Tyshea Pope: Early campaign plan is to build name recognition, recruit volunteers, and begin fundraising. Middle phase: Intensive door-to-door canvassing, community events, and voter persuasion. 52,000 votes needed to win. I hope to raise at least 6,000.

Terry E. Whitfield: Based on the 2022 election, I would estimate 40k votes to be a responsible goal. $100k raised appears to be a common denominator amongst the top 3-4 vote-getters in the past 2 elections. An aggressive door knocking goal would be 137k, the amongst of voters in the 2022 election. Fundraising began on Thursday (my launch date), and will ramp up in August and September; Door knocking would begin late August/September

Duane Larry Grigsby Jr: I knock on doors daily and meeting with parents based on my vollenteer background I don't have a specific amount I'm trying to raise

David Harris: I plan to utilize social media (3 post per week), attend community events (2 per week), knock on doors (100-150 doors per week) and raise a modest campaign budget ($5,000-$15,000) from August 1 to November 1 (3 months).

Michelle Rene Broughton: My strategy will be to attend block club meetings, door to door engagement to meet the parents and voters , about 10,000 doors to knock. (10,000 votes are needed or more to win a seat on the school board) , I need to mail out an absentee voters mailer twice. I need about 30,000 votes 51% of total votes in the race, but due to projected low voter turnout the number might be different. I will have fundraisers to raise money for my campaign about $8,000.00 to 10,000. My timeline we have already started engagement with voters and supporters. The second week of August will schedule my, 1st fundraiser and continue to knocking doors every day.

Calesther Smith-Arnold: I’ve not had any fundraisers

Theodore Rhett Jones: My goal is to earn 44,570 votes, my fundraising goal is $75K, I would like to knock 50K homes, and my timeline is to have a strong AV plan outreach by September 24, followed by continued canvassing, poll workers at all early voting sites, GOTV a week and a half before general election, and poll workers at the top 50 polling locations on November 3.

Bessie L. Harris: 50,000 TIMELINENOW TILL Nov. 3

Nicole Conaway: In the last school board election, 460,000 ballots were cast. The 4th place votegetter received 8.3% of the vote. Since there are 4 full term seats open in this election, that is the number I am using to estimate the number of votes I need to win. This would mean approximately 40,000 votes. This is likely an overestimate since this is a mid term election, but I figure it’s better to aim high. So I’m setting the goal at 50,000 or 9%. I came in eighth place in the last election, receiving 5.5% of the. So I’m aiming for an increase of 3.5%. With so many candidates running in this election, 8% could be enough to win a seat. This means I may only need an increase of 2.5%. With many incumbents not running this time, I think I have a reasonable chance to win a seat. As the BAMN slate we are coordinating campaigning at events around the city week by week including back to school block parties, athletic events, neighborhood markets, etc. We also campaign on the weekends in busy areas like the Avenue of Fasion, and will knock on as many doors as possible between now and November. We had a really positive experience door knocking the last time we ran for school board and had great conversations with people. The results taught us we need to do more of this to get more votes. We are also seeking endorsements from local unions, community leaders, community groups and high school alumni associations.

Tabrian Joe: I ran in 2024, and I received 1.3% of the votes. I have to do eight times as much as last time. So I’m setting the goal at 50,000 or 9% As the BAMN slate we are coordinating campaigning at events around the city week by week including back to school block parties, athletic events, neighborhood markets, etc. We also campaign on the weekends in busy areas like the Avenue of Fasion, and will knock on as many doors as possible between now and November. We had a really positive experience door knocking the last time we ran for school board and had great conversations with people. The results taught us we need to do more of this to get more votes. We are also seeking endorsements from local unions, community leaders, community groups and high school alumni associations.

Shawn Vaughn: With several positions being split about 32-33 ways approx 15,000 for me and my slate mates could mean we could all get elected. Of course, some padding would be necessary and so the goal would be for each of us to get approx 20,000 votes. The path to making that happen: going door to door in every community we can with a minimum goal of approx 15,000 doors, building, joining and campaigning at actions/demonstrations, visiting various union locals across the city, organizing at churches, mass texting and phone banking, etc. The reality is we're in a time period where many people are hungry for a political program like ours. And what's the reality of Trump's fascist administration and his movement threatening our communities, that higher level of action is absolutely crucial to prevent further catastrophe. And while of course because we are activists with BAMN, we will continue doing this organizing beyond the election, we will also use every hour, every minute at our disposal all the way up until election day to make this possible. And in all honesty, in my experience helping our various slates for school board, for union leadership, and for college campus student governments, it's fairly difficult to say for certain how many votes you have until those votes are cast. It's a lot easier when those votes were cast first by their feet in the streets. We have to build a mass movement in detroit that can inspire the nation. That will always be the determining factor. In Detroit's history, that was always the case. It was true after the 67 riots. It's part of the reason why, though it is fairly rare in American history, Detroit, during the strike in the 90s to prevent the first state takeover and defend public education, we had a school board member that had the character the righteous indignation of Detroit and supported that strike.

Cidney J.A. Calloway: I'd like to secure at least 10% of the votes for this seat. I look forward to canvassing and attending community meetings so that'll certainly be a good portion of my efforts. I hope to raise enough funding to cover social media and digital media ads that can reach people where they are.

Steve Bland Jr.: Due to the complexities of my already full schedule, I’ve been challenged with an unfortunate incident of a mentally disturbed individual that ran into our church recently (making national news) causing structural damages. I’m now dealing with difficult insurance adjusters, construction engineers , etc. I have not been able to organize with a campaign team or answer this question definitively. I hope to soon if that’s acceptable. Thank you for understanding.

Dr. Jameel M. Smith PhD: My campaign is focused on building a broad coalition of support across Detroit through direct voter engagement, community partnerships, endorsements, and a message centered on student outcomes and accountable governance. My goal is to earn approximately 50,000 votes and finish among the top five candidates. We are targeting approximately 58,700 voters across more than 47,000 households through direct mail, digital outreach, texting, paid phones, robocalls, canvassing, and partner outreach. Our fundraising goal is $100,000, supported through call time, local PACs, fundraising events, and a fundraising committee. We are seeking support from community organizations, labor partners, civic leaders, and relevant slates. Because absentee voting is significant in Detroit elections, our campaign plans a strong presence before absentee ballots are distributed on September 24, followed by sustained outreach through early voting and Election Day. We are planning an official campaign kickoff August 28th.

Shinese Decarol Johnson: My path to winning is simple: get out there, do the work, and earn people's votes. With 35 candidates running for five seats, people have to see my name, hear my message, and understand what I bring to this race. I studied the 2024 DPSCD Board race. The top candidate received about 57,000 votes, while more than 36,000 votes were needed to be competitive. My goal is at least 40,000 votes, but I consider that the floor, not the ceiling. I plan to raise $25,000–$30,000 and reach at least 10,000 households through doors, literature, calls, texts, churches, community events, forums, neighborhood groups, social media, and volunteers. August is about visibility, relationships, and fundraising. September expands outreach, support, and endorsements. October intensifies door knocking, early and absentee voter outreach, and identifying supporters. Then we have to get those supporters to vote November 3. My advantage is that the work did not start with this campaign. I bring 23+ years in education and five years working directly with DPSCD students, families, schools, and community partners.

Elizabeth Ann Williams: As the BAMN slate we are coordinating campaigning at events around the city week by week including back to school block parties, athletic events, neighborhood markets, etc. We also campaign on the weekends in busy areas like the Avenue of Fashion, and will knock on as many doors as possible between now and November. We had a really positive experience door knocking the last time we ran for school board and had great conversations with people. The results taught us we need to do more of this to get more votes. We are also seeking endorsements from local unions, community leaders, community groups and high school alumni associations. Personally, this is my first time running. I have not done all the metrics yet. I’m more focused on action and starting the campaign. My plan is to hit, each area of Detroit especially Southwest where I live. I think Southwest will be especially important because part of what the BAMN slate is running on is making DPSCD a real sanctuary district not just in name but in actual policies. For example, There needs to be a protocol in each school for what happens when ICE shows up, with or without a warrant they should not be allowed in, to quote King, “one has not only a legal but a moral responsibility to obey just laws. Conversely, one has a moral responsibility to disobey unjust laws”.

Tawanna Simpson: I need 45,000 votes to win. I'm not sure how much money is needed to win this seat. I plan to knock on doors daily.

Philip Lloyd: There are 34 candidates running for 5 open seats. I want to run a clean, eco friendly and efficient campaign. My goal is to do as much digital campaigning as possible. I also plan to make phone calls and attend community meetings and forums. Monies raised will go towards digital billboard ads and well as social media ads.

Liana Mulholland: In the last school board election, 460,000 ballots were cast. The 4th place votegetter received 8.3% of the vote. Since there are 4 full term seats open in this election, that is the number I am using to estimate the number of votes I need to win. This would mean approximately 40,000 votes. This is likely an overestimate since this is a mid term election, but I figure it’s better to aim high. So I’m setting the goal at 50,000 or 9%. As the BAMN slate we are coordinating campaigning at events around the city week by week including back to school block parties, athletic events, neighborhood markets, etc. We also campaign on the weekends in busy areas like the Avenue of Fasion, and will knock on as many doors as possible between now and November. We had a really positive experience door knocking the last time we ran for school board and had great conversations with people. The results taught us we need to do more of this to get more votes. We are also seeking endorsements from local unions, community leaders, community groups and high school alumni associations.

Vilma Escamilla Durán: I have been meeting with youth groups/orgs and parents to learn about their concerns with DPSCD. I'm aiming to raise 5-10k realistically for literature and other outreach tools, working on calculating the win goal, and will start knocking doors after the primaries.

Tyshea Pope: Return of vital vocational schooling , exposing middle schoolers to alternative pathways. Elimination of vocational program options. Students choices

Terry E. Whitfield: I decided to run for the Detroit Public Schools Community District Board of Education because I believe Detroit is on the right path, and that progress deserves thoughtful stewardship. My goal is to help cultivate the District's momentum by ensuring the Board governs with professionalism, transparency, accountability, and strong partnerships with the Superintendent, families, educators, students, and the broader community. The issues that matter most to me are literacy, student belonging, and creating the conditions that allow every child to thrive. Every student should leave DPSCD prepared for whatever path they choose after graduation, and that begins with ensuring students can read proficiently, feel connected to their school community, and have access to the opportunities and supports they need to succeed. As a product of Detroit, I know the power of a quality public education. For nearly twenty years, I have worked alongside students, families, educators, nonprofit leaders, and district partners to improve outcomes for Detroit's young people. Those experiences reinforced that lasting progress depends on strong schools, strong communities, and effective governance. I understand that school boards do not manage schools. They establish vision, adopt policy, steward public resources, hire and evaluate the Superintendent, and remain accountable to the community for student outcomes. I also believe our community deserves a Board that is accessible and understandable. I want to be a conduit between the community and the Board—someone who listens, communicates clearly, and ensures community voices help inform Board decisions. It would be an honor to bring my experience, relationships, and commitment to service to the Detroit Board of Education.

Duane Larry Grigsby Jr: I decided to run for the Detroit Public Schools Community District Board because I believe every child deserves access to a safe, supportive, and high-quality education. As a parent, PTA President, district volunteer, mentor, and community leader, I have seen firsthand the challenges many families face, including chronic absenteeism, limited parent engagement, transportation barriers, and the need for stronger connections between schools and community organizations. My passion comes from working directly with students and families, not just talking about the issues. I have spent my time volunteering in schools, organizing parents, mentoring youth, and developing programs that connect education with career opportunities and life skills. These experiences have shown me that when schools, parents, and community partners work together, students succeed. If elected, I will focus on improving attendance, increasing meaningful parent involvement, expanding career and workforce opportunities, and ensuring every student has the resources and support needed to reach their full potential.

David Harris: I decided to run because I've spent more than a decade working in education, and every day I've seen both the incredible potential of our students and the challenges they face. As a math teacher and interventionist, I've worked with students who simply needed the right support and someone who believed in them. My passion is also deeply personal. I'm the father of two young boys. Like every parent, I want children to have access to an excellent education that prepares them for college, careers, and life. I believe every family in Detroit should have confidence that their neighborhood public schools can provide that opportunity. The issues most important to me are improving student achievement, especially in literacy and mathematics, supporting and retaining great teachers, increasing transparency and accountability, ensuring students have safe learning environments, and making decisions that always put students first. For me, this campaign isn't about politics. It's about service and helping ensure every child in Detroit has the opportunity to reach their full potential.

Michelle Rene Broughton: My grandchildren attended DPSCD schools and I believe we need strong school board members who have skin in the district, like their own child or grandchild attending DPSCD schools and maybe our schools will become the highly competitive district it once was. We need school board members to understand we need better for our children.

Calesther Smith-Arnold:I am concerned about the resources reaching the students of Detroit for our high statics of ADD/ADHD students. We need more Counselors in the schools to respond to the mental health issues. The current board are not addressing these issues with the Superintendent. Due to the fact that our students learn so differently I think we need to adjust the curriculum, we cannot teach our students on yesterdays standards. I think they need to put some classes back into the schools, to educate students and have knowledge of life issues. I also feel the board need to address security issues in the schools due to the marijuana laws. I really think the current board should be discussing the need for truant officers!!

Theodore Rhett Jones: I am a former teacher, school social worker, community organizer in three Detroit Public Schools, Legislative Director in the Michigan House where I worked on education and tax policy at the state-level, and for 6 years I was a district administrator at DPCSD (my last four years I worked in the office of the Superintendent where I led the District's Board Relations and Policy Development). I come from a family of educators and I have always been passionate about education (for instance, I was one of the 2024 Michigan Democratic Party nominees for the State Board of Education). The issues that are particularly important to me are ensuring that our students have strong pathways to either college, the skilled trades, or entrepreneurship, ensuring that we are attracting and RETAINING high-quality teachers, and ensuring that our students and families are supported both inside and outside of the classroom (more wrap-around support, ensuring that our students with special needs are supported and their families know how to effectively navigate the special education system to get their kids exactly what they need; expand language access resources for students and families; ensuring that the District does more to protect our students and families from encounters with ICE). I am passionate about these issues, and the need for our District to improve education in general, is because of my grandfather, Dr. E. Theodore Jones. My grandfather grew up in poverty, but he was able to take our family from poverty to the middle class in a single generation because he was able to pursue educational opportunities. And that is why I have decided to run for the DPSCD School Board, because I want all of our kids to have the same opportunities that my grandad had.

Bessie L. Harris: I decided to run for DPSCD school board because of my passion, my purpose and my calling to students. As an educator for 32 years starting from a Special Education Teacher, Resource Teacher, Assistant Principal to Principal, I have climbed the ladder. All while climbing I brought students along with me, never forgetting they were my ultimate goal. To give them the best I have to offer, .a quality education, empathy and the joy of being a well-rounded student. Issues that are important to me is special education, student achievement, student well-being and clean and safe schools. I am passionate about these issues because I started my career as a Special Education Teacher. I assisted my students to achieve academically by teaching to their various styles of learning. I think back to those days when the total child was the priority and learning took place in a clean and safe environment.

Nicole Conaway: Since I was very young I have always had a strong sense of justice. When I first witnessed people experiencing poverty and spoke to my caregivers about it asking what we coud do about it, I was told I could pray for them. I was not satisfied with that answer. My decision to become a teacher was greatly influenced by this early experienct. While I was a student at Wayne State, I did a teaching internship in DPS. I was teaching math at Spain Middle School, when a student asked me “Why do you teach here in this “ghetto” school? My response was because she was there. It broke my heart that she felt the inferiority of the school, even though I had seen the tremendous talent of the students there, but it also confirmed for me that I would stay in Detroit. I chose to become a Detroit teacher because I wanted to offer Detroit students the full educational opportunities that they deserve. Very quickly I realized that I could not do that just by being the best teacher I could be in my own classroom; I had to join with my coworkers, the communiity and most importantly students themselves. This is why I became an organizer with The Coalition to Defend Affirmative Ation and Integration and Fight for Equality By Any Means Necessary (BAMN). For two decades I have been fighting as a community organizer and now I am ready to use my experience to lead as a School Board member. It’s time for me to do this now because we need local leaders who understand the moment in history we are facing and are prepared to lead boldly to defeat Trump’s fascist movement. We can’t have anymore board members who are there to further their career or facilitate the further dismantling of our schools. I want to fight to get back all the money that has been and is still being taken from Detroit schools by Lansing and through tax capture schemes. I am committed to protecting the rights of LGBT+ students and defending our immigrant students and families from Trump’s ICE thugs. I’m ready to lead Detroit to defend democracy and win real equality and integration.

Tabrian Joe: I am running for DPSCD School board because public education and democracy is under attack. Detroit students need someone on the board who will have their best interest in mind when making decisions. I became passionate about defending public education at the age of 11 years old, when I joined BAMN in the fight to save affirmative action and fighting school closures. Twenty years later, DPSCD is still trying to propose closing schools, which is unacceptable. I am passionate about keeping schools open because I do not want the next generation to experience anymore academic loss caused by mismanagement and low expectations of what Detroit students can achieve. When schools close it drives families out of the district. Students would not leave, if they had good quality public education in Detroit. I'm angry at the conditions that students have to go through just to get an education in the city of Detroit. Every student should have working A/C and heat when in the classroom. No student should have to go through a metal detector before opening a book and starting a lesson. No ESE student should mis out on educational opportunities because their IEP are not being followed or started, because there is not the staff to do so. Enough with the excuses; Detroit deserves the best. No one on the board has delivered for the students- I will make that my mission if elected to the DPSCD school board.

Shawn Vaughn: I'm running for school board because during an era of fascism, the movement to defeat it demands that all organizations and institutions that claim to stand for the power and interests of the oppressed classes, become hubs of the community organizing and action necessary to win. The specific issues of importance range for me: 1.) building community defense guard networks to drive ICE out and make Detroit a real sanctuary city. I've always believed in integration, freedom of movement of people, and equal rights for all. 2.) Protecting our lgbt+ students, staff and community members from bigoted attacks through a community/ school defense network, broadening affirming care and resources to connect lgbt+ students with supportive organizations. As a Trans man, I spent most of my life without any support in expressing my identity. The trial and error throughout my childhood pales in comparison to now, with trump's fascist sycophants whipping up anti lgbt+ hysteria that can and had emboldened fascists and the fascist adjacent to attack our youth, our communities, remove books that tell our stories, attack groups that defend our rights. 3.) Increasing the number of school buildings and facility improvements. When I went to Osborn high school, the building was falling apart. But that's not all. My first year in high school, I was actually at Cass Tech and even though that was the first year that we were in the new building, the shoddy work done by the contractors meant there were several building defects that had to eventually be taken care of, so even the quality of these building improvements and these new schools must be assured so that all of the students have what I didn't, a safe and healthy learning environment. 4.) Lowering class sizes. Even as a child outside of maybe kindergarten I had never been in a classroom with less than 30 students. Even that is too large, a classroom for all of our students to get the attention they need. This often led to either me or another student looking after the students who were struggling as that was the only way we could really progress and learn something. And while I do believe in the necessity of peer learning and peer reviewing, that should never be the trade off for having smaller, more manageable class sizes. The quality of that peer learning and peer reviewing would double triple, even if our students were in much smaller classes like 20 or less actual students to a class. There has been a practice in the past and throughout this country of fudging the numbers on class sizes by including administrators in the teacher to pupil ratio. Any practice of the sort must be done away with. 5.) Making a Metropolitan school district so that we can pool resources that we all need, to ensure equal conditions and quality education in our schools, and to create a situation where, in fighting for more resources, Detroit and its neighbors are fighting side by side demanding those resources together, hopefully hastening the day when the defacto segregation that has plagued our communities can end. As a born and bred black Detroiter, from comrades and friends to family, the stories of leaving Detroit's public school district chasing better opportunity are plentiful and I'm certain I'm not the only one. One of my slatemates went to school in Ferndale where they used the charter public school to skim funding from the top of to support their local high school. I have a cousin who went to gross point north in an attempt to gain a higher quality of education. In both cases, the racism in the suburbs that surround detroit is leveraged against both detroit and its suburbs, as so long as we are pit against each other for crumbs, we can never unite to get the resources that we all need.

