ELECTION 2023: Fairfield’s school board candidates discuss COVID learning loss, Henrico’s inequalities, and more

All five candidates running for the Henrico School Board’s Fairfield District seat – Keith Hicks, Tommie Jefferson, Crystal Varner Parker, Terrell Pollard, and Ryan Young – spoke with the Citizen about their visions for Henrico Schools.

They all also attended the Oct. 6 Henrico Democrats forum for Democratic school board candidates.

Current Fairfield District board member Roscoe D. Cooper, III is not seeking reelection, because he is running for the district’s seat on the Henrico Board of Supervisors.

Hicks works as a long-term substitute and student intervention liaison in Henrico. Jefferson, an Army veteran, is a driving school teacher. Pollard serves as the president of the Henrico NAACP and as the Fairfield District representative on Henrico’s Board of Zoning appeals. Parker is a Presbyterian minister and a former financial educator for the Henrico Federal Credit Union. Young is a consultant, the director of Chamberlayne Youth Basketball League, and a basketball coach at Henrico High School.

As of Aug. 31, Hicks had raised $2,030, Jefferson had raised $21,320, Parker had raised $5,863, Pollard had raised $23,335, and Young had raised $3,779, according to the Virginia Public Access Project.

The Citizen posed the same questions to each candidate; their responses appear below, in alphabetical order by last name, edited only in several occasions for conciseness and grammar.

What will be the top priority for you on the school board?

Keith Hicks: Ensuring that all students have access to a high-quality education and the resources they need to succeed academically. Reviewing and updating curriculum to meet the needs of students and align with educational standards. Attracting, retaining, and supporting qualified and effective teachers through professional development and fair compensation.

Tommie Jefferson: As a member of the school board, my top priority will be the mental health of our students. I firmly believe that mental health is fundamental to overall well-being and academic success. To ensure this priority, I will advocate for increased support and resources for students, including access to mental health professionals, counseling services, and awareness initiatives. Additionally, I will work towards implementing policies that create a supportive and inclusive school environment, where students feel safe to address their mental health concerns and seek help when needed.

Crystal Varner Parker: My top priorities are the students, staff, and faculty of Henrico County Public Schools. Ensuring that their needs are met and voices are heard is a must for the continued success of Henrico County. The narrative in education these days is that we have a teacher shortage, but that is not true. We have a critical teacher retention problem as innumerable teachers in our community and across the country have simply chosen to leave the profession. The best way to help our students is to ensure that our faculty and staff have the resources and support they need. We need to listen to the concerns, insights, and expertise of our educators. Listening and responding is not always easy, but it is key to our success.

Terrell Pollard: My top priority is our students. Achieving real student development and academic achievement dictates that we heavily invest financial resources, human resources and training into school safety, student conflict resolution skills, student mental health coping skills, intensive tutoring, literacy, working more closely with parents, universal pre-K, after school and summer programs, teacher and staff recruitment, and teacher and staff retention. The initial building blocks of achieving these are school safety, recruiting and retaining teachers, eliminating chronic absenteeism, and working more closely with parents.

Ryan Young: My top priority will be addressing learning loss among our students by making sure that our students have all of the resources they need to succeed. Assessing what is needed at each individual school and working to meet those needs will be my top priority.

In recent years, has the school board been successful in addressing major issues and priorities in Henrico schools?

Hicks: No, they have not.

Jefferson: While there have been notable achievements, it is important to acknowledge that there are areas where improvement could be made. In recent years, the school board has made efforts to improve educational outcomes, foster equity, and enhance school safety. Several initiatives have been implemented, including programs promoting student diversity, establishing equity task forces, and investing in infrastructure upgrades.

However, there are persistent challenges that warrant attention. For example, achievement gaps among student populations, particularly in terms of academic performance and access to resources, need to be effectively addressed. Additionally, ensuring adequate support for students' mental health, increasing parental engagement, and refining approaches to curriculum and instruction are all areas that could benefit from further focus and improvement.

