The candidates: Heather Quaas-Annsa and Sarah Bosch for Position 2, Jonathan Light and Justin Martin for Position 3, and Amber Langworthy, Bob Brew and Robert Morgan for Position 5.
Read their bios and columns by clicking their names in their responses below.
What is your opinion on the current state of schools in the district?
Heather Quaas-Annsa, Position 2 incumbent: The current state of schools in Springfield shows progress, but there are still significant challenges we must address. Our district has made important strides in focusing on equity, inclusion, and student well-being. For example, we’ve implemented the Multi-Tiered Systems of Support (MTSS) framework to ensure that students receive the targeted interventions they need, and we’ve established the Educational Equity Advisory Committee (EEAC) to help guide our work in creating more equitable opportunities for all students. However, resource disparities remain, particularly in schools serving lower-income families. Teachers and staff are often stretched thin, which can impact the level of support students receive. Addressing the mental health and social-emotional needs of our students is another area that needs more focus, despite ongoing efforts. As a school board member, I am committed to ensuring that every student, regardless of background or challenges, has access to the resources, support, and opportunities they deserve. We have made progress, but there’s still work to create a more equitable, inclusive, and supportive educational environment for all students in Springfield.
Sarah Bosch, Position 2, no response.
Jonathan Light, incumbent, Position 3: While we have made progress with many of our students, we are still leaving too many behind. Our public statement is “Every Student, Every Day.” If we truly mean “every,” we must strive to do better.
Justin Martin, Position 3 candidate: The school district has done a great job with the budget and navigating through COVID and the post-COVID environment. We need to turn our focus to how kids learn best and how to meet them where their needs are. State testing scores continue to be an issue for our kids, with proficiency levels far below acceptable in Elementary, Middle, and High Schools. We need to challenge kids in meaningful ways that connect with them and excite them to be active participants in their education. We need to look inwardly as a school district and see what we can change to connect better with our students and engage with them to learn more effectively in this ever-changing world.
Amber Langworthy, Position 5 candidate: SPS has a talented and dedicated staff of educators, principals, classified workers (like educational aides, secretaries, mechanics, cafeteria cooks, bus drivers), and central office administrators. All of them want the best for our children and work hard for them. However, there is a need to improve stakeholder input in order to improve trust and collaboration. All of our stakeholders must feel informed, engaged, and listened to. I am talking about staff, students, parents, and community members needing to be heard and valued.
Bob Brew and Robert Morgan, Position 5 candidates, no response.
U.S. Census data show that 18% of children in Springfield live below the poverty line, which is 1.4 times the state level. What steps will you take to ensure these students have access to food security, academic support, social-emotional learning programs, and an equitable school environment within the district?
Quaas-Annsa: I’m committed to addressing the challenges faced by students living in poverty, ensuring they have access to food, academic help, and social-emotional support. I’ll work on strengthening partnerships with local food banks and community organizations to provide nutritional support for students and their families in school and at home. Every child deserves healthy food, no matter their family’s financial situation.For academic support, I’ll advocate for expanding summer programs that offer additional learning opportunities for students who need extra help. These programs will provide a chance to catch up, explore new interests, and stay engaged during summer. Social-emotional learning (SEL) is a key focus for me. I want to ensure that SEL programs are a part of the curriculum, helping students develop essential skills like resilience, self-awareness, and emotional regulation. SEL is critical for helping students cope with stress, build positive relationships, and improve their mental health. I hope to increase access to counselors and mental health services, ensuring every student has the support they need to thrive emotionally and socially. Finally, I believe it is vital to create a fair and supportive school environment by tackling systemic barriers, promoting fair discipline policies, and ensuring all students have access to advanced coursework so that every student feels valued and supported.
Light: As a school board, we must take into consideration all factors that can influence student success. We must listen to teachers and support staff to identify roadblocks and design solutions that address these issues. And we must strongly advocate with local, state, and federal governments to provide the necessary funding to make sure every student is guarnteed a well-rounded, quality education.
