The questions below were sent to each candidate competing in the race for Richmond School Board.
Stephanie Rizzi
What's your perspective on RPS200?
Richmond Public Schools have one of the toughest jobs of any school system in America: helping children, the majority of whom are either economically disadvantaged or insecure, learn and develop to the best of their abilities. I believe in the ability of all children, regardless of background, to learn and succeed. But I also believe that children, like people in general, need help and support to reach their potential.
Poverty and its related traumas and stresses can be a significant impediment to learning outcomes. The RPS 200 pilot is a promising new strategy to try to overcome some of those impediments by extending the school year. For the generation of kids who lost almost a year and a half of in-person schooling due to the pandemic, the extra time can help make up for what was lost. But it also may turn out that kids in general benefit from the extra days due to reduced summer learning loss and more time in structured learning environments.
That said, we will need to see where the evidence leads as to whether this experiment should be continued–or scaled up. And if we do decide to scale up, we will need to find the resources for extra teacher and staff compensation from our partners at the City, the state, and in the philanthropic community.
I’m excited Richmond is potentially on the cutting edge of developing a strategy to help our most disadvantaged kids to learn. But as an academic, I know the importance of caution, a healthy skepticism, and close attention to data. So let’s continue RPS 200, and let’s look closely at outcomes before we decide what should come next.
What is your take on the Dreams4RPS strategic plan? What would you change and what would you keep?
As board chair during the 2023-24 academic year, I invested a lot of time working with the Superintendent and my board colleagues to update the Dream4RPS plan. The most important component of that process was gathering extensive community input from stakeholders all across the city. The basic framework of Dreams4RPS is solid but the specific goals and targets needed to be updated in light of the events of the last several years, including but not limited to the pandemic. I intend to vote to approve the revised draft plan when it comes to a vote in October.
How will you address the needs of students from diverse backgrounds, including English learners, students with disabilities and economically disadvantaged students?
Supporting the need of our multilingual learners has been a major focus of my service on the board. In 2022-23, I served as co-chair with Nicole Jones (9th District) and members of the League of United Latin American Citizens (LULAC) of a task force focused on the needs of English Learners and Latino students. The task force was created by the board at the request of LULAC, in response to the glaringly low graduation rates for English Learners and related alarming data.
The primary recommendation of that task force, creation of a new department to centralize and unify existing academic and non-academic programs supporting English learners and their families, was approved by the board in February 2023 and implemented during the 2023-24 academic year. I’m proud of the work that unit, now called the Department of Multilingual Learner Success, is undertaking under the leadership of Dr. Jennifer Blackwell. And I’m even prouder of the remarkable increase shown in graduation rates for English Learners between 2022-23 and 2023-24–a rise of 19 points!
We are moving in the right direction but need to keep our attention focused on the unique set of challenges multilingual students often face, and we need to keep listening to the community. This is especially important as we move closer to the 2026 opening of the new Richmond High School of the Arts building (formerly George Wythe)--my vision is that it will be a model high school where students of all backgrounds thrive, connect, and excel.
What is your stance on the role of standardized testing in schools? How should student success be measured?
Personally I wish our public schools system in Virginia was less reliant on standardized tests as a metric of student learning. As an educator, I am concerned with the development of the whole child, including forms of learning and growth not captured by tests.
As a school board member, however, I recognize we must abide by state guidelines, which includes annual testing. The information gathered through testing is one measure of growth, and also an indicator of which students or groups of students need more support and attention.
For school systems like Richmond, there’s also a danger that test scores are used to label entire schools as failing, including schools that in fact are facilitating educational growth. I accept that we must play by the rules established by the state, but I will always advocate for a more holistic and nuanced approach to evaluating student learning.
What's your strategy to address absenteeism?
