1. Tell us More About You - Why do you wish to join the Board of Education?

Working on the Board of Education over this past term has been a very rewarding experience. It takes a year or so just to wrap your arms around all the moving pieces and to develop the relationships that are critical for working together to achieve results. Four years in, I have accomplished many of my major goals and have several works in progress. To be honest, I can’t imagine leaving the board now with important projects unfinished. See “What are three things you want to change as a member of the Redding Board of Education” below for more detail on my plans for the next four years.

 2. Do you support the use of a cost-per-pupil methodology to determine the school budget and why? If so, do you believe that per-pupil education costs should be raised or reduced, and by what amount? If not, what other methodology would guide how you determine an appropriate annual budget?

3. Do you believe the Redding school budget adequately funds professional development? Why or why not?

I believe the administration would like to have more opportunities for professional development than we currently offer. In recent years, we have reduced the initial requests to help moderate increases in costs elsewhere in the budget. Looking forward, as we change direction and innovate, especially at the middle school level, I believe the need for professional development will become more important than ever. This will be an important conversation this winter during discussion of the 2020-2021 budget.

4. Do you believe current class sizes are appropriate? Why or why not?

We are a small district and we have class size cohorts that vary. So, it is not possible to decide on one number and apply it evenly across the entire district, K-8. As a board, we discuss class size for K-4 every year and often make adjustments. I believe the current class sizes in Kindergarten through 3rd grade are on the small side of appropriate (18.0, 19.8, 17.6 and 19.2), and the class size in 4th grade is on the large side of appropriate (23.7). The most important discussion about class size going forward is about the middle school. Data about class sizes at JRMS are vague and this needs to change going forward. I am going to rely on the new leadership there to be more transparent.

 5. With regard to the start times for elementary, middle, and high schools students, research points to the benefits of high school students starting latest. In Redding, high school students begin their day the earliest. Do you support changing school start times to enable high school students to start later? Why or why not?

Yes, I would support changing school start times to benefit our students. Both Wilton and Newtown have already made the change. We need to start a community conversation about this in the short term, and if there is to be a change, give plenty of notice.

 6. Would you advocate that Redding stay in DRG A or would you advocate leaving and why?

There are common misconceptions that our classification as a DRG A District has to do with how much we spend on education or that the Board of Education can choose which DRG to belong to. This is not the case. The State of CT classifies school districts using Demographic Reference Groups based on the following factors: income, education, occupation, and family structure (based upon census data) and poverty, home language and district enrollment (based upon State Board of Education data). See the following publication for more information: http://sdeportal.ct.gov/Cedar/Files/Pdf/Reports/db_drg_06_2006.pdf

 7. What are three things you want to change as a member of the Redding Board of Education?

1) Increases in Special Services: I have been reporting and analyzing the changes in special education on an ongoing basis. There are some concerning trends. Over the last four years, the special education identification rate has increased 52%, outplacements have increased 500% (not a typo), special education costs have increased 19% while all other costs have only increased 3%. We have had three interim Directors of Special Education in four years, and we finally have found a permanent Director, Jennifer Del Conte. I met with Dr. McMorran and Jennifer recently to discuss the future of special education and how the board can provide needed support. Jennifer has agreed to examine both the special services student population and the special services organization to make sure that the organization is well aligned with the needs of the students it exists to serve. In particular, the needs of outplaced students will be analyzed to make sure that the department has the proper resources available in-house to help avoid additional outplacements. The demographic of our special services students has been changing rapidly, so this is the right project at the right time.

 2) Change in Leadership and Innovation at JRMS: We have a huge opportunity ahead of us at JRMS. With the change in leadership there, we are positioned to create a middle school environment that can better serve the students that will become the workforce of the 2030’s and beyond. This is Dr. McMorran’s moment to innovate, and he is going to need the support of the Board of Education and the community in this effort. The critical first step here will be to find a principal for JRMS that can carry out our plans for the future. As the Redding BOE representative during interviews for both the Director of Finance and Operations at Central Office and the Principal at Redding Elementary, I advocated for the hiring of Scott Reiss and Natalie Hammond. It is no secret that they have turned out to be outstanding new hires and very important team members for our district. I am looking forward to participating in the community conversations about the future of JRMS and the hiring process that will be essential for our success. On the operational side, innovation does not necessarily mean spending more money. In fact, I believe innovation can create a learning environment that better serves our students to become the workforce of the future AND save money long term.

 3) Relationships with the Board of Selectmen and the Board of Finance:  The Board of Education needs to have productive and honest conversations with the Board of Selectmen and the Board of Finance about the future of our town, especially as it relates to our schools and our facilities.  I have been an outspoken advocate for more dialog between the boards.  There is real work to do here, as these relationships have been strained during budget cycles of the past.  I am excited to participate in the facilitated meetings with our fellow boards that are scheduled to occur in December.  But that is not going to be enough.  Real change, the kind of innovation that puts us on the map and helps lift our property values will not happen unilaterally.  The Board of Education is going to need a unique style of leadership during these next four years in order to move our big goals forward.  A ‘war footing’ or ‘adversarial’ type relationship between the boards will not help our students or our Town.  The Board of Education will benefit from someone that is equal parts board chair and ambassador.  If I am re-elected, I will volunteer to serve in this role and support my fellow board members in achieving their goals as well.

 8. What are the values that will guide you as you balance taxes and our school budget?

I am always looking for the triple win…a win for taxpayers…a win for our district leadership, teachers and staff…and a win for our students. This is not easy, but it has been the inspiration for my work and success in budgeting, hiring, facilities improvement and contract negotiations.

