Meet the 2024 School Board Candidates
The Andy Roddick Foundation reached out to Board of Trustee Candidates for Austin ISD, Del Valle ISD, and Manor ISD and asked them to share their vision on afterschool and summer programs.
Early voting is October 21-November 1, and election day is November 5.
Austin ISD
Sarah Ivory, District 2 Candidate
www.ivoryforaisd.com
What is your vision for afterschool and summer learning programs in enhancing student achievement? — Wraparound services are the cherry on top of a quality education program. I would love for every campus at AISD to have a variety of after school options for students. Currently our campuses on the east side are not receiving the same quality of after school and summer programming, and my goal is to increase those offerings and increase marketing of those programs. One of the reasons we love raising our family in Austin is the access to so many unique opportunities for our own children. I want every child in Austin to be exposed to as many of the inspiring and diverse opportunities as our city has to offer.
What strategies would you employ to ensure equitable access to afterschool and summer programs for students in Title I schools? — The first step is an audit of the programs currently serving every AISD campuses and surveying AISD staff and parents on their experiences with current offerings. The second step is in-person visits to programs to observe the programs in action. Third, identifying which campuses aren't being served equitably and where we need to add programming. Finally, community outreach to inform families of the revised offerings and open house opportunities to meet with afterschool program staff.
How do you see external organizations contributing to afterschool and summer programs, and what specific steps would you take to reduce barriers for partners in working with your school district? — I value our Austin community deeply and the passion our city has for supporting public school students. One of my goals as a board member is to leverage that community support and bring access to more campuses. It's our job as a school district to evaluate the best programs and ensure the ones we are partnering are providing quality services, but my vision for AISD includes a community-wide effort to support all students.
Lynn Boswell, Position 5 Incumbent
www.lynnforaisd.com
What is your vision for afterschool and summer learning programs in enhancing student achievement? — Summer and afterschool programs have immense potential to enhance student achievement. That's true in the most common current sense of that term - performance on STAAR tests. And it's true in the broader sense of that term - in engagement with academics, discovery of new skills or interests, and the full set of skills our students need to succeed in school and after they graduate.
Data show clearly that high-quality afterschool and summer opportunities can have a powerful impact on student learning, including performance on standardized tests, literacy, and success in math. The Edunomics Lab shared data in a meeting I was in that showed when districts and afterschool providers worked to make direct connections between afterschool programs and classroom learning, student achievement increased. And that was true not because the afterschool programs became kill-and-drill sessions, but because they created engaging and authentic opportunities to practices and learn math and reading skills through discovery and play. That is powerful, and we need to lean into making those connections - including by simply making sure our providers know where students on a certain campus are academically and what skills might be most relevant.
At the same time, we must be certain that our afterschool and summer programs are not more of the same - more of the kinds of academic work students do during the school year, more test prep, more focus on a narrow vision of knowledge that is designed to improve performance on a single test.
Instead, our students deserve varied, rich, exciting afterschool and summer programs - options that reflect students' interests and expand students' worlds. Often, finding your "why" is a matter of serendipity - a moment when you stumble upon something that sparks a lasting passion. Austin is rich with diverse opportunities and institutions, with focus on science, the arts, athletics, nature, language, advocacy, entrepreneurship, and almost anything else it's possible to imagine. Austin is full of the kinds of sparks that help students find a passion and a path.
Many of our students have easy access to those opportunities. My own son - an AISD graduate who's now 25 - can trace his professional path to exactly that kind of moment - a single experience on a single day in a single classroom. And he had the chance to learn more about that passion during summers spent as a camper then as a counselor at the Austin Nature and Science Center - one of our many amazing gems. Those opportunities were truly life-changing and life-shaping for him. And our city is full of them.
But too many of our students may never set foot on the UT campus, or in Zilker Park, or at one of our local art museums or performances. That means it's our job to connect our students with possibilities. And afterschool and summer programs are a powerful way to do that - in ways that enhance student achievement in the most meaningful senses of that idea. We have a beautiful range of partners in AISD - organizations that bring the richness of our community into our schools. They offer discovery, relationships, and new ways of thinking and learning. It's an essential part of the work we do as a school system and I am grateful to live in a city that makes so many wonderful things possible.