RPS has made tremendous progress in reducing absenteeism over the past two years. To make further progress, we must continue to establish strong relationships with all our students and their families; we must continue to improve the climate within schools to create environments students want to be in; and we must work with families to be sure they understand the importance of attendance, continued academic progress, and graduation. I will support the continued work of our family engagement team to make sure no student falls between the cracks.
What role does the district play in addressing gun violence?
It’s no secret RPS has had far too many tragedies in recent years. Gun violence must stop. RPS certainly has a major role to play in helping all students learn conflict resolution strategies, the dangers and costs of firearms, and the severe consequences of violence.
But we need strong partners in this effort—including not only the police but city agencies and community partners who provide constructive outlets and activities for our kids, as well as resources for dealing with trauma and conflict.
Indeed, I don’t think we can resolve the gun violence crisis by making our schools look more like jails. We need instead to make them places that welcome and nurture all students. And for students that cannot thrive in a comprehensive high school setting, we need to provide alternatives that meet their needs and keep them engaged with education.
The School Board also has a role in advocating for stronger gun control policies at the state level. The General Assembly may have the power to make change, but we have the right and responsibility to make our voices heard.
What are your suggestions for addressing students' mental health?
Even before the pandemic, mental health has long been a major concern in RPS. Again we have made progress with the establishment of reflection/meditation rooms and other practices in many schools aimed at creating a healthier and calmer school environment.
This work is necessary—the reality is many students are bringing stress and trauma with them to school each and every day due to what’s going on at home or in the neighborhood. We need more and better jobs for parents, more stable affordable housing, better community facilities and programs, and stronger public safety to address the root causes of so many of our problems.
But in the meantime, we must provide as much support as we we can to kids, as many ways as possible—including more counselors, investing in peer support networks, and doubling and tripling down on a philosophy of “leading with love.”
Mamie Taylor
What's your perspective on RPS200?
RPS200 has tremendous potential, especially in the manner in which it has been rolled out. It allows the Division the ability to boost academic achievement and narrow the gap in learning both intentionally and effectively. This opportunity enables specific resources to be directed and targeted where students can best succeed. Additional teachers have been made available, there is an uptick in technology and tutoring that will allow students to retain information along with pay incentives, instituted to incentivize all who participate in RPS200. COVID-19 school closures and summer breaks contributed to enhanced learning loss and this program allows students the ability to capture more instructional time and educational resources that will only produce stronger educational outcomes for RPS students overall.
What is your take on the Dreams4RPS strategic plan? What would you change and what would you keep?
The Strategic plan in RPS is like a living document that aligns itself with the Board’s vision for schools, and all within the school division. Dreams4RPS helps school leaders prioritize key areas for improvement and better allows them to focus their resources and efforts on programs that will have the greatest impact on student success. What I would keep is the continuum of identifying the mental health of its students and aligning resources that address their safety and well-being by way of trauma informed practices. I also appreciate how teachers are much better compensated for their work and well supported by the Richmond Education Association, as well as its Union-based organizations, such as the Teamsters Local 322 and Liuna. I can also appreciate how the strategic plan is modernizing its technology systems and databases, addressing its advocacy partnerships, and prioritizing its funding in a more equitable way. What I would change is the amount of time it takes for resources to reach those most in need. I believe that giving building leaders more autonomy to manage per pupil funding will alleviate the lapses in time it takes to address those concerns. Adding language to the Collective Bargaining Agreement that offers directives to minimize how long students receive resources and services is a great start to closing gaps in student achievement and access to a safe and loving school culture.
How will you address the needs of students from diverse backgrounds, including English learners, students with disabilities and economically disadvantaged students?
Addressing the needs of students from diverse backgrounds begins with knowing those individuals and building stronger relationships with them to better understand their concerns. The ultimate goal is to ensure that the programs put in place are designed to make sure that all students succeed. English language learners work well with smaller classroom sizes and teachers who are immersed in both English and Spanish. Peer remediation is also a necessity, as students learn a lot from each other. Students with disabilities and economic disadvantages need to be presented with not only the basic necessities of food security and support resources that include transportation and school supplies, but they also need the division to ensure that they are in compliance with the IDA, by providing adaptive technology resources and adequate staffing. Access to advanced learning and ensuring that student needs are met is significant and will allow for the best educational opportunities in an inclusive and equitable environment.