Cidney J.A. Calloway: My experiences as a student, school administrator, and as a professional have not only prepared me for this role, but they have shaped the way I lead my life. As a student, I was privileged to experience just about every type of educational model being offered to children. My education started with the Montessori curriculum. I attended private, parochial school from kindergarten through the 6th grade. I went on to attend suburban public school for 7th & 8th grade and then I was blessed to graduate from the Detroit School of Arts in 2010. The diversity in my educational experience shaped who I am today and informs what I know is possible for our students, staff, and families. After college, I came back to Detroit and worked in corporate America, but I soon felt called to pivot my efforts toward the children in our schools. My time at Legacy Alternative Academy was integral to developing my understanding of our most challenging students and their families. Working in an alternative academy and introducing students to a culture designed for them proved to be effective, not only for the students, but for their families and home communities as well.

Steve Bland Jr: I was led to apply to fill a vacancy on the DPSCD School Board a year ago after the death of Irma Clark Coleman. I am a lifelong Community advocate for education, justice issues, civil and human rights, etc. for 42 years. I never was interested in running for elected office but believe I was more effective as a community advocate and social prophet. I have been and remain committed to the educational achievement & advancement of our children and public school educational funding; particularly in DPSCD. My ultimate belief about the necessity for a quality public school education for children is that every child has a right to learn, to grow, and to develop as a well-rounded citizen able to contribute to their community and their future livelihood. My personal & professional experience as a community advocate and this previous year as a DPSCD Board member has increased my capacity to better achieve both my personal goals and the District’s Strategic goals by not only providing direct input and voting as a Board member in Board and Committee meetings, but to continue my advocacy as policy maker alongside other community stakeholders. I remain a fierce advocate for children, and have helped my fellow Board members think through policy considerations, budgetary adjustments, and critical decision making.

Dr. Jameel M. Smith PhD: I am running because I believe every Detroit family should feel confident that our public schools can provide an outstanding education and the support every child needs to succeed. As a graduate of Cass Technical High School, I know firsthand what Detroit Public Schools can make possible. As a mother, I also experienced the difficult reality of having a child whose educational needs were not being met. My son was a gifted learner with ADHD, and despite our efforts, we were unable to get him the support he needed. I made the difficult decision to remove him from the district. Today he is a graduate of Carnegie Mellon University and a successful software engineer, but that experience has never left me. No family should feel they have to leave the district simply to provide their child with the education they deserve. I want to help preserve DPSCD's progress while strengthening student achievement, transparency, accountability, safe and welcoming schools, and opportunities so every child has every opportunity, every day.

Shinese Decarol Johnson: I decided to run for the DPSCD Board because education is personal to me. I am a proud Northwestern High School graduate, parent, educator, preventionist, community leader, and public charter school board president. For more than 23 years, serving students and families has been my life's work. For the past five years, I have worked directly with DPSCD students, families, educators, and schools through prevention, mental health and wellness, life skills, workforce development, and college and skilled-trades opportunities. My school board leadership experience has also taught me governance, policy, budgets, accountability, and the important difference between governing and managing day-to-day operations. My desire to serve did not begin with this election. In 2025, I was one of 14 candidates selected to interview for a DPSCD Board vacancy. I was not selected, but I did not stop doing the work. I am running because I know what a Detroit education can make possible because I received one. Every DPSCD student should leave our schools able to read, do the math, prepared for college, careers, or skilled trades, and knowing someone believed enough in them to make sure they had the opportunity to succeed.

Elizabeth Ann Williams: I am running because I have a duty to defend the gains of the civil and labor rights movements that my city led the fight to win. Detroit has been ground zero of a racist bipartisan attack against our people and our schools for many years, punishing Detroit for being a majority-Black city with a growing and diverse immigrant population—a city that refuses to stop fighting. That is the best thing about Detroit: our resilient spirit and our people.

Tawanna Simpson: I decided to run for the DPSCD school board because I believe parents deserve a stronger voice in the decisions that affect their children, and every student deserves access to a high-quality education. My platform is focused on three priorities: engaging parents, improving the quality of education and support for students with special needs, and reducing unnecessary school closures. These issues are important to me because I believe schools are more than buildings—they are the heart of our communities. Parents should be treated as partners in their children’s education, not simply informed after decisions have already been made. I am also passionate about making sure students with special needs receive the resources, support, and educational opportunities they deserve to succeed. I understand how important stability is for children and families. When schools close, students can lose a sense of community and families can face additional challenges. I want to make sure school closures are not the first solution, and that parents, educators, and community members have a meaningful voice before major decisions are made. I am running because I want to help build a school district where parents are heard, special-needs students are supported, and our neighborhood schools are protected and strengthened—not simply closed.

Philip Lloyd: Our daughter will be starting pre k this fall. With all the conversations revolving around issues in the district, I decided to take action instead of complaining.

Liana Mulholland: As a lifelong Detroiter, raised by a Harper Hospital unit clerk and a Detroit sewage plant worker who both became union stewards, grievance investigators, and presidents of their AFSCME union locals, I learned from an early age a strong need to fight injustice. I have spent more than two decades organizing alongside students, parents, teachers, and workers. I believe every child deserves a fully funded, integrated public education and that special education services must be expanded. Trump's fascist movement and its attack on public education and democracy call for electing leaders and fighters. We need Detroiters who aren’t afraid to speak the plain truth and who are always fighting to win. This is why I am running

Vilma Escamilla Durán: I am running because the delays in getting accommodations for my kids so they can attend school in the least restrictive environment is time-consuming that I've now lost 2 jobs and am about to lose our home. After 2 years of advocating for my family and other DPSCD families, I know I'm not the only single mom in Detroit that lacks support as we navigate the grief that may come with having children with additional needs, anxiety of raising kids that may or may not be independent as adults, and isolation as our days are consumed by outpatient therapy appointments and calls from the school to pick up our child(ren). I'm also a first-generation American so I understand the struggles that mixed status, bilingual families face. I experienced the lack of language access and parentification of first-generation children. 30 years later, I'm still helping families via translation and interpretation during IEP meetings. These issues should not exist.

Tyshea Pope: N/A

Terry E. Whitfield: No... no family or close friends currently employed by the District. I do have friends with children at the District. Many are non-profit colleagues and friends in the community

David Harris: Yes. My connection to DPSCD is both personal and professional. My mother taught elementary school for Detroit Public Schools for more than 25 years, and I attended DPSCD through fifth grade. Those experiences helped shape who I am today. My favorite teacher of all time is still my third-grade teacher, Ms. Cooper. She instilled confidence in me at a young age and showed me the lasting impact a great educator can have on a child's life. Many of my relatives also attended DPSCD, so serving our students and families is deeply personal to me.

Duane Larry Grigsby Jr: daughter

Michelle Rene Broughton: My ex-husband is a substitute teacher, if that matters and my grandchild relocated to Florida.

Calesther Smith-Arnold: I have gr-grandchildren currently in the system

Theodore Rhett Jones: Yes, my Kappa Alpha Psi brother, Myron Monthgomery, is the principal of East English Village Preparatory Academy at Finney. Another Kappa Brother, Greg Hurst, is an Assistant Superintendent for Facilities. My former co-worker in the Office of Enrollment, Monica DeGarmo, is now an ELA teacher at The School at Marygrove. Of course, I have other friends in DPSCD schools from my time working in the District.

Bessie L. Harris: Yes, I have a grand daughter who is a senior in DPSCD

Nicole Conaway: I do not have any family employed by or attending DPSCD. As a teacher I of course do have some former colleagues I still have positive relationships with, but not friends in the sense of socializing together with any regularity

Tabrian Joe: Yes, I have a cousin that is entering her Senior year at Cass Tech High School. I have an aunt who teaches at Cass Tech High School.

Shawn Vaughn: No

Cidney J.A. Calloway: I do not

Steve Bland Jr: No, my wife retired as a DPSCD School teacher 4 years ago after 35 years of teaching K-8 Elementary School with Special Education certifications. 18 of those years was with DPSCD.

Dr. Jameel M. Smith PhD: No, I do not

Shinese Decarol Johnson: Yes. Over my 23+ years in education, I have built professional relationships with educators, auxiliary staff, administrators, and other education professionals, including individuals who currently work for DPSCD. I also have an immediate family member, my adult daughter, who is currently employed by DPSCD. I am very aware that serving on the Board would require me to keep my role as a mother separate from my responsibility as a board member. I have already had conversations about the appropriate steps that would need to be followed if I am elected, including disclosure and recusal when necessary. For me, transparency matters. I would never want there to be a question about whether a decision I made was based on a personal relationship rather than what was best for the District. If elected, I understand that I would not be there to represent one employee, one department, one school, or even my own family member. I would be elected to serve the entire DPSCD community. My decisions would be guided by the same question that has guided me throughout my career: What is in the best interest of our students?

Elizabeth Ann Williams: I have many cousins who are attending DPSCD: the taylors, hatchetts and jones are everywhere. I do not have any close family working in DPSCD currently.

Tawanna Simpson: my grandchildren, nieces, and nephews

Philip Lloyd: I do, my wife is a DPSCD teacher. She is also a DPSCD alum

Liana Mulholland: No

Vilma Escamilla Durán: I have twins (6 years old) that attend Palmer Park Prep Academy

Tyshea Pope: Yes

Terry E Whitfield: No

Duane Larry Grigsby Jr: Yes

David Harris: No

Michelle Rene Broughton: Yes

Calesther Smith-Arnold: Yes

Theodore Rhett Jones: No

Bessie L. Harris: Yes

Nicole Conaway: No

Tabrian Joe: No

Shawn Vaughn: Yes

Cidney J.A. Calloway: Yes

Steve Bland Jr: No

Dr. Jameel M. Smith PhD: Yes

Shinese Decarol Johnson: Yes

Elizabeth Ann Williams: Yes

Tawanna Simpson: Yes

Philip Lloyd: No

Liana Mulholland: Yes

Vilma Escamilla Durán: No

Tyshea Pope: Yes

Terry E. Whitfield: No

Duane Larry Grigsby Jr: Yes

David Harris: Yes

Michelle Rene Broughton: Yes

Calesther Smith-Arnold: Yes

Theodore Rhett Jones: No

Bessie L. Harris: Yes

Nicole Conaway: No

Tabrian Joe: Yes

Shawn Vaughn: Yes

Cidney J.A. Calloway: Yes

Steven Bland Jr.: No

Dr. Jameel M. Smith PhD: Yes

Shinese Decarol Johnson: Yes

Elizabeth Ann Williams: Yes

Tawanna Simpson: Yes

Philip Lloyd: No

Liana Mulholland: Yes

Vilma Escamilla Durán: No

Tyshea Pope: Mumford, Murray-Wright, Crockett Career Technology

Terry E Whitfield: St Gerard (K-8) and University of Detroit Jesuit High School and Academy (9-12)

Duane Larry Grigsby Jr: Drew middle school, Mackenzie high school

David Harris: Macdowell Elementary, Detroit Academy of Science, Math and Technology, University of Detroit Jesuit High School & Academy, Grand Valley State University, Wayne State University

Michelle Rene Broughton: St.Leo, George Ford Middle school and Henry Ford High School (DPS)

Calesther Smith-Arnold: McCulloch Elementary, Durfee Jr High, and Graduate of Central High School C/o June 1971

Theodore Rhett Jones: Brother Rice High School, Hampton University, University of Michigan, Michigan State University.

Bessie L. Harris: I attended Ferry Elementary, Gresuel Jr. High, and Murray Wright Senior High School

Nicole Conaway: Mt. Carmel Elementary (1-5, now closed), Wyandotte Public Schools (K, 6-12), Wayne State University, University of Michigan

Tabrian Joe: I am not a graduate of DPSCD. I attended Malcolm X Academy (DPSCD) and graduated from University High School in Ferndale, MI. After high school, I attended Western Michigan University graduating with a Bachelors degree in English.

Shawn Vaughn: Hampton elementary (currently Palmer Park academy), Thurgood Marshall Elementary, Loren M. Post middle school, Brenda Scott middle school, Cass Tech high school, Osborn High School, Wayne County Community College, U of M Dearborn

Cidney J.A. Calloway: Private, Parochial school til 6th grade, suburban public school for 7th and 8th grade and graduated from the Detroit School of Arts in 2010

Steve Bland Jr: came to Detroit at the age of 45 and my academic career institutionally had been completed. I finished High School at Galesburg High School in Illinois (‘77), B.S in Accountancy from Northern Illinois University (‘82), Masters in Divinity in Pastoral Care & Theology from Central Baptist Theological Seminary (‘89), and a Doctor of Ministry in Leadership Development from Virginia Union University (2005)

Dr. Jameel M. Smith PhD: Mark Twain Elementary; Boynton Middle School; Cass Technical High School

Shinese Decarol Johnson: Northwestern High School

Elizabeth Ann Williams: I am a graduate of Osborn High School. I attended Domican Academy for middle school. And Von Stueben for Elementary School. All in Detroit.

Tawanna Simpson: Balch elm., Spain Middle school, MlL King Jr. Senior High School

Philip Lloyd: Willow Run High School (Willow Run Community Schools)

Liana Mulholland: Yes

Vilma Escamilla Durán: Allesandro Elementary (Los Angeles, CA), Eagle Rock Junior/Senior High School (Los Angeles, CA), Pasadena City College (Pasadena City College), University of California Santa Cruz (Santa Cruz, CA), Laney and Merritt College (Oakland, CA), Santa Rosa Junior College (Santa Rosa, CA), Wayne County Community College, Wayne State University, University of Michigan-Flint (enrolled for Fall 2026 for SANE certification)

Tyshea Pope: No

Terry E. Whitfield: No endorsements, yet

Duane Larry Grigsby Jr: No

David Harris: No

Michelle Rene Broughton: Not yet!

Calesther Smith-Arnold: No confirmations

Theodore Rhett Jones: Speaker Joe Tate, State Rep. Tyrone Carter, Wayne County Commissioner (former DPSCD Board President) Angelique Peterson-Mayberry, Former City Council Member Rev. Dr. Nicholas Hood, and The School Board Project.

Bessie L. Harris: Not at this time

Nicole Conaway: I have an endorsement from the Coalition to Defend Affirmative Action adn Integration, Immigrant Rights, and fight for equality By Any Means Necessary (BAMN)

Tabrian Joe: I have an endorsement from the Coalition to Defend Affirmative Action adn Integration, Immigrant Rights, and fight for equality By Any Means Necessary (BAMN)

Shawn Vaughn: Yes. BAMN (the coalition to defend affirmative action, integration & immigrant rights and fight for equality by any means necessary)

Cidney J.A. Calloway: N/A

Steve Bland Jr.: I have not sought any as of yet, but I would be honored to receive yours as a longtime supporter of your stellar organization.

Dr. Jameel M. Smith PhD: Our team has reached out to dozens of organizations and community leaders seeking support and endorsement of my candidacy. We will update our website and campaign materials as endorsements are secured.

Shinese Decarol Johnson: I am currently participating in the endorsement process with several organizations. I have completed endorsement interviews and submitted formal letters and questionnaires requesting consideration from labor, education, community, and civic organizations. At this time, I am awaiting final decisions and will only identify an organization or individual as an endorser once their support has been formally confirmed.

Elizabeth Ann Williams: I have an endorsement from the Coalition to Defend Affirmative Action and Integration, Immigrant Rights, and fight for equality By Any Means Necessary (BAMN)

Tawanna Simpson: No

Philip Lloyd: No

Liana Mulholland: The Coalition to Defend Affirmative Action and Integration, and Fight for Equality by Any Means Necessary

Vilma Escamilla Durán: No

Tyshea Pope: family/friends

Terry E. Whitfield: Since starting my campaign July 9, myself ($1000), Jack Elsey ($1000), and mutiple donations at $250. Currently, the campaign has raised $2018 dollars.

Duane Larry Grigsby Jr: None

David Harris: N/A

Michelle Rene Broughton: N/A (yet)

Calesther Smith-Arnold: None

Theodore Rhett Jones: Dr. Pamela Jones (mother), Dr. Theodore Jones (father), Phil Pierce (family friend)

Bessie L. Harris: N/A

Nicole Conaway: As of now my campaign is self funded

Tabrian Joe: So far I have self funded my campaign.

Shawn Vaughn: I’m self funded at the moment

Cidney J.A. Calloway: N/A

Steve Bland Jr.: I have not sought any funding to date

Dr. Jameel M. Smith PhD: In these early days of the campaign, most donations have come in from friends and family. Today we have raised nearly $7,000. We are planning an official campaign kickoff August 28th.

Shinese Decarol Johnson: At this time, my campaign is primarily grassroots-funded through individual contributions from family, friends, colleagues, and community supporters. My campaign will continue to comply with all applicable campaign finance reporting and disclosure requirements.

Elizabeth Ann Williams: I am self funded

Tawanna Simpson: Myself

Philip Lloyd: As of right now, my campaign is funded from myself personally.

Liana Mulholland: As of now, my campaign is self-funded.

Vilma Escamilla Durán: 2 friends and 1 community leader

Tyshea Pope: No

Terry E. Whitfield: No, first time running for any political office

Duane Larry Grigsby Jr: None

David Harris: No

Michelle Rene Broughton: Precinct Delgate - a lot of work

Calesther Smith-Arnold: No

Theodore Rhett Jones: I ran as on of the Michigan Democratic Party nominees for the State Board of Education in 2024. Aside from learning about how to effectively campaign for office, the experience I most took away from that run was to not be afraid to put forward a bold agenda for improving education. For instance, I focused that campaign on education equity for all of our kids and the centerpiece was that I would push for a Michigan Constitutional Amendment that would give all students the right to a HIG-QUALITY education. This was a fringe position in 2024, but today it is a mainstream position and is in gubernatorial candidate SOS Jocelyn Benson's Education Plan (see https://www.jocelynbenson.com/benson-education-plan.pdf, page 6).

Bessie L. Harris: I was appointed to fulfill a vacant seat as a DPSCD Board MemberCD in October 2025

Nicole Conaway: I have run for School Board in the two previous elections -- the first time as a write in candidate. In the last election I did relatively well, getting 25,000 votes.

Tabrian Joe: I ran for School Board in 2024, and in 2022 (as a write-in candidate)

Shawn Vaughn: No

Cidney J.A. Calloway: No

Steve Bland Jr.: No I have not

Dr. Jameel M. Smith PhD: This is my first campaign for elected office. Throughout my career, however, I have served in governance and public leadership roles that have prepared me for board service. My experience includes school board governance, nonprofit governance, healthcare leadership, and public service. I have helped organizations strengthen governance practices, oversee policy, develop strategic priorities, and ensure accountability while keeping their missions at the center of decision-making.

Shinese Decarol Johnson: have not previously run for or served in elected political office. However, I currently serve as President of the Board of a public charter school, where I have gained significant governance experience in policy development, fiscal oversight, strategic planning, accountability, and evaluating organizational and educational leadership. In 2025, I was also among 14 candidates invited to interview for the vacant DPSCD Board of Education seat following the departure of Angelique Peterson-Mayberry. Although I was not appointed, the experience strengthened my understanding of DPSCD governance and reinforced my desire to serve Detroit students and families. This is my first campaign for elected office, but not my first experience with educational leadership, board governance, public accountability, or community service. I believe those experiences have prepared me to serve effectively and responsibly on the DPSCD Board of Education.

Elizabeth Ann Williams: No

Tawanna Simpson: Yes, I have held a political seat on the DPS Board of Education. My experience was very rewarding. I served from 2011 -2015 under an emergency management takeover. We managed to keep the district in court to save traditional public school models in Detroit.

Philip Lloyd: No

Liana Mulholland: While I attended the University of Michigan, I ran for student government and was elected. I represented the art school as a part of BAMN’s slate DAAP (Defend Affirmative Action Party).