What strategies would you employ to ensure equitable access to afterschool and summer programs for students in Title I schools? — We must lean into our partnerships - to leverage funding in our community that helps both our district and our partners connect with students. That's especially true in a moment when Texas is choosing to starve our public schools and narrow the meaning of education.
We must ensure the families know and have meaningful access to the wonderful range of affordable summer and afterschool programs that exist in our city - some of which struggle to fill their programs despite resources to help more students.
We must also work to create new partnerships with providers, thinking creatively about how their work can come into our afterschool programs and how our students and their families can visit local museums, cultural events, outdoor spaces, parks, and other partners that have so much to offer our students.
To ensure truly equitable access, we should also develop a clear understanding of what's currently offered, where it's available, and what communities would like to see that is not yet offered. We must also think creatively - not only through district funds and funds brought by our partners, but also in the resources that exist within AISD. What would it look like for a high school robotics team to meet once a week with a nearby elementary schoool's afterschool program, or to offer a week-long summer camp? Would it work for a high school swim team to offer afterschool swim lessons as summer approaches - to share the joy of swimming and help keep our students safe? Would art students or theater students be interested in sharing their passion as part of a summer program? Would local partners without programs in our schools be open to a rotation that brought their work into afterschool spaces? Would cafeteria workers be open to extra pay once a week to help students learn to cook healthy meals after school? We need to explore new ways of doing more with the resources we have.
Finally, we must advocate for more public school funding from the state - funds that can be used to expand what's possible for our students with the greatest need. Texas ranks in the bottom ten states in per-student funding, and we spend about $4000 less than the national average. The funds are there. We need to advocate until it reaches our students and expands equitable opportunities - including more afterschool and summer programs.
How do you see external organizations contributing to afterschool and summer programs, and what specific steps would you take to reduce barriers for partners in working with your school district? — Partners are essential to our afterschool and summer programs. They bring expertise in a wide range of areas. They leverage funding from donors that benefits our students. And they bring the richness of our community into our schools. Our partners are tiny and huge, well-established and brand-new, and all an important part of our students' lives and learning. I am deeply grateful for their work and their partnership.
I also know, from talking with partners, that Austin ISD is not always the partner we need to be. Systems are difficult to navigate. Payment is not always prompt. Communication is not always clear. And we rarely do enough to recognize the importance and impact of the work our partners do both in our schools and for our students.
I would love to look to our partners for guidance on reducing barriers in working with Austin ISD. Knowing what to do begins with understanding what is working and what is not. It also depends on listening to ideas from the people closest to the problem - in this case, the partners who want to be in our schools, who want to support our students, and who know best what's working, what's not, and how these powerful relationships can be improved.
Amy Moore, At-Large Position 8 Candidate
amyforaisd8@gmail.com
What is your vision for afterschool and summer learning programs in enhancing student achievement? — My vision involves having as many varied afterschool and summer learning programs as possible. I believe out of school time learning compliments what happens during the school day, and the more options families have to choose from will ultimately enhance students’ learning journeys. These programs must also be truly accessible, not just available to families. For too many families the cost of afterschool and summer programming is too expensive or the transportation needed does not fit for their family. We need to be creative in offering free and/or sliding scale programs, transportation, and in a wide array of student and family interest areas. I envision robust programs that offer chances for students to be outside, have leadership roles, involve teamwork, and creativity. Those skills enhance all curriculum areas, and are skills that will serve students in the future no matter what they decide they want to pursue post high school. Robust programs that are widely accessible to as many students as possible will strengthen student learning and lead to strides in student achievement across the district.
What strategies would you employ to ensure equitable access to afterschool and summer programs for students in Title I schools? — First, I would survey families at campuses we want to begin or expand offerings to make sure we are meeting the needs of the community. Then I would make sure that the hours and any transportation issues are worked out. (i.e., do caregivers need the program to run until 6:30 due to work, do they need help on Saturdays, or do they need help with transportation for a summer program). We have to ensure families can truly take advantage of program offerings or we will not succeed in making our programs equitable.
