BOE

1. Share any background or expertise, professional or personal, that you believe speaks to your experience and commitment to serving the students who receive special education in our district.

I grew up in a household with 2 disabled parents. My father has TBI resulting from an injury suffered while serving in the USAF. My mother has MS. I see how difficult it is for them to manage daily activities. While I was a high school student, I had additional household responsibilities that other students likely didn't have. While I wasn't directly exposed to special education, I am very familiar with the complexities involved with disabled family members.

2. How, as a BOE member, do you intend to keep students with disabilities as a part of the conversation in all aspects of decisions being made? How will you solicit input from parents on policy that directly impacts students with disabilities and their families?

Yes, I'd like to get to know the students with disabilities and their families. If given the opportunity, I'd ask them the simple question, what else can we do?

3. If a parent approached you with a special education concern, and stated that they felt that this was a systemic problem, what would you do? What are some ideas you have to prevent issues from becoming systemic?

If I was fortunate enough to be a board member and I was contacted by a parent, I'd take the time to thoroughly listen to their concerns. I'd also document the conversation with the permission of the parent. I'd bring this information to the board for review.

4. Educating a student with a disability costs more money than educating a general education student. This cost impacts the school budget. How would you approach budgeting decisions regarding special education?

I would benchmark our spending compared to similar sized school districts to ensure we're adequately budgeting for these additional costs. If we're in a shortfall position, I'd look to reallocate budgets to solidify the special education resources.

5. What do you think is the greatest challenge in Madison's school district regarding special education?

I think we should investigate new technology to support special education students. I firmly believe in the power of computing and educational software. I recognize that's not an ideal solution for all students, but there are online programs and software that could make a big difference in the educational experience of these students.

6. If elected, what do you see as your learning curve specifically for special education?

I'll need 12 months on the job to fully comprehend the challenges and be in a position to add value.

1. Share any background or expertise, professional or personal, that you believe speaks to your experience and commitment to serving the students who receive special education in our district.

I have four grandchildren, three of whom are special needs students. I am well aware of the importance of providing every available resource to the education of these children so that they, like other students, can find joy in learning and in so doing enjoy a richly rewarding, free and inspired life.

2. How, as a BOE member, do you intend to keep students with disabilities as a part of the conversation in all aspects of decisions being made?

I intend to keep the needs of special needs children fully integrated into every conversation that takes place with regard to the health and well-being of all students regardless of the topic under review.

How will you solicit input from parents on policy that directly impacts students with disabilities and their families?

Soliciting parental involvement on this and every issue involving the education, health and well-being of all students, particularly those with special needs, is the main focus of my intention to serve the parents and the children of Madison. I think regularly scheduled "town hall-like" meetings between myself and parents would be a great way to begin to build the kind of rapport and collaboration between parents and members of the BOE that Madison and, indeed, every community requires in order to make sure that parents, who are the final arbiters of what is best for their children, are fully heard and integrated into every BOE decision.

3. If a parent approached you with a special education concern, and stated that they felt that this was a systemic problem, what would you do?

If a parent felt that their concern about a problem that their child was having was a systemic problem, then I would ask why they thought so. Was it because they recognized that their concern was shared by others, or worse, by the majority of other parents and students? I would need to look into this more deeply, and I would ask for the help of other members of the BOE and the school superintendent to help clarify and address the problem, systemic or not. The point is, every parent's concern, whether it is systemic or not, needs to be fully understood and addressed so that their child and other children may benefit from appropriate remedies.

What are some ideas you have to prevent issues from becoming systemic?

A focal problem becomes a systemic problem when an error that produced the problem in the first place is inadvertently integrated into the everyday life, routine, curricula, etc. of the student and the teacher. When a parent has a concern or faces a particular problem, it's important to discover if that problem or concern is shared by others so that it is addressed quickly, appropriately, and to the satisfaction of all so that it does not become a systemic problem; that is, it does not become a problem that is buried in the day-to-day routine such that it eventually becomes integrated as a non-problem when it really is.

4. Educating a student with a disability costs more money than educating a general education student. This cost impacts the school budget. How would you approach budgeting decisions regarding special education?