Parker: HCPS continues to perform well and provide for our students with one of the best educational environments in the state. Over the current term of the school board, they had to navigate conversations regarding redistricting which garnered a lot of attention and critical feedback. Then that process was interrupted by a global pandemic. I am deeply appreciative of the job our school board has done to navigate these challenges, to listen and respond to community feedback, and to keep our students and school staff safe. There is no playbook to prepare you for how to navigate a pandemic, but I believe our school board and HCPS administration handled this well with a focus on the safety of the students, faculty, and staff. As a parent of a child who attended preschool virtually through Henrico County during the pandemic, I can tell you they accomplished things I did not think was possible!

Pollard: In recent years, the school board has achieved numerous wins in the areas of addressing food insecurity, housing insecurity, establishing a Diversity, Equity, and Inclusion Office, establishing a community hub, having all of its schools return to accreditation, and more.

With that said, I trust they are not, and I know I am not satisfied. There is great room for improvement in the areas of emotional and physical safety of teachers and students, chronic absenteeism, staffing, staffing pay and retention, literacy, graduation rates of English Language Learners, suspension/expulsion rates of African American students, securing more resources for PTAs/PTSAs, needed renovations of aging schools, school lunch, and more.

Young: Yes. I believe the school board has set us on the right course, but there is still plenty of work to be done. We are on the right track to meet goals that were set in the 2018 strategic plan. My mission as a member of the school board will be to see the current strategic plan through 2025 and ensure that students in the Fairfield District are able to benefit from the next strategic plan put forward.

How should Henrico Schools address student misconduct and incidents of student violence?

Hicks: Implement school-wide behavior expectations and a positive behavior support system to promote a positive school culture. Offer social-emotional learning programs to teach students skills like conflict resolution, empathy, and anger management. Conduct bullying prevention programs and educate students about the consequences of bullying.

Jefferson: Addressing student misconduct and incidents of student violence in Henrico Schools requires a multi-faceted approach that focuses on prevention, intervention, and support. First, we must establish clear expectations of behavior and create a safe and respectful environment where students feel valued and supported. Encourage the celebration of diversity and provide regular opportunities for open dialogue and community-building.

Secondly we need to develop and implement programs that educate students on conflict resolution, empathy, and emotional intelligence. Furthermore, we have to ensure that disciplinary policies are fair, consistent, and effectively communicated to all members of the school community. Finally, it is a necessity that we prioritize the provision of mental health resources and services within school settings. Increase access to trained counselors, psychologists, and social workers who can provide support and intervention to students dealing with mental health challenges or trauma.

Parker: First and foremost, we need to ensure our schools are a safe environment for everyone. I’ve discussed this topic with the administrators and teachers who are faced with these challenges every day to learn more and understand how we can support them.  We need to balance ensuring that student misconduct does not jeopardize the safety or educational progress of other students while providing assistance to these students.

From a policy perspective, we have to remember that HCPS is a minority-majority school system with a lot of economic and cultural diversity. It is important to look at the types of offenses that lead to suspension and expulsions, review the cases historically, and determine if punishments were justified. We need to support our administrators by investigating alternative placement options and continuing to focus on partnering with students and families, rather than looking at just increasing the number of SROs in our schools.

Pollard: Henrico schools must hold students accountable in a fair, consistent, and healthy manner. Every response to misconduct must have the goals of reducing or eliminating unwanted behaviors as well as having the students that are misbehaving continue to learn.  Suspensions, expulsions, and the involvement of Student Resource Officers must remain a last resort.

Henrico schools must continue to employ restorative practices where relationships between students, students and teachers, students and staff are repaired, and where necessary parents are involved. The students that threaten the emotional and physical safety of their fellow students will have to be placed in a learning environment that significantly reduces their chances of continuing the unwanted behavior with the goal of having them return to their traditional learning setting.

Young: We need to address the why. In order to change behaviors we need to fully understand why it is happening in the first place. Our current system is a reactive system that is always responding to an action. We need to develop and implement a system that is more proactive in demonstrating and rewarding the behaviors we would like to see our students present. One of the things I will work to implement as a member of the school board is the introduction of conflict resolution as a course starting as early as elementary school and taken through our students' entire academic career. The current system that relies on suspensions and expulsions disproportionately affecting African American males, is a clear example of the school to prison pipeline. As a school board and school system we should be working to eradicate that pipeline and nurture students who are prepared to enter the world as upstanding citizens.