After determining what programs a community is looking for and how families will access them, we will need to find additional funding to make sure they can be offered. We need to look for ways to partner with the City of Austin and Travis County, as they have access to different funding streams that might be able to aid AISD in expanding robust offerings in our Title 1 schools. At the end of the day, these are also public entities with their own budget issues, so I believe this is an excellent opportunity for the business community in Austin to plug in, too. Looking for companies to sponsor different offerings that AISD would like for their Title 1 schools would be a way to expand programming, and also create better ties between campuses and the business community. Viewing afterschool and summer programs as a greater community need, will also strengthen ties between all public and private entities who have a vested interest in all children having robust experiences out of school time.
How do you see external organizations contributing to afterschool and summer programs, and what specific steps would you take to reduce barriers for partners in working with your school district? — I would focus on the upfront partner application process and communication during the program implementation. AISD needs external organizations because we do not have the funding, nor the manpower, to offer robust offerings on all campuses. Simplifying the partner application process is one of the first steps I would take to reduce barriers for partners. The process can be very time-consuming and overwhelming, especially for smaller program offerings. This process has undergone several iterations since 2020, and it can be simplified further so that AISD and its partners are more satisfied with their partnership. Communication is always another barrier for campuses and external partners. Knowing when there has been a change at a school (i.e., early dismissal, student absences, room changes etc.) or at a partner (substitute teacher coming after school) is imperative to consistency for students and program satisfaction for families. Streamlining the communication process between programs, the district office, campuses, and families will ensure a productive partnership that is in demand by families.
Lindsey Stringer, At-Large Position 8 Candidate
www.lindseyforaisd.com
What is your vision for afterschool and summer learning programs in enhancing student achievement? — I would love to see a stronger alignment at the individual student and campus level with afterschool and summer learning providers. I don't know how much data sharing and strategic planning occurs between AISD campus leaders and afterschool/summer program leaders. If there isn't much or if there are easily solvable problems with data sharing, that would be the first step to take to ensure that there is cohesion and a broader alignment of work and supports to improve student achievement in addition to the social bonds that these programs help provide.
What strategies would you employ to ensure equitable access to afterschool and summer programs for students in Title I schools? — As a parent of children who attend/ed Title I schools, I would focus on improving how families are engaged about various programs to ensure they are getting detailed information they need in a timely way. I would start with an enhanced communication and family engagement strategy with campus leadership and other community leaders connected to Title I schools to get more 2-way communication strategies in place and better understand what families are looking for. I would also work to ensure that we are keeping track of the quality and types of programs being offered at schools across the district so that there is a prioritization of high quality programming provided to our Title I schools first that also aligns with family and student needs and interests.
How do you see external organizations contributing to afterschool and summer programs, and what specific steps would you take to reduce barriers for partners in working with your school district? — I think we have a wealth of people and organizations who want to partner with AISD and either don't know how OR have not been supported by our district systems and processes. The Office of Innovation and Development is currently tasked with new partner intake, but the resources and processes currently listed on AISD's website aren't working, and the point of contact doesn't appear to be employed by AISD anymore. That is a barrier that shouldn't be there, and unfortunately it signals that external organizations aren't valued as partners. I would investigate the current system in place for supporting external partners, including getting feedback from them on how AISD is/not supporting them and how AISD can improve the relationship. With that information, a plan can be developed to reduce barriers for our partners and improve our strategic alignment towards supporting our students, especially those in Title I schools.
The Andy Roddick Foundation did not receive responses from LaRessa Quintana, Kevin Foster, Lynn Boswell, Dylan “Sky” McAdams, Fernando Lucas de Urioste, or Nathaniel Hellman and was unable to reach candidate Nick Franke.
Del Valle ISD
The Andy Roddick Foundation did not receive responses from Damián Pantoja, Richard Rendon, or Chante Wright-Haywood and was unable to reach candidates Samuel Franco, Martha Lujan, Melinda Cisneros, and Richard Franklin III.