 9. What is your perspective on the use of standardized testing in grades K through 8?

Standardized testing helps us measure student progress, guide our efforts to differentiate based on student need and benchmark our District with others across the State. I think adequate preparation for standardized testing is very important. But I do not think that a hyper focus…teaching to the test…serves our students well. I am proud that Redding consistently scores in the top tier of Connecticut schools, and Connecticut schools rank in the top tier of schools nationwide. Most importantly, though, we achieve these results while offering a balanced education that includes so much that is not measured by standardized testing.

 10. When the town of Redding was showcased in the New York Times, our school system was not mentioned. What would make our school system stand out in a crowded field of so called “excellent schools?”

Please see my response above regarding “Change in Leadership and Innovation at JRMS”

 11. Creating a budget and getting it approved by the Boards of Education and Finance requires great effort and skill. Do you feel that negotiation, conflict resolution, and finding common ground are your strengths? If you do, please explain why, and please provide examples if possible.

Yes. Please see my response above regarding “Relationships with the Board of Selectmen and the Board of Finance"

 12. Providing services and support for children with special needs is required by law and has been, and will continue to be, a challenge for the Board of Education vis a vis the needs of the general education population, which includes gifted and talented students. How do you propose to evaluate and meet the needs of all students?

Please see my response above regarding “Increases in Special Services"

 13. Each year as the budget is considered, favored programs such as Project Adventure, the music program, and extracurricular clubs and teams are often considered for cuts. What is your perspective on these programs and would you consider cutting them? Why or why not?

These programs are critical components of our great school district and I would not advocate cutting them. I would actually support improvements to both the music and extra-curricular programs.

1. Tell us More About You - Why do you wish to join the Board of Education?

My family has lived in Redding since 2009. Our three children are all in Redding schools, in grades 2, 5, and 8. I am a product of public education from kindergarten (Pleasantville, NY) through college (Cornell) and law school (UConn) and believe strongly in the value of public education. I was a regular fixture at Board meetings for several years prior to joining the Board in 2017 because I am passionate about ensuring the continued excellence of Redding’s public schools. I hope to continue that work over the next four years as we continue to shape our schools to teach the skills needed for our children to thrive in the mid-twenty first century. Professionally, I am the Vice President of Litigation for The Chefs’ Warehouse. In the community, among other things, I am the Committee Chairman of Cub Scout Pack 118, help coach youth baseball, and am a member of St. Patrick church.

 2. Do you support the use of a cost-per-pupil methodology to determine the school budget and why? If so, do you believe that per-pupil education costs should be raised or reduced, and by what amount? If not, what other methodology would guide how you determine an appropriate annual budget?

Cost per pupil and the more technical net current expenditure per pupil metrics are not a reliable measure of the appropriateness of education spending. It is particularly dangerous to compare districts based on this number. In Redding, cost per pupil is a soft target for those who believe education spending is too high. During a decade’s long decline in enrollment cost per pupil has increased considerably. This has not been because the program of study has been enriched in some extravagant way. Rather, it is a basic function of math. The fewer students there are to spread the overhead cost of running a district, the higher the per student cost of that load becomes without making any change to the program itself. Even minor fluctuations in student population can have an impact on cost per pupil and give the illusion of cost savings or excess that are purely illusory. A responsible budget cannot be distilled to a single number: cost per pupil, salary increases, overall increase or decrease, or anything else. A holistic approach, which assesses programmatic worth against overall expectations for standards and the mission and vision of the district and the overall financial well-being of the community is the only responsible approach.

 3. Do you believe the Redding school budget adequately funds professional development? Why or why not?

I believe we should do everything we can to best support our teachers and provide the level of professional development they need to adapt to changing pedagogical methods and norms. Because we will never be in a position to invest in professional development at the same rate as towns like New Canaan and Darien, we must make the most of each professional development dollar. I have called for a more cohesive plan for professional development and efforts to measure effectiveness and will continue to press for proof of return on professional development to support funding requests. One thing that is undeniable, however, is that in recent years professional development has been one of the first items reduced in budget requests, to the detriment of the evolution of our faculty and curriculum. We should value professional development, fund it adequately, and make sure to fund it wisely through strategic selection of programs and measurement of outcomes whenever possible.

 4. Do you believe current class sizes are appropriate? Why or why not?

Yes and no. I don’t think reasonable class size should be a negotiable issues year over year as it has become in our annual budget discussions. Today, some grade levels are appropriate. Others are not. With elementary school cohorts under 100 and in some cases under 80, it can be difficult to hit an “ideal” class size number. The current fourth grade is divided into three sections of about 23 students, the absolute outer limits of manageable. If a section was added, class size would go down to 17, which likely sits on the low end of acceptable for that grade level. I have long advocated for standards on class size. Class sizes should have appropriate fixed upper and lower bounds for each grade level. These standards should govern class size year over year and only be disrupted for a compelling reason. This is a common practice among peer districts.

 5. With regard to the start times for elementary, middle, and high schools students, research points to the benefits of high school students starting latest. In Redding, high school students begin their day the earliest. Do you support changing school start times to enable high school students to start later? Why or why not?

The science is compelling and the logistical obstacles can be overcome. I support adopting healthier start times. If we value student learning and value academic outcomes, student health needs to be a priority. This includes embracing appropriate start times in sync with adolescent sleep needs. I would support both a tri-board start time review initiative and state legislation that would help enable such a change.