How should Henrico Schools address teacher and staff vacancies?

Hicks: Develop a proactive recruitment plan that includes advertising vacancies through multiple channels, attending job fairs, and utilizing online platforms. Offer competitive salaries and benefits packages to attract and retain qualified staff. Create pathways for paraprofessionals, teaching assistants, or Board substitute teachers to become certified teachers.

Jefferson: To address teacher and staff vacancies in Henrico Schools, a multi-pronged approach that focuses on recruitment, retention, and support is crucial. Here are some strategies that could be considered:

Improve recruitment efforts: Enhance marketing and outreach initiatives to attract qualified candidates to Henrico Schools. Develop partnerships with local universities and colleges.

Competitive compensation and benefits: Offer competitive salary packages and benefits to attract and retain quality teachers and staff.

Improve working conditions: Create a positive working environment by addressing issues such as workload balance, classroom resources, and administrative support.

Streamline hiring processes: Simplify and expedite the hiring process to attract top candidates.

Build a diverse workforce: Prioritize efforts to recruit and retain educators from diverse backgrounds, recognizing the value of representation and cultural competency in the classroom.

Parker: We frequently say there's a teacher shortage and that is simply not true. We have an abundance of qualified teachers, but what we have is a retention problem that we must address. Factors that teachers have shared with me that are driving them out of the education field include a lack of resources, increasing focus on administrative matters and standardized testing, a perceived reduction in respect from students and families, and poor compensation when compared with comparable professions. Not only do we have to pay teachers (and all school staff) more, but we must provide the things that they need to get the job done. In order to know what is needed, we have to listen to our educators. If we can retain our seasoned teachers, then they will be able to mentor those who are new and coming out of our teacher prep programs across the state. HCPS also has the Center for Education and Human Development at Glen Allen High School. We have a wonderful program to build up a group of future teachers, prepare them, and keep them excited about teaching.

Pollard: HCPS must significantly increase teacher and staff pay beyond the recent raises across the county. HCPS must increase the pay bonus for teachers working in schools with staffing shortages. HCPS must increase the number of mental health professionals, counselors, instructional assistants, literacy aids and specialists, and tutors working in the schools. Teachers should be granted collective bargaining rights. Teachers should be given avenues in which to provide feedback, e.g. surveys on direct supervisors, town hall meetings, focus groups, and workplace improvement action teams. Actions should be implemented collaboratively with leaders and improvement action teams.  HCPS must continue with and expand programs to offer housing incentives for school employees and signing bonuses for graduates that return to be teachers.  HCPS must also consider paid internships offered to education students of local colleges/universities including HBCUs.

Young: I would be in full support of increasing teacher salaries by being intentional about funding both teacher and support staff salaries during the budgeting process. The goal would be to become the leader in the surrounding area and set a path to become a national leader. This would allow HCPS to attract and retain the best teachers. I would also make it a point to speak with/lobby legislators at the General Assembly to be sure the state budget reflects the needs of counties so that teacher pay can be increased through that avenue as well. In addition to paying teachers at a level that is equal to the level of importance that we have put on them, we should specifically use Henrico County and our school system as a recruiting tool. In Henrico we have award winning academic programs, five of the top high schools in the country, technical centers that are appealing to both students and staff, opportunities to join some of the best athletic programs in the country, a diverse student population and a county that is one of the best places to live in all of Virginia.

How should the board address the inequities that still exist within Henrico Schools?

Hicks: Develop and adopt an equity policy that clearly defines the board's commitment to addressing disparities and promoting equity in all aspects of education. Allocate resources equitably to schools and programs, ensuring that schools with higher needs receive the necessary support and funding. Actively engage parents and the community in decision-making processes, seeking their input on equity issues and involving them in efforts to address disparities.

Jefferson: To address the inequities that still exist within Henrico schools, the school board should consider implementing several key strategies:

Equity-focused policies: This could include creating guidelines for resource allocation, staff training, and student support services to ensure that every school has access to the necessary resources and opportunities.

