learning schedule. Science, social studies, the arts, physical education, and enrichment opportunities help students discover their interests and apply foundational skills in meaningful ways. Literacy and math can also be strengthened across these subjects through reading, writing, research, measurement, and real-world problem solving. I would support early assessments, timely intervention, evidence based instruction, tutoring, and clear communication with families when a student begins to struggle. The district should monitor student progress and provide educators with the resources and training needed to adjust instruction. The goal should be a complete education that builds strong academic foundations while allowing every student to explore, grow, and prepare for the future.

As Indianapolis education begins this new phase with the addition of IPEC, how should the board approach its relationship with IPEC?

The IPS Board should approach its relationship with IPEC through collaboration, transparency, and shared accountability, while continuing to represent the voices of IPS families, educators, students, and taxpayers. The two boards have different responsibilities, but their decisions will affect the same children and communities. The IPS Board should establish regular communication with IPEC, clearly define each body’s responsibilities, share relevant information, and use measurable student outcomes to evaluate major decisions. Decisions involving funding, enrollment, transportation, facilities, or school performance should be coordinated with the board’s responsibility for academics and personnel so that policies do not create unnecessary disruption or unequal opportunities for students. Collaboration should not mean agreeing without asking questions. The elected board must examine proposals carefully, explain their impact publicly, and advocate when a decision may not serve students or families well. Community input should be gathered before major changes are made, especially those involving school buildings, transportation, or access to programs. This relationship should remain respectful and solutions focused, with both boards held accountable for ensuring that every student whether attending an IPS operated or charter school has equitable access to a safe, high quality education.

Do you support the IPEC referendum and the rate? Why or why not?

Yes, I support the four-year IPEC operating referendum and the rate of 37.2 cents per $100 of assessed property value. The current IPS operating referendum expires at the end of 2026, and losing that support without replacement would create deeper cuts and greater instability for students, families, and educators. The proposed funding would support teacher and staff compensation and retention, special education, learning interventions, and other essential student services. These investments directly connect to my priorities of early academic support, student wellness, and equal access to opportunities. The funding would also support eligible public charter schools serving students who live within the IPS boundary. I recognize that this rate represents a significant request of taxpayers and still will not eliminate the need for difficult budget decisions at IPS. For that reason, IPEC and every school receiving funds must provide transparent spending plans, public reporting, and measurable results showing how the money benefits students. I support the referendum because additional cuts could cause further disruption to classrooms and student services. However, local taxpayers cannot solve every funding problem alone. The board must also advocate for greater state support, improve efficiency, and ensure that every public dollar is used responsibly.

IPS recently made budget cuts and will need to make more cuts even if the referendum passes. What will be your approach to budget cut decisions? Are there other ways IPS can bring in money beyond the referendum?

My approach to budget cuts would begin with protecting classroom instruction and the services students rely on most, including educators, academic intervention, special education, counseling, transportation, and enrichment opportunities. Before reducing student-facing services, I would require a careful review of central office spending, outside contracts, administrative costs, underused buildings, and programs that are not producing measurable results. Every proposed cut should include a clear explanation of its financial savings and its effect on students, employees, and different communities. Families, educators, and staff should have an opportunity to provide input before major decisions involving programs, staffing, transportation, or school buildings are finalized. Difficult decisions may still be necessary, but they should be made transparently, using evidence and an equity focused process. Beyond the referendum, IPS should advocate for greater state funding, particularly for special education and multilingual learners. The district should also pursue competitive grants, philanthropic and business partnerships, and reimbursement for services it provides to other schools. Working with IPEC may create opportunities for shared purchasing, transportation, and other operational efficiencies. IPS should also strengthen family trust and academic quality to stabilize enrollment, because enrollment affects state funding. No single revenue source will solve the problem. The board must combine responsible reductions, stronger advocacy, additional partnerships, and long-term financial planning.

How will you engage with the community if elected? What role will their feedback have in your decision making?

If elected, I will remain visible and accessible throughout District 5, not only during election season. I will visit schools, attend parent and community meetings, and create opportunities for students, educators, staff, and families to speak directly with me. I will also use surveys, email, social media, and office hours for those unable to attend meetings. Community feedback will have a meaningful role in my decision making. Before major decisions involving programs, transportation, staffing, or buildings, I will seek input from those most affected. I will consider their feedback alongside student outcomes, financial information, legal responsibilities, and the district’s long-term needs. Listening must include follow-through. I will explain what I heard, how it influenced my position, and why the board may make a different decision because of legal, financial, or student-safety concerns. People may not agree on every issue, but everyone deserves to be heard, respected, and informed. I will bring their voices to the board and make transparent, student-centered decisions.

Outside money to fund campaigns has been a huge factor in previous IPS school board elections. Will you accept any donations from outside special interest groups? Why or why not?

My campaign will prioritize support from District 5 residents, families, friends, and community members who believe in my candidacy. I may consider lawful contributions from organizations on a case by case basis, but only after reviewing their funding and determining whether their values align with my commitment to students, families, public education, transparency, and equity. I will not accept contributions that require a commitment on a future board decision or place an organization’s interests above those of students and the community. All contributions will be properly reported and publicly disclosed. No contribution will purchase access, influence, or my vote. My decisions as a commissioner will be based on student needs, reliable information, community feedback, and what is in the best interest of IPS.