 6. Would you advocate that Redding stay in DRG A or would you advocate leaving and why?

Redding’s position in DRG A is nearly nonnegotiable. While the DRG is, in part, a reflection of wealth, it is also a reflection of the value we place on education as a community. For nearly all of us, our homes are our number one financial asset. Remaining in the DRG A conversation is critical to maintaining home values. And it’s pretty easy to see why. Redding is on the outer limits of what many consider reasonable commuting distance to Manhattan, or even Stamford. Our schools are our number one asset. If the DRG line is drawn just to our south, Redding will stop being perceived as the northern end of exceptional schools and start being perceived as the southern end of good schools. And perception is often reality when it comes to the housing market.

 7. What are three things you want to change as a member of the Redding Board of Education?

1. Do more to center administration on short- and long-term goals and objectives. We have started moving in this direction and have shifted the overall discussion to one of forward-looking strategic thinking. We need to normalize monthly reporting that assesses progress and setbacks against these goals and objectives. This will allow the Board to focus on its high level responsibilities and limit opportunity to get “lost in the weeds”.

2. Do more to find efficiencies across three boards. We lose a lot of potential by operating as three independent boards of education across ER9. The more we do to collaborate on issues of common concern and limit the need for administrators to work through the same issue three times, the better. This change requires each board to relinquish some control and act in a less parochial manner. When we do act reasonably across three boards, there have been positive results such as the new bus contract. When there is resistance, we end up with three policy books in various states of disorder, to the benefit of no one.

 3. Do more to focus our meetings on what matters most. When meetings run to four hours, it is hard to maintain the appropriate level of focus and diligence on items that arise late in the evening. Agendas should be crafted to ensure difficult items are earlier in the evening and as much reporting as possible is accepted in writing without lengthy presentation.

 8. What are the values that will guide you as you balance taxes and our school budget?

The cost of education is the single largest driver of property taxes in Redding. Accordingly, it is placed under the most scrutiny each year at budget time. The Board of Education does not, itself, have taxing authority. It is required to produce an annual estimate of the cost of maintaining the schools. This includes complying with State mandates. When a budget is approved by the town, the Board of Finance sets the tax rate after considering revenue and potential use of the fund balance to offset the tax levy. It is, of course, relevant to consider the needs of the town when considering a budget. When reviewing a budget, I look to do the most good for the most students, minimize harm wherever possible, and assess new programs or hires against a stated purpose, how the proposal fits into a broader plan, and how it relates to the district’s vision and mission.

 9. What is your perspective on the use of standardized testing in grades K through 8?

Standardized tests, along with assessments such as the NWEA, are among the many tools to assess the educational achievement of one or a cohort of students and assess the merits of a particular curriculum or methodology. I do not support creating, or permitting to exist, a high stress test-focused environment. Our students should perform well on tests and show growth on assessments because they attain a mastery of fundamental material through effective teaching methods not because we “teach to the test” and spend hours preparing our students for every conceivable test taking advantage. Positive test scores should be the result of excellent education, not its purpose. As a district that values the individual learner, the depth of data provided by assessments and testing can help identify deficits that may not otherwise be apparent and allow faculty to tailor lessons and interventions to individual or groups of students for whom a particular skill is challenging. The excellent SBA scores at RES are a testament to the dedication of faculty teams that work to identify these deficits at an early age and provide push in and pull out support to ensure students gain mastery of math and English literacy at a very high rate. I value standardized testing as a tool that can improve teaching and identify strengths and weaknesses. I reject molding curriculum to focus on test taking skills or inducing unnecessary stress. Life has plenty of stress after 8th grade.

 10. When the town of Redding was showcased in the New York Times, our school system was not mentioned. What would make our school system stand out in a crowded field of so called “excellent schools?”

I think we have to embrace the current diminished enrollment period to reflect on what we, the Redding community, want our schools to excel at. It is increasingly difficult to maintain a wide breath of excellent programs with a small student body, upward pressure on budgets, and reluctance to accept increases in the community. We can be a school that is good at a lot of things or truly superior at some. I don’t pretend to know what that something is: leader in STEAM education? Leader in the arts? Or innovator in the use of open space and parks to expand the classroom outdoors?

 11. Creating a budget and getting it approved by the Boards of Education and Finance requires great effort and skill. Do you feel that negotiation, conflict resolution, and finding common ground are your strengths? If you do, please explain why, and please provide examples if possible.

I have experience negotiating both professionally and as a Board member. Professionally, I spend large portions of each day negotiating contracts and litigation matters, which requires finding common ground. In my time on the Board, I’ve been involved in negotiating the new bus contract as well as four union contracts. Ultimately, success in negotiating compromise between two sides that have very similar goals is to ensure respectful communication and actually listen to each other rather than talk past each other. Much of the tension between the boards recently could likely be alleviated by more joint discussion and conversation and less siloed conversation.

 12. Providing services and support for children with special needs is required by law and has been, and will continue to be, a challenge for the Board of Education vis a vis the needs of the general education population, which includes gifted and talented students. How do you propose to evaluate and meet the needs of all students?