Vilma Escamilla Durán: No

Tyshea Pope: No

Terry E. Whitfield: Metro Riverfront Optimist Club - Board Member Empowerment Plan - Board Member

Duane Larry Grigsby Jr: Pta president bunche elementary Pta vise president southeasten high school currently. Dpscd level 1 vollenteer Dpscd face department vollenteer Founder square one to full circle llc

David Harris: The W.K. Kellogg Foundation Woodrow Wilson Michigan Teaching Fellowship, Vertical Encounter Church

Michelle Rene Broughton: No

Calesther Smith-Arnold: YES, My Foundation DA FOUNDATION (VA focus), Lifetime member of Post 2233 Aux

Theodore Rhett Jones: I'm on the Executive Committee of the MI Democratic 13th Congressional District and I am the chair of my church's (Impact City Church) Trustee Board.

Bessie L. Harris: Detroit Unity Temple Board of Trustees

Nicole Conaway: I am not on the board of any organization. I am a member organizer of BAMN. I am also a member of the Hamtramck Federation of Teachers.

Tabrian Joe: Yes, I currently serve as co-chair of the NPMHU Local 307 Pride Committee

Shawn Vaughn: I’m in BAMN, and I’m a national BAMN organizer.

Cidney J.A. Calloway: Yes! I was the Co-chair of the Detroit Reparations Task Force from 2023 until 2025 and I currently volunteer with the Detroit Association of Women's Clubs, Inc. I also serve as the office lead for the KPMG Family and Friends for Literature initiative.

Steve Bland Jr.: Yes I have. The list is rather extensive over my 42 years of service so I would be happy to forward you my Resume’ or Bio at your request. Let me know to whom I should send it.

Dr. Jameel M. Smith PhD: I bring extensive governance and board leadership experience across education, government, healthcare, and nonprofit organizations. My experience serving on a school board provided a strong foundation in policy development, strategic planning, fiduciary oversight, and governance focused on student success. I currently serve on the Governance Committee for Mosaic Youth Theatre of Detroit, where I help strengthen board effectiveness and governance practices that expand opportunities for Detroit's young people. I previously served as Chair of the Detroit Board of Ethics, where I worked to uphold ethical standards, promote transparency, and strengthen public trust in city government. I also serve on nonprofit boards focused on youth development and education. These experiences have prepared me to provide thoughtful oversight, ask difficult questions, make data-informed decisions, and ensure accountability.

Shinese Decarol Johnson: I am actively involved in organizations that reflect my commitment to education, prevention, youth development, and community service. I serve as president of a public charter school board, Hope for America Board member, Northwest Cougars Youth Organization Board Secretary, Zonta International member, and founder of Making Education Count Incorporated. I am also a Certified Prevention Specialist through the Michigan Certification Board for Addiction Professionals (MCBAP), a Community Anti-Drug Coalitions of America (CADCA) National Coalition Academy and Michigan Opioid Academy graduate, a National Institute for Criminal Justice Reform Violence Reduction Management Institute cohort member and involved with the National Alliance on Mental Illness (NAMI) Michigan. These experiences strengthen my governance and community leadership.

Elizabeth Ann Williams: No

Tawanna Simpson: No

Philip Lloyd: No, not that this time. I was a meme we of the NAACP, how we I am not an active member at this time.

Liana Mulholland: As a student at Cass Tech, I organized a BAMN (The Coalition to Defend Affirmative Action, Integration, Immigrant Rights and Fight for Equality By Any Means Necessary) chapter and the school’s first GSA (Gay/Straight Alliance), which was very important to me.

Vilma Escamilla Durán: An alternate seat for SEAC (Special Education Advisory Committee)

Tyshea Pope: No

Terry E. Whitfield: Not currently on a slate, and happy to entertain the opportunity of connecting with like minded folks to support each others efforts, and maximize resources.

Duane Larry Grigsby Jr: None

David Harris: At this time, I'm running independently and not as part of a formal slate. My focus right now is meeting voters, listening to the community, and sharing my vision for improving student achievement and strengthening DPSCD. That said, I'm always open to collaborating with people who are committed to putting students first and making our schools stronger. Ultimately, I hope voters evaluate me based on my qualifications, experience, and commitment to serving Detroit's children.

Michelle Rene Broughton: Not yet

Calesther Smith-Arnold: I think a slate would be good

Theodore Rhett Jones: I am interested in running on a slate, but I am currently exploring my options.

Bessie L. Harris: Not at this time

Nicole Conaway: I am running on the BAMN slate with Tabrian Joe, Elizabeth Williams, Shawn Vaughn, and Liana Mulholland

Tabrian Joe: I am running on the BAMN slate with Nicole Conaway, Elizabeth Williams, Shawn Vaugh, and Liana Mulholland.

Shawn Vaughn: I'm part of the BAMN Slate with Nicole Conaway, Elizabeth Williams, Tabrian Joe and Liana Mulholland

Cidney J.A. Calloway: I’m open to being considered for a slate

Steve Bland Jr: I have been sought after recently but have made no commitments to date.

Dr. Jameel M. Smith PhD: No. My campaign is not currently in a formal slate relationship with another candidate. I have had opportunities to meet other candidates and look forward to collaborating and building coalitions where appropriate.

Shinese Decarol Johnson: I am currently running as an independent candidate and am not part of a formal slate. I have considered the value of collaborating with candidates who share a commitment to improving educational outcomes for DPSCD students, particularly around literacy and math achievement, educator support, student safety and wellness, fiscal responsibility, and college and career readiness. I believe collaboration can be valuable when it is based on shared principles and a genuine commitment to students rather than political convenience. While I am open to opportunities to coordinate voter education, community engagement, and outreach with aligned candidates, I also believe it is important that voters understand my individual qualifications, experience, priorities, and record of service. At this time, I have not entered into a formal slate with any other candidates. My campaign remains focused on earning the trust of Detroit voters based on my experience as an educator, preventionist, community leader, and school board president.

Elizabeth Ann Williams: I am running with the BAMN Slate: Nicole Conaway, Tabrian Joe, Liana Mulholland, Shawn Vaughn and Elizabeth Williams. I am willing to work with any candidate who calls for Superintendent Vitti to GO!

Tawanna Simpson: Yes, I am interested in being a part of a Slate. I am open, and I share literature with Ijazz Jackson

Philip Lloyd: I am open to the idea

Liana Mulholland: I am running on the BAMN slate of Nicole Conaway, Tabrian Joe, Shawn Vaughn, and Elizabeth Williams

Vilma Escamilla Durán: Have considered it and still researching to determine if the other candidates have similar values and goals

Tyshea Pope: 3-5

Terry E. Whitfield: Less than 3

Duane Larry Grigsby Jr.: 12+

David Harris: None

Michelle Rene Broughton: 6-11

Calesther Smith-Arnold: 3-5

Theodore Rhett Jones: 6-11

Bessie L. Harris: 12+

Nicole Conaway: 3-5

Tabrian Joe: 12+

Shawn Vaughn: 6-11

Cidney J.A. Calloway: 3-5

Steve Bland Jr.: 12+

Dr. Jameel M. Smith: 3-5

Shinese Decarol Johnson: 6-11

Elizabeth Ann Williams: 3-5

Tawanna Simpson: 6-11

Philip Lloyd: Less than 3

Liana Mulholland: 3-5

Vilma Escamilla Durán: 6-11

Tyshea Pope: If elected, I will fulfill these responsibilities by being accessible, prepared, and collaborative. I will base my decisions on evidence, ask thoughtful questions, engage with the community on a regular basis, and always put the best interests of Detroit's students first. My goal is to help ensure every child has access to a high-quality education and every school has the support it needs to succeed.

Terry E. Whitfield: The role of a school board member is governance, not management. The Board's responsibility is to establish the conditions that allow students, educators, and schools to succeed while holding the District accountable for results. First, establish a clear vision and adopt policies that improve student outcomes. I will support policies that strengthen literacy, cultivate safe and welcoming schools, and ensure every student has access to the opportunities and supports they need to thrive. Second, hire, support, and hold the Superintendent accountable. The Board should set clear expectations, measure progress, and maintain a strong partnership with the Superintendent while remaining focused on governance rather than day-to-day operations. Third, serve as a responsible steward of public trust. I will remain accessible, communicate transparently, and continue initiatives like my Community Conversations so families have meaningful opportunities to inform Board decisions. Detroit has made significant progress over the past decade. My goal is to help protect that progress by providing thoughtful, student-centered governance that keeps the focus where it belongs: on improving outcomes for Detroit's students.

Duane Larry Grigsby Jr: Keep students at the center of every decision by ensuring they receive a safe, high-quality education. Provide strong financial oversight by protecting taxpayer dollars and making responsible investments that directly benefit students and classrooms. Build trust through transparency, accountability, and meaningful engagement with parents, educators, students, and community partners. If elected, I will fulfill these responsibilities by listening to families, supporting teachers and school staff, using data to guide decisions, advocating for responsible budgeting, and creating stronger partnerships that improve attendance, student achievement, workforce readiness, and family engagement. My goal is to be visible, accessible, and accountable to the community I serve.

David Harris: I believe the three most important responsibilities of a Detroit school board member are: **(1) ensuring every student receives a high-quality education, (2) providing strong oversight of the district's finances and superintendent, and (3) listening to and representing the voices of students, families, educators, and the community. If elected, I'll fulfill those responsibilities by making data-informed decisions, being transparent and accessible, and always putting the best interests of Detroit's children first.

Michelle Rene Broughton: Curriculum selection, Contracts, Superintendent selection , as a school board member we work as a team.

Calesther Smith-Arnold: I think all positions are important, that is why they are seated. I would be the voice the students of DPSCD need!!!

Theodore Rhett Jones: (1) Governance: the role of elected school board members is to ensure that the District is functioning as planned and intended, and not to take on the role of directing daily operations. I will fulfill this role by staying fully engaged on District operations, offer constructive advice to the Superintendent improve the overall mission of the District to offer all students a high-quality education, and offer constructive criticism to the Superintendent when I believe the District is going off track or where there ought to be improvements in how we deliver education to our students and services to our families. (2) Accountability: as an elected school board member I will hold the Superintendent responsible for ensuring that we are meeting our established goals and for improving areas where students and families find the District is still lacking in delivering a high-quality education and services. Also, I will ensure that when it comes to personnel actions that could result in suspensions or dismissal of District staff, that I will gather all of the facts and make my determinations both in keeping with my best judgement of extending compassion and grace balanced against the best interests of our students and their fellow staff members. (3) Vision: as an elected school board member, I will know that governing without a vision will not lead to improving our students' education and the lives of the families we serve. I will ensure that I will always have a clear vision of what I want to accomplish on the board, keep up to date with education delivery innovation taking place across the state, nation, and internationally to ensure we have more tools at our disposal to improve education quality in the District, and to always be open to advice and criticism from students, families, staff, and engaged organizations such as 482Forward to better inform and refine my vision so that it meets the needs of all of our stakeholders in the District.

Bessie L. Harris: Establish policy, Accountability and Parent, Student and Community involvement. If elected I will continue to make sure the policies made are beneficial to students. I will be transparent at all times in my decisions. All my decisions will be made with students in mind. I know a district will not exist without the support and blessings of parents and community. I will work hard and harder to build the trust of our parents and community

Nicole Conaway: Detroit needs a school board that will 1) represent the spirit and power of the people of Detroit in fighting for the resources we need to provide our young people with the equal quality education they deserve, 2) lead boldly in action to secure those resources, and 3) mobilize our community to defeat Trump’s racist, fascist attacks on public education and democracy. If elected, I will bring my years of experience of leadership in this struggle as a Detroit teacher to the board. I will speak truthfully about the inequality in our schools and what we need and with input from the community we will find a new superintendent who respects our community and is prepared to stand with us to mobilize to win full funding instead of continually implementing cuts. I and the BAMN Slate will do the work we must do to build the movement we need to defeat Trump’s fascist attacks on public education.

Tabrian Joe: The 3 most important roles of an elected school board member, in Detroit, are (1) holding the superintendent accountable making sure that the district delivers for the students of Detroit, (2) Make sure the funds that the district receives goes to the education of all students and are used appropriately for their education, and (3) Engage with community and be a voice for them on the board. If elected, (1) I will start looking for a replacement for the current superintendent with help from the community because it's time for real results and accountability, (2) march to Lansing to demand more funding for education in Detroit, and (3) engage with the community by holding community meetings outside the regular school board meetings on a monthly basis.

Shawn Vaughn: Detroit needs a school board that will 1) Provide access to a quality education and learning conditions by: providing all our teachers and staff the wages supplies, updated books, and smaller class sizes needed to give our students the education they need and deserve, full services for students with special needs, expanding bilingual student services, providing fully funded and equipped libraries and nurses offices in all schools, hiring librarians, nurses and social workers to fill these vital roles, ending high-stakes standardized testing and teach-to-the-test curriculum, restoring academic freedom, disarming and disband the DPS Police Force, repairing and building new school buildings, fully ventilated, with heating, cooling and air filters/purification and building and taking part in community defense guards to kick ICE out of our city 2) Mobilize to Lansing and fight to End Lansing's racist attacks on Detroit Schools, demand fully funded Detroit schools, establish a metropolitan-wide school district, and that they pay DPSCD back for the bogus legacy debt we have been paying off since before the state bailout so we can secure the resources necessary to provide the above 3) Join, build and lead the movement necessary to remove Trump from office as so long as he's president, public education will continue to be under existential threat along with basic democratic, civil, immigrant and human rights. If elected, I will bring my years of experience of leadership in this struggle as a Detroit activist to the board. I will speak truthfully about the inequality in our schools and what we need and with input from the community we will find a new superintendent who respects our community and is prepared to stand with us to mobilize to win full funding instead of continually implementing cuts. I and the BAMN Slate will do the work we must do to build the movement we need to defeat Trump’s fascist attacks on public education.

Cidney J.A. Calloway: The three most important roles of a board member are to implement policies that the superintendent and schools abide by, to review and vote on large contracts for the district, and to curate a strong, trustworthy relationships with parents and families in order to better serve our students.

Steve Bland Jr.: I believe that an elected School Board member should first of all be a fierce advocate for our greatest asset: the children of our District, which includes the shaping of their educational and vocational development. This prepares them for a quality life. Having said that, I believe that a School Board member establishes, reviews, and shapes appropriate policies, procedures and protocols that lead to the visionary goals and proposed outcomes for our School District. They are not bogged down in the day to day details and management of District staff, but chooses, evaluates and holds accountable the District’s Superintendent who is charged with that assignment. They also help critically think through tough budgetary decisions to insure financial stability. Student academic achievement, facility upgrades, management and/or construction, and collegial governance through consensus building is key.

Dr. Jameel M. Smith PhD: I believe school board members serve as trustees of public education. 1. Set the vision and strategic direction. The Board establishes district goals, adopts policies, approves the budget, and ensures major decisions support student success. 2. Provide oversight and accountability. The Board hires, supports, and evaluates the superintendent; monitors progress toward district goals; reviews data; asks thoughtful questions; and ensures responsible stewardship of public resources without managing day-to-day operations. 3. Govern with integrity and collaboration. Board members should work together as one governance team, maintain appropriate confidentiality, avoid conflicts of interest, communicate transparently, and place students' interests ahead of politics or personal agendas. If elected, I will keep student outcomes at the center of decisions, use data to guide oversight, hold leadership accountable for measurable progress, and build trust with families through transparency and meaningful engagement.

Shinese Decarol Johnson: For me, the three most important roles are making sure students are learning, holding the District accountable, and staying connected to the people we are elected to serve. First, students have to come first. I always come back to one question: What is in the best interest of our students? We have to look at whether children can read, do the math, attend school consistently, and graduate prepared for college, careers, or skilled trades. Second, Board members must understand their role. We govern; we do not run the District's day-to-day operations. As a public charter school board president, I understand that distinction. The Board sets policy, approves the budget, evaluates the Superintendent, and holds leadership accountable for results. Third, you have to stay connected to the community. You cannot only show up when you need someone's vote. You have to listen to students, families, educators, staff, and community members, even when you may not agree.

Elizabeth Ann Williams: 1. Fighting for funding and fighting against the bipartisan attacks on DPSCD and Detroit, that Trump and his movement have emboldened. I will do this by mobilizing the community against these attacks, but also 2. Demanding a metropolitan, district because separate can never be equal, and if we truly want quality equal education what we need is integration 3. Stopping the atomization of our students- this means keeping ICE and Police out of our schools, and being on the side of our students.

Tawanna Simpson: Be the voice of parents and students. A board member should listen to families, educators, and students and make sure their concerns are represented when major decisions are made. If elected, I will create regular opportunities for parents to be heard, communicate clearly about board decisions, and make parent engagement a priority. Provide strong oversight and accountability. The board must make sure DPSCD resources are being used effectively and that students are receiving a high-quality education. I will ask tough questions, review district performance and spending, and hold leadership accountable for results—especially when it comes to students with special needs. Protect and strengthen our neighborhood schools. Board members have a responsibility to think about the long-term health of Detroit's schools and communities. I will advocate for solutions that improve schools before considering closure, listen to the families and communities affected, and work to ensure students have access to the resources they need to succeed. My approach would be simple: listen to the community, ask the tough questions, and follow through. I want parents to know they have a voice, special-needs students to know they are valued, and every school community to know that their future matters.

Philip Lloyd: Managing finances and resources, Leadership oversight and review and policy oversight. When elected, I believe my experience and servant leadership style will provide a fresh vision to creating problem solving and expanding success.

Liana Mulholland: Today, the worst and most vicious enemies of Detroit—in particular Detroit's students and youth—are the followers of Donald Trump- in reality the first American fascist president- and his fascist Republican Party, which is little more than his leadership cult. A new Detroit School Board must: 1. Have the will to lead the fight to defeat Trump’s racist movement to win equal quality education for Detroit’s young people. All real leaders of the people of Detroit will have to be leaders in the struggle to defeat the movement that attempted to overturn Congress and the Constitution on January 6, 2021. Since the 2024 elections, this Trump-led racist, fascist movement has spearheaded a fascist attack on democracy in America that is directed more than anything else at destroying Martin Luther King’s dream. As of now this racist, fascist movement has taken over the American presidency, dominates both houses of Congress, and has a majority on the U.S. Supreme Court. Yet this movement in action is fundamentally weak. Trump's policies are overwhelmingly unpopular and Trump himself is the most hated president in American history. 2. A new school board will need to do its part to build the bold and determined anti-fascist mass movement to decisively defeat Trump's fascist movement and its increasingly vicious and violent attacks on minority communities and on all basic human rights, including the right to public education. 3. Our school board need a bold activist leadership to defend the basic right to education for the youth of Detroit - leadership committed to defeating fascism in America and ending all attacks on the principles of democracy and equality.

Vilma Escamilla Durán: I believe the 3 most important roles are to determine and assess citizen needs to serve the whole child, be the liaison between the community and district, and employ and evaluate the superintendent. To fulfill these, I plan on attending and participating in school board meetings, visiting schools to meet with staff, attend PTA meetings to meet families and learn about their concerns and feedback, review data, and continue working with and developing relationships with organizations to ensure our kids get the education they deserve.

Tyshea Pope: Yes

Terry E. Whitfield: Yes

Duane Larry Grigsby Jr: Yes

David Harris: Yes

Michelle Rene Broughton: Yes

Calesther Smith-Arnold: Yes

Theodore Rhett Jones: Yes

Bessie L. Harris: Other- I support whatever will give the students of DPSCD equal ground

Nicole Conaway: Yes

Tabrian Joe: Absolutley

Shawn Vaughn: Yes

Cidney J.A. Calloway: Yes

Steve Bland Jr.: Yes

Dr. Jameel M. Smith PhD: Yes

Shinese Decarol Johnson: Yes

Elizabeth Ann Williams: Yes

Tawanna Simpson: Yes

Philip Lloyd: Yes

Liana Mulholland: Yes

Vilma Escamilla Durán: Yes

Tyshea Pope: With number of school closing, funds should be available to support facilities needs. Bathroom, heating and cooling issues, cleanliness.

Terry E. Whitfield: The most pressing facilities challenge facing DPSCD is ensuring our buildings align with the District's long-term vision while meeting the needs of today's students. Aging infrastructure, deferred maintenance, and underutilized buildings require thoughtful, student-centered decisions that balance community priorities with fiscal responsibility. As a Board member, my responsibility is not to protect buildings: it is to protect opportunities for students. That means making transparent, data-informed decisions, engaging communities early, and ensuring every investment in facilities supports student learning and long-term sustainability. I also believe schools should continue serving as neighborhood hubs by connecting families to health services, community resources, and other supports that remove barriers to learning. Facilities should do more than house classrooms: they should create environments where students can thrive.