Data-driven decision-making: The school board should collect and analyze data on student outcomes, resource allocation, and educational opportunities to identify and address disparities.

Reducing racial and socioeconomic segregation: This could involve redistricting efforts, creating magnet programs or specialty schools, and implementing initiatives to encourage diversity and inclusion within schools.

Family and community engagement: The school board should actively engage with families and community members, particularly those from underserved communities, to understand their concerns and needs.

Culturally responsive and inclusive curriculum: The school board should promote a curriculum that is culturally responsive and inclusive, ensuring that all students see themselves represented and that diverse perspectives and experiences are integrated into the learning materials.

Professional development and support: The school board should provide ongoing professional development to teachers and staff on issues of equity, cultural competency, and social justice.

Parker: Equity is not the same as equality, and striving for equality is what leads us into situations of inequity at the expense of meeting our student’s educational needs. In order to equitably provide for the needs of our students, this will look different from one school to the next, but funding for equity has to be part of the budget conversation. This can look like improving facilities, and increased staff support to provide the level of instruction needed. The sad fact is that our schools rely heavily on PTAs and PTOs for things like supplies, volunteer support, and classroom equipment. Not all PTAs and PTOs have the same ability to provide financial support. We have to work collaboratively with leaders at the federal, state, and county levels to ensure that each Henrico County Public School receives all of the funding it needs to get the job done.

Pollard: The School Board must ensure that it understands the root causes for inequities. It must allow outcomes to dictate where additional investment is needed. Universal pre-K would reduce or eliminate child care costs to all families, especially economically disadvantaged families.  It would also help Pre-K students of all families, especially economically disadvantaged families, prepare their children for kindergarten. Creating a more diverse workforce by significantly raising teacher pay and specific training to guard against such bias would significantly help address the disparities in the identification of gifted students. Continuing to focus on removing language and other barriers to the involvement of parents of English Language Learners would begin to help address the higher dropout rates of students of English Language Learning families. Continuing to aggressively address issues that surround economically disadvantaged families, e.g. a clothes donation program, a food bank, transportation services, financial assistance, etc., is helping to have them be able to focus more on school and improve in math and reading. A more diverse workforce as well as high quality and continual diversity, equity, and inclusion training will help to address disparities in corrective actions towards student conduct. Being committed to creating a healthy and disciplined learning environment for students that are violating the code of conduct would help to reduce the rate of disproportionate suspensions and expulsions. For additional ideas, Henrico must identify a school division with similar populations that are outperforming Henrico schools and learn from their best practices.  As a School Board member, I look forward to learning more about the inequities that exist, their root causes, and the best ways to address them. Some of these issues are very complex and it will take innovation and collaboration to address effectively.

Young: Always approach everything with your equity lenses on. No two children are alike, and students need different levels and combinations of support. Educational equity is the idea that students need the same opportunities, not the same treatment.

I have a story I like to tell to show why equity is important to everyone involved. Imagine 20 adults are all in a room together with the promise of receiving new shoes. The only caveat is that all of the shoes are a men’s size 10. Now if you wear a size ten shoe this works in your favor and you are walking out with a nice pair of new shoes. But what about those in the room who don’t wear a size 10, should we leave them shoeless because we didn’t have their size? It is important that we understand that not all of our children are going to wear a size 10, and it is our responsibility to get them the right size.

As a board member, would you support a resolution that would allow collective bargaining for HCPS teachers and staff?

Hicks: Yes, I would support collective bargaining.

Jefferson: As a board member, I wholeheartedly support a resolution that would allow collective bargaining for Henrico County Public Schools teachers and staff. I believe that collective bargaining brings numerous benefits for both educators and the school district as a whole. First and foremost, collective bargaining provides teachers and staff with a strong voice in negotiating their employment terms. By allowing them to join together and negotiate as a unified group, they can advocate for fair wages, improved benefits, and better working conditions. This empowers them to address their concerns and needs directly, fostering a sense of mutual respect and collaboration. Furthermore, collective bargaining can lead to greater job satisfaction among teachers and staff.