There are a few moving pieces here: what we must do, the impact of mandates, efforts taken to mitigate those impacts, and what we would ideally do. The State requires that we provide a free and appropriate education to all students, this includes providing accommodations and assistance to students with special needs. I believe this obligation is a moral one as well as legal. The State requires that we identify, but not necessarily provide services to, gifted and talented students. The result of this landscape is that we must meet the escalating costs of special services. That cost now exceeds thirty cents of every dollar. The State provides some funding to offset local special education costs but it is de minimis in the grand scheme. As these costs escalate, Redding’s budget has largely been forced to find offsets in other areas. Regrettably, this included the elimination of the RES enrichment teacher in 2018. We are fortunate to still have a gifted and talented program that serves grades 3 and 4, even if we have no such program at JRMS. In an ideal world, we would be able to offer a comprehensive gifted and talented program through both buildings to serve advanced learners with the same degree of attention as those identified for special education services. Right now, that is largely aspirational. Before tackling the growth of the gifted program, we must bend the special services cost curve. There are two factors that currently aid in that endeavor: we have a permanent special services director for the first time in several years and the superintendent has been working on local solutions to expensive outplacements. A permanent special services director is critical to cost containment and predictability because she can establish continuity in approach to both identification and provision of appropriate services year to year. One of the most significant costs is when a child needs to be outplaced. The district must pay tuition and transportation for these students. The superintendent is currently working with his peers to establish a more local school to deliver specialized services to maximize efficiencies and generate savings for participating districts. If this initiative bears fruit and stability in administration continues, costs can be contained and resources allocated to preserving or growing other programs, including gifted and talented.

 13. Each year as the budget is considered, favored programs such as Project Adventure, the music program, and extracurricular clubs and teams are often considered for cuts. What is your perspective on these programs and would you consider cutting them? Why or why not?

As a parent of three Redding students, I have seen firsthand the positive impact of these programs. Recent cuts to the JRMS music program and extracurriculars in both schools have been painful. I would not be comfortable making further cuts. However, I recognize that escalating costs in non-negotiable areas, including, for example, the cost of special services and the cost of providing health insurance, put enormous pressure on the district’s financial resources. Ultimately, if the town rejects multiple budgets again, as it did in 2018, the arts, clubs, and project adventure will again be exposed to cuts because recent efforts to constrain costs has led to the removal of nearly all non-programmatic budget requests, such as carpeting and furniture, and the continued deferment of requests such as replacement computers for the STEM lab.

1. Tell us More About You - Why do you wish to join the Board of Education?

I have an undergraduate degree in two disciplines from Wake Forest, history and economics. Studying these disciplines I fully the consequences of not focusing on educating our population - i.e. the economy and stability of a nation deteriorated to the point of collapse with a few generations. Needless, education is among a governments highest priorities. Furthermore, I have a special interest in US educational trends, following studies published by the American Enterprise Institute demonstrating a profound lack of comment envy in the history of our own nation. Lastly, I believe education or actually inadequate education in our urban centers is the real civil rights issue of our time. Personally, I have volunteered to participate in Baltimore City’s conflict resolution program and a NYC’s foundation “Free Arts”.

2. Do you support the use of a cost-per-pupil methodology to determine the school budget and why? If so, do you believe that per-pupil education costs should be raised or reduced, and by what amount? If not, what other methodology would guide how you determine an appropriate annual budget?

My background has included implication of various enterprise solutions to measure cost and profitability (ABC accounting methodologies). However, public finance is much different. As a neophyte, I am cautious to commit to anyone of the three predominant methodologies - i.e. Staffing Analysis, “per-pupil cost”/ cost of service analysis and cost effectiveness measurement analysis. To speak to the benefits and disadvantages of each method is well beyond the scope of this questionnaire. I can say that each has its own advantages and disadvantages- combining the latter two approaches- cost per pupil for ease of communication and cost effectiveness for a more dynamic use of resources would be in my humble opinion be ideal.

 3. Do you believe the Redding school budget adequately funds professional development? Why or why not?

Unlike an actual politician who appears to answers a question he/she even though they don’t have all the facts I cannot if I am going to be truthful. I will say in general the more resources dedicated to development in any profession if correctly focus yield positive results. Of course, as with anything there are diminishing returns to consider.

 4. Do you believe current class sizes are appropriate? Why or why not?

Simply by comparing declines in student population and number of teachers I would say that Redding has maintained an “appropriate” class size, particularly in regards to more complex economic environment. That being said ( actually written), I would generally be an advocate for smaller class size - resources permitting.

 5. With regard to the start times for elementary, middle, and high schools students, research points to the benefits of high school students starting latest. In Redding, high school students begin their day the earliest. Do you support changing school start times to enable high school students to start later? Why or why not?

I do. While I have not read any of the several studies that have been cited that support the premise that teen ages need more sleep - I was one once. Seriously, I am aware that our teenaged require additional sleep to develop to their full potential. I suspect with a little creativity bus schedules can accommodate the needs of teenager.

 6. Would you advocate that Redding stay in DRG A or would you advocate leaving and why?

Well, we are certainly in good company being DRG A. While new to Redding, I do understand that being designed as A has a positive impact on property values. There are several variables negatively affecting property values, so re-designation would be ‘adding fuel’ to the fire.

 7. What are three things you want to change as a member of the Redding Board of Education?

I would like to amplify cooperation among the disparate school boards hopefully to enhance efficiencies. I would enhance efforts to share resources among surrounding jurisdictions- almost voluntarily a la carte regionalization. We are a Board of education not a board of budget I think we should look at the curriculum working hand in hand with the Superintendent.

