Jessica Curtis jcurtis13211@lowellschools.com

1. Please tell voters a little about yourself, how long you have lived in the district, and why you want to serve on the Lowell Area School Board of Education.
I am a Lowell Alumna who graduated in 1999 and then attended CMU, earning my bachelor’s degree in education. While I have worked in sales for almost 20 years, I have always been drawn to education. My husband, Mike, and I are lifelong residents of Lowell and have three children; one is a recent LAS graduate, and the other two currently attend Lowell Area Schools. I have served on the Lowell Area School Board for the past four years and want to continue the excellent work in our District. Lowell has a solid record of academic achievement and financial integrity. The district has faced many different challenges over the past four years that have prepared me to understand that we need to continue to follow its guiding principles and further build on its solid foundation. Serving on the Lowell Board of Education is an excellent opportunity to contribute positively to our school district. I desire to preserve educational opportunities for all students and continue our tradition of excellence within our district. I have always felt proud to be a part of the district, and I want future generations to feel the same way after graduating from Lowell Schools.

2. In what ways have you invested, volunteered, and engaged with the district and the Greater Lowell community?
Since 2012, I have served as secretary of the Lowell Education Foundation, ensuring teachers had funding for their innovative projects. I have also served as a parent rep and currently as Vice President of Lowell Athletic Boosters to raise funds for student-athletes. I have been involved with several Lowell Parent Focus Groups, working with the community on various bond renewals. I have also volunteered with the Lowell Middle School PTO. I have also volunteered for Gilda’s of Lowell over the years.

My husband and I are both actively involved with the Jason Kinzler Family First Foundation, which provides support and financial assistance to families with minor children who have experienced the unexpected loss of a parent, and Beyond26, a non-profit organization that helps find employment and volunteer positions for individuals with disabilities aged 18 and older.

I have always been grateful for the opportunities given to my family, and I want our children to see the value of giving back to others

1. Please define what you understand “parental rights” to mean regarding public school districts, what you know about mechanisms LAS has in place to support parental rights, if you see those as inadequate or lacking, and if so, what you would propose as a board member to address concerns.

"Parental rights" in the context of public-school districts refer to the legal and ethical rights that parents or guardians have concerning their children's education and well-being while attending public schools. The scope and specifics of parental rights are often subject to balancing with the rights and responsibilities of the school district, as well as the rights of other students.

LAS has numerous mechanisms to support and protect parental rights, ensuring that parents or guardians can actively participate in and influence their children’s education. Some of these mechanisms include parents' access to their children's grades, attendance records, assignments, and other relevant information via the online portal Infinite Campus. They can also formally request copies of their children's educational records, including transcripts, disciplinary reports, and Individualized Education Programs (IEPs).

LAS schedules conferences where parents can discuss their child's academic progress, behavior, and concerns with teachers. LAS regularly sends parents emails and other communications to inform them about school events, school policies, and their child’s progress. LAS hosts open houses and orientation events where parents can meet teachers, learn about the curriculum, and ask questions.

Parents can attend our school board meetings, join parent-teacher organizations (PTO), and serve on advisory committees that influence school policies and decisions. LAS regularly conducts surveys to gather parental input on various issues, such as feedback on parent-teacher conferences.

LAS requires parental consent for specific activities, such as field trips, extracurricular activities, and the use of technology. Parents can also opt their children out of certain instructional content, such as reproductive health.

Parents of LAS students with disabilities can participate in meetings to develop and review their child’s IEP or 504 Plan.

These mechanisms at LAS are designed to foster collaboration between parents and the school district, ensuring that parents have a voice in their children’s education and that their rights are respected within the public school system.

2. In recent years, LAS has added an elementary math coordinator, literacy coordinator, after-school tutoring programs, summer school, and middle and high school mental health support. Work is underway to determine how successful the programs and projects initiated with Covid-era ESSER funds have been, and whether they can be maintained when those run out this school year. Some may continue by using the district’s general fund, and others only if there are new grants available.