Martin: Free meals at school are pivotal for this population in our schools. We need to work with the USDA / National and State School Lunch Programs to ensure we have funds to pay for food for each child at school so they can be properly nourished while on our campuses. It is hard for a kid who is hungry or worrying about their next meal to come to school ready to learn. With this issue, the numbers speak for themselves: nearly one-in-five children in our community live below the poverty line. Taking the burden of breakfast and lunch off those families’ plates provides a significant impact. As a school board member, I will make sure we advocate for this population in our schools and help take care of these kids while in our care. Regarding academic support, social-emotional learning programs and an equitable school environment, this should all be need-based for what each student needs, regardless of whether or not their family lives below the poverty line. We need to feed kids so they have the fuel for their bodies to learn. If they require additional assistance for other needs, we will make sure they receive that too.
Langworthy: The key here is the statistic on poverty in Springfield and its proven effect on student school performance. We’ll need creative thinking from district leaders as well as coordination and cooperation with city and county resources. Possible district interventions to improve lower-income kids chances for school success: Increase EAs for more tutoring; recruit and train senior citizens to volunteer for the SMART program; encourage retired teachers to return to schools to help tutor individual kids or small reading groups. … Seek local sources for food support if the federal Dept of Ed reduces or cancels funds to the states. … Re-examine the school curriculum to determine if social-emotional learning (SEL) is actually being included in daily instruction. … Form parent-teacher-principal advisory groups at schools to discuss what additional interventions could help our students feel connected to school, feel confident and hopeful about succeeding.
If available, where would you like to see new resources directed and why?
Quaas-Annsa: If new resources become available, I would prioritize directing them toward three key areas: mental health services, teacher professional development, and support for students from low-income backgrounds. First, expanding mental health services is crucial. Many students face challenges outside of school that affect their learning ability, and ensuring access to counselors and mental health professionals is essential for their well-being and academic success. This would help students cope with stress, trauma, and anxiety, which are especially prevalent among those living in poverty. Second, I would invest in professional development for teachers, especially in trauma-informed teaching, equity, and social-emotional learning. Teachers are on the front lines, and equipping them with the tools to meet the diverse needs of all students, particularly those from marginalized backgrounds, will have a long-lasting positive impact on student outcomes. Finally, I would direct resources toward support programs for low-income students, such as after-school tutoring, mentorship programs, and access to technology. These programs help level the playing field, ensuring every student has the support and resources they need to succeed academically and socially, regardless of their background.
Light: I would like to see new resources focused on addressing student behavior issues and more support for mental health. Disruptive behaviors are currently having a major impact on student learning, which is compounded by a lack of resources for student mental health.
Martin: I would like to see new resources for our school directed at updating our ability to engage students in their interests and relate to them better. Our kids’ state score proficiencies decrease as kids get older. This means we are missing something with these individuals. We need to look inwardly at who we are reaching these kids and relating education in an interesting and engaging way for this population of young people. I recognize people learn in different ways. If we can adjust our methodology while still adhering to the curriculum we need to teach our kids, then engagement should increase, and kids will be more apt to be active participants in their education.
Langworthy: I would engage our teachers and principals and listen to what they have to say. They are our frontline workers, the experts, who know where extra resources are most needed. To support these frontline workers, I advocate for funding to ensure competitive compensation for teachers and a strong living wage for classified support staff. I would like to see increased support for mental health and wellness. Many students arrive at school facing learning and emotional challenges that disrupt not only their own education but also that of their classmates. Recognizing the growing role schools have been asked to play in addressing students’ social and medical needs over the past decades, we should push for increased state funding in this area. I would advocate for resources to help parents, teachers, and students navigate rising technology, review the use of cell phones, school-issued computers, and social media. My involvement in a national cohort with Common-Sense Media will allow me to strongly advocate for the sharing of their free resources aimed at educating students, families, and teachers on parental safety, cyberbullying, and responsible online conduct. This presents a significant opportunity with no downside.
How would you advocate for adequate funding for our local, state, and/or federal schools?