 8. What are the values that will guide you as you balance taxes and our school budget?

We are facing challenges that I have not seen in my lifetime that if not carefully address and balanced will have last negative consequences for residents of Redding and towns like Redding in the northeastern region of the United States. Students need to be prepared for an even more complex and competitive world; consequences we need to be ever more innovative in allocating resources as well as developing new revenue sources. I don’t believe just raising property taxes to meet the aforementioned goal is sustainable. Frankly, this traditional pathway will become and is becoming counterproductive. I will expand a bit. Traditionally, a quality school system was a key driver of property values; and, most people would move to these communities know that you “get what you pay for”. However, changes in the private sector- gone are automatic raises and qualified pension plans; State, property and payroll taxes are an ever larger proportion of our paychecks; yields on traditional retirement assets are nominal; structure of the family - fewer children, older parents, single head of household, no children ...; population migration from rural/suburban to urban and North to South are just a few factors that are negatively affecting our real estate market, particularly at the higher end (I believe will eventually affect the entire market). The positive correlation between property value and having a quality school system is in jeopardy. You need to look at the relationship backwards and forwards meaning from parent/student and property owner . From the former, the quality of our school system and towns like Redding are destined to suffer if there is no consideration given to the tax payers. Conversely, the tax payer needs to realize it’s in their best interest to have a quality school system. I suppose after rambling on and on my guiding principle is to create an environment of understanding that trade offs, compromise and fairness in necessary for all of us to succeed. We need to be innovative, transparent and dynamic.

 9. What is your perspective on the use of standardized testing in grades K through 8?

I think it’s a valuable tool. But, it’s just one tool that administers have to access a child’s process as well as how effective we are educating the children at large - trend analysis.

 10. When the town of Redding was showcased in the New York Times, our school system was not mentioned. What would make our school system stand out in a crowded field of so called “excellent schools?”

Well, I would not be too concern about what the Times said or did not say. As Ted Koppel said “it’s not your parent’s NY Times”. That being said, I understand that recent ally we have recently been recognized for performing well state wide in this “crowd field”. I believe our school system does stand out, irrespective of the Times. Of course, everything can improve.

 11. Creating a budget and getting it approved by the Boards of Education and Finance requires great effort and skill. Do you feel that negotiation, conflict resolution, and finding common ground are your strengths? If you do, please explain why, and please provide examples if possible.

For 30 plus years, I was a private banker on the trust and estate side of the business. It’s in my very nature to negotiate, compromise and find common ground. I look forward to working with my fellow Redding citizens who are finance board members.

 12. Providing services and support for children with special needs is required by law and has been, and will continue to be, a challenge for the Board of Education vis a vis the needs of the general education population, which includes gifted and talented students. How do you propose to evaluate and meet the needs of all students?

I believe there is an ongoing analysis that is looking at special needs population and the evaluation process. Consequently, I will regain from speaking to the evaluation process. However, I can speaking on a personal level on allocation issue. My first cousin, Neil is autistic. He had special tutors and was outplayed it cost the West Windsor (NJ) a fortune. However, the school system developed a superior in-house project when Neil turned 16. And, he was mainstreamed. Neil graduated from University of Pa and Brien University with a PhD in applied mathematics. So, he went from wearing a diaper till age 10 to a PhD from an Ivy college. So, I am okay with some disproportionality in resources for both special needs and gifted.

 13. Each year as the budget is considered, favored programs such as Project Adventure, the music program, and extracurricular clubs and teams are often considered for cuts. What is your perspective on these programs and would you consider cutting them? Why or why not?

The arts in general really make like worth living. A high school is more than just vocational training. In my opinion to eliminate the arts altogether becomes a Hobson’s choice - I don’t thing the child is really fully educated with exposure to the arts.

1. Tell us More About You - Why do you wish to join the Board of Education?

My motivation for serving on the Board of Education is to fill a need and to give back to the system that has served my girls so well. I am striving at my work to be solution driven and not just task oriented. I hope to put that same idea into practice on the BOE. I would like to help ensure that a strong foundation continues to be provided at RES and JRMS to best prepare students for the challenges facing them at JBHS. Volunteering over the past 12 years I have noticed a steady decline in the number of people willing to donate time and energy to a cause or an institution. I feel it is important to put myself out there and serve Redding, and hoping this encourages more people to get involved.

 2. Do you support the use of a cost-per-pupil methodology to determine the school budget and why? If so, do you believe that per-pupil education costs should be raised or reduced, and by what amount? If not, what other methodology would guide how you determine an appropriate annual budget?

It is difficult to support cost per pupil methodology. The cost of special needs requirements makes it nearly impossible to adhere to that way of budgeting. I believe there should be a viable budget overall that can allow for excellent programming and ideal class sizes without causing distress to tax payers. Our limited commercial tax base and increasing special needs requirements mean that in order to have high quality schools, we ultimately have to pay for them.

 3. Do you believe the Redding school budget adequately funds professional development? Why or why not?

Currently yes. From what I understand all professional development needs and costs that were asked for were approved this year.

 4. Do you believe current class sizes are appropriate? Why or why not?

I am not aware of the current class sizes in JRMS, but do know there are a total of less than 360 students overall. At RES, when my children were there, class size rarely exceeded 20 and I feel they received excellent attention. It appears to be that way currently with only the 4th grade level having a class larger than 20, however that should be manageable as they will need to be prepared to be more independent in JRMS.

 5. With regard to the start times for elementary, middle, and high schools students, research points to the benefits of high school students starting latest. In Redding, high school students begin their day the earliest. Do you support changing school start times to enable high school students to start later? Why or why not?