If there are not adequate funds or grants, some tough decisions will have to be made that may not be unanimously popular. What sources might the BoE explore to help make those decisions?

Here are some sources the LAS BOE may consider exploring to continue the district's various programs funded via ESSER money.

The BOE can consult with the school district's CFO to explore reallocating existing funds, making budget adjustments, and determining whether cost-saving measures are available.

The BOE may seek community and stakeholder input to gather input from parents, teachers, and community members on which programs they value most and where cuts could be least impactful to our students at LAS and ensure that decisions reflect our community's needs and priorities.

Reviewing data on the effectiveness of ESSER-funded programs, such as after-school tutoring programs and summer school, can help the BOE prioritize those that have shown the most significant impact on our student outcomes.

The BOE can collaborate with community organizations to share resources or secure additional support for critical programs, such as mental health support for our students at LAS. Exploring partnerships with local businesses, foundations, and non-profits may yield grants to support some of these essential programs for the well-being of our students. Some of our current teachers and administrators may also be able to implement some of the resources that LAS has already used in our district with previously provided ESSER funds.

A key goal for the district is to provide an education that will enable every child to succeed in school and life. To realize this promise, every child must be given resources, support, and interventions based on their needs.

By exploring these various sources, the BOE can gather the information and resources necessary to make informed, strategic decisions that balance financial constraints with the district's needs still being met. Our district has done a great job of being fiscally responsible and planning in case of unprecedented times, so the items cut hopefully wouldn’t have to be drastic measures.

I feel it is essential to explore all possibilities to support our students and staff.

3. How would you assist a parent or community member in addressing an issue when they are asking you to solve a problem or make a change that is outside your scope as a board member?

If a parent or community member asks me, as a board member, to solve a problem or make a change outside our scope, it's essential to handle the situation with respect and transparency and guide them toward the appropriate resources.

After listening to their concern, I may direct the parent or community member to the appropriate person, such as the school principal, the superintendent, or a specific department head that could best address their concern. Explain the steps involved if their concern involves a formal process (such as filing a complaint or requesting a meeting). I would also provide any resources that might help them, such as links to the LAS website that provides our district policies, procedural guides, or upcoming BOE meeting schedules where their concern might be addressed. The LAS website even has a section that outlines how to communicate effectively with school officials where our parents can become informed about the "chain of command" or where to begin the communication sequence regarding their problem or concern. I would also encourage them to stay engaged with the district, whether through attending board meetings, participating in school events, or joining parent or community groups.

By following these steps, I hope I can effectively assist the parents or community members in a way that respects the role of a school board member while still helping them address their concerns.

4. Besides core subjects, students learn teamwork, initiative, respectful debate, informed decision-making, and critical and independent thinking. Please articulate the value of learning these skills in school.

Learning teamwork, initiative, respectful debate, informed decision-making, and critical and independent thinking in school is essential for fostering well-rounded students who thrive in a diverse and complex society. These skills go beyond academic achievement and are crucial for improving student outcomes by preparing them for lifelong success after graduating from LAS.

LAS works collectively to prepare students to be learners today and leaders tomorrow. These skills are foundational for lifelong learning, which is crucial in a world where continuous education and adaptation are almost always necessary. Students who master these skills are better prepared to continue learning and growing, leading to sustained success.

Our district's success can be directly tied to individuals learning these essential life skills. Working together in teams helps students appreciate diversity, develop empathy, and develop the ability to collaborate effectively with others, a skill essential in almost every career and social setting. Encouraging initiative in students helps them take charge of their learning and future. When students are motivated to explore, ask questions, and seek solutions, they develop leadership skills and a positive mindset that will drive personal and academic growth. Students learning to engage in respectful debate teach the importance of considering multiple viewpoints and engaging in constructive dialogue and discussions. Teaching students to make informed decisions involves helping them analyze information, weigh evidence, and consider consequences. This process will strengthen their critical and independent thinking abilities, allowing them to form their opinions and be empowered to decide for their future after graduating from LAS.