Manor ISD
Dr. Jayme Mathias, Place 5 Candidate
jaymemathias.com
What is your vision for afterschool and summer learning programs in enhancing student achievement? — In the same way that we can choose to offer children sugary snacks or more nutritious foods, we can provide them daycare, play time, and less-academic activities, like coloring, mazes and word finds, or we can elect to better nourish them academically—with content that shores up the weaknesses in their studies and strengthens the foundations upon which their academic careers are built. The data suggest that the Manor ISD needs the latter. 30% of Manor ISD 3rd-graders were reading at grade level in 2023; only 24% were at grade level in 2024. 31% of 3rd-graders were performing math at grade level in 2023; only 19% were at grade level in 2024. The data are trending in the wrong direction! Afterschool and summer learning programs can assist with the remediation of these challenges. I strongly support high-quality programs that enhance student learning, increase "high-dosage tutoring,” and assist with the actual assignments and learnings of students. To be clear, I do not support programs that merely “babysit” or provide students “busy work.” I support placing students with instructors who motivate them to learn and who enthuse them for the self-discovery that contributes to lifelong learning, particularly when such persons can serve as models and mentors for our students.
What strategies would you employ to ensure equitable access to afterschool and summer programs for students in Title I schools? — Good governance requires that school board members “stay in their lane” and not cross over into the administrative functions of their school districts. For this reason, this question is better asked of the administrators of any given school district. Providers of afterschool and summer programs do well to ask themselves whether students have equitable access to their programs. If not, the issue is best addressed at the local level. If such a matter is not resolved at the local level, I encourage program administrators to have candid conversations with district administrators. If and when such matters are escalated to school boards, program administrators do well to educate their elected leaders on issues of inequitable access, actions taken to address this, and possible solutions for addressing perceived inequities through the levers available to the Board (viz., policy and budget).
How do you see external organizations contributing to afterschool and summer programs, and what specific steps would you take to reduce barriers for partners in working with your school district? — As is obvious from my response to the previous question, I am a firm believer in the principle of subsidiarity—of resolving challenges at the lowest possible level. The partners who assist districts like the Manor ISD with afterschool and summer programs work most closely with the teachers, staff members and administrators of our local public schools, who likely take it upon themselves to help reduce the barriers for such partnerships. If such an issue were elevated by a partner to the Board level, my questions would include: What are the demographics of the students who would be served through your program? How will you help us to reach the student we really need to reach (e.g., the 94% of our current Manor ISD 8th-graders who are not reading at grade level, and the 96% of current Manor ISD 8th-graders who are not doing math at grade level)? How will you demonstrate that the students participating in your program perform better academically than students who don’t participate in your program? What proposal(s) are you advancing for Board action, particularly with respect to policy and budget? Is there anything that you are proposing that will take our Board from its “lane” of good governance, into the “lane” of district administration and management?
Patrick Patterson, Place 5 Candidate
patrickpatterson80@yahoo.com
What is your vision for afterschool and summer learning programs in enhancing student achievement? — I envision programming that is fun and interesting for students who struggle with school during the regular school year. The main purpose of any type of extended learning opportunity should be to eliminate any educational learning gaps that exist within the district. These opportunities should have empirical data on program effectiveness, summative evaluations, and should be available at no cost to the student.
What strategies would you employ to ensure equitable access to afterschool and summer programs for students in Title I schools? — There are children who qualify for free/reduced lunch who don't attend title one schools and 80% of our total student population have some type of so-called "at-risk" characteristic. Therefore, extended and enrichment opportunities should be offered to 100% of our students, based on their various learning needs. Again, all of these offerings should be at no additional cost to the student.
How do you see external organizations contributing to afterschool and summer programs, and what specific steps would you take to reduce barriers for partners in working with your school district? — I see external organizations, who are performance oriented, as highly important in the educational process. In my time (18 years) as a campus principal, I welcomed partners who offered enrichment opportunities for my students. At the board level, I would make sure the protocols for such partnerships are easily accessible for interested parties.
Dr. Caitlin Lowery, Place 6 Candidate
sites.google.com/view/votedrcaitlinlowery
What is your vision for afterschool and summer learning programs in enhancing student achievement? — I believe afterschool and summer learning programs should put the FUN in fundamental learning. Active, hands-on, inquiry-based, problem-solving learning opportunities can provide an environment for learning that is both effective and motivating!
What strategies would you employ to ensure equitable access to afterschool and summer programs for students in Title I schools? — Logistics must be intentionally designed with our families in mind. Transportation must be made available for all participating students. Snacks or meals also ensure students have the physical nourishment they need to be active and engaged. Regarding summer programs, half-day programs are a challenge to many working families because they have no one to handle transportation or watch their child for the remainder of the day. We need to design our hours to increase accessibility to our programs so that all students have an opportunity to thrive with these additional programs.