It is difficult to support a change in time for HS students. The main reason is that it is not a simple process and would be an immense undertaking. That does not mean I do not see the value in teens getting more sleep or that trying to enact change is impossible. I do feel that this should begin a the state level. I have seen my children succeed with the current structure. The HS Students provide valuable assistance to the the child care program at RES, they work or do sports after school. In some cases they are home to meet younger siblings. Any delay in the time their day at school finishes will cause a ripple effect on the other activities and could diminish the benefit. It is my understanding that when polled, although kids would like more sleep, most would not want to change the start time.

 6. Would you advocate that Redding stay in DRG A or would you advocate leaving and why?

Yes. We should remain a part of DRG A. I have not done a lot of research on this but do believe that within DRG A Redding has some of the most affordable homes, making it an attractive choice to families considering a move.

 7. What are three things you want to change as a member of the Redding Board of Education?

There are questions that are difficult to answer as a newcomer to this process and not being a current board member. I won't deny that I have much to learn if elected. I think the current board does an excellent job. What I hear from the community is they would like to see more collaboration, a smoother budget process and updated facilities. I do believe we need to take education into the next generation. We need to think about what a career path will look like for those graduating in the next 10-12 years. I would like to be part of that challenge.

 8. What are the values that will guide you as you balance taxes and our school budget?

I value a well rounded experience. I would like to see us maintain a focus on the arts as well as the sciences. I would like to see our facilities be updated and welcoming, but do realize we have limitations. Again, without a commercial tax base it is the homeowners footing the bill, and not all have children in school. If elected, I will have no children in the Redding schools towards the end of my term, and yet I will support providing for the schools to maintain one of the best parts of Redding.

 9. What is your perspective on the use of standardized testing in grades K through 8?

I am not opposed to standardized testing in moderation. These tests can help identify if a student is struggling and if there are areas where education in Redding should focus. I have heard the BOE discussions after test results are released and am aware of how this helps the administration support the kids that need attention. Multiple long days of testing should be avoided to reduce stress on the students.

 10. When the town of Redding was showcased in the New York Times, our school system was not mentioned. What would make our school system stand out in a crowded field of so called “excellent schools?”

I read an article from March 2018 about living in Redding and our schools were mentioned, as was our 2015-2017 PTA School of Excellence Award. We are fortunate that we live in an area that is crowded with excellent schools. What will make us stand out are our residents. We need to support the dedicated parents who volunteer and those who run the parent-teacher associations in all schools. More people getting involved can make a huge difference.

 11. Creating a budget and getting it approved by the Boards of Education and Finance requires great effort and skill. Do you feel that negotiation, conflict resolution, and finding common ground are your strengths? If you do, please explain why, and please provide examples if possible.

I have been trying to familiarize myself with the current challenges facing the board and know that it will be the goal to find the gray area, the point at which everyone, on all boards, is comfortable with the level of spending and the quality of education and facilities. I have negotiated that in all my volunteering to date for the Mark Twain Library, the Redding Easton Boys and Girls Club, and the Redding Historical Society. Conflict resolution is a part of life. I deal with it at home, at work, and in the community. I strive to be sure all are heard and all points of view are taken into consideration.

 12. Providing services and support for children with special needs is required by law and has been, and will continue to be, a challenge for the Board of Education vis a vis the needs of the general education population, which includes gifted and talented students. How do you propose to evaluate and meet the needs of all students?

Again, this is a difficult question to answer as a newcomer to this process and not being a current board member. Since it is required by law we really have no choice, nor would we ever want to deny a child a public education in our community. From what I have learned so far Redding balances out the needs of all students very well. Students who cannot be served our system are accommodated, and within the system have excellent professional services. I would rely on the administration at each school to evaluate the needs and only hope to provide some oversight as a board member. The quality of education of all children must be considered.

 13. Each year as the budget is considered, favored programs such as Project Adventure, the music program, and extracurricular clubs and teams are often considered for cuts. What is your perspective on these programs and would you consider cutting them? Why or why not?

As I learn more about the budget and how it is managed I am sure I will see the real struggle with all of this. I believe in elective classes so I would not support cutting the programs mentioned above. We need to provide a well rounded experience for all students. It is my understanding that all participate in Project Adventure and it is a student favorite. I cannot imagine eliminating that from our course selection.

1. Part of the job of being a member of the Region 9 Board involves managing and leading a diverse, professional staff of educators and administrators. Please explain your philosophy of governance as a member of a Board and what experience you have that makes you the best choice to help manage and lead Region 9.

Not to quibble, but I think I would use the term "oversight and guidance" rather than "managing and leading." The Board's principal role is to set policy, oversee financial and academic affairs, and engage key personnel. The Superintendent of the ER9 tri-district is the CEO, reporting to the boards. The Board should generally be supportive of its CEO and key administrators; if instead, Board members are constantly critical, then they are doing a disservice, and should bite the bullet and get a CEO they will support. The Region 9 Board has historically been activist, which can be very helpful so long as it doesn't wander over into micromanagement (which has happened all too often). On the Region 9 Board, I try to put the brakes on micromanagement when it rears its ugly head. My experience includes not only 12 years on the Region 9 board (including two years as chair) and a bazillion board committees, but also a combined total of more than 20 years on the boards of the Boys & Girls Club and a national trade association (also serving as chair). Boards have to be collaborative to function effectively; board members who insist on having their own way undermine both the board and the executive staff.

 2. Joel Barlow High School is a critically important part of the Redding (and Easton) community. As a Board member, you are in a position to influence the future direction of the school. What is your vision for JBHS in the next six years? For instance, what should stay the same, what should change, what should we be striving for? What will you ask of taxpayers to help you realize that vision?