This is an area in which I have no experience and, therefore, no expertise. I would have to look to the guidance of others who are well-versed in these budget challenges to understand the rationale for budgeting for special needs children within the context of overall financial resources. I believe that soliciting input from parents of special needs children is an important part of this process, for if the parents understand what the overall resources and budgets are for the Madison school district, then I think it is easier for them to understand, as well as to advise, how best to spend the money that the district has at its disposal to meet the needs of all of the children, especially those who are most in need of those resources.

5. What do you think is the greatest challenge in Madison's school district regarding special education?

I do not know what the greatest challenge is regarding special education in the Madison school district. That question needs to be understood, and I will need to know the answer to that question. It will be an important learning item for me as a member of the BOE. I trust that current members of the BOE as well as the school superintendent will share what they understand to be the greatest challenge for special needs children in our district, and I will actively look to the parents, who know best, what they see as the greatest challenge. Often, what administrators and BOE members see as the greatest challenge may not be what parents of these children see, so it's important to get all perspectives on the table. That way, the needs can be prioritized and the greatest needs addressed as much as possible.

6. If elected, what do you see as your learning curve specifically for special education?

My learning curve will not include gaining in compassion or understanding for the special needs of the children or their parents. I've lived that life and my heart aches for the struggles of the children and those who love them. I've been a good student all my life; in fact, I've always loved school and am deeply in debt to my teachers and the fantastic opportunities that this country has given me with regard to the outstanding educational experiences I've enjoyed over the many (endless!) years of my career in medicine. I take the responsibility of serving as a member of the BOE as seriously as I did my medical education or any other learning experience in which is was relatively unschooled but needed to commit to learning FAST what I needed to know to do a good job and serve well. I bring that same commitment to this next challenge, which is nothing less than giving back to my country, here in Madison, what was so generously given to me over the past half-century.

1. Share any background or expertise, professional or personal, that you believe speaks to your experience and commitment to serving the students who receive special education in our district.

Three years of experience on the Board advocating for all students. Personal experience is confidential.

2. How, as a BOE member, do you intend to keep students with disabilities as a part of the conversation in all aspects of decisions being made? How will you solicit input from parents on policy that directly impacts students with disabilities and their families?

Students with disabilities are already part of the conversation at the committee level where most Board work is done. I have never served on the Education Committee where most special education issues would be discussed. As you could hear in the most recent Board meeting regarding the Education Committee, the committees do not necessarily share their internal discussions with other members of the Board.

Most decisions regarding special education are made by the administration. The Board either approves or disapproves of spending and hiring requests from the administration. The Board does not direct the administration as to best practices other than through Policies, which are primarily based on State and Federal statutes. NJ 18A:12-24.1 Code of Ethics for School Board Members states: “I will carry out my responsibility, not to administer the schools, but, together with my fellow Board members, to see that they are well run.”

3. If a parent approached you with a special education concern, and stated that they felt that this was a systemic problem, what would you do? What are some ideas you have to prevent issues from becoming systemic?

Is there a systemic problem in the special education program at MPS? I am unaware of one and am not aware of anyone bringing one to the Board. For a specific answer, you would need to provide more information, not just a theoretical issue.

I have attended the Chatham BOE meetings in person/remotely going back to 1994 and routinely hear their SEPAG representatives speaking to their Board. I cannot recall a single time a Madison SEPAG member addressed an issue with our Board in the name of the group. I welcome your participation in our meetings.

If approached individually, I would first ask whether the parent had consulted the school’s communication protocol for the specific concern. Protocol and contacts for each school are posted on the MPS web site. If the parent felt the concern was not sufficiently addressed by that path, then I would assist in directing the parent to either speak with the appropriate administrator or raise the concern at a public comment session of a Board meeting. As an individual Board member, I cannot publicly address any issue involving a student.

4. Educating a student with a disability costs more money than educating a general education student. This cost impacts the school budget. How would you approach budgeting decisions regarding special education?

Special education costs are a routine part of the school budget. About 15% of the annual budget is directed toward special education and related costs such as transportation. Budgeting is in response to the needs of all students as constrained by the spending limits placed on MPS by the State. I will continue to approve fiscally responsible budgets. Madison may be a wealthy community, but that does not mean that MPS can tap the wealth at will.