What is your stance on the role of standardized testing in schools? How should student success be measured?
I believe that students being assessed through standardized testing is necessary to determine if the child has mastered certain benchmarks. It is also good for identifying areas where students may need additional support or intervention. However, I do not believe in over testing to meet state mandates that do not benefit children, nor do I support preventing teachers from having the ability to teach outside of the box with creativity. These standardized tests are often used to track student progress while comparing said progress across school divisions and states. Additionally, the level of accuracy in measuring student learning is called into question as it relates to capturing student abilities, and it has been reported that this form of pressure for results can lead to teaching to the test, causing stress and anxiety, and impacting mental health negatively.
Student success should be measured from a holistic approach that uses a combination of quantitative and qualitative measures, such as portfolios, presentations and performance-based assessments that use markers that show learning and growth over time. Also important is peer feedback, as well as assessments from parental and community stakeholders. Overall, our ultimate goal is to provide students with the opportunity to achieve positive outcomes that promote critical thinking, creativity and problem solving in preparation for their future endeavors.
What's your strategy to address absenteeism?
To best address absenteeism, an effective monitoring and tracking system needs to be in place throughout the entire school division. Clear and precise administrative procedures must also reflect policy, and those expectations are to be communicated to students, parents, and teachers. To promote a positive change in attendance, I will gain an understanding of any barriers to attendance families are experiencing, such as transportation, socio-economic status, or health concerns potentially causing them hardships and preventing them from attending school regularly. I will also examine the data from back-to-school nights and teacher parent conferences quarterly and suggest alternative ways that building leaders can communicate with families. One way is via zoom conference, allowing parents the ability to have a conversation about their child’s academic and behavioral performance. From there I will communicate with our executive team, examine the data, and watch for improvements, making adjustments when necessary.
What role does the district play in addressing gun violence?
The School District plays a critical role in addressing gun violence as they are ultimately responsible for the safety and well-being of its students and staff. Accordingly, the Division must broach the matter understanding that student access to illegal guns is at an all-time high, and because it is so easy for young people to get their hands on weapons, it is paramount that the district provides a positive school climate that promotes transparency along with trust and respect amongst all stakeholders. The Division also must have ongoing assessments that allow security personnel to be proactive and not reactive. Ensuring that schools are adequately staffed, and exterior doors are manned is also significant. It is also important to train teachers and staff to recognize signs of potential danger with effective responses. This can be done by way of safety drills, along with clear protocols for reporting and addressing threat concerns. The district can also create a social media department to monitor the online activities that occur in the community, while partnering with the local law enforcement agencies to collaborate and share data. The ultimate goal is to prevent gun violence both in schools and the communities where students live and keep our schools safe.
What are your suggestions for addressing students' mental health?
The first point of contact in identifying and addressing the mental health of students begins on our school buses with drivers and monitors and ends in the school building with teachers. Accordingly, it is important to equip building leaders with the resources necessary to evaluate and address student concerns. I will first recommend that principals have more building autonomy to direct funds more readily and effectively. This will allow our leaders greater access to mental health services and support. As well, reestablishing the testing coordinators I spearheaded while previously on the Board will once again allow counselors to create a safe and supportive environment for students to talk about their mental health concerns and promote self-care practices. I will also make budgetary suggestions that offer professional development in recognizing signs of mental health distress and how to offer support in the classroom. Furthermore, I will collaborate with established community organizations, like the Broken Men Foundation, to provide long-term support within the school community. From there, I will write policy, coupled with procedures and protocols that support the overall well-being of our student population and monitor its effectiveness, adjusting when necessary.