Duane Larry Grigsby Jr: Students and staff deserve clean, safe, and well-maintained schools. Priorities include repairing aging buildings, improving HVAC systems, addressing plumbing and roofing issues, ensuring reliable technology, improving security, and making schools fully accessible. The board should prioritize preventive maintenance, transparent capital planning, and regular public updates on facility improvements

David Harris: One of the biggest challenges is ensuring every student learns in a safe, clean, and well-maintained building. Aging infrastructure, deferred maintenance, HVAC reliability, and building safety all directly impact student learning. The school board's role is to set priorities, ensure responsible oversight of facility investments, and hold the administration accountable for making improvements that create safe, welcoming learning environments for every student.

Michelle Rene Broughton: New school buildings and improving tech.

Calesther Smith-Arnold: Not sure what buildings need what, if the Principals submit requests to be addressed then the board would review the concerns.

Theodore Rhett Jones: In earning my doctorate in Educational Leadership from MSU, the title of my dissertation was, "Student Voice in School Facilities". I conducted a research study that included three students each from a high school in good condition, a high school in fair condition, and a high school in failing condition. What I found was that the students from the first two types of schools reported that their biggest concern, outside of their academics, were the social aspects of school. For the students in the school in failing condition, they reported that they not only had to concentrate on the social aspects of school but also had to concentrate on creating strategies so that they can navigate all the physical aspects of school that did not work (e.g., broken lockers, bathroom facilities that were in disrepair, classrooms that were too hot or too cold, etc.). Bottom line, it will be my goal to make sure that our students have working facilities that they do not need to consciously worry about in their everyday lives of pursuing their education. For me, the most pressing facility concerns will be those schools that are still below fair condition. As a school board member, what I want to do is advocate and to organize school board members across this state to have the Legislature and governor create a dedicated school building fund to pay for building repairs and even contribute to the building of new schools. While this organization process is being led by me, I will also be a tireless advocate for increasing education funding in general as this is the existing way that our school district uses to pay for building repairs.

Bessie L. Harris: Attendance, School Closing and ESE (Exceptional Student Education) Attendance: A child cannot learn unless they are present. The district implemented paying 9-12 graders to attend school, with criteria that must be met. Even though some critized this project, it has proven to improve attendance. As a school board member I will support this project should it be brought forth to continue. We must motivate in order to captivate our students. School Closing: We have closed enough of our schools. No longer are there neighborhood schools. We must look at our schools with low enrollment on an individual basis see what they have to offer and start tooting our horn for each of our schools are special in their own academic way. ESE: This is my passion, I started my career as Special Education Teacher and taught Special Education for 2 decades We must hire adequate staff to evaluate and test our students. The turnaround for a student IEP should be tracked and implementation of the IEP carried out with fidelity.

Nicole Conaway: Safety in our schools is always the top concern. Unfortunately this has been used to justify overpolicing are schools. When I taught at the Catherine Ferguson Academy, whe had a security guard who would study for her college classes at the security desk, and patrol the halls to escort truant students to class. And because we were a school for young women, our principal insisted our security guard was a woman. This is the type of security we need in schools, not metal detectors and cops with weapons. If elected I would raise a resolution to remove metal detectors and armed police from all schools. As far as the physical school structures, HVAC and water must be prioritized to ensure safe and healthy classrooms. Every building I taught in, including the newly constructed East English Village building had issues, forcing students to wear coats in class in winter, and sweltering at the beginning and end of the year. We need to make sure the water and air quality are safe, and temperature regulated, especially as temperatures climb as a result of global warming - AC in every school is a necessity not a luxury. We need to bring all maintenance and facilities services back in house, no more outsourcing.

Tabrian Joe: DPSCD school buildings don't have heat, A/C, and roofs are falling on students. These are problems that the district allowed to be acceptable because no one was held accountable to fix these long-standing issues. When things are broken you fix the problem before the problem becomes a bigger one. We must hire engineers and build maintenance full-time staff to address problems right away. We must be proactive when it comes to students' learning environment and teachers' work environment.

Shawn Vaughn: DPSCD school buildings don't have heat, A/C, and roofs are falling on students. These are problems that the district allowed to be acceptable because no one was held accountable to fix these long-standing issues. When things are broken you fix the problem before the problem becomes a bigger one. We must hire engineers and build maintenance full-time staff to address problems right away. We must be proactive when it comes to students' learning environment and teachers' work environment.

Cidney J.A. Calloway: Our students and staff deserve comfortable/healthy environments to work and learn in. I'm looking forward to supporting the ongoing HVAC upgrades happening across the district.

Steve Bland Jr.: Let me first say we were fortunate to be able to make use of $700 million in ARPA funds when available to build new schools, make some infrastructure improvements in select schools, including roof repair, HVAC, and other capital improvements. However, those funds are ending and to make similar improvements District-wide with 106 schools, it would take $2.1 billion dollars; creating about a $50 million budget shortfall. Title 1 funds and other fund sources cannot be used for building infrastructure. I don’t advocate cutting instructional dollars to achieve this. The School Board can look at creative funding efforts through the Detroit Foundation, philanthropy sources, and wiser use of contract dollars to achieve this goal.

Dr. Jameel M. Smith PhD: DPSCD continues to face challenges associated with aging buildings and deferred maintenance, including HVAC systems, roofs, plumbing, electrical systems, accessibility, and other capital improvements necessary to provide safe, healthy learning environments. The Board's responsibility is not to manage construction projects. Rather, it should establish long-term capital priorities, approve major investments, advocate for equitable state funding, monitor project progress, and hold district leadership accountable for delivering safe, well-maintained schools on time and within budget.

Shinese Decarol Johnson: the most pressing facilities concern is basic: Are our students and staff in buildings that are safe, clean, healthy, and ready for teaching and learning every day? DPSCD has identified approximately $2.1 billion in facility needs, including roofs, heating and cooling systems, plumbing, electrical systems, masonry, athletic facilities, and basic repairs. I also believe we have to acknowledge the progress being made through the Facilities Master Plan, renovations, and new construction. I attended the groundbreaking for the new Cody High School and saw that investment firsthand. But with that level of investment must come oversight, transparency, and accountability. We need to know projects are being prioritized equitably, completed on time, and staying within budget. When timelines or costs change, the community deserves to understand why. Facilities are not separate from academics. The building is part of the learning environment. Our students and educators deserve schools that support the quality education we expect to happen inside them.

Elizabeth Ann Williams: The schools that were closed and the slated closing of Thurgood Marshall. Along with the lack of heating, cooling, ventilation and air purification in our schools. Reopen the closed schools and don't close Thurgood Marshall.

Tawanna Simpson: Facilities equity This may be one of the most important issues for a school board member. A districtwide facilities program should not mean that every school receives the same amount of money. Equity means schools with the greatest documented need receive appropriate priority. The Board should develop a Facilities Equity Index incorporating: Facility-condition score Safety concerns HVAC/air-quality problems Roof condition Enrollment Special education needs Pre-K needs Building utilization Poverty/need indicators Educational program needs Neighborhood access Previous capital investment Then publish the rankings. That would allow parents to see: "Why did School A receive $8 million while School B received $1 million?" And the district could answer with documented criteria rather than politics.

Philip Lloyd: I have identified three areas that I would like to focus on. Quality nutrition across the entire district, literacy and creating pathways for outside organizations to be able to actually work with the schools instead of paperwork being lost in the pipeline.

Liana Mulholland: Safe and healthy schools is always the top concern. DPSCD school buildings don't haveA/C or adequate heat, leaky roofs and tiles falling on students. These are problems that the district allowed to be acceptable because no one was held accountable to fix these long-standing issues. When things are broken you fix the problem before the problem becomes a bigger one. We must be proactive when it comes to the students' learning environment and teachers' work environment. HVAC and water must be prioritized to ensure safe and healthy classrooms. We need to make sure the water and air quality are safe, and temperature regulated, especially as temperatures climb as a result of global warming - AC in every school is a necessity not a luxury. We need to bring all maintenance and facilities services back in house, no more outsourcing.

Vilma Escamilla Durán: Honestly, regular care and maintenance. Parents have reported that schools don't have the essentials- toilet paper, clean classrooms, pest control, temperature regulation, etc. I'm not sure of how things are tracked now, but it isn't working. I need to learn more what is currently being done in order to evaluate with others on the board. An idea based on youth and parent feedback I've received: Improve or establish vendor oversight. Let's look at the contracts that have been given out and honestly assess the work being done. The board can't handle the day-to-day operations but we can figure out how to create policies to ensure that quality is prioritized so that it can lead to improving or purchasing facility management software. Trust and transparency are very important, so we need to look at how we are tracking what needs to be fixed and be transparent about it so families know what will be done and when.

Tyshea Pope: Classroom support, resources, Transportation. Unnecessary administrative spending

Terry E. Whitfield: My top three spending priorities are: Literacy and Academic Achievement – Invest in evidence-based literacy instruction, academic interventions, attendance initiatives, and the resources educators need to help every student succeed. Recruiting and Retaining Exceptional Educators – Competitive compensation, professional learning, leadership development, and clear career pathways are essential to attracting and retaining great educators. Whole Child and Family Supports – Mental health services, family engagement, Health Hubs, and community partnerships create the conditions for students to learn and thrive. Rather than eliminating a specific budget area, I would evaluate every investment based on its impact. School safety requires appropriate security measures, but it also requires prevention through positive school culture, restorative practices, mental health supports, and student belonging. Every budget decision should reflect fiscal responsibility and the best interests of Detroit's students.

Duane Larry Grigsby Jr: My top three priorities are: Student learning and classroom instruction. Recruiting, retaining, and supporting excellent teachers and staff. Safe, modern school facilities, transportation, and student support services, including mental health. The district should avoid unnecessary administrative spending, duplicate programs, and expenses that do not directly improve student outcomes or classroom learning

David Harris: Our district’s top three spending priorities should be improving student achievement, with a strong focus on literacy and mathematics; recruiting, developing, and retaining high-quality teachers and school leaders; and providing students with the support services they need, including mental health resources, school safety, and college and career readiness opportunities. At the same time, every dollar in the budget should be evaluated based on its impact on students. We should carefully review administrative costs and non-essential expenditures to ensure that resources are prioritized where they matter most—inside classrooms, supporting students and educators.

Michelle Rene Broughton: The top 3, curriculum, safety, teachers priorities. The school district needs everything to provide rap-around services. We service many different types of students and households. We need everything!

Calesther Smith-Arnold: Teachers,!!!!! Counselors!!!!! Principal support!!!! There isn't anything that I would suggest to not be prioritized.

Theodore Rhett Jones: Top 3 Spending Priorities (1) Increased funding to retain high-quality teachers. (2) Increase funding to reduce chronic absenteeism (funding school-based teams, hubs at schools, and neighborhood site captains to help both with addressing neighborhood issues contributing to chronic absenteeism and to watch ICE in neighborhoods with high-immigrant populations). (3) Increased funding for students with special needs (increased ESE student support and support for families to know their rights under special education provisions and to effectively advocate for their students; increased support for language access for students and families, etc.). The largest area where I feel we should not be prioritizing district spending is outside vendors and contractors with the District. Namely, the District's most recent budget presentation (https://go.boarddocs.com/mi/detroit/Board.nsf/files/DUZ3NP07B635/$file/FY27%20Budget%20Presentation_FINAL_June%2016%2C%202026_UPDATED.pdf - page 26) identified the risk of increased inflation in spending on outside contractors and vendors. If elected to the board, I would lead on the getting an exact accounting on all outside vendor and contractor contracts, and which have been under-delivered on. I would then seek to end those contracts and find other vendors and contractors that could be brought on for reduced costs and could deliver more effectively.

Bessie L. Harris: Curriculum, Staffing, Facilities would be top 3 priorities. I feel everything rates a priority status in the District, Some stand out more than others but all require to be priority when it comes to our students, academics and well-being.

Nicole Conaway: People are the most important investment, so we must pay teachers and staff better, in order to retain staff and hire more teachers to reduce class sizes. Spending on safety of facilities must be prioritized. This does notI meanadding security guards and cameras. It means investing in skilled trades facilities workers to ensure tiles aren’t falling from cielings, bathrooms aren’t flooding, and air quality and temperature are regulated. We used to have our own unionized plumbers, carpenters, electricians, etc. who stayed on top of these issues and took pride in serving our schools. The third priority would be focusing on special education and bilingual services. These areas have suffered too many cuts and we need to rebuild these programs. What should not be prioritized are exorbitant salaries for the Superintendent and cabinet members/ high level adminstrators or armerd police in our schools.

Tabrian Joe: Special education- Make sure to eliminate the backlog of IEP from not being met. Making sure students get what they need to succeed. Hold the superintendent accountable for meeting all IEP services that students need. If elected, special education will not be put on the back burner. ESE students are worth fighting for. Investment in special programs that grows the district- Sports, dual-enrollment, foreign languages, and libraries, especially in neighborhood schools that have been neglected over the last 20 years. Cass, Renasissance, and King should not be the only schools that we put on a pedestal; all schools in the district deserve that same status. Recruitment of teachers—we must be more robust in finding the quality teachers that our students need and deserve. Always looking/searching for the best and brightest teachers for our students. Pay aspiring teachers during their student teaching, as an incentive to stay in the district long-term. Provide support and resources for teachers in the district throughout their tenure in the district. Not a priority…the superintendent pay raise that is connected to the pay raise of teachers and armed police in our school district.

Shawn Vaughn: Our students should always be our highest priority. This means: 1.) Pay our teachers and staff better wages so that they can provide the highest quality service in their ability to our students. 2.) Putting funding towards expanding special needs programs and providing wraparound services, programs that grant access to higher education, bilingual and language classes, extra curricular activities like Martial Arts classes, VSA Arts and FIRST Robotics, community outreach and assistance programs. 3.) Building improving and maintaining all of our facilities, and increasing the amount of maintenance staff and their wages. 1.) What should not be prioritized is the superintendents' exorbitant salary. We should cut the salary down and put that money back into our schools, libraries, and the staff within them.

Cidney J.A. Calloway: DPSCD must continue to fund upgrades for facilities, fair compensation for our building-based staff and investing in wrap around services for our most vulnerable families. DPSCD should be constantly reevaluating their finances to modify spending as necessary and ensure funding is appropriately allocated according to the needs and desires of our students and their families.

Steve Bland Jr.: Priorities: 1. Continue programming that directly or indirectly addresses the issues of chronic absenteeism & truancy. This includes initiatives with Parent academies, after-school programs, Health Hubs, ESE support, mental health efforts, etc. 2. Dollars that directly affect Academic achievement and literacy; particularly in reading and math proficiency in the elementary grades. Supporting the new High School Redesign efforts are worthy also. 3. Increasing the negotiated pay for our talented teachers, School-based and administrative staff, academic interventionists & Deans, etc. De-prioritize: 1.Consultants and excessive outside contracts 2. Central Office Administration not directly tied to literacy and instruction preparedness 3. Travel budgets, excessive conferences, etc.

Dr. Jameel M. Smith PhD: My top three budget priorities would be student achievement, strong educators, and removing barriers to learning. First, we must prioritize academic achievement, particularly literacy and math, through effective classroom instruction, early intervention, tutoring, and other evidence-based strategies. Second, we must invest in recruiting, retaining, and developing excellent teachers and school leaders. Programs and curricula matter, but their success depends on skilled, supported educators in every school. Third, we must address barriers that keep students from learning. Investments in mental health, attendance interventions, family supports, and related services should be targeted toward getting students to school consistently and ready to learn. I would not prioritize programs simply because they have historically been funded. The Board should examine outcomes, eliminate unnecessary or duplicative spending, and redirect resources from programs or contracts that cannot demonstrate value.

Shinese Decarol Johnson: My school board leadership experience has taught me that a district's budget tells you what it values. My first priority is student achievement, especially literacy and math, with resources reaching classrooms where teaching and learning happen. Second, we must recruit and retain qualified teachers and support staff. We should not continually spend money recruiting new employees because we failed to invest in keeping effective people already serving our students. Third, we must support the whole child through mental health and prevention services, safe and healthy schools, attendance supports, and college, career, and skilled-trades opportunities. I would not prioritize duplicative programs, contracts without measurable outcomes, unnecessary consulting costs, or administrative spending that cannot be connected to student needs or effective District operations. My board experience has also taught me that approving the money is not the end of our responsibility. If we invest in something, we should measure whether it worked. A student-centered budget should produce student-centered results.

Elizabeth Ann Williams: 1. Reopening Schools 2. Quality Buildings 3. Updating books Prioritizing profits over our students doesn't work and the only solution is fighting for more funding and building a metropolitan school district for metro Detroit. Closing schools is never the solution, and just leads to more school closings.

Tawanna Simpson: 1. Literacy, math, and quality instruction Protect funding for reading, math, tutoring, teacher recruitment and retention, and professional development that produces measurable student achievement. 2. Student support and special education Invest in attendance, transportation, homelessness and SDOH support, mental health, special education, Community Health Workers, counselors, social workers, and transition services so students can successfully learn. 3. Safe, healthy, accessible schools Prioritize roofs, HVAC, plumbing, electrical, accessibility, security, technology, and preventive maintenance based on the greatest documented student needs. What should NOT be prioritized? Avoid spending on unnecessary administrative growth, duplicative programs, ineffective consulting contracts, excessive promotional expenses, politically driven projects, replacing functioning systems without justification, or short-term programs that create unaffordable long-term costs. My guiding principle Every DPSCD dollar should benefit students, improve measurable outcomes or essential services, and be financially sustainable. I would support greater budget transparency so parents, staff, and taxpayers can see where money is going, what results are expected, and whether DPSCD achieved them. Students first. Responsible spending. Measurable results. No politics over student achievement

Philip Lloyd: I believe that there should be a decrease in school policing budget.

Liana Mulholland: People are the most important investment, so we must pay teachers and staff better, in order to retain staff and hire more teachers. Pay aspiring teachers during their student teaching, as an incentive to stay in the district long-term so we can reduce class sizes, and provide more bilingual and special education teachers to eliminate the backlog of IEP from not being met. Making sure students get what they need to succeed. Hold the superintendent accountable for meeting all IEP services that students need. If elected, special education will not be put on the back burner. ESE students are worth fighting for. Spending on safety of facilities must be prioritized. This does not mean adding security guards and cameras. It means investing in skilled trades facilities workers to ensure tiles aren’t falling from cielings, bathrooms aren’t flooding, and air quality and temperature are regulated. We used to have our own unionized plumbers, carpenters, electricians, etc. who stayed on top of these issues and took pride in serving our schools. Investment in special programs that grows the district- Sports, dual-enrollment, foreign languages, and libraries, especially in neighborhood schools that have been neglected over the last 20 years. Cass, Renasissance, and King should not be the only schools that we put on a pedestal; all schools in the district deserve that same status. What should not be prioritized are exorbitant salaries for the Superintendent and cabinet members/ high level adminstrators or armerd police in our schools.

Vilma Escamilla Durán: As far as priorities, we need to increase the number of staff (especially social workers, therapists, teachers, paraprofessionals), I'd love to see a dramatic reduction in the use of metal detectors, number of security officers, and field trips contracts with organizations outside of Detroit, especially when there are local options.

Tyshea Pope: In my conversations with Detroit residents, I hear concerns that extend beyond the classroom. Many families are struggling with the rising cost of living, finding jobs that pay a living wage, accessing affordable housing, transportation, childcare, and mental health resources. These challenges directly affect students' ability to learn and succeed.

Terry E. Whitfield: Every conversation about public education eventually becomes a conversation about the realities families face outside of school. Housing affordability, transportation, food insecurity, utility costs, and neighborhood safety all affect a student's ability to learn. While schools cannot solve every challenge facing Detroit, they can serve as trusted community hubs that connect families to health care, mental health services, food assistance, housing resources, after-school programs, workforce supports, and other community partners. Initiatives like Health Hubs demonstrate how schools can remove barriers to learning while remaining focused on their educational mission. As I continue my Community Conversations, I look forward to hearing directly from families about the challenges they face and the partnerships that can best support them. Ultimately, I believe the Board's role is to remove barriers to learning by cultivating strong partnerships that help every Detroit student thrive.

