"Why are you running for school board?"
Hopkins has so much to be proud of—but we need to refocus.
We’re a district known for our inclusive values, our diverse community, and our willingness to reimagine education. I believe the diversity and tight-knit community built in this district make it a stand-out amongst the crowd. Students graduating from Hopkins Schools have skills that make them ready to interact and succeed in an increasingly complex and diverse world. These are real strengths!
But in recent years, we’ve seen troubling signs that the district is not keeping up academically. One of Vision 2031's "Success Indicators" is to be "known as a destination district for the state of Minnesota and beyond — the number one choice of students for their education." The current enrollment numbers show that we are unfortunately not moving in that direction.
While neighboring districts are advancing student achievement with academic rigor for all of their students, Hopkins has leaned heavily on vision and theory, all important concepts, but without always delivering the academic results all families and students deserve.
I believe it’s time for a reset: one that grounds our innovation in evidence, puts academic excellence back at the center, and rebuilds trust through transparency and results.
Our kids need to leave Hopkins ready to thrive. Confident not just in who they've grown to be, but in what they know and what they can do. If we want "Life Ready" students, then they need to be ready for whatever they choose to do for their next step in life: whether that's post-secondary education, trade school, junior hockey, the military, or the workforce.
I believe we can honor every student’s identity, potential, and chosen path in life, while also restoring a culture of academic rigor and high expectations. Equity and excellence are not opposing values—they are mutually reinforcing. A truly inclusive school system sets every student up to succeed, with the support and structure to meet real, meaningful goals.
We don’t have to choose between inclusivity and academic rigor. The best districts, and the best leaders, know how to deliver both. That’s the standard we should all expect from Hopkins.
I’m running to bring clarity, accountability, and care to school board decisions. My legal training sharpens my ability to parse complex data, hold systems accountable, and foster community trust. I’m committed to championing academic rigor, equity, teacher well-being, and a secure environment that prepares every student for success in whatever path they choose to take next.
Community Concerns & Issues We Must Address
Academic Performance
I agree that test scores aren't the be-all and end-all. I agree that we must assess student success in a holistic way with both quantitative and qualitative measurements. That said, test scores do provide us with one point of quantitative, measurable data about Hopkins' student body and cannot not be ignored. I believe a thorough analysis of Hopkins Schools' recent test results is necessary to identify why our students are testing below the State average. Eric Mandel, who I'm proud to support for School Board, has published a detailed analysis of publicly available academic data comparing Hopkins Public Schools against both state averages and other neighboring districts. The data speaks for itself. We need to assess whether something we're doing, or not doing, is causing a decline below the state average on test scores. I also believe we must listen to teachers and get their input on our district's curriculum and teaching methods. We then need to assess what is and is not working for both teachers and students. There is no one-size-fits all teaching method, but we should only be using ones the teachers support, believe in, and can execute. If elected I will look to teachers and the community to determine whether reinstatement of advanced or accelerated curriculum methods should be reinstated. I will also advocate for an increase in the number of AP courses, more funding for AP opportunities (so the classes aren't 40-50 students each) and make sure every student is pushed to their full potential. True equity is meeting every student where they're at.
Enrollment Numbers & Retention
Hopkins has just under 7,000 students enrolled in the district, while Minnetonka has over 11,000. What might surprise you is that both districts have nearly the same number of students living within their district boundaries. So what's happening? Approximately 2,400 resident students, that is 1/3 of the kids living within our district's boundaries, either open enroll outside the district or opt out of public school education. Minnetonka takes in about 1,300 students from Hopkins schools, and only loses about 300 students to other districts. The numbers don't lie. Families within our school district's boundaries are open enrolling, particularly to Minnetonka, at a growing rate. Why does it matter? Because Hopkins will lose approximately $7,400 per student who matriculates elsewhere. Simple math: 2,400 students leaving the district x $7,400 per student = $17.7M. No doubt that funding has an impact on budget shortfalls. It's time to survey, listen and learn from tax paying families that live in our district, that have chosen to go elsewhere - particularly Minnetonka. Ignoring the data is not an option and pretending its a non-issue is frankly absurd. Bottom Line: We must give residents a reason to stay in Hopkins Schools. If we don't they will go elsewhere.