While these skills are not directly tied to core academic subjects, they enhance students’ ability to learn and perform well in those areas. A well-rounded education with these skills contributes to happier, healthier, and even more successful students. Continuing to focus on developing these essential life skills, LAS can improve outcomes for all students, ensuring they are academically proficient and equipped to navigate the world's complexities confidently.

5. ‘Feeling safe’ in school varies given learning styles, peer group/social dynamics, and home situations for the more than 4,000-plus members of LAS staff; administrators; parents; elementary, middle, and high school students; as well as for those with special needs. What is the BoE’s role in striving to meet and simultaneously balance all of these?

The BOE plays a critical role in ensuring that all members of the school community—including staff, administrators, parents, and students—feel safe and supported in school. Given the diversity of learning styles, social dynamics, home situations, and individual needs, particularly for those with special needs, the BOE must strive to create and maintain an environment where safety is both a priority and a shared responsibility. School safety is an ever-changing learning process. Students need to feel safe to learn, and staff members need to feel safe so they can focus on teaching. Focusing on communication with students and families will help them be wellinformed about safety concerns and how they are being addressed within our schools. To provide additional support staff for the mental and emotional health of our students and staff. Implementing and enforcing policies ensures that all students, regardless of their background or learning style, feel safe from discrimination and harm. These policies should be regularly reviewed and updated to reflect the changing needs of our community. Ensure that our district has emergency preparedness plans that include training for staff and students, communication strategies for parents, and protocols for addressing a wide range of potential safety threats. To continue to optimize security at each one of our schools includes secured entrances for visitors during school hours and Security Resource officers at the Middle and High Schools. Continue building relationships with local law enforcement. Continue to advocate and accommodate those with different learning styles and special needs. The BOE should maintain transparency in its decision-making for all safety processes and be accountable to the community for ensuring that all students and staff feel safe. This includes providing regular updates on safety initiatives and being responsive to concerns raised by stakeholders.

6. Lowell Area Schools has implemented policies and programs supportive of Diversity, Equity, and Inclusion; social-emotional learning and Positive Intervention Behaviors and Support. Are you supportive of each of those items? Why or why not? Is there anything you would advocate as a board member to affect or improve upon those areas?

I support Diversity, Equity, and Inclusion (DEI) initiatives, socialemotional learning (SEL), and Positive Intervention Behaviors and Support (PBIS) programs at LAS. Each of these initiatives contributes to fostering a positive and supportive school environment that benefits all students.

LAS values diversity, equity, and inclusion and strives to make all students feel welcomed and valued. Efforts to increase staff and student knowledge, analyze systems, and recognize potential areas for improvement around DEI are not new. Board of Education Policy #2105 details the district’s mission for all students. “Lowell Area Schools, in the spirit of high expectations, ensures all students will master essential skills, empowering them to become lifelong learners and contributing, responsible members of our global community. “

It is important to realize that not everyone has the same background and life experiences. When we learn about life experiences different from ours, we can be empathetic, open-minded, and more effective in understanding one another. Students who are allowed to see different perspectives will better understand their classmates and future coworkers.

SEL programs are crucial for helping students develop the emotional and social skills they need to navigate life’s challenges. These skills include self-awareness, emotional regulation, empathy, and effective communication, all essential for personal well-being and success. SEL equips students with the skills to build healthy relationships, make responsible decisions, and contribute positively to their communities and society. These skills are critical not only for success in school but also for long-term success in life. I am aware that LAS uses a Multi-Tiered Systems of Support (MTSS) model to reflect on behavior, academics, and social/emotional learning.

PBIS is a proactive approach to behavior management that focuses on teaching and reinforcing positive behaviors rather than simply punishing negative ones. This approach helps create a more positive and supportive school environment where students feel encouraged to make good choices rather than negative ones.

7. What steps have you taken so far to learn the main issues that face this district and/or the current board? What are the top three areas of focus for the district as you see it?