Duane Larry Grisby Jr: Families are facing housing instability, transportation challenges, food insecurity, mental health concerns, and workforce barriers. While schools cannot solve every issue alone, they can partner with community organizations, employers, healthcare providers, and nonprofits to connect families with resources. Strong partnerships improve attendance, academic success, and overall quality of life.

David Harris: Many Detroit families I speak with are facing challenges beyond the classroom, including access to affordable housing, reliable transportation, healthcare, employment opportunities, and safe communities. While the school district cannot solve every issue, it can serve as a bridge by connecting families with community partners, expanding wraparound services, and ensuring students have the support they need to succeed. When we invest in the whole child and strengthen partnerships with families and local organizations, we create better outcomes for students and a stronger quality of life for Detroit families.

Michelle Rene Broughton: Food and dependable transportation. The young parents need jobs and after school care and before school care. I think the district is working with the new Mayor of /Detroit to address some of the issues.

Calesther Smith-Arnold: There are a lot of social issues to be address, homelessness, I don't think hunger is an issue other than the fact that some residents don't have the transportation to get the food that's being given away.

Theodore Rhett Jones: Detroiters have talked to me about issues they are facing concerning housing, opportunity, and how to effectively partner with the District to bring more opportunities to our kids. Concerning housing, I have been out front on the issue of having a plan for our phaseout school (Ann Arbor Trail, Blackwell, Clark, and Greenfield Union) so that instead of the District demolishing these school buildings and holding onto the land for a decade or two, that there be a true community process where residents in these neighborhoods can decide what happens to the land/buildings, including developing affordable housing. For our kids, I want to lead the school district to have three strong pathways for every student to go to college (with minimal cost - such as working on expanding the Detroit Promise and ensuring dual enrollment opportunities at all of our neighborhood schools), the skilled trades (I am working with labor unions and the school district now to see how we can expand having journeyman instructors to expand vocational training and apprenticeship opportunities), and entrepreneurship (in my current position as a Senior Director of Opportunity Neighborhoods at Global Detroit, I lead our small business team; I would leverage our network of small business owners and technical assistants to create an entrepreneurship curriculum in DPSCD that is also includes practical mentorship. Finally, I would lead on making sure that the District better publicizes the process by which those outside the District, particularly small nonprofit leaders, can partner with the District and bring needed programming and services to our kids.

Bessie L. Harris: We are doing a good job by reaching our parents through our family engagement department. I would like to see a Parent Coordinator in every school. This person would be at the local school to provide our parents with resources . As a Principal my school had a DHS worker in our building, available to my parents I would love to see this program back in our schools to work hand and hand with the Parent Coordinator.

Nicole Conaway: The most important thing for school district leaders to do right now to protect and try to improve the quality of life for Detroit families is to stand against the fascist Trump regime and call for his immediate removal. We must demand an end to his ICE raids, anti-gay anti-trans and anti-diversity policies, and an immediate end to the war with Iran and support for the Israeli genocide of the Palestinian people. All of these are rooted in racism and aimed precisely at lowering the living standards for all Americans. No school leader can pretend to be fighting for our schools and our communities without taking this kind of stand. Detroiters face many challenges: housing insecurity, inferior public transportation, affordable childcare, healthcare, and more. While the school district cannot solve all these problems which stem from large societal issues of systemic racism and inequality, we can support by providing wrap-around services. Community health centers in schools is one example. Schools can also serve as communal gathering spaces during after school hours. Through Community meetings at the schools we could organize and mobilize the community to act together to get the resources our community needs. A few specific examples: Dual enrollment is taught by WCCCD in our high schools, maybe it could be offered to parents in the evening. One of the things that was so great about Catherine Ferguson was that healthcare and social services were handled at school, so our students, who were almost all pregnant or parenting, did not have to miss school for medical or DHS appointments. What if this was offered for parents? They could recieve services when they bring the students or pick them up. Our schools are naturally hubs of our communities, they should be a place parents and other community members feel they can come for solutions, not face more barriers and mistreatment.

Tabrian Joe: The most important thing for school district leaders to do right now to protect and try to improve the quality of life for Detroit families is to stand against the fascist Trump regime and call for his immediate removal. We must demand an end to his ICE raids, anti-gay anti-trans and anti-diversity policies, and an immediate end to the war with Iran and support for the Israeli genocide of the Palestinian people. All of these are rooted in racism and aimed precisely at lowering the living standards for all Americans. No school leader can pretend to be fighting for our schools and our communities without taking this kind of stand. Detroiters face many challenges: housing insecurity, inferior public transportation, affordable childcare, healthcare, and more. While the school district cannot solve all these problems which stem from large societal issues of systemic racism and inequality, we can support by providing wrap-around services. Community health centers in schools is one example. Schools can also serve as communal gathering spaces during after school hours. Through Community meetings at the schools we could organize and mobilize the community to act together to get the resources our community needs.

Shawn Vaughn: 1.) Trump and his fascist administration is the number one issue at the forefront of americans' minds across the nation, but especially because detroit is a majority minority city, it is felt here. How long with that has been the attacks on all fronts from his administration, including but not limited to ICE raids, the Slave labor/concentration camps that ICE warehouses our kidnapped students and community members in, the war in Iran and the catastrophic economic crisis that that has put on people all around the world, the attack on Venezuela, and continued attacks to starve out Cuba, the gutting of the Department of Education on a national level, the various witch hunts against pro palestine and other community activists, every threat to basic democratic rights, all of the attacks against lgbt+ people altogether, and youth especially, the attacks on the basic rights of black and brown people, and the emboldening of his fascist base to attempt to rally in our city and its suburbs. 2.) This is all in addition to the seemingly bottomless well of poverty that has existed in this city over the years, the lack of affordable housing, the lack of access to quality health care, inconsistent access to affordable food, the lack of job opportunities that can really sustain living, etc. What the school district can do to support detroit families is firstly, do everything in our power to protect our parents and community members from ICE, even providing sanctuary in our buildings, our schools and libraries, expand access to all programs that exist in our libraries to include parents and community members like 3d printing and art programs, expand access to free and affordable music programs for the community at all of our libraries and schools, host job and college fairs in libraries and schools for parents and community members, all our libraries and schools should have programs that help parents and community members find whatever resources (free food, clothes, toiletries, etc), as well as expanding and figuring out more programs that we can bridge with the city of Detroit, while maintaining our independence from municipal matters, etc. These are all things that would vastly increase the quality of life of our communities.

Cidney J.A. Calloway: I've heard quite a bit of conversation about childcare and overall affordability. DPSCD schools are a great place for parents to find assistance and get connected to city-wide resources.

Steve Bland Jr.: The top issues I’m hearing is poor customer service and response time in certain school locations, slow IEP processing of ESE students, and District administration not appearing to be transparent.

Dr. Jameel M. Smith PhD: Detroit families face challenges beyond the classroom, including housing and food insecurity, transportation barriers, healthcare and mental health needs, and economic pressures. These challenges affect attendance, readiness to learn, and achievement. DPSCD already responds through Health Hubs, Family Resource Centers, Parent Academy, and community partnerships. We can build on this foundation by learning from other urban districts. Chicago uses community schools as hubs for health, mental health, after-school, family, and social services, while Philadelphia uses community-school coordinators to connect families with resources and partners. I would explore expanding a coordinated approach in DPSCD, with schools serving as trusted access points where families can identify a need, receive a warm handoff to the appropriate resource, and receive follow-up when necessary. Partnerships should be measured by whether they improve attendance, family engagement, and student outcomes.

Shinese Decarol Johnson: The Detroiters I talk to face challenges that do not stop at the schoolhouse door: transportation, food insecurity, clothing and basic needs, health and wellness, mental health, and substance-use risk factors. These things impact whether a child comes to school ready and able to learn. Schools cannot solve every problem facing Detroit families, but they can be a trusted place that connects families to resources and community partners. Transportation is especially important because a child's ZIP code or a family's ability to get across the city should not determine the opportunities that child can access. As a preventionist, I believe in addressing risk factors before they become bigger problems. Prevention is not just about substance use. It is also about strengthening protective factors, building decision-making skills, and giving young people positive alternatives. After-school programming should be more than tutoring. Students need engaging, skill-based opportunities in technology, skilled trades, arts, entrepreneurship, financial literacy, sports, leadership, and career exploration. Ultimately, supporting families and removing barriers helps students attend school, learn, graduate, and leave DPSCD prepared for college, careers, or pathways to the skilled trades.

Elizabeth Ann Williams: A lot of the Detroiters I talk to are concerned about the teen takeovers. Too many Detroit teens are still looking for somewhere to belong. When we see teen takeovers, we can't see a public safety challenge—I see young people not just asking whether this city has a place for them, but also anger and disillusionment in a system that is failing them. I also see that same anger and frustration in our parents and caretakers. My answer is: you belong and we will make this a world where you can, think, live and be free. I believe that starts with investing in our schools, our communities, and fighting for every Detroiter. I think as far as policy the answer is our young people need to feel they have somewhere to belong. That starts with safety. No ICE in our schools. No harassment by DPS police. It also continues with positive things for our students to do and a reason to see hope. I will increase extra curricular activities, not punish students for taking action against the racist takeover like policies they are subjugated to.

Tawanna Simpson: Student Safety, Discipline & Restorative Practices My goal is for every DPSCD school to be physically and psychologically safe, respectful, and focused on learning. I would: Focus on prevention through counselors, social workers, psychologists, nurses, trained staff, safe facilities, and strong family/community partnerships. Ensure discipline is fair, consistent, age-appropriate, and focused on safety and accountability. Review discipline data by school, race, disability, offense, and other factors to identify and address disparities. Support restorative practices when appropriate to help students take responsibility, repair harm, and rebuild relationships. Make clear that restorative practices do not excuse serious behavior or compromise safety. Give teachers the training and administrative support they need while respecting their instructional time. Give students, parents, and staff a meaningful voice in school safety and climate decisions. My approach is: prevent when possible, intervene early, protect everyone when necessary

Philip Lloyd: Detroit families lack community and resource centers that are easily accessible. I believe that any schools that is closed in a neighborhood should be transformed into a multi use resource center. The district could partner with the city to provide food banks, technology resources and as well as potential space for community programming. These could double as warming/cooling centers during extreme weather events.

Liana Mulholland: The most important thing for school district leaders to do right now to protect and try to improve the quality of life for Detroit families is to stand against the fascist Trump regime and call for his immediate removal. We must demand an end to his ICE raids, anti-gay anti-trans and anti-diversity policies, and an immediate end to the war with Iran and support for the Israeli genocide of the Palestinian people. All of these are rooted in racism and aimed precisely at lowering the living standards for all Americans. No school leader can pretend to be fighting for our schools and our communities without taking this kind of stand. Detroiters face many challenges: housing insecurity, inferior public transportation, affordable childcare, healthcare, and more. While the school district cannot solve all these problems which stem from large societal issues of systemic racism and inequality, we can support by providing wrap-around services. Community health centers in schools is one example. Schools can also serve as communal gathering spaces during after school hours. Through Community meetings at the schools we could organize and mobilize the community to act together to get the resources our community needs.

Vilma Escamilla Durán: So far, I've heard Detroiters express their concerns about the lack of affordable housing, difficulty in obtaining jobs/careers with living wages, difficulty in identifying affordable childcare, xenophobic sentiments expressed, failure in obtaining language justice, lack of reliable transportation, and rising costs/expenses. The district could be more intentional about how money is spent while maximizing local partnerships. I'm happy to learn that the children's museum renovations are completed because it was disappointing to me to learn that most of my kids' field trips were with vendors outside Detroit. Instead of a 2 hour bus ride to Ann Arbor, I'd rather see our kids connect with local organizations that focus on exposing our children to hands-on STEM activities. This would involve learning more about the procurement process so we are able to work on policies to prioritize local partnerships.

Tyshea Pope: I believe the best decisions are made when the people most affected by them have a meaningful voice in the process. As a school board member, I will be visible, accessible, and committed to listening. I would love regular visit schools throughout the district to hold student forums where students can openly share their experiences, identify challenges, and offer ideas for improving their schools. Students are at the center of our work, and their perspectives should help shape decisions about school climate, programs, and district priorities. I would also like to host community listening sessions with parents, caregivers, educators, and community partners before major decisions on curriculum, budgeting, and district policy. I believe in creating multiple opportunities for engagement, including in-person meetings, surveys, and virtual forums, so more families can participate regardless of their schedules. I will do my best to advocate for transparency by clearly communicating how public feedback was considered in board decisions. People are more likely to stay engaged when they know their voices matter. My goal is to build trust by listening first, communicating openly, and ensuring every decision reflects the needs of Detroit's students, families, and school communities.

Terry E. Whitfield: Meaningful community engagement cannot be limited to public comment at monthly Board meetings. I believe listening should be a consistent part of governance, not something that only happens during times of controversy. My Community Conversations initiative reflects that commitment. During my campaign and throughout my term, I will continue meeting with parents, students, educators, staff, and community members to better understand what Detroit expects from its Board of Education. I would expand opportunities for engagement through community office hours, school visits, listening sessions, and virtual forums. I also believe students deserve a meaningful voice in decisions that affect their education, and I would build on DPSCD's existing student leadership efforts to ensure their perspectives help inform Board decisions. Most importantly, engagement must lead to action. I am committed to communicating what I heard, explaining how it influenced decisions, and being transparent when recommendations cannot move forward. My commitment is simple: listen, act, and remain accountable.

Duane Larry Grisby Jr: I believe the best decisions are made when those most affected have a seat at the table. I would support regular community forums in every region of the district, parent and student advisory councils, transparent budget presentations, online surveys, and clear public reporting on district goals and outcomes. I also want to strengthen partnerships with PTAs, community organizations, businesses, and neighborhood leaders so families have meaningful opportunities to shape district priority

David Harris: I believe meaningful engagement starts with listening. I would advocate for regular opportunities for parents, caregivers, students, staff, and community members to provide input through town halls, surveys, advisory groups, and transparent communication channels. For decisions involving curriculum, budgeting, and district policies, stakeholders should have a voice before decisions are made, not after. I would also support clear reporting on how feedback is considered and how district decisions impact student outcomes, ensuring accountability and trust between DPSCD and the communities we serve.

Michelle Rene Broughton: Involvement, everyone is a stakeholder and very important to the Education of the students of the city in /Detroit. We should hold school board meetings in the day-time and evenings but we need to do a better outreach so all feel welcome.

Calesther Smith-Arnold: I would implement the truancy officers, which would help to inform all who are involved to get the assistance they need.

Theodore Rhett Jones: On my campaign website, I put forward a solution that partly captures this goal (https://jonesfordetroitschoolboard.com/portfolio/learning-experience/ - "Creating Community Solutions to Problems Impacting Student Achievement" section): "Parents should have a direct say in how District dollars are spent on their children’s education. To do so, I will lead on bringing Parent Participatory Budgeting and forming a Parent Budget Advisory Board to DPSCD. The Parent Participatory Budget process will be annual community engagement meetings where all parents and community members can have a real say in defining funding priorities at the beginning of the budget process each school year. The Parent Budget Advisory Board will be an special committee that directly advises the School Board. It will be made up of engaged parents who will review proposed budgets and offer feedback on where they can be improved and fully reflective of community priorities before budgets are finalized. These approaches not only increase transparency around our District’s financial realities, it also creates real community-driven solutions to address them. When families and community members help decide what gets funded, and at what levels, we ensure our schools reflect both high standards and parent priorities." Expanding on this, I want to have more "Participatory Governing" sessions with parent, caregivers, community members, staff, and students to ensure that these stakeholders' voices are captured in decision-making and accountability. I want them to be community level forums that capture how we can improve curriculum and district-policy, along with what I will fight for already with giving parents more say in budgeting. If my fellow board members refuse to take part in these forums, or do not adopt my Parent Participatory Budgeting and Advisory Board plan, then I will do it solo. And I hope that I could partner with 482Forward to do them.

Bessie L. Harris: I would hold town hall monthly meetings with parents and a separate town hall meeting for students at least once a month. We must go to our parents and students We could hold town hall meetings on various topics, we must be transparent with open communication

Nicole Conaway: One way to give students more power in the decision making process is to lower the age to vote for school board to sixteen. This has been done in at least a dozen cities across the country. Student board members should have actual power to vote as well. A real student council should be present in each school. Each major decision on curriculum, budgeting, etc should include an advisory panel of students, staff, and parents and caregivers. I would ensure public comment at board meetings include the full three minute time for each speaker and not try to restrict what anyone has to say as the current board does.

Tabrian Joe: One way to give students more power in the decision making process is to lower the age to vote for school board to sixteen. This has been done in at least a dozen cities across the country. Student board members should have actual power to vote as well. A real student council should be present in each school. Each major decision on curriculum, budgeting, etc should include an advisory panel of students, staff, and parents and caregivers. I would ensure public comment at board meetings include the full three minute time for each speaker and not try to restrict what anyone has to say as the current board does.

Shawn Vaughn: One way to give students more power in the decision making process is to lower the age to vote for school board to sixteen. This has been done in at least a dozen cities across the country. Student board members should have actual power to vote as well. A real student council should be present in each school. Each major decision on curriculum, budgeting, etc should include an advisory panel of students, staff, and parents and caregivers. I would ensure public comment at board meetings include the full three minute time for each speaker and not try to restrict what anyone has to say as the current board does.

Cidney J.A. Calloway: I am a proponent of listening sessions and intimate round-table discussions to ensure families are heard and seen on very personal levels. Building trust is key to addressing the root cause of issues plaguing our community.

Steve Bland Jr.: We have recently instituted some ideas that I believe will work given time, such as Parent Advisory Committees, School-based Town Halls, District-wide listening sessions, surveys, community councils, etc

Dr. Jameel M. Smith PhD: Families, students, educators, and community members should be viewed as partners in the district's success. I support regular listening sessions throughout Detroit, transparent reporting on district performance, accessible Board meetings, advisory groups that include families and students, and clear communication explaining how community feedback influenced Board decisions. Strong governance requires meaningful engagement - not simply asking for input, but demonstrating that stakeholders have been heard and that their perspectives are thoughtfully considered.

Shinese Decarol Johnson: The people most impacted by a decision should have an opportunity to be heard before that decision is made. Parents, students, educators, auxiliary staff, and community members all bring different experiences to the table, and their voices matter. Engagement has to be more than holding a meeting after the decision has already been made. Information should be shared early, with opportunities for input through listening sessions, surveys, parent and student advisory groups, school-based meetings, and public discussions. We also have to make participation accessible to working families. Transparency matters just as much. People should not have to be an educator, accountant, or attorney to understand a budget, policy, academic data, or major proposal. Information should be presented in a way the community can understand. Listening does not mean everyone will agree with every decision. It means people know they were heard and understand how a decision was made. Accountability also means coming back to the community afterward. If we approved a program, policy, or investment to address a problem, people deserve to know whether it worked and what happens next.

Elizabeth Ann Williams: Every meeting that can be legally open to the public, will be. I will listen to the community, there will be no cuts off during public comment. The last board meeting i went to the board decided to cut public comment to a minute and a half. That is a disgrace.

Tawanna Simpson: Community Engagement & Accountability My approach is to make community input a regular part of DPSCD decision-making—not something that happens after decisions are already made. I would: Listen before making major decisions about curriculum, closures, transportation, budgets, and policies through citywide community meetings. Strengthen parent and student advisory councils at every school so families, students, staff, and community members have a clear voice. Make the budget transparent and understandable, showing how money is spent, what outcomes are expected, and whether investments are working. Create a “You Said / We Did” report so the community knows how its feedback influenced decisions—or why the district chose a different approach. Hold the Board and administration accountable through measurable reporting on academics, attendance, special education, discipline, staffing, facilities, finances, and family satisfaction. My guiding principle Listen → Analyze → Decide → Explain → Implement → Report Back. True community engagement means involving people before decisions are made, respecting their time and expertise, and being accountable for the results. Nothing about our children should be decided without meaningful input from the people who know, teach, care for, and live in our communities.