Parker: This is not a simple yes or no answer for me. Throughout my campaign, I’ve talked about the importance of listening. In the conversations I have had with teachers, I’ve had some tell me they’re in favor, but I have also had some say they’re against it. Therefore I need to hear from more teachers where they stand on this, which will require a lot of listening to determine the best path forward. We have one of the best rates of pay for incoming new teachers, but we need to increase the rate of pay for our more seasoned educators. Collective bargaining might not account for that or the contextual needs of teachers at different levels (elementary, middle, high) or schools, and I want to ensure all of our teachers’ needs are met.

Pollard: As a board member, I would support a resolution for teachers to have collective bargaining rights. We continually speak on teachers being paid more and being treated better. We are overdue in empowering them to have an impactful voice on these issues.

Young: Yes. It’s time for our teachers and staff to be able to bargain for certain protections that come from being able to collectively bargain.

In what ways and to what extent should parents be involved in school education and curriculum?

Hicks: They should attend parent-teacher conferences with the mission of discussing their child's progress, ask questions, and provide insights to teachers. Parents should be kept informed about school policies, curriculum, and student progress through regular communication from teachers, school newsletters, and parent-teacher conferences. Parents should be able to advocate for their child's educational needs and support services when necessary, especially for students with disabilities or special requirements.

Jefferson: Parents play a crucial role in their children's education, and their involvement can greatly contribute to their children's academic success and overall development. I believe that the following ways for parental involvement are key ways to move cultivate growth among both parents and personnel:

Communicating with teachers: This can involve attending parent-teacher conferences, engaging in regular discussions about their child's progress, and being proactive in addressing any concerns or challenges.

Supporting learning at home: Parents can create a conducive learning environment at home by providing resources such as books, educational materials, and a designated study space.

Collaborating with the school: Parents can actively participate in school activities, volunteer for events, and join parent-teacher associations.

Guiding career and academic choices: As children progress through their education, parents can provide guidance and support in making decisions related to subject choices, extracurricular activities, and future career paths.

Promoting a well-rounded education: Parents can encourage a holistic approach to education by supporting their child's participation in extracurricular activities, sports, or hobbies.

It is important to note that while parents can play a significant role, it is equally important to respect the expertise and authority of teachers and educational professionals.

Parker: I believe that our schools benefit from parental support and involvement, but not at the expense of trusting our teachers, specialists, and division leaders. They are the experts when it comes to education, curriculum, and pedagogical models. While I believe that parents should always have a voice in what pertains to their children, we also have to ensure that our curriculum isn’t tailored to meet the needs of particular special interest groups at the expense of a quality education for all of our students.

Pollard: Parents have the right to know what their children are learning in school. It is important that parents have formal ways to provide feedback and that feedback must be responded to by schools. It is important that the schools improve their relationships with parents and work more collaboratively with parents to achieve high student performance and model student conduct. It is important for schools to establish trust with parents and for parents to be supportive of schools retaining the lead on curriculum development, selection, and implementation. As a School Board Member, I will join every PTA/PTSA, will help restart inactive PTAs/PTSAs, help PTAs/PTSAs raise funds, and will host monthly meetings with parents.

Young: Parents should not be involved in their children’s curriculum and should be overly involved in their education. As parents, we uniquely understand our child’s strengths and weaknesses. As parents, we should be extensions of our child’s teacher. We should supplement and give our children that extra one-on-one help they need in their education journey. Parents also need to be present at back-to-school nights, PTA meetings, parent-teacher conferences, and school functions. I will say this again, be involved in their education, leave the curriculum to the professionals.

What makes you stand out as a candidate for the school board?

Hicks: I have a strong understanding of educational policies, issues, and trends, as well as familiarity with the local school district. I have a track record of active involvement in the local community, such as volunteering in schools, serving on PTAs, and participating in community organizations. I have a long-term vision for the district's educational goals and a dedication to pursuing those goals.

Jefferson: I’m a distinguished Army veteran who served for eight years. I’ve proudly served our country and look forward to serving the Fairfield District in the same manner. I have 17 years of experience as an educator and entrepreneur and have been honored with the Small Business Administration's Virginia Young Entrepreneur Award. With this experience I plan to bring to the School Board a distinct voice of discernment. As a father of two children currently enrolled in the Henrico public school system, including one with special needs, I empathize with the challenges faced by parents who work tirelessly to ensure their children receive the best education possible.