Quaas-Annsa: I plan to engage with the community at the local level to raise awareness about the need for more resources. I’ll work with board members, local leaders, and parent groups to support local bonds or levies, highlighting how additional funding benefits students.
At the state level, I want to strengthen relationships with state legislators to advocate for increased education funding, particularly for low-income districts. I’d also push for policies that improve funding for mental health services, after-school programs, and teacher salaries. At the federal level, I anticipate working with national education organizations to advocate for more federal investment in education. I’d push for increased Title I funding to support low-income students and address district disparities. By building coalitions and showing how adequate funding improves student outcomes, we can secure the resources our schools need to thrive.
Light: Board members must consistently and persistently engage officials at all levels. We have to educate them about the issues that schools face and what is needed for every student to succeed.
Martin: The point about 18% of children in Springfield live below the poverty line makes a strong case in advocating for school funding. Per the SPS website, more than 10,000 children attend our schools. That puts the number of children under the poverty line at around 1,800. We need to show the Oregon Department of Education and our Federal and local partners the important work we are doing so that they continue to fund education. Our efforts support every child in our community and provide them with an education to help them advance themselves in our society as they become adults and enter the workforce or strive for higher education.
Langworthy: Our public schools have two funding sources: our state government’s Oregon Department of Education and the federal government’s US Department of Education. The state contributes the lion’s share, and the amount per school district has varied greatly over the decades. The big hit came in 1990 with the passage of Ballot Measure 5, which limited local school districts’ access to local property taxes. We have not recovered in over 35 years. The federal contribution is up in the air with the new administration, and we don’t know if cuts are coming for special education. As a school board member, part of my job will be to advocate to our elected representatives in Salem and in Washington, DC, to find ways to keep our public schools afloat. I will have to reach out to our representatives and senators to build relationships with them in order to work together. While that’s important, I see my connections within my own community equally valuable. One of my strengths is connecting with people to tighten community ties and form a foundation of support, and I have already begun to do that.
Where do you see gaps within district curriculum offerings, and how can they be addressed?
Quaas-Annsa: Career readiness is an area where we can expand opportunities for students, especially those who may not pursue a traditional four-year college route. We must develop stronger partnerships with local unions and trade organizations to provide students with hands-on apprenticeship programs, internships, and vocational training. These connections will give students real-world experience in construction, healthcare, and manufacturing, ensuring they graduate with practical skills that lead directly to well-paying careers. We should also look into expanding career exploration programs earlier in a student’s education to help them better understand their options.
Light: Since 2001, education has almost exclusively focused on two subject areas: Language Arts and Mathematics. The results have been disappointing. I believe that giving more focus to all subjects — science, social studies, civics, arts, and health — will engage more students and lead to significant improvement in outcomes.
Martin: My campaign platform is to advocate for and challenge the way we’ve always done things at school and make it okay for teachers to strive to reach kids in different ways to be more effective in their jobs. Our schools do a good job offering different curricula to our kids; we need to challenge ourselves to work with kids and present information in ways that kids can relate to, that facilitate learning and engaging with kids, rather than traditional lectures to present information. I would like to add immersive labs and exploration in our curriculum so kids can engage with what they are learning in addition to being taught in a traditional sense.
Langworthy: Our public schools have two funding sources: our state government’s Oregon Department of Education and the federal government’s US Department of Education. The state contributes the lion’s share, and the amount per school district has varied greatly over the decades. The big hit came in 1990 with the passage of Ballot Measure 5, which limited local school districts’ access to local property taxes. We have not recovered in over 35 years. The federal contribution is up in the air with the new administration, and we don’t know if cuts are coming for special education. Part of my job will be to advocate to our elected representatives in Salem and in Washington, DC to find ways to keep our public schools afloat. I will have to reach out to our representatives and senators to build relationships with them in order to work together. While that’s important, I see my connections within my own community equally valuable. One of my strengths is connecting with people to tighten community ties and form a foundation of support, and I have already begun to do that.