Philip Lloyd: A quick process to implement would be to improve the family/district communication path. Increased access to opinions and concerns could be created by increasing parent panels and feedback assessments.

Liana Mulholland: One way to give students more power in the decision making process is to lower the age to vote for school board to sixteen. This has been done in at least a dozen cities across the country. Student board members should have actual power to vote as well. A real student council should be present in each school. Each major decision on curriculum, budgeting, etc should include an advisory panel of students, staff, and parents and caregivers. If elected our slate will hold regular community meetings centered/focused on improving the district in all areas of concern. At regular board meetings ensure public comment at board meetings include the full three minute time for each speaker and not try to restrict what anyone has to say as the current board does

Vilma Escamilla Durán: I feel that we currently have zoom meetings, newsletters, parent coordinators, and PTA meetings to update the community. If that's the case, it's not a surprise that parents feel disconnected from the district. Most schools aren't able to fill the parent outreach coordinator position. Even when a school does have the position filled, the employee is able to interpret the role and responsibilities. While I do advocate for school-specific solutions, there should be a basic framework to work from. During the last 2 years, I haven't seen a single school-specific class dojo message regarding upcoming ESE PAC meetings or meetings to evaluate current practices to ensure that the school is made aware of the accessibility needs required to keep our students in school ALL DAY. Today, I learned about DPSCD's prior parent groups that existed before/during the emergency takeover and our current PTA's. I do understand that I need to learn more about the FACE (Family and Community Engagement) department, which seems to be where these issues can be addressed, but this would require analyzing the data being produced and creating policies to ensure that we are able to that everyone is at the table. An example could be passing policy/advocating for much simpler and concise communication. Instead of wordy documents, I would love to see less words, more images, and simple words to explain DPSCD processes and procedures.

Tyshea Pope: Yes

Terry E. Whitfield: Yes

Duane Larry Grisby Jr: Yes

David Harris: Yes

Michelle Rene Broughton: Yes

Calesther Smith-Arnold: Other-Don’t understand the question

Theodore Rhett Jones: Yes

Bessie L. Harris: Yes

Nicole Conaway: The Sanctuary Policy must be updated and strengthened. Since it was instituted in 2019, then revised in 2021, we have seen ICE transform into a gestapo force inflicting violence on our communities. Last year, as BAMN, we presented the school board with a resolution “To Reaffirm the Board’s Commitment to the Sanctuary District Policy and Support for Releasing DPSCD Student Maykol Bogoya-Duarte from ICE Custody”. While they did not adopt our proposed resolution, they were forced to issue a supportive statement. ICE has no legitimate authority to enter our schools. I would use my voice as a board member to call for abolishing ICE.

Tabrian Joe: The Sanctuary Policy must be updated and strengthened. Since it was instituted in 2019, then revised in 2021, we have seen ICE transform into a gestapo force inflicting violence on our communities. Last year, as BAMN, we presented the school board with a resolution “To Reaffirm the Board’s Commitment to the Sanctuary District Policy and Support for Releasing DPSCD Student Maykol Bogoya-Duarte from ICE Custody”. While they did not adopt our proposed resolution, they were forced to issue a supportive statement. ICE has no legitimate authority to enter our schools. I would use my voice as a board member to call for abolishing ICE.

Shawn Vaughn: The Sanctuary Policy must be updated and strengthened. Since it was instituted in 2019, then revised in 2021, we have seen ICE transform into a gestapo force inflicting violence on our communities. Last year, as BAMN, we presented the school board with a resolution “To Reaffirm the Board’s Commitment to the Sanctuary District Policy and Support for Releasing DPSCD Student Maykol Bogoya-Duarte from ICE Custody”. While they did not adopt our proposed resolution, they were forced to issue a supportive statement. ICE has no legitimate authority to enter our schools. I would use my voice as a board member to call for abolishing ICE

Cidney J.A. Calloway: Yes

Steve Bland Jr.: Yes

Dr. Jameel M. Smith PhD: Yes

Shinese Decarol Johnson: Yes

Elizabeth Ann Williams: They need to be expanded: they are not enough to protect our community

Tawanna Simpson: Yes

Philip Lloyd: Yes

Liana Mulholland: The Sanctuary Policy must be updated and strengthened. Since it was instituted in 2019, then revised in 2021, we have seen ICE transform into a gestapo force inflicting violence on our communities. Last year, as BAMN, we presented the school board with a resolution “To Reaffirm the Board’s Commitment to the Sanctuary District Policy and Support for Releasing DPSCD Student Maykol Bogoya-Duarte from ICE Custody”. While they did not adopt our proposed resolution, they were forced to issue a supportive statement. ICE has no legitimate authority to enter our schools. Warranty or no warrant. ICE must not be hav access to any school building, property, and events. The board can call for the city to become a sanctuary city and call to Abolish ICE.

Vilma Escamilla Durán: It's obviously not enough. We've had students and their families detained right outside of schools, as they pick up or drop off students. Protocols that involve mandatory training for some and voluntary for others demonstrates that the district is okay with bare minimum policies.

Tyshea Pope: No

Terry E. Whitfield: Yes

Duane Larry Grisby Jr: Yes

David Harris: Yes

Michelle Rene Broughton: Yes

Calesther Smith-Arnold: Other- Not familiar with the acronym

Theodore Rhett Jones: Yes

Bessie L. Harris: Yes

Nicole Conaway: Yes, the Eid holiday should be added back to the school calendar. I was so proud of the students who mobilized to have it added in the first place. It is now even more important to support our Muslim students and families as Palestinians fight for their fsurvival and freedom in the face of the US-backed Israeli genocide in Gaza and increasing attacks by settlers in the West Bank, and growing Anti Islamist attacks and rhetoric here in the US. We must not capitulate in any way to the harsh restrictions and attacks on educators and students to be silent about Palestine.

Tabrian Joe: Yes, I support Eid al-Fitr being recognized permanently on the district's calendar. No student or their families should feel like they are not welcomed in DPSCD, being exposed to different cultures and religions is beneficial for everyone and highlights more what we have in common than what we don’t - the Detroit community can come together on this Holiday and celebrate Eid al-Fitr in pure Detroit fashion.

Shawn Vaughn: Yes, the Eid holiday should be added back to the school calendar. I was so proud of the students who mobilized to have it added in the first place. It is now even more important to support our Muslim students and families as Palestinians fight for their survival and freedom in the face of the US-backed Israeli genocide in Gaza and increasing attacks by settlers in the West Bank, and growing Anti Islamist attacks and rhetoric here in the US. We must not capitulate in any way to the harsh restrictions and attacks on educators and students to be silent about Palestine.

Cidney J.A. Calloway: Yes

Steve Bland Jr.: Other- While I am happy to see tolerance and sensitivity to various faith, cultural or ecumenical groups, the challenge comes when a certain number of school days offered are required by MASB standards for a school year. So to add more holidays directly extends the academic school year which has been a concern for unions and administrators alike. A potential combination of holidays may need to be considered to accommodate a more diverse student population we’re experiencing.

Dr. Jameel M. Smith PhD: Other:

I support ensuring Muslim students and families can observe Eid without being academically disadvantaged. I am also open to formally adding Eid to the district calendar, but calendar decisions must consider required instructional days, collective bargaining agreements, attendance patterns, and the impact on existing breaks. I would want the district to review student attendance data, community input, and operational implications before making a permanent calendar change. Regardless of whether the district closes, students observing important religious holidays should have reasonable accommodations and should not be penalized for their observance.

Shinese Decarol Johnson: Yes

Elizabeth Ann Williams: Yes

Tawanna Simpson: Yes

Phillip Lloyd: Yes

Liana Mulholland: Yes, the Eid holiday should be added back to the school calendar. I was so proud of the students who mobilized to have it added in the first place. It is now even more important to support our Muslim students and families as Palestinians fight for their survival and freedom in the face of the US-backed Israeli genocide in Gaza and increasing attacks by settlers in the West Bank, and growing Anti Islamist attacks and rhetoric here in the US. We must not capitulate in any way to the harsh restrictions and attacks on educators and students to be silent about Palestine.

Vilma Escamilla Durán: Yes

Tyshea Pope: As long as students are receiving a high-quality education and achieving positive academic outcomes, I do not object to charter schools. My priority is ensuring that every student has access to a safe, effective learning environment, regardless of whether they attend a traditional public school or a charter school. Any school authorized by the district should be held accountable for strong academic performance, sound financial management, and serving students well.

Terry E. Whitfield: I believe the conversation should begin with students, not school systems. Every Detroit family deserves access to high-quality educational options and the ability to choose the environment that best meets their child's needs. My responsibility as a Board member is to ensure every student has access to an excellent education. Detroit's educational landscape includes both traditional public schools and charter schools. I believe families benefit when schools embrace both cooperation and healthy competition—what I call "coopertition." When schools learn from one another and continuously improve, Detroit's students benefit. As a charter authorizer, DPSCD must hold its authorized schools to high standards for academic performance, financial stewardship, transparency, and student outcomes. Authorization and renewal decisions should be rigorous, fair, and consistently applied. Ultimately, my goal is to cultivate an educational ecosystem where accountability, collaboration, and continuous improvement help every Detroit student succeed.

Duane Larry Grisby Jr: Families deserve quality educational options. Any charter school authorized by DPSCD should meet high standards for academic performance, financial accountability, transparency, student safety, and equitable treatment of students. Authorization decisions should always be based on measurable student outcomes and accountability rather than politics.

David Harris: I believe every Detroit student deserves access to a high-quality education, regardless of whether they attend a traditional public school or a charter school. My focus is ensuring that all schools receiving public dollars are held to strong standards of transparency, accountability, and student outcomes. As a DPSCD School Board member, I would support policies that ensure charter schools authorized by the district demonstrate academic success, responsible financial stewardship, strong governance, and a commitment to serving students and families. Ultimately, my priority is not the type of school a child attends, but whether that school is providing students with the resources, support, and opportunities they need to succeed.

Michelle Rene Broughton: WE are losing students, in a better world , I hope that DPSCD would be the school of choice.

Calesther Smith-Arnold: What charters are you referring to?

Theodore Rhett Jones: Overall, my opinion of charter schools in Detroit is let's keep the high performing ones but for those that are low performing they should be shutdown. Right now, there are no standards around when charter schools should be shut down, and that should end. I would advocate putting into law at the state level a minimum level of performance that a charter school must achieve over a three-year period or they would face closure. Concerning DPSCD charter authorized schools, I would push for the same policy. I would need to study the issue more on what the exact achievement threshold should be, but I can give you my commitment that I do not want to see charter schools that fail to educate a majority of our children continue to have their authorizations renewed by the District.

Bessie L. Harris: DPSCD is a charter authorizer But a policy should be put in place, stating charters authorized by DPSCD can only expect a percentage of DPSCD students. I feel we are giving our students to our charters, stabbing ourselves in the foot.

Nicole Conaway: All charter schools within this city should be brought under the control of the elected school board. A market based approach does not improve schools. Schools should not be competing against each other for students. We should not be in the business of authorizing schools that create a second-class system with less accountability. The charter school movement was started to oppose integration of public schools and to this day creates a two-tiered system with second class status for the mostly black and brown students who attend charter schools. We must fully fund and support bilingual education and newcomer support programs, and provide multi-lingual interpreters for families to engage at all levels of the district.

Tabrian Joe: All charter schools within this city should be brought under the control of the elected school board. A market based approach does not improve schools. Schools should not be competing against each other for students. We should not be in the business of authorizing schools that create a second-class system with less accountability. The charter school movement was started to oppose integration of public schools and to this day creates a two-tiered system with second class status for the mostly black and brown students who attend charter schools.

Shawn Vaughn: All charter schools within this city should be brought under the control of the elected school board. A market based approach does not improve schools. Schools should not be competing against each other for students. We should not be in the business of authorizing schools that create a second-class system with less accountability. The charter school movement was started to oppose integration of public schools and to this day creates a two-tiered system with second class status for the mostly black and brown students who attend charter schools.

Cidney J.A. Calloway: I've had some deep conversations with staff members in charter schools and, although I do believe parents deserve a choice in where they send their pupils, I have a few issues with how they are currently operating in our state. I would like to look into the enrollment rates at charter schools surrounding count day and state per-pupil funding and I'd like to dive deeper in how charter schools handle ESE and more challenging students. With more standardized assessments and regular audits, there could be a space for charter schools in our educational ecosystem, but as they function right now, charter schools are undermining our public schools by funneling funding away from the district which, in turn, is undermining our kids.

Steve Bland Jr.: My opinion is evolving somewhat on whether we should have any charters at all, but if so, they should be performing at a higher level than the neighborhood school option in that area and on par with Examination or Application schools. The formula that has worked historically is when parents, teachers, administration, educators, business leaders, and community work collaboratively together to make public schools the most optimal place to develop future citizens and workforce. While this has never done perfectly, there must be a commitment to maximizing tax dollars sacrificed by hard-working citizens, so that not only neighborhoods are safe and thriving, but businesses can attract a quality qualified workforce to the city in which they live.

Dr. Jameel M. Smith PhD: My first responsibility would be to DPSCD students and to strong public education in Detroit. Because DPSCD is also a charter authorizer, the Board has an obligation to take that responsibility seriously. Authorization should never simply mean approving a school and collecting an authorizing fee. Schools authorized by DPSCD should be held to clear academic, financial, operational, and student-safety standards, with regular public reporting and meaningful intervention when performance falls short. Renewal decisions should be based on evidence, not politics. I would also want the Board to understand how its authorizing decisions affect students, neighborhoods, district enrollment, and the broader educational landscape in Detroit.

Shinese Decarol Johnson: I currently serve as president of a public charter school board, so my perspective comes from actual governance experience. I understand the responsibility of monitoring student achievement, approving budgets, evaluating leadership, reviewing policy, and holding a school accountable for results. As a charter authorizer, DPSCD has a responsibility to monitor the academic performance, financial stability, governance, special education services, and compliance of the schools it authorizes. The April 2026 decision not to reauthorize Barack Obama Leadership Academy demonstrates why that oversight matters. Accountability should not begin when it is time for reauthorization. Concerns should be identified and communicated early. Improvement plans should have measurable goals, timelines, and ongoing monitoring so schools have an opportunity to address concerns before they reach a critical point. I believe in clear and consistent standards, transparency, fiscal responsibility, qualified educators, and strong governance. If DPSCD authorizes a school, families should be able to trust that the district is monitoring whether that school is meeting its responsibilities.

Elizabeth Ann Williams: All charter schools within this city should be brought under the control of the elected school board. A market based approach does not improve schools. Schools should not be competing against each other for students. We should not be in the business of authorizing schools that create a second-class system with less accountability. The charter school movement was started to oppose integration of public schools and to this day creates a two-tiered system with second class status for the mostly black and brown students who attend charter schools.

Tawanna Simpson: I respect the voters' decision to allow charter schools in Detroit, and I believe families should have quality educational options. My position is not pro-charter or anti-charter—it is pro-student and pro-accountability. As a Board member, I would support DPSCD authorizing charter schools when they demonstrate that they fill a genuine educational gap, provide a quality program, protect students, and responsibly manage public resources. I also want DPSCD to look for opportunities where charter schools and the district can work together to fill service gaps or reduce unnecessary duplication and costs. Every public education dollar should be used as effectively as possible. I would strengthen the authorization and renewal process through transparent academic, financial, special-education, safety, enrollment, and contract-compliance standards. High-performing schools should have the opportunity to continue; schools that repeatedly fail students should face meaningful corrective action or non-renewal. Detroit's children should not be caught in an argument over school models. They deserve excellent schools—whether district or charter—and they deserve a Board that puts students, families, accountability, and responsible use of taxpayer dollars first.

Phillip Lloyd: There should be a limit and restriction on approvals. There should be limit as to proximity of a charter school to district school, as well as limit to how many charter schools are in a neighborhood/mile range. In addition, there should be limits to the quantity of a particular type ie; 1-5, middle school, high schools in a particular zone.

Liana Mulholland: All charter schools within this city should be brought under the control of the elected school board. A market based approach does not improve schools. Schools should not be competing against each other for students. We should not be in the business of authorizing schools that create a second-class system with less accountability. The charter school movement was started to oppose integration of public schools and to this day creates a two-tiered system with second class status for the mostly black and brown students who attend charter schools.

Vilma Escamilla Durán: I think having different governing bodies can create unnecessary confusion, especially when we want to collectively hold schools accountable to the community. For DPSCD, the board is mostly elected and they're public servants that have clear terms. For the charters, the board is appointed by the authorizer. With these many leaders, it's easy to envision a city without a clear and united vision for the future of education. Ultimately, it's not fair to students that the vision and standards vary (ex: charter schools can have uncredentialed staff teach while public schools can't).

Tyshea Pope: I do not support a federal education voucher program because I believe public education funding should remain focused on public schools. Private schools are generally funded through tuition and private resources, while many families depend on public schools because they cannot afford those options. Diverting public education funds to voucher programs could reduce the resources available to the students and schools that rely on them most. My priority is ensuring that public schools are adequately funded so every child has access to a high-quality education, regardless of their family's financial circumstances.

Terry E. Whitfield: I believe families should have meaningful educational choices, and parents are best positioned to determine the educational environment that best meets their child's needs. At the same time, public education is one of our nation's most important democratic institutions. Any proposal that expands educational choice should also be evaluated by its impact on student outcomes, educational equity, fiscal sustainability, and the public schools that educate the overwhelming majority of Detroit's children. My approach is to move beyond rhetoric, examine the evidence, listen to educators and families, and ask one fundamental question: Will this improve opportunities and outcomes for Detroit's students? If it strengthens educational opportunity, it deserves consideration. If it weakens public education or creates greater inequities, those concerns must be addressed.

Duane Larry Grisby Jr: My priority is ensuring every Detroit student has access to a high-quality education. Public schools must be fully funded and equipped to serve every child. Any education policy should be evaluated based on whether it improves student achievement, protects accountability, and strengthens educational opportunities for families.

David Harris: My priority is ensuring that Detroit Public Schools Community District has the resources, leadership, and support needed to provide families with a strong public school option. I understand why some families seek alternatives when they feel their needs are not being met, but I believe we must also address the root challenges facing public schools, including academic achievement, teacher retention, and school resources. Any education funding policy should ultimately be evaluated by one standard: does it improve opportunities and outcomes for students?

Michelle Rene Broughton: Again we are losing students. It may cause DPSCD to loose more students.

Calesther Smith-Arnold: Not familiar with the federal voucher program. I attend the DPSCD meetings and have not heard any discussion about the voucher program.

Theodore Rhett Jones: I am against the federal education voucher program. Vouchers take public money away to pay for private schools, which I am against. Our goal should be to improve public education for all children, not giving private school opportunities for some and underfunding education in general for all the students left in the public school system.

Bessie L. Harris: Every child everywhere deserves the highest quality education possible. I am a firm believer that parents should have a choice in making educational decisions for their most prize procession their child. The voucher program can be a win or lose situation for parents. A parent must truly weigh the pros and cons. Will the new school selected meet the needs of your child. Will the curriculum meet your child needs, if your child requires special accomodations can the new school satisfy those needs with the appropriate resources and staffing. The grass is never greener on the other side.

Nicole Conaway: Vouchers are a scheme to exacerbate inequality. Voucher programs take public money and give it to private schools. Like charter schools, they are another scheme used to dismantle public education. All leaders of public schools must speak out clearly against vouchers. Rumors of Governor Whitmer even considering vouchers shows why we cannot rely on polititicians of either party to protectect us. We must build our own independent movement to defend our public schools

Tabrian Joe: Vouchers are a scheme to exacerbate inequality. Voucher programs take public money and give it to private schools. Like charter schools, they are another scheme used to dismantle public education. All leaders of public schools must speak out clearly against vouchers. We must build our own independent movement to defend our public schools

Shawn Vaughn: Vouchers are a scheme to exacerbate inequality. Voucher programs take public money and give it to private schools. Like charter schools, they are another scheme used to dismantle public education. All leaders of public schools must speak out clearly against vouchers. Rumors of Governor Whitmer even considering vouchers shows why we cannot rely on politicians of either party to protect us. We must build our own independent movement to defend our public schools

Cidney J.A. Calloway: I oppose the federal education voucher program. I believe there are flaws in the eligibility requirements. The likelihood of the funds being redirected to private, mostly religious, schools also raises questions. I find it too contingent upon the philanthropy of individual tax payers, which makes annual budgeting more volatile and after following the stories out of Florida, I would advocate for Michigan to avoid similar situations all together.