Parker: I would be the first woman  (and mom) to represent the Fairfield District and the first Asian American/Pacific Islander to serve on the board in 30 years of school board elections. I have spent 6.5 years as a financial educator overseeing the in-school branch program at Holman Middle School, Deep Run High School, (Fairfield’s own) Henrico High School, and Hermitage High School. That means I have spent thousands of hours in our schools managing the student-run branches, and teaching in K-12 classrooms in Henrico County and across the Richmond metro region. I am running for school board because of the teachers, staff, administrators, parents, and community members who have asked me to run, as they know first hand how I have been active and present in our schools (professionally and personally), and served on multiple education-related committees (co-chaired elementary redistrict in 2019-2020, co-chaired the Equity & Diversity Advisory Committee 2021-2022, former Virginia Jump$tart Coalition Board member, and former VACUL Financial Education Committee Chair).

Pollard: I stand out as a school board candidate, because I have worked with every student population as well as the parents of every student population. I also stand out, because I have both worked with students directly and addressed policy issues with the School Board, HCPS senior leaders, and elected officials at every level concerning youth. I've frequently met with School Board members and HCPS senior leaders to address concerns about student performance, discipline and relationships with parents. As the leader of community organizations, I successfully led efforts that resulted in the creation of the Equity, Diversity, Opportunity office, an increase in teacher pay for many Fairfield and Varina schools, a modification in the role of Student Resource Officers, and having the schools responses to the discovery of substance use be more restorative. I have a history of stepping up and addressing complex issues head on. I will not shy away from any issue. I have an unmatched work ethic and passion to make sure our students are excelling and have high expectations of themselves.

Young: As a father of four, director of a large community organization and a graduate of Henrico High School I have a unique understanding of what it means to teach, learn and parent in this school system. I am happy to have children at every level of education. I have a third grader, seventh grader, 10th grader, and a college student. My life revolves around formal and informal education right here in Henrico County. I have deep roots in the Fairfield district as a graduate of the district and community member. This district raised me and I am more ready than ever before to give back in a more official capacity.

As a board member, would you support or oppose Gov. Youngkin’s 2023 model policies for transgender students?

Hicks: I support any policy that does not discriminate against any student. I also support parental consent when it comes to a child's educational journey.”

Jefferson: As a School Board member, I would oppose the Governor’s 2023 model policies for transgender students for a multitude of reasons. These policies fail to adequately include and support transgender students, potentially leading to their marginalization and exclusion from important aspects of school life. I also argue that these policies perpetuate discrimination against transgender students by denying them access to facilities, activities, or rights that are afforded to cisgender students. Furthermore, these policies negatively affect the mental health and well-being of transgender students by creating an unwelcoming and hostile environment. Finally, the legality and compliance of these policies with existing anti-discrimination laws are potentially unconstitutional.

Parker: I would oppose those policies, as I absolutely do not believe that school policy making is an appropriate venue for political grandstanding. I believe we need to do what is in the best interest of our students to help them feel welcome, seen, and having their needs met. There is a lot of data and research that tells us that all students will thrive if we meet and address their physical, social, emotional, and educational needs. Suicide is the second-leading cause of death among young people ages 10 to 24. This is particularly acute in the LQBTQ community with more than 53% of transgender and nonbinary youth considered attempting suicide in the past year according to the Trevor Project’s 2022 National Survey on LGBTQ Youth Mental Health. If students know and believe their identities are explicitly protected by school policies and are able to fully participate in activities that affirm their identities, research shows us their academic achievement improves and the risk for negative outcomes, such as suicide or school drop-out, significantly decreases. We need to ensure we are not using students as political pawns or being bullied by adults for who they are.

Pollard: As a school board member, I would oppose Governor Youngkin's model policies as they oppose my goal of ensuring Henrico County Public Schools are emotionally and physically safe for all students.

Young: NO. I do not support Youngkin rolling back protections for our most vulnerable children. Home is not a safe place for every child and school should always be a safe space. No child should come to any Henrico school campus and feel scared, intimidated, singled out, or discriminated against.