5. What do you think is the greatest challenge in Madison's school district regarding special education?

Hiring and retaining competent staff to carry out the day-to-day special education activities. Recruiting education talent has become very difficult due to the limited and dwindling availability of people entering the field.

6. If elected, what do you see as your learning curve specifically for special education?

N/A

Additional questions for Stephen Tindall (seeking re-election)

1. As a BOE member, what policies/decisions were you directly involved in that pertained to the special education students in our district?

As stated in answer #2 (NJ 18A:12-24.1, above), board members are forbidden from direct involvement in decisions related to individual students. The Board does not run the schools, but it strives to make sure the schools are well run.

People often refer to school policy when they are really referring to the current practice being carried out. Policy and Practice have very different meanings in the school setting. School policies typically reflect existing laws and court decisions and are prepared by outside legal services, typically either Strauss-Esmay or the New Jersey School Board Association policy group.

As stated in answer #2, I have not served on the Education Committee during my tenure on the Board.

2. If re-elected, how will you approach the next three years differently? What will you do the same?

The changes would likely be committee assignments, which are decided after the Board’s reorganization meeting in January. I will continue to advocate for all students.

1. Share any background or expertise, professional or personal, that you believe speaks to your experience and commitment to serving the students who receive special education in our district.

I have been a mental health therapist working with children and adolescents for over 18 years. Many clients I work with have IEPs or 504 plans. Not only is it part of my training, but it is a fundamental part of my core beliefs to be inclusive of everyone. I also have a child with an IEP. I feel as though I am uniquely qualified to understand the needs of all students and to advocate for those that need additional support though special education services.

2. How, as a BOE member, do you intend to keep students with disabilities as a part of the conversation in all aspects of decisions being made? How will you solicit input from parents on policy that directly impacts students with disabilities and their families?

As a parent of a child who receives special education, I completely understand the need of having all members represented when making decisions. I am always open to talking to parents and learning of the concerns that they have. Your group represents an ideal cohort that I can look to for seeking information directing decision making. In addition, I have a history of interacting with members of the special education teams in the Madison school district as a parent for my child, and as a professional. Open lines of communication with the special education team as well as with the parents lead to decisions that are inclusive of everyone.

3. If a parent approached you with a special education concern, and stated that they felt that this was a systemic problem, what would you do? What are some ideas you have to prevent issues from becoming systemic?

I think this is an excellent question. I welcome the opportunity to listen to the community and understand their concerns and needs. I am a solution-based thinker and like to work with others not to just understand what their problem is, but find possible solutions or suggestions to fix this problem. Part of helping parents would include directing them through the proper channels for receiving assistance (ie. Case manager or Director of Special Services) to assist in connecting parents with the individual best served to address their concerns. If the concerns continue to not be addressed through district processes I will advocate through administration to assist parents in receiving a proper resolution to the concern. I hope to continue to advocate for students that may have fallen through the cracks and when given the opportunity, advocate on their behalf to make sure that we catch all students.

4. Educating a student with a disability costs more money than educating a general education student. This cost impacts the school budget. How would you approach budgeting decisions regarding special education?

As a parent of a child who receives special education services, I understand the need for providing comprehensive services that meet each child’s educational needs. My mindset is to strengthen these areas so that we can support our students to be the successful individuals that they all are capable of being. That being said, it is not always possible for a district to provide every possible special educational service and some children might need to be sent to an out of district placement in order to receive a free and appropriate public education. I believe that with additional training, we may be able to enhance the services we are currently providing which will improve outcomes and keep as many children in district as possible (when appropriate).

5. What do you think is the greatest challenge in Madison's school district regarding special education?

I think the current greatest challenge in Madison’s school district regarding special education is a need for additional special education teachers. Addressing this concern would allow the district to meet all student needs within the least restrictive environment. I would like to find a way to make sure we have enough teachers to meet the needs of all students receiving special education. Furthermore, for those educators that are providing services, I would like to make sure that the receive proper training to be up to date with the best ways to assist all types of learners.

6. If elected, what do you see as your learning curve specifically for special education?

If elected, I do not believe my learning curve with special education will be steep at all. Having a child who receives special education services helps me to understand what parents see and experience. Additionally, my professional experience has given me insight to students feelings on special education and the services they receive. I believe that being able to see special education system from multiple angles will help me to make the best decisions for all Madison students.