Steve Bland Jr.: I’m not in favor in the main of federal education voucher programs. It’s double taxation on poor and middle class families. The far majority of school-age children in most urban cities attend public schools. (90%!) Even if every church opened a private school and businesses opened charters, there would still be a vast amount of students unreached & untouched. There is no need to double tax a Community who’s already paid for a quality education system. The issue we face is not equality, but equity of funding for schools. I believe public dollars belong in public schools!

Dr. Jameel M. Smith PhD: I support families having educational choices, but I believe public dollars should first fulfill our obligation to provide strong, accountable public schools accessible to every child. Any federal program directing public subsidies toward private education raises important questions about accountability, student protections, transparency, and the effect on public-school resources. Private institutions receiving public support should be held to meaningful standards for the use of those dollars. As a DPSCD Board member, my primary responsibility would be advocating for the resources Detroit students need and ensuring public schools remain strong enough that families see them as an excellent choice for their children.

Shinese Decarol Johnson: I am opposed to the federal education voucher program. As an educator, school leader, and parent of three adult children who attended both public and private schools, I understand and respect a parent's right to choose the educational setting they believe is best for their child. I had that opportunity with my own children. My concern is using public resources to support private education while our public schools still have significant needs. Public schools have a responsibility to educate every child who walks through their doors, regardless of ability, disability, income, ZIP code, background, or circumstances. We are still working to improve literacy and math, recruit and retain qualified educators, strengthen special education and mental health services, address transportation and facilities, and prepare students for college, careers, and the skilled trades. Those priorities require resources. Parent choice is important, but so is our responsibility to protect and strengthen public education. I believe public dollars should remain focused on the public education system that is responsible for serving every child.

Elizabeth Ann Williams: Vouchers are a scheme to exacerbate inequality. Voucher programs take public money and give it to private schools. Like charter schools, they are another scheme used to dismantle public education. All leaders of public schools must speak out clearly against vouchers

Tawanna Simpson: I believe parents should have educational choices, but those choices must never come at the expense of accountability, equity, or the quality of our public schools. I respect the right of families to determine what educational environment works best for their children, just as I respect Detroit voters' decisions regarding school choice and charter schools. My first responsibility as a DPSCD Board member, however, would be to make sure we are doing everything possible to make our public schools schools of choice—not schools families feel they have to leave. That means investing in literacy, math, safe and modern facilities, special education, attendance, transportation, culturally responsive curriculum, teachers, and the resources families need. I would not automatically oppose the federal Education Freedom Tax Credit, but I would want to understand exactly how it would affect Detroit families and DPSCD. Before supporting participation, I would want transparent information about who benefits, whether low-income and special-needs students have meaningful access, what protections exist for students, and whether the program could negatively affect the long-term financial stability of our public schools. If there are federal resources available to help Detroit children with tutoring, transportation, special education, educational therapies, books, or other qualifying educational needs, I believe we should examine every responsible opportunity to bring those resources to our families. But we must also make sure that public education dollars are used efficiently and that DPSCD does not lose sight of its responsibility to the children who attend our district schools. My position is simple: I am pro-parent choice, pro-student, and pro-accountability. I will support opportunities that expand educational options and help families, but I will also fight to make sure DPSCD remains strong, financially responsible, transparent, and capable of providing an excellent education to every child who chooses our schools. I don't believe we should make this a fight between public schools and private schools. I believe we should ask: What is best for the child, what is best for the family, and how can we use every available resource—including federal, state, local, philanthropic, and community resources—to close the gaps that are keeping Detroit children from reaching their full potential?

Phillip Lloyd: I have no issue with the program, if it is breeding utilized correctly. Loopholes seem to be present to allow people to take advantage of them program, who in would need to be amended, but the concept is overall ok.

Liana Mulholland: Vouchers are a scheme to exacerbate inequality. Voucher programs take public money and give it to private schools. Like charter schools, they are another scheme used to dismantle public education. All leaders of public schools must speak out clearly against vouchers. Rumors of Governor Whitmer even considering vouchers shows why we cannot rely on politicians of either party to protect us. We must build our own independent movement to defend our public schools.

Vilma Escamilla Durán: As much as I advocate for folks having their own choice, this is where that concept is used to hurt most families. The voucher program is not the solution and will end up causing more damage than good. There will be little to no oversight to guarantee that the scholarship money being collected and then disseminated by approved nonprofits will make it to families. This money could be directed to public schools to ensure all students get all the services they need without parents that actually need it are unnecessarily overburdened with paperwork. There is already an incredible amount of choices parents have to make everyday (9am-4pm or 8am-3pm? Who do I ask for an IEP? Can I afford another sick day? Dental and yearly physicals up-to-date?!) so why add more?

Tyshea Pope: I believe building positive relationships between district leadership, principals, teachers, and staff. Recruiting from local educator preparation programs and creating pathways for paraprofessionals, substitutes, and graduates to become teachers. Fostering an inclusive workplace where all employees feel respected, heard, and supported.

Terry E. Whitfield: I believe recruiting and retaining great educators begins with culture and compensation. Competitive pay and benefits are essential, but educators also want to work in environments where they are respected, supported in their growth, and equipped to help students succeed. To attract and retain exceptional educators, DPSCD must cultivate school cultures with strong professional learning, quality instructional resources, and leaders who develop people as well as manage schools. Increasing the number of educators and leaders of color requires intentional investment. DPSCD should cultivate talent from within by creating pathways for paraprofessionals, support staff, and graduates who aspire to become educators. Through Exposure and Immersion, we can also introduce students to teaching as a meaningful profession and create opportunities for them to return and serve their communities. Ultimately, educator recruitment and retention is a governance priority. The Board should ensure the District has the policies, resources, and long-term strategy to attract, support, and retain outstanding educators who choose to build their careers in Detroit.

Duane Larry Grisby Jr.: Recruitment and retention require competitive salaries, strong benefits, professional development, mentoring, safe working conditions, and opportunities for career growth. We should also strengthen partnerships with local colleges and universities to develop a pipeline of educators who reflect the diversity of Detroit's students.

David Harris: As an educator with over a decade of experience, I believe recruiting and retaining great teachers starts with valuing them through competitive compensation, strong benefits, meaningful support, and positive working conditions. Staff, especially educators of color, want to know they are respected, heard, and have opportunities for growth. We must invest in mentorship programs, leadership pathways, and professional development while creating school environments where teachers feel supported and empowered to do their best work. Retaining quality educators is ultimately about building a culture where people feel valued, connected, and committed to the students and communities they serve.

Michelle Rene Broughton: WE have to tell our story better and promote more!!! Make our schools safe for all.

Calesther Smith-Arnold: I think DPSCD has to try and cooperate with the teachers union and they will more than likely retain the teachers and will gain more applications.

Theodore Rhett Jones: I will lead on ensuring that the District expands its requirements efforts recruit new teachers by going to HBCUs and other Schools of Education around Michigan. Concerning pay and benefits, I will always fight to compensate our teachers' and staff what they deserve, which is the best. I plan to have strong working relationships with all the bargaining units that represent the District. To that end, I have already spoken with DFT and OSAS and I expect to get their support. I am committing that if elected I will have regular meetings and listening session not just with their leadership but with rank-and-file educators as well to directly here what their needs are and how we can better improve their working conditions.

Bessie L. Harris: DPSCD just gave our teachers a 2 year raise making them competitive with surrounding districts. In order to attract more teachers of color go to the colleges or universities where they are the majority and recruit. Start recruiting at HBCU's offering on the spot signing bonus. Go recruit instead of us waiting on the graduates to come to us.

Nicole Conaway: First and foremost better pay is needed for staff. Regarding benefits it was hugely disappointing the Governor did not sign the bill to allow districts to contribute more toward healthcare costs. I would advocate that this bill be signed. But beyond pay and benefits we need policies that relieve teachers of the additional tasks and stressors of high pressure evaluations, extra meetings, too many observers interrupting classes, etc. We need to give teachers tmore academic freedom to use their expertise and creativity rather than deliver scripted lessons driven by standardized tests and test-driven curriculum that we spend way too much money on. Provide support and resources to staff that they need, end the harassment of teachers and staff, especially those who advocate for students well-being and academic needs. Staff of color are most often those taking the strongest stands for students, especially young teachers. We need to give them support and protection and mentorship to retain them rather than drive them out by constraining their creativity and drive to work to meet our students needs.

Tabrian Joe: First and foremost better pay is needed for staff. Regarding benefits it was hugely disappointing the Governor did not sign the bill to allow districts to contribute more toward healthcare costs. I would advocate that this bill be signed. But beyond pay and benefits we need policies that relieve teachers of the additional tasks and stressors of high pressure evaluations, extra meetings, too many observers interrupting classes, etc. We need to give teachers more academic freedom to use their expertise and creativity rather than deliver scripted lessons driven by standardized tests and test-driven curriculum that we spend way too much money on. Provide support and resources to staff that they need, end the harassment of teachers and staff, especially those who advocate for students well-being and academic needs. Staff of color are most often those taking the strongest stands for students, especially young teachers. We need to give them support and protection and mentorship to retain them rather than drive them out by constraining their creativity and drive to work to meet our students' needs.

Shawn Vaughn: First and foremost better pay is needed for staff. Regarding benefits it was hugely disappointing the Governor did not sign the bill to allow districts to contribute more toward healthcare costs. I would advocate that this bill be signed. But beyond pay and benefits we need policies that relieve teachers of the additional tasks and stressors of high pressure evaluations, extra meetings, too many observers interrupting classes, etc. We need to give teachers more academic freedom to use their expertise and creativity rather than deliver scripted lessons driven by standardized tests and test-driven curriculum that we spend way too much money on. Provide support and resources to staff that they need, end the harassment of teachers and staff, especially those who advocate for students well-being and academic needs. Staff of color are most often those taking the strongest stands for students, especially young teachers. We need to give them support and protection and mentorship to retain them rather than drive them out by constraining their creativity and drive to work to meet our students' needs.

Cidney J.A. Calloway: The best way to recruit and retain staff is to make sure our employees are being compensated fairly and are protected from burnout. Pay and benefits are at the forefront of the conversation among the staff in our schools, but I'd also like to strengthen partnerships with our local institutions that have strong education programs to be certain that there's adequate staff to alleviate their colleagues when need be. Bolstering the connections between our district and the many colleges and universities could improve our recruiting efforts and offering stipends for fellowships will give our college students the chance to gain hands-on experience.

Steve Bland Jr.: I believe the current Union negotiated increase in fair wages for teachers and staff is a great start. We have moved from teacher initial pay increasing from $32,000 a year to $52,000 a year! We must also provide incentive pay for increase in education based initiatives, COLA increases, FMLA, support staff and decreased classroom size. Support for supplies also.

Dr. Jameel M. Smith PhD: Recruiting educators is only half the challenge; we must create conditions that make excellent educators want to stay. That includes competitive compensation and benefits, manageable workloads, strong school leadership, meaningful professional development, safe working environments, and opportunities for career advancement. I would support strengthening partnerships with Michigan colleges and universities and developing grow-your-own pathways that help DPSCD graduates, paraprofessionals, and other district employees become certified educators. Recruitment efforts should intentionally reach diverse candidates, while retention data should help us understand why employees leave and where working conditions need improvement. The Board should regularly monitor vacancies, turnover, employee experience, and hard-to-fill positions.

Shinese Decarol Johnson: Representation matters, and students benefit from seeing educators and school leaders who reflect them and their communities. But our priority must be recruiting and retaining qualified, highly effective educators who are prepared to teach Detroit students. Cultural competency matters regardless of an educator's race or background. Every educator should understand, respect, and value the students, families, history, and community they serve. Strong instruction, high expectations, cultural competency, and the ability to build relationships with students all matter. Recruitment is only part of the work. We also have to create conditions that make good educators want to stay. That includes competitive pay and benefits, safe working conditions, manageable workloads, adequate planning time, appropriate class sizes, classroom resources, strong leadership, meaningful professional development, and support with student behavior. We should also strengthen partnerships with colleges, universities, HBCUs, and teacher preparation programs and develop grow-your-own pathways. Educators stay where they feel supported, respected, fairly compensated, and able to be effective at the work they were hired to do.

Elizabeth Ann Williams: First and foremost better pay is needed for staff. Regarding benefits it was hugely disappointing the Governor did not sign the bill to allow districts to contribute more toward healthcare costs. I would advocate that this bill be signed. But beyond pay and benefits we need policies that relieve teachers of the additional tasks and stressors of high pressure evaluations, extra meetings, too many observers interrupting classes, etc. We need to give teachers more academic freedom to use their expertise and creativity rather than deliver scripted lessons driven by standardized tests and test-driven curriculum that we spend way too much money on. Provide support and resources to staff that they need, end the harassment of teachers and staff, especially those who advocate for students well-being and academic needs. Staff of color are most often those taking the strongest stands for students, especially young teachers. We need to give them support and protection and mentorship to retain them rather than drive them out by constraining their creativity and drive to work to meet our students' needs.

Tawanna Simpson: Recruiting & Retaining Excellent Staff Recruiting and retaining great staff begins with respect. DPSCD must value teachers, paraprofessionals, support staff, and administrators by providing: Competitive pay and benefits to attract and retain qualified employees. Respect for staff time by reducing unnecessary meetings, paperwork, and duplicative requirements. Safe, well-maintained schools with the technology, materials, and resources staff need. A stronger pipeline of educators of color, including partnerships with Detroit colleges, HBCUs, teacher-preparation programs, and “Grow Your Own” programs. Staff voice in decision-making before implementing new curriculum, technology, schedules, or major initiatives. I would support a DPSCD Staff Voice and Workload Review to track compensation, vacancies, turnover, workload, staff satisfaction, professional development, school climate, and working conditions, with an annual public report. Respect staff time. Respect their expertise. Pay them fairly. Give them the tools they need. Listen to them and support their efforts to educate our students. When we invest in our staff, we invest directly in our children.

Phillip Lloyd: I believe the distric has taken efforts to strengthen and increase teacher retention. I believe that there is still much work to be done with recruitment and working conditions.

Liana Mulholland: First and foremost better pay is needed for staff. Regarding benefits it was hugely disappointing the Governor did not sign the bill to allow districts to contribute more toward healthcare costs. I would advocate that this bill be signed. But beyond pay and benefits we need policies that relieve teachers of the additional tasks and stressors of high pressure evaluations, extra meetings, too many observers interrupting classes, etc. We need to give teachers more academic freedom to use their expertise and creativity rather than deliver scripted lessons driven by standardized tests and test-driven curriculum that we spend way too much money on. Provide support and resources to staff that they need, end the harassment of teachers and staff, especially those who advocate for students well-being and academic needs. Staff of color are most often those taking the strongest stands for students, especially young teachers. We need to give them support and protection and mentorship to retain them rather than drive them out by constraining their creativity and drive to work to meet our students' needs.

Vilma Escamilla Durán: I am still in the process of gathering additional feedback but I noticed a theme when listening to what support staff and teachers informally shared. Folks feel overworked and undervalued. They feel ill-equipped.

Tyshea Pope: Build respectful, professional relationships with union leadership also listen to employee concerns and maintain open lines of communication.

Terry E. Whitfield: I believe the unions representing DPSCD employees are essential partners in the District's success. Teachers, paraprofessionals, office staff, custodians, food service workers, bus drivers, and other union employees make our schools possible. My approach will be rooted in collaboration, transparency, respect, and a shared commitment to student success. While the Board and union leadership will not always agree, we should always share the goal of creating the best possible learning and working environments. As a Board member, my responsibility is to establish policy, steward public resources responsibly, and support good-faith collective bargaining while balancing the interests of students, employees, families, and taxpayers. Productive labor relationships are built on trust, honest communication, and a willingness to solve problems together. Beyond collective bargaining, I believe the District should invest in professional growth, leadership development, employee wellness, and a positive workplace culture. Supporting our workforce is essential to improving outcomes for Detroit's students.

Duane Larry Grisby Jr: I believe in respectful, collaborative relationships built on transparency and communication. While keeping students at the center of every decision, I will listen to employees, honor collective bargaining, and work with union leadership to identify solutions that support both staff and student success.

David Harris: If elected, I will work collaboratively with union representatives to listen to their perspectives, address challenges facing employees, and ensure that educators have the support, resources, and working conditions needed to help students succeed. At the end of the day, we all share the same goal: creating the best possible learning environment for Detroit students.

Michelle Rene Broughton: The board will need to listen to the union and make the best decision.

Calesther Smith-Arnold: That remains to be seen, I will always work with unions. I am retired from a union job.

Theodore Rhett Jones: I plan to have strong working relationships with the unions representing District employees. I already have strong relationships with the leadership of DFT and OSAS. As I stated earlier, I want to have not just a strong working relationship with the leadership of all unions within the District but also, I have direct and consistent dialogue with rank-and-file union employees. Through this process I want to know exactly where we as a District can improve working conditions for our staff, and by extension, improve learning conditions for our students. I will be very responsive to the needs of both union leadership and rank-and-file employees and do my utmost to deliver improvements and processes that increase job satisfaction.

Bessie L. Harris: I will make myself available to support the unions within the district. I will be available to the workers within the union.

Nicole Conaway: Currently, board members do not have an active role in contract negotiations, they leave it up to the superintendent. This needs to change, board members should be active participants in all union contracts from start to finish. Ensuring that all bargaining is in good faith and that all unions get what they need to do their work for our students and school community. Staff working conditions are students’ learning condidionts. Unions are a gateway to the middle class and they also give Detroiters the path to rise higher and opportunities. Detroit is a union town.

Tabrian Joe: As a current union member, and leader I stand in solidarity with all our union workers and labor movement. Currently, board members do not have an active role in contract negotiations, they leave it up to the superintendent. This needs to change, board members should be active participants in all union contracts from start to finish. Ensuring that all bargaining is in good faith and that all unions get what they need to do their work for our students and school community. Staff working conditions are students’ learning conditions. Unions are a gateway to the middle class and they also give Detroiters the path to rise higher and opportunities. Detroit is a union town.

Shawn Vaughn: As a national BAMN organizer often organizes within the nea and aft as well as a long time defender of teachers in Detroit, I would always standing solidarity with the workers of the city and of our district. There needs to always be an assurance that our teachers and staff members can get the wages benefits that they need to provide the greatest quality of service to our communities. Currently, board members do not have an active role in contract negotiations, they leave it up to the superintendent. This needs to change, board members should be active participants in all union contracts from start to finish. Ensuring that all bargaining is in good faith and that all unions get what they need to do their work for our students and school community. Staff working conditions are students’ learning conditions. Unions are a gateway to the middle class and they also give Detroiters the path to rise higher and opportunities. Detroit is a union town.

Cidney J.A. Calloway: I hope to work closely with the unions to better understand the reoccurring themes in their industry and address any underlying issues to provide them the best workplace possible.

Steve Bland Jr.: While I would have no direct role with the negotiating process as a School Board Member, I would be an ambassador of goodwill as I’ve always been for fair wages and support services. I am a longtime Union supporter at various levels!

Dr. Jameel M. Smith PhD: Students, families, and district employees all play an essential role in the success of our schools. The Board should maintain a collaborative and respectful relationship with employee unions while remaining focused on its governance responsibilities. That means negotiating in good faith, listening carefully, respecting the collective bargaining process, and ensuring decisions remain aligned with the district's mission, strategic priorities, and long-term sustainability. The Board should balance the needs of employees with its responsibility to ensure the best possible outcomes for students.