How should Henrico Schools address learning loss, the decline of SOL scores, and the lasting impacts of COVID?

Hicks: Conduct thorough assessments to identify the extent of learning loss among students. Analyze data, including SOL scores, to pinpoint areas of academic struggle and assess the impact of the pandemic on different student groups. Develop individualized intervention plans for students who have experienced significant learning loss. Provide additional academic support, such as tutoring, small group instruction, and afterschool programs, to help students advance in their studies.

Jefferson: We can develop specialized programs to address learning gaps and provide additional support to students who have fallen behind. These programs could focus on core subjects and provide personalized instruction to help students catch up. Additionally, we should enhance remote learning capabilities. This includes ensuring all students have access to devices and internet connectivity and providing professional development for teachers on effective online instruction. Finally, we must prioritize mental health support. We have to recognize the emotional toll that the pandemic has taken on students and provide additional mental health resources and support. This can include counseling services, social-emotional learning programs, and partnerships with community organizations to address the well-being of students.

Parker: We cannot look at this data in a vacuum. We like to say that our students are behind, but who are they behind? If we are judging students by pre-pandemic standards, we're not evaluating our current batch of students. We have to acknowledge that the students, teachers, staff, and our entire community went through something traumatic and we need to address perhaps the mental health issues that we're all that we've all experienced from this. Secondly, we need to acknowledge that in Henrico County, Virginia, and across the United States, learning loss was occurring prior to the pandemic. Increased funding at the state and federal levels is necessary to solve this, and we need our community to hold them accountable for this. We are inching towards the end of 2023, and Henrico County Public Schools is STILL awaiting funds from the state for 2023. Budget planning will happen prior to the new board taking office, and it will be undeniably challenging for the current board to make budget plans in December without knowing if state funds will be dependable in 2024.

Pollard: Henrico Schools must offer after school programs, offer summer programs, and offer programs on Saturdays geared towards areas in which our students have deficits. Henrico Schools must also create a feasible pace in which to increase student gains. Henrico Schools must ensure it is not simply teaching to tests and identify topics, concepts, and lessons that will continue to be reiterated after tests are taken. Tests must be spaced so as to avoid student burn out and so they are able to give each test an appropriate amount of preparation time. Students' loss in social skills and lack of mental health coping skills must also be addressed. They can be addressed by ensuring arts, mindfulness, mental health coping skills, prosocial activities, and fun are prioritized. Such things cannot be ignored for the sake of creating more test preparation time. Schools must also increase the number of mental health professionals, counselors, and instruction assistants working in schools. Such things cannot be ignored for the sake of  not only creating more test preparation time, but increasing their ability to master the concepts and skills being taught.

Young: We need an overhaul of resources to the schools where we see declining SOL scores and learning loss. COVID did not create this problem, it exacerbated it. The state budget was approved recently, giving Virginia schools $418.3 million of one-time general funds targeted to fight learning loss and chronic absenteeism. We have to combat learning-loss, address student needs, provide them with academic and mental health support and build back after the worst global health crisis in a century. Once the money is allocated to Henrico County, I would use this money to get tutors, reading specialists, wraparound services, and make sure schools have individualized plans that address the needs of their students.

How can the board and Henrico Schools strengthen communication with Henrico families?

Hicks: Schedule and promote parent-teacher conferences to provide opportunities for in-person communication. Utilize the Remind app to increase communication with parents. Maintain an updated and user-friendly school website that includes essential information, calendars, and resources for all languages.

Jefferson: We must establish a regular schedule for communication with families, such as monthly newsletters or updates. Ensure that the information shared is clear, concise, and easily understandable. Be transparent about important decisions, changes, and upcoming events. Secondly, we should utilize various communication channels to reach a wider range of families. This may include emails, phone calls, text messages, social media platforms, and a dedicated website or online portal. Provide options for families to choose their preferred communication method. Thirdly, we have to recognize and address language barriers within the community. Provide translations of important communications in multiple languages commonly spoken by families in the district. Hire interpreters or language assistants for meetings and events where needed.