I have taken steps to learn the main issues facing the BOE by filling the open seat for the past four years and seeing how the board operates firsthand. I am also active in the community.

The top three areas of focus for the district, as I see it, are:

1. Academic Achievement. LAS ensures that students receive a highquality education that prepares them for future success in society. This includes maintaining rigorous academic standards, providing effective instruction, and offering a well-rounded curriculum for all students.

2. School Funding and Resources. Our district has done a great job of being fiscally responsible and prepared for the unexpected. However, this area needs to be at the top of our focus. Our school's top spending priorities should be hiring and retaining teachers and staff to best support our students. They are our district's greatest asset. While we are currently making upgrades to CCE,

3. Student Safety and Well-Being. Ensuring students feel safe at school, providing mental health support, and fostering a positive school climate.

8. Do you think the current process at LAS for receiving, investigating, and resolving a request to remove a book from the district libraries is thorough, fair, and respectful of all parents’ rights?

I feel the current process of reviewing books at LAS for receiving, investigating, and resolving a request to remove a book from the district libraries is thorough, fair, and respectful of all parents’ rights. The LAS School Board policies guide the purchasing of all classroom materials. The library is a classroom within each school and follows all LAS School Board policies. Parents can view concerns via the Libraries Frequently Asked Questions on the LAS website. It is indeed a parent’s right to revoke their child’s access to a title(s). Ultimately leaving it up to the parent to choose what is best for their child.

9. How can or should LAS set itself apart from other area districts to attract and retain qualified staff and support positions, given budget constraints and talent shortages?

Attracting and retaining qualified staff in a competitive job market, especially with budget constraints and talent shortages, requires a strategic approach emphasizing LAS's unique strengths and opportunities. While budget constraints limit salary increases, LAS can still offer competitive compensation by comparing regular salaries with other districts. Additionally, enhancing benefits such as health insurance, retirement plans, and professional development opportunities can make positions more attractive within our district. Highlighting the strong community ties and support for LAS is also another approach that can be emphasized. Regularly seeking and acting on feedback from staff to improve working conditions and address concerns demonstrates that the district values and listens to its employees.

10. How many school board meetings have you been to or watched recordings of, and do you see the current board as lacking in any area?

I have attended well over 44 school board meetings. I feel that the current BOE members are committed, devoted, and invested in what is best for all students at LAS.

11. School boards are multi-faceted and dynamic, and serving can be challenging, time consuming, and complex. How would your personal and professional strengths and skills complement the Board? How would you handle differences of opinion to stay focused on the goal of improved student learning?

. A career in sales has provided me with several key skills and experiences that are highly valuable for serving on the BOE. Successfully building and maintaining relationships, this ability translates into fostering strong relationships with fellow board members, school administrators, teachers, and stakeholders, which is essential for effective governance. My experience in understanding client’s needs and aligning solutions with those needs equips me to engage effectively with stakeholders, ensuring that their concerns and interests are heard and addressed in board decisions. Using strategic thinking to analyze market trends, identify opportunities, and develop strategies to capitalize on them directly applies to a board role, where I can help identify areas for improvement in the district and develop plans to enhance educational outcomes. Sales professionals are skilled at overcoming objections and finding creative solutions to many challenges. This problem-solving ability is valuable when addressing the complex issues that school boards often face, such as budget constraints, policy development, and community concerns.

I always approach any board with an open mind, willing to listen and respect others' opinions. I feel that having a board that has members with differing views is important. Different opinions can offer other perspectives and bring fresh ideas. The pushback from other points of view will press me to dig deeper, look for more information, and compare the varying options. Different opinions may lead to deeper discussions on hot topics. Sometimes, it may be best to bring in outside experts when dealing with policies and procedures to get their viewpoints and come up with a better solution. I also feel that providing other members with constant reminders of why we are all serving is the best way to provide education and opportunities for all students at Lowell. I firmly believe a board that works well together can accomplish much more than one that doesn't. Conflict isn't going to solve anything but create more tension. We must be better than that and show our community that we can do better together!