The next six years will see a gradual decline in student population at Barlow, which will then bottom out and start gradually increasing again. This will almost certainly mean fewer staff as well. But instead of simply viewing Barlow 2025 as a smaller version of 2019, we should look at this as an opportunity to enhance the educational experience and strengthen a sense of community, both within the walls of Barlow and outside. There may be opportunities, for example, to "co-op" certain courses and learning experiences with other high schools that are also experiencing declining enrollment (the way some athletic programs do now). By 2025 there will also be new opportunities through technology (which probably are unknown today) that should be used to help foster the sense of community rather than isolation and fragmentation. Board members should be open to informed innovation. Special Ed must also be considered, since the percentage of students requiring special services may continue to increase. We currently have programs to encourage integration of students receiving special services with the general population, and to reduce the need for expensive outplacements, and these should continue. Board members can play an important role in communicating what Barlow is trying to do and be, and how this benefits its communities. If we can communicate that effectively, I think the taxpayers will support it.

 3. Central Office is made up of twelve people who are tasked with leading and supporting six schools and three separate, though related, school systems. Do you believe this is the best structure for Redding-Easton? What changes if any would you like to see and why?

To paraphrase someone else's old saying about democracy, the current ER9 tri-district structure is a flawed system but it works better than anything else you could realistically come up with. Formal regionalization is unlikely to ever happen for financial, political, and process reasons. We should do the best we can with the hand we've been dealt. This means acting as much like a true regionalized system as we can. This would probably mean actually adding staff to Central Office in roles that would equally benefit all three districts (e.g., a director of learning technology), so long as there are corresponding staff reductions at the district and building level to avoid duplication and unnecessary layers of administration. Adding to Central Office staffing will be politically unpopular unless it can be shown to save money and improve outcomes, but we shouldn't simply accept the current unwieldy and threadbare status quo if there are structural improvements that could be made.

 4. Cost-per-pupil is a metric that is often used in evaluating the school budget. How important is CPP to you and why? What other metrics would guide how you determine an appropriate annual budget?

I won't say CPP is meaningless, but it's close. Small districts like ours almost always have higher CPPs than larger districts with comparable demographics and programs, due to dis-economies of scale and fixed costs. Plus, when making staff reductions, the less senior and less expensive staff are usually cut first (per union contract), which may have the perverse effect of reducing costs but driving up the CPP. There is no perfect metric. However, I do think it's appropriate to compare Barlow's course offerings and performance (including test scores) with other DRG A and DRG B high schools, and to look for evidence of steady improvement. If we can do that with flat or declining budgets, then we're probably on the right track. If not, then we need to understand if the issue is insufficient or misdirected resources, or something else.

 5. Enrollment-driven program cuts have become commonplace in an era of declining enrollment. Many programs in our curriculum are multi-year (for example, foreign languages). In your opinion, what is our responsibility, if any, to the students who are currently enrolled in those multi-year programs and hope to complete them?

Generally, I would favor continuing the programs such that multi-year students could complete them. A more honest and complete answer includes the caveat that I would not take extraordinary measures to continue a program for a very small and/or diminishing number of students. There are probably alternative ways to facilitate completion of a shrinking program such as by online learning.

 6. The Region 9 Board has instituted a “pay to play” requirement at JBHS where parents must pay the school certain sums if they wish for their child to participate in extra-curricular activities such as theatre or certain sports. Do you support a “pay to play” system and if so,what if any parameters should be established?

I resisted athletic fees for a long time but reluctantly supported it a couple of years ago during a difficult budget deliberation. My switch was based on comparative data from other schools as well as apparent support from affected parents. Barlow's fees remain generally less than other schools (for sports, anyway), and I do not support raising them further. Program fees should have a relationship to offsetting actual costs for that program, and not just be used to generate general purpose revenues. In addition, no one should be denied the ability to participate based on inability to pay.

 7. What are the values that will guide you as you balance taxes and the school budget? If you put forward a budget to taxpayers that requires a significant rise in taxes, how will you defend that decision?

Currently, Barlow's programs are driven in large part by student interests, which leads to a fairly wide and flexible set of offerings beyond the required core curriculum. Call it a "bottom up" approach, in contrast to a "top down" approach in which there is a pre-set, limited selection of course offerings chosen by the administration to which students must either conform their interests to what is offered or go to study halls. The "top down" approach would likely be simpler and cheaper, but I prefer the "bottom up" approach, and think we should try to preserve it so long as taxpayers see the benefits and are willing to foot the bill. It should be noted that with only a couple of exceptions, Region 9 budgets have passed by roughly 2-1 margins since I've been on the Board. We must be doing something right. All that said, I don't foresee budgets over the next few years that will require a significant rise in taxes. There will continue to be modest staff cuts as enrollment declines, and staffing costs make up at least 70% of the budget. In addition -- and this is important but largely unrecognized -- over the past few years we have 1) switched the employee health care plan to an HDHP/HSA system, and 2) moved the pension plan for new non-certified staff from "defined benefit" to "defined contribution". These two reforms are worth hundreds of thousands of dollars per year in future cost savings compared to maintaining the status quo. I suppose I should mention that, since 2008, I have served on the Negotiating Committee with the unions that brought about these and other reforms.