Parker: Increased community listening sessions that rotate locations throughout the county should be our goal. Over the course of a board member’s term, they should be present for listening sessions at each of the schools where their constituents attend. I have said it throughout my campaign, but I am committed to being a listening presence in our schools. I cannot truly listen to and hear the concerns of the Fairfield District residents if I’m not present in the community.

Pollard: To strengthen communication with parents, the board and schools must engage parents to identify the best ways with which to communicate with them. Use as many of the communication methods as feasibly possible. The board and schools must proactively reach out to parents as new things are implemented and as concerns arrive. As a school board member, a top priority of mine is improving communication. I will join every PTA/PTSA and have monthly meetings with parents.

Young: The school board must be present. We must host events and be present at events in the community. The more you are seen in the community the more opportunity for constituents to feel comfortable talking to you. As their representative, we need to know what their thoughts, concerns and needs are. There are three ways to communicate with Henrico families:

Using the most up-to-date technology should be option one. Email, text messages and social media are some of the most obvious examples. We need to meet parents where they are and lower the barriers to partnership whenever possible.

Traditional methods of communication are option two. Mail, phone calls and home visits when necessary. Using the more traditional methods to deliver good news about their students and not just to deliver bad news or updates is another way to engage parents.

Lastly, meeting parents and other constituents where they are in their community. Public gathering with speaking roles, attending and talking with people at youth sports leagues all around the county, etc. It is important that the schools in our district are seen as a part of the community and not just a building that sits within the community.

As a board member, how will you incorporate input and feedback from the community into your policy decisions?

Hicks: I would foster an inclusive environment during engagement sessions, where all voices are heard and respected, and encourage respectful dialogue. I would also identify key stakeholders, including parents, students, teachers, administrators, community leaders, and advocacy groups, who should be involved in the process.

Jefferson: As a Henrico County school board member, it is crucial to ensure that community input and feedback are incorporated into policy decisions:

Establish communication channels: This can include town hall meetings, public forums, online platforms, surveys, or even dedicated email addresses.

Seek diverse perspectives: I would strive to engage with various community organizations, PTAs, and advocacy groups to ensure representation from different perspectives.

Listen actively: When community members provide input, I would actively listen and consider their concerns, suggestions, and ideas.

Collaborate with stakeholders: This can include forming advisory committees, task forces, or working groups consisting of community members who can provide expertise and insights.

Regularly review feedback: Input and feedback from the community should be regularly reviewed and analyzed as part of the decision-making process.

Transparent decision-making process: I would strive to provide clear information about policy proposals, share updates on how community input influenced decisions, and communicate the rationale behind policy choices.

Parker: I intend to have an open ear to the concerns, joys, and feedback of the community. Reading through submitted written comments and listening to public comments at meetings is crucial. But in addition to this, it’s having regular opportunities for community conversation. As a minister, I host a weekly coffee and conversation with the members of my church where we can come together to share what is happening, what has happened, and hopes for the future. It is my hope to host something similar on a monthly basis for the residents of the Fairfield District. I also hope to be a regular presence in the schools connecting with the students, teachers, staff, and administrators in the Fairfield District.

Pollard: As a school board member, I will proactively update the community on the developments of schools, I will have monthly meetings with students, parents, and teachers, and I will actively promote participation of the community in school board meetings. I would be representing the people, so by having consistent communication with the community, I would stay abreast of the community's aspirations and concerns. As a School Board Member, I also consider myself a representative of the community in my conversations with the Board of Supervisors, state legislators, and when appropriate national legislators in order to secure additional resources and/or policy changes for the benefit of HCPS students.

Young: The primary work of the school board is to represent the community that voted them in. I am the voice of my community and represent their values. I am entrusted with the responsibility to provide the children in the county with the best possible education that will prepare them for the future. There are three things I will always consider when creating policy:

1. Does this serve the best interest of our students?
2. Does this hurt any of our students unintentionally?
3. Does this decision help us reach our long-term goals?

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Liana Hardy is the Citizen’s Report for America Corps member and education reporter. Her position is dependent upon reader support; make a tax-deductible contribution to the Citizen through RFA here.