How do you see external organizations contributing to afterschool and summer programs, and what specific steps would you take to reduce barriers for partners in working with your school district? — External organizations can be great partners in providing resources, staff, and activities, as well as increasing the hours of the programs themselves. While I firmly believe certain barriers are necessary for the safety of our students, such as background checks, I would like to see our district build lasting partnerships with organizations to provide consistency with programs, trainings, staff, and more. This will reduce ongoing barriers once these partnerships have been established.
Sam Samaripa, Place 6 Candidate
Samaripasam@sbcglobal.net
What is your vision for afterschool and summer learning programs in enhancing student achievement? — First, let me say that after-school and summer learning programs are needed along with before-school programs and there are many measurable benefits as a result of having these programs. All eligible school districts should continue to ask for and receive funding for after-school, before-school and summer programs from the ACE 21st Century Community Learning Center funded by the federal government. If administered correctly, this program is very beneficial and Manor ISD was receiving assistance from this Learning Center when I was a Manor ISD Board Trustee. This Learning Center is administered by the Texas Education Agency (TEA) and there were measurable improvements in student grades, higher test scores, fewer absences and other areas. Of course, a grant must be awarded to a school district by TEA but I believe this program should be greatly expanded to serve more school districts. There are other programs that can be used and Manor ISD has used some of these or is currently using some of these. These are the Boys and Girls Club of America, Breakthrough, YMCA, etc. Along with these school district sponsored programs there are also privately owned programs. Of course, cost is a big factor in deciding which program is best for your child in order to give him/her the best opportunity to obtain success. This is an informed decision to be made by the parents.
What strategies would you employ to ensure equitable access to afterschool and summer programs for students in Title I schools? — According to Educ. Code Section 33.9031, a student is eligible to participate in a school district’s before-school or after-school programs if the student is enrolled in a public or private school or resides within the boundaries of the school district. Meeting these criteria, a student must be equally allowed to attend these programs. In order to determine if a student needs the assistance provided by these programs, this is a question best answered by a team of professionals and the parents of the child. A team of child’s teachers, counselors, and administrator along with the parents of students should work together to determine if the student needs the assistance provided by these programs along with the before-school programs. Each team member should be able to begin communicating with the others as they deem necessary. A decision must be made in the best interest of the student and to determine which program is best for the student to attend. This way, all students will be able to access all programs equally as needed.
How do you see external organizations contributing to afterschool and summer programs, and what specific steps would you take to reduce barriers for partners in working with your school district? — External organizations should be welcomed to assist school districts in providing their services to any school district as needed. These external organizations are in the same business as the school district; to educate students to the best of their abilities in order for the student to succeed. External organizations should reply to a request for proposals from the school district in order for the school district to determine which program would serve the district’s best interests. A contract would then be entered into between the organization and the school district which meets all state laws. If external organizations have their own facilities and do not wish to contract with the school district, then the parents must determine which private organization’s services are best and pay for these services.
Janie Serna Guerrero, Place 6 Incumbent
www.facebook.com/SernaforManorISD/
What is your vision for afterschool and summer learning programs in enhancing student achievement? — I have played a key role as a school board trustee in establishing a free afterschool program for our Title I Schools. The program provides extra support for students with their homework and a safe learning environment with extended hours for our working families. During the summer months our District provides Reading On The Go (a mobile library) and open up several of our libraries at different campuses to serve our students. Our District is always looking for partnerships to provide additional support.
What strategies would you employ to ensure equitable access to afterschool and summer programs for students in Title I schools? — I would partner with non-profits, businesses, and universities to provide mentorship and educational programs such as coding, STEM, tutorials as well as sports, social and emotional Learning for our students. I would also encourage our District to secure federal, state or private grants to subsidize program cost. The programs offered would reflect the cultural diversity of our students and provide flexible hours to accommodate our families.
How do you see external organizations contributing to afterschool and summer programs, and what specific steps would you take to reduce barriers for partners in working with your school district? — External organizations can play a key role in our afterschool and summer educational programs, resources, mentorship. It is important to have good communication and relationship with every external organization and set clear expectations for student success and provide recognition for the services they provide our District.
The Andy Roddick Foundation did not receive responses from candidate Stacy Howard.