 8. What personal experience with the schools in Redding drives you to want to work on the Region 9 Board?

It has been nearly 20 years since my son graduated from Barlow, so my personal experiences as a parent have faded a bit. I do think that Barlow does a better job today focusing on the "kids in the middle" who are neither the highest achievers nor requiring special interventions, and want to see continuous progress in that area (can you tell that my son was a "kid in the middle"?). My more recent experience has been the past 12 years of service on the Region 9 Board, which I have found to be very rewarding personally because it keeps me engaged in community issues generally as well as educational trends.

1. Part of the job of being a member of the Region 9 Board involves managing and leading a diverse, professional staff of educators and administrators. Please explain your philosophy of governance as a member of a Board and what experience you have that makes you the best choice to help manage and lead Region 9.

The primary governance function of the board is policy and oversight. We are tasked with hiring a highly qualified Superintendent to manage the day–to-day operations of the district. Board members direct and evaluate the performance of the Superintendent based on the expectations of the school community. We do not manage our staff of professional educators, the Superintendent is charged with that task. I have collaborated with many School Superintendents over the years, and I believe this experience is essential in developing a balanced approach to represent the community.

 2. Joel Barlow High School is a critically important part of the Redding (and Easton) community. As a Board member, you are in a position to influence the future direction of the school. What is your vision for JBHS in the next six years? For instance, what should stay the same, what should change, what should we be striving for? What will you ask of taxpayers to help you realize that vision?

The role of a board member is to best represent the core values of our community. Joel Barlow High School is the “ Crown Jewel” of our educational system. My vision for the next six years is for JBHS to remain as one of the best high schools in the country. We should consistently strive to improve the educational experience for our students. I remain committed to provide the educational opportunities our students need for success in higher education or the workplace, and to become responsible, compassionate members of the global community.

 3. Central Office is made up of twelve people who are tasked with leading and supporting six schools and three separate, though related, school systems. Do you believe this is the best structure for Redding-Easton? What changes if any would you like to see and why?

The staffing levels at Central Office have increased over the past 5 years…from 10.5 employees in 2014 to 13 full-time employees this year. They service the five schools in our three districts (Easton, Redding, and Region 9.) Consolidating our three districts into a K-12 Easton/Redding School System has been a topic of discussion for many years. Under this model, there would be a single Regional K-12 Board of Education governing all the schools in both towns. Many administrators and board members continue to support this idea to reduce the number nighttime meetings and to eliminate administrative redundancy. Many also mistakenly believe district consolidation would result in reduce costs. In a recent memo to members of all three boards, the Superintendent of Schools confirmed that consolidation would result in higher operational expenses. I believe the organizational structure currently in place serves our students and community well. However, I will continue to consider any modifications aimed at making us more effective or more efficient.

 4. Cost-per-pupil is a metric that is often used in evaluating the school budget. How important is CPP to you and why? What other metrics would guide how you determine an appropriate annual budget?

Per pupil cost is a familiar metric the State publishes every year as a general comparison tool. However, many factors must be considered to accurately assess the cost of education in towns varying in size and educational quality. In larger districts, economies of scale can produce lower per student costs. The Region 9 Board functions as both a Board of Education and a Board of Finance; our proposed budget request goes directly to the voters for consideration. We review historical data related to class size, breadth of offerings, and student interests. In addition, we rely on our professional educators to recommend a budget that serves the needs of all of our students.

 5. Enrollment-driven program cuts have become commonplace in an era of declining enrollment. Many programs in our curriculum are multi-year (for example, foreign languages). In your opinion, what is our responsibility, if any, to the students who are currently enrolled in those multi-year programs and hope to complete them?

The Region 9 Board has made appropriate proportional reductions in staffing levels, which directly correspond to the decline in student enrollment. Programmatic cuts have not become commonplace in the wake of declining enrollment at Region 9. However, the structure of some of our programs may need to be altered based on student course selections. I do not support reductions in program offerings.

 6. The Region 9 Board has instituted a “pay to play” requirement at JBHS where parents must pay the school certain sums if they wish for their child to participate in extra-curricular activities such as theatre or certain sports. Do you support a “pay to play” system and if so,what if any parameters should be established?

In 2017, the Region 9 Board accepted a proposal from administration to implement a participation fee in order to preserve the breadth of extra-curricular club and interscholastic athletic offerings. This model varies greatly from school districts in other areas, which use pay-to-play revenue to fund their entire athletic or extra-curricular programs. The Region 9 Board continues to allocate $ 1,063,971 for clubs, activities, and our athletic program. I do not support the concept of “pay-to-play” programs, but I have not received many complaints related to the JBHS Participation Fee. The fees charged at Wilton and Ridgefield High Schools are more than twice the amount of Barlow, and our fees are waived for any student with a hardship.

 7. What are the values that will guide you as you balance taxes and the school budget? If you put forward a budget to taxpayers that requires a significant rise in taxes, how will you defend that decision?

The needs of our students are always the primary factor in the development of the yearly operating budget. However, it’s also important to present a fiscally responsible budget that balances student needs with the town’s ability to fund our requests. As the Chair of Region 9, I have defended significant budget increases to Redding over the last two years. The increases were based on a substantial shift in apportionment…more students from Redding, and less students from Easton.

 8. What personal experience with the schools in Redding drives you to want to work on the Region 9 Board?

I have been an active member of the school community since 2006. I am the Chair of the Region 9 Board of Education, and I previously served as Secretary on the Redding Board of Education As Chair of the Redding Facilities Planning Committee, I have worked to improve the learning environment for all of our students. I believe we have great schools here in Redding. My children have greatly benefitted from the amazing education they received here. If I’m re-elected, I will continue to work hard to assure our children are prepared to enter the global community with the tools they need to succeed.