Budgeting & Expense Concerns (new bus exclusion zones)
Budgets are a reflection of priorities, and the district’s recent choice to extend “no bus zones” has left many families scrambling to find safe and reliable transportation for their children. While tough financial decisions are sometimes unavoidable, this decision highlighted the need for a more thoughtful and community-centered approach to budgeting. Families should not be left in the dark or forced to make last-minute adjustments when it comes to something as essential as getting students to and from school safely. I support responsible, transparent budgeting and comprehensive reviews of major expenditures to ensure spending matches approved budgets. With limited resources, public dialogue is essential to identify and establish clear priorities and deliver the best educational services Hopkins can afford. As a school board member, I will advocate for budget decisions that put students’ safety and learning first, while ensuring the process is transparent and that community voices are heard.
Stakeholder Engagement
Too many families and community members feel unheard in important decisions affecting our schools. Whether it’s curriculum changes, school climate, or district priorities, meaningful input often comes after the fact — not before. I believe in rebuilding trust by engaging all stakeholders early, listening with respect, and making decisions transparently. Strong schools start with strong relationships, and that begins with honest, two-way communication.
Administrative Transparency & Response
Strong schools are built on trust, and trust requires transparency. Too often, families and staff feel like their concerns are acknowledged but not fully addressed, which creates frustration and uncertainty. For example, recent changes to curriculum and course offerings could have been communicated more openly, with clearer opportunities for families and teachers to give input before decisions were finalized. I believe our community deserves proactive, transparent communication where questions are answered directly and stakeholders are meaningfully included in the process. As a school board member, I will push for clear communication standards, timely updates, and authentic opportunities for community engagement to ensure that decisions are made openly and trust can be rebuilt.
Student Safety & Codes of Conduct
I agree with the District's position that we must be focused on holistic safety: a well-rounded approach that includes physical, psychological, social, and behavioral safety. This comprehensive view ensures that all aspects of students' well-being are addressed. We need to fully examine the district's holistic safety plan in conjunction with stakeholders (parents, admin, staff and students) to determine where there are weaknesses, or perceived weaknesses, so any concerns can be addressed. I'm sure we all agree that students are children, and children cannot learn if they feel unsafe in a physical, psychological, social or behavioral way. If we preach holistic safety then all types of safety are equally important.
My Position On School Resource Officers
The responsibility regarding any decision to formally redefine Hopkins Schools' relationship with local law enforcement is that of the Board. In 2020, the Board voted to end the district's contract with the Minnetonka Police Department. This decision was based upon data collected from less than 200 students, an unknown amount of non-pubic "emails" collected by board members, and only three years of suspension and law enforcement data.
If elected, I will push to immediately re-evaluate and examine this decision that I believe was made without sufficient data and without expert consultation. I will insist upon a thorough review of this decision, by performing a statistically sound survey of students, parents and other stakeholders in the district, reviewing the suspension and law enforcement data since elimination of the SRO program to determine its impact since 2020, and holding an open community meeting to hear from those invested in the safety of our schools as we continue defining the District’s relationship with our local law enforcement.
If the data and community support reinstatement of SROs, my legal background will be critical in negotiating a new contract that clearly documents the roles, responsibilities, and expectations of SROs. Federal Statute defines a SRO as a career law enforcement officer assigned to work in collaboration with schools to (1) educate students in crime and illegal drug use prevention and safety; (2) develop or expand community justice initiatives for students; and (3) train students in conflict resolution, restorative justice, and crime and illegal drug use awareness. Any contract will have a clear prohibition of SROs responding to disciplinary matters, and will clearly indicate that SROs are not responsible for or involved in routine student discipline. Disciplinary issues are the sole responsibility of school personnel.
Only candidates that volunteer for the SRO role, and demonstrate an an interest in developing positive, community-oriented relationships with youth and the school community will be considered.
If reinstated, SROs will build trust and prevent problems, but also step in during the rare but serious moments of violence or crisis, so that teachers and administrators can stay focused on education, not monitoring illegal conduct or breaking up physical altercations. School safety must reflect our values of belonging, trust, equity, and partnership, while also making all students and staff feel safe, supported, and respected.