Shinese Decarol Johnson: I respect the important role unions play in representing the employees who serve our students every day. As an educator, former school administrator, and current school board president, I also understand the Board's role in the collective bargaining process. District administration and Labor Relations negotiate directly with union leadership, while negotiated agreements come before the Board for consideration and approval. That responsibility requires Board members to understand what has been negotiated, listen, ask questions, and consider the impact on employees, students, District operations, and long-term financial stability before voting. I believe productive labor relationships require respect, communication, transparency, and good-faith bargaining. We may not always agree on every issue, but employees should know their voices and concerns are heard and valued. Strong schools require strong employees. Fair compensation, benefits, safe working conditions, professional respect, and opportunities for growth are important to recruiting and retaining the highly effective workforce our students deserve.

Elizabeth Ann Williams: Currently, board members do not have an active role in contract negotiations, they leave it up to the superintendent. This needs to change, board members should be active participants in all union contracts from start to finish. Ensuring that all bargaining is in good faith and that all unions get what they need to do their work for our students and school community. Staff working conditions are students’ learning conditions. Unions are a gateway to the middle class and they also give Detroiters the path to rise higher and opportunities. Detroit is a union town.

Tawanna Simpson: I believe unions are an important part of the District. Our employees deserve to have their voices heard, their contracts respected, and their working conditions taken seriously. At the same time, every agreement has to be financially responsible and sustainable for DPSCD and the taxpayers who fund our schools. I would listen to the unions and communicate with them openly—not only when it is time to negotiate a contract. I would want regular conversations about staffing, working conditions, student needs, facilities, curriculum implementation, workload, and retention. Staff are closest to our students, and their experience can help the Board make better decisions. I also believe in being reasonable with taxpayer money. During negotiations, I would look carefully at the long-term financial impact of wages, benefits, staffing levels, and other contractual commitments. I would not make promises that the district cannot afford to keep. A good contract must be fair to employees while also protecting the financial stability of DPSCD. I would also respect staff time and their efforts to educate our children. If we ask employees to implement a new curriculum, program, technology system, or policy, we need to make sure they have the training, resources, and time necessary to do it successfully. Most importantly, I would make decisions based on student achievement and the best interests of children—not politics. When there is disagreement between the District and a union, I would listen to both sides, examine the facts, understand the financial implications, and work toward a solution that is fair and sustainable. My goal would be a partnership, not an adversarial relationship. I want DPSCD employees to know that the Board respects their work, while taxpayers know that their money is being used responsibly. At the end of every negotiation and every major decision, I would ask: Does this help us recruit and retain excellent staff? Is it fair? Can we afford it? And, most importantly, will it help our students succeed? I believe we can respect our unions, respect our employees, respect our taxpayers, and still keep student achievement at the center of every decision.

Phillip Lloyd: I believe understanding the current CBA is the first step. We have to next gather meaningful feedback from the union, not just complaints. From there we can create a timeline with reasonable, actionable points and set fair expectations for achievement.

Liana Mulholland: Currently, board members do not have an active role in contract negotiations, they leave it up to the superintendent. This needs to change, board members should be active participants in all union contracts from start to finish. Ensuring that all bargaining is in good faith and that all unions get what they need to do their work for our students and school community. Staff working conditions are students’ learning conditions. Unions are a gateway to the middle class and they also give Detroiters the path to rise higher and opportunities. Detroit is a union town.

Vilma Escamilla Durán: Listen to Heidi, Kristen, and other union members I know

Tyshea Pope: Increase access to mental health support, preventative services, and parent support for student discipline. I also support mentoring programs that involve law enforcement officers in positive, relationship-building roles. I believe restorative practices provide a way to heal wounds, promote accountability, and lead to greater understanding among students.

Terry E. Whitfield: I believe the culture and climate of a school are among the strongest predictors of student success. Before students can excel academically, they must feel physically and psychologically safe, know they belong, and have caring adults who support them and hold them to high expectations. Creating that environment requires intentional leadership, well-supported educators, strong family partnerships, and policies that cultivate positive school communities. As a Board member, my responsibility is to ensure our policies, resources, and accountability systems strengthen school culture and student well-being. I believe discipline is essential to maintaining safe, orderly learning environments. Expectations should be clear, consistently applied, and paired with the support students need to learn from their mistakes, repair harm, and grow. That is why I support restorative practices. When implemented well, they help students take responsibility, rebuild trust, and remain connected to their school community. Restorative practices are not the absence of accountability—they are a different form of accountability. Ultimately, the Board should ensure disciplinary policies are fair, transparent, and consistently applied so every student has the opportunity to learn in a safe, supportive environment.

Duane Larry Grisby Jr.: Students learn best when they feel safe. I support strong school security, access to counselors and mental health services, anti-bullying efforts, and partnerships with families. Discipline should be fair, consistent, and focused on accountability while using restorative practices when appropriate to help students learn from mistakes, repair harm, and remain engaged in school.

David Harris: As an educator and parent, I believe every student deserves a school environment where they feel physically safe, respected, and supported. My approach is to focus on prevention through strong relationships, mental health supports, consistent expectations, and creating a positive school culture. Discipline should be fair, consistent, and focused on accountability while also helping students learn from their choices. I support restorative practices when implemented effectively because they provide students an opportunity to take responsibility, repair harm, and rebuild relationships while maintaining a safe learning environment.

Michelle Rene Broughton: Restorative practices work when its done correctly. Put the arts back in the schools/ fun needs to be restored which might give a student a reason to come to school. FUN in LEARNING.

Calesther Smith-Arnold: I don't have all the answers, but I definitely know something has to be done psychologically !!!! if that is done physically will fall in place.

Theodore Rhett Jones: As a former school social worker, ensuring that we have policy and practices that ensure the psychological and physical safety of all students is of paramount importance to me. I believe this begins with first listening to students and allow their experiences to be the main driver how we as a District can improve their psychological and physical safety. I want to create a culture of belonging and trust where all District leaders, starting with me, has a trusting relationship with caring adults who will hear their needs and concerns, and they know that we will act on them. I will also lead on expanding mental health support to our students through attracting and retaining more counselors, school social workers, and public-private partnerships that increase access to other mental health practitioners. I would also make a comprehensive review of current safety measures at all of our schools and lead where possible to make sure that we are moving away from treating our students as public safety concerns, including, if feasible, improving physical protections that can take the place of metal detectors in schools. Further, when I began working for DPSCD in 2017 I felt that the District was on the right direction moving away from zero-tolerance policies towards more restorative practices. I believe this work can be accelerated further, and if elected I will make a comprehensive review of our current disciplinary practices and lead on moving forward with policies that make them even more in line with restorative best practices. Wherever possible, school-level leadership should be employing restorative conversations, restorative circles, mediation, putting into place repair agreements, and reentry circles. For instance, in reading the 2026-2027 Student Code of Conduct, on page 50 it is mentioned that the use of restorative practices should be used as an alternative to suspension or expulsion, or along with these two penalties. This communicates that the District's default approach to school discipline is suspension and expulsion, and I would lead on flipping this default to restorative practices being the first course of action, and suspension or expulsion should only be reserved for the most egregious violations where restorative practices may be ineffective (for instance, instances on school grounds involving deliberate violence, serious harm, and continued harm through social media distribution of the incident).

Bessie L. Harris: Students well-being must be protected. I plan on making sure the appropriate professionals are in place for our students mentally and physically. DPSCD has policies in place that address school discipline. Physical or mental discipline will not be tolerated. Restorative if carried out correctly and with fidelity works. It allows students to understand the impact of their actions.

Nicole Conaway: Schools should be welcoming and nurturing places. To achive this we need to first remove metal detectors and police, reduce class size, and hire more counselors. Support student self expression and comfort by removing uniforms and oppressive dress codes Invest in Social and Emotional Learning and prioritze time for it in the classroom. If we stop all the unnecessary testing and prep time that goes into it, there is time to focus on students’ well being. Restorative practices can work well if staff is properly trained and the practices are properly implemented. They must not ever be used to revictimize students who have been bullied or harassed.

Tabrian Joe: Schools should be welcoming and nurturing places. To achieve this we need to first remove metal detectors and police, reduce class size, and hire more counselors. Support student self expression and comfort by removing uniforms and oppressive dress codes. Invest in Social and Emotional Learning and prioritze time for it in the classroom. If we stop all the unnecessary testing and prep time that goes into it, there is time to focus on students’ well being. Restorative practices can work well, and they are properly implemented and staff is properly trained. They must not ever be used to revictimize students who have been bullied or harassed.

Shawn Vaughn: Schools should be welcoming and nurturing places. To achieve this we need to first remove metal detectors and police, reduce class size, and hire more counselors. Support student self expression and comfort by removing uniforms and oppressive dress codes. Invest in Social and Emotional Learning and prioritze time for it in the classroom. If we stop all the unnecessary testing and prep time that goes into it, there is time to focus on students’ well being. Restorative practices can work well when they are properly implemented and staff is properly trained. They must not ever be used to revictimize students who have been bullied or harassed.

Cidney J.A. Calloway: I would like to reintroduce Conflict Resolution courses and I'd like to use Title I funding for workshops by the Metro Detroit Restorative Justice Network for our parents. I'd also like to fortify our partnerships with community violence intervention organizations that offer mentorship to our kids . The better we can equip our families with tools to implement at home, the better prepared our students will be in the school building.

Steve Bland Jr.: I believe climate and culture is important in the safety of our students and staff. Our Health Hubs are a welcome addition to this process. Also continued investment in our Security staff, updated technology, well publicized and enforced discipline policies, are of great importance. I believe the best discipleship however, begins and is best instituted in the home!

Dr. Jameel M. Smith PhD: Students learn best when they feel physically safe, emotionally supported, and connected to their school community. As both a former school psychologist and licensed psychologist, I understand how mental health, school climate, and student well-being affect academic success. The Board's role is to ensure these issues remain strategic priorities by setting clear expectations, monitoring outcomes, and holding district leadership accountable for implementing effective supports. I support evidence-based prevention efforts, expanded access to school-based mental health services, restorative practices implemented with fidelity, and clear expectations that maintain safe learning environments for every student.

Shinese Decarol Johnson: As an educator and certified substance use disorder preventionist, I believe education and prevention go hand in hand. Prevention is not just about substance use. It means identifying and addressing risk factors before they become substance use, violence, chronic absenteeism, behavioral concerns, or other barriers to learning. Students cannot give us their best academically if they do not feel physically and psychologically safe. Students have a right to learn, and teachers have a right to teach in safe, orderly classrooms. I believe in discipline, accountability, and consequences. But simply removing a student without addressing what is behind the behavior does not always solve the problem. Students may return with the same challenges and without the skills to make a different choice. That is why I support restorative practices when implemented correctly. Restorative practices do not mean there are no consequences. They mean holding students accountable, repairing harm, rebuilding relationships, and teaching better ways to resolve conflict and make decisions. Prevention starts before the crisis. Early intervention, mental health support, mentoring, family involvement, and positive opportunities help create safer schools and better outcomes for students.

Elizabeth Ann Williams: Schools should be welcoming and nurturing places. To achieve this we need to first remove metal detectors and police, reduce class size, and hire more counselors. Support student self expression and comfort by removing uniforms and oppressive dress codes. Invest in Social and Emotional Learning and prioritize time for it in the classroom. If we stop all the unnecessary testing and prep time that goes into it, there is time to focus on students’ well being. Restorative practices can work well, and they are properly implemented and staff is properly trained. They must not ever be used to revictimize students who have been bullied or harassed.

Tawanna Simpson: Every DPSCD student should feel physically safe, psychologically safe, respected, and supported so they can learn and succeed. My priorities would be to: Prevent problems early through counselors, social workers, mental-health supports, trained staff, strong family partnerships, and safe, well-maintained schools. Support teachers and staff with the training, resources, and administrative support needed to manage behavior while protecting instructional time. Make discipline fair, consistent, age-appropriate, and focused on student safety. Regularly review discipline data to identify disparities and ensure students are treated fairly. Use restorative practices when appropriate to help students understand the impact of their behavior, take responsibility, repair harm, and rebuild relationships. Recognize that restorative practices do not mean ignoring serious behavior. When there is a genuine threat to students or staff, safety must come first. Give students and families a voice in evaluating school climate and safety. My approach is: prevent when possible, intervene early, protect everyone when necessary, hold students accountable, repair harm when appropriate, and keep students' ability to learn at the center. I would also ask the Board to regularly review school safety, discipline, bullying, mental-health support, attendance, and restorative-practice outcomes to ensure our policies are working and taxpayer resources are being used responsibly.

Phillip Lloyd: I believe that we can better utilize DPSCD PD throughout the district has far as physical safety in general. Not just patrolling in there cars but actively working the doors at the start and end of the day. Each school should have 1-2 officers who are assigned to that school permanently. They should be essential part of the schools day. In regard to psychological safety, the district needs to emphasize an increase in social workers to spread the case load.

Liana Mulholland: Schools should be welcoming and nurturing places. To achieve this we need to first remove metal detectors and police, reduce class size, and hire more counselors. Support student self expression and comfort by removing uniforms and oppressive dress codes. Invest in Social and Emotional Learning and prioritze time for it in the classroom. If we stop all the unnecessary testing and prep time that goes into it, there is time to focus on students’ well being. Restorative practices can work well, and they are properly implemented and staff is properly trained. They must not ever be used to revictimize students who have been bullied or harassed.

Vilma Escamilla Durán: I'd love to start off by defining what that safe looks like. From what I've witnessed, school discipline is worse than doing nothing.

Tyshea Pope: To my understanding, there has been discussion about reducing inclusive classroom opportunities and placing more special education students in separate buildings. I believe schools should instead expand inclusive classrooms, increase the number of specialized classrooms where needed, and strengthen peer-to-peer programs so students with disabilities have more opportunities to learn alongside their peers while receiving the support they need.

Terry E. Whitfield: Special Education is an area where DPSCD has made important investments, but challenges remain. Families and educators continue to raise concerns about timely IEPs, consistent implementation of services, staffing shortages, and navigating the system. As a Board member, my responsibility is to ensure the District has the resources, policies, and accountability necessary to meet its legal and moral responsibilities. That means asking important questions: Are IEPs being implemented consistently? Do families feel like true partners? Do educators have the staffing, training, and resources they need? Are we improving outcomes for students with disabilities? Recruiting and retaining outstanding Special Education educators and support staff is also essential. That requires competitive compensation, manageable caseloads, ongoing professional learning, and strong transition planning that prepares students for success beyond graduation. Ultimately, every student deserves an education that recognizes their strengths, supports their needs, and prepares them for the future.

Duane Larry Grisby Jr: Challenges include staffing shortages, timely evaluations, consistent implementation of IEPs, communication with families, and access to specialized services. I would support recruiting additional special education professionals, strengthening training, improving family communication, monitoring compliance, and ensuring students receive the individualized services they are entitled to.

David Harris: I believe some of the biggest challenges in Special Education include ensuring students receive timely evaluations and services, providing consistent support and resources for teachers, and making sure families feel informed and included in the process. As an educator, I have seen how important early intervention and individualized support are for student success. I would advocate for stronger collaboration between schools, special education staff, families, and community partners to improve accountability, communication, and outcomes for students with disabilities.

Michelle Rene Broughton: You need more help, adults per students, hire more ESE people.

Calesther Smith-Arnold: I expressed earlier in the questionnaire that DPSCD has to hire more Counselors and or psychologist!!!! The IEP to my knowledge address more cases of ADD/ADHD cases.

Theodore Rhett Jones: I have specifically addressed this problem on my campaign website (https://jonesfordetroitschoolboard.com/portfolio/learning-experience/ - Creating Community Solutions to Problems Impacting Student Achievement): "Finally, DPSCD serves the largest population of special education students in Michigan. As a former school social worker, I know we must do better. I will lead efforts to strengthen our systems and supports, starting with regular, accessible orientations so families understand IEPs, 504 plans, other special education plans, and their rights. And I will also lead statewide to advocate for increased special education funding to ensure every student receives the support they deserve."

Bessie L. Harris: The challenges in ESE are the problem of our students not being evaluated in a timely manner. We test our students but there is such a long time from evaluation, and implementation. I stated earlier that we need to make sure we have staff in place to move the process forward in a timely manner.

Nicole Conaway: Students with IEPs are not receiving services and too many students are waiting too long to be evaluated. We do not have enough special education teachers or support staff. Firstly we can pay them and all staff more to retain and attract new staff. Secondly, many students are being denied services under the guise of “inclusion”. This needs to stop. What has been called inclusion, has meant in reality throwing special education students into general education classrooms with minimal or no support. To fully include these students in the school community, children with special needs must be provided the services they need.

Tabrian Joe: Right now, only 80% of IEPs are being met—not acceptable. Students and their families are leaving the district because of this problem. To improve this problem more funding is needed to help get that work done. Students with IEPs are not receiving services and too many students are waiting too long to be evaluated. We do not have enough special education teachers or support staff. Firstly we can pay them and all staff more to retain and attract new staff. Secondly, many students are being denied services under the guise of “inclusion”. This needs to stop. What has been called inclusion, has meant in reality throwing special education students into general education classrooms with minimal or no support. To fully include these students in the school community, children with special needs must be provided the services they need.

Shawn Vaughn: Students with IEPs are not receiving services and too many students are waiting too long to be evaluated. We do not have enough special education teachers or support staff. Firstly we can pay them and all staff more to retain and attract new staff. Secondly, many students are being denied services under the guise of “inclusion”. This needs to stop. What has been called inclusion, has meant in reality throwing special education students into general education classrooms with minimal or no support. To fully include these students in the school community, children with special needs must be provided the services they need.

Cidney J.A. Calloway: After attending the last few school board meetings and convenings, ESE parents are often raising questions about the mistreatment of their children and the lack of specialized services being offered. I'd like to see better training and an increase in hiring for ESE staff and I'd like to learn more about the types of services currently being offered and what funding is available to cover necessary services.

Steve Bland Jr.: We have a shortage of staff that special with the proper certifications in the ESE programs of DPSCD! Therefore, it is imperative that current staff process IEP’s timely, have good communication and customer service with special needs parents,!and provide adequate wrap around services to meet their needs. This is a weakness currently in our District.

Dr. Jameel M. Smith PhD: One of the greatest challenges in special education is ensuring that the services promised in a student's IEP are actually delivered. Staffing shortages, particularly among special education teachers, school psychologists, and other specialized professionals, can contribute to high caseloads, delayed evaluations, and difficulty consistently providing services. There is no single solution. I would prioritize recruiting and retaining specialized staff, strengthening university and alternative-certification pipelines, and examining incentives for critical-shortage positions. General education teachers also need training and support to implement accommodations and serve students in inclusive classrooms. As a Board member, I would expect regular data on vacancies, caseloads, evaluation timelines, IEP implementation, and student outcomes, and I would advocate for adequate state and federal special education funding. Compliance must be the floor, not the goal.

Shinese Decarol Johnson: Special Education challenges include recruiting and retaining qualified special education teachers, paraprofessionals, social workers, therapists, and other specialized staff, along with transportation, accessibility, and communication with families. I am especially concerned about general education teachers understanding the IEPs and 504 Plans of students in their classrooms and applying accommodations correctly and consistently. What is written on paper has to actually happen in the classroom. Teachers need the training, resources, time, and support to meet those requirements effectively without lowering expectations for students. We also have to look beyond compliance. Completing an IEP, holding a meeting, or checking a box does not automatically mean a student is receiving a quality education. Services and accommodations must actually be provided, and student progress must be measured. Families should understand the process and have a voice in decisions concerning their children. Parents should not have to repeatedly call, become experts in special education law, or fight for services their children are entitled to receive. Our Exceptional Student Education (ESE) students deserve high expectations, quality instruction, appropriate support, and every opportunity to succeed.

Elizabeth Ann Williams: Students with IEPs are not receiving services and too many students are waiting too long to be evaluated. We do not have enough special education teachers or support staff. Firstly we can pay them and all staff more to retain and attract new staff. Secondly, many students are being denied services under the guise of “inclusion”. This needs to stop. What has been called inclusion, has meant in reality throwing special education students into general education classrooms with minimal or no support. To fully include these students in the school community, children with special needs must be provided the services they need.

Tawanna Simpson: Special Education Priorities One of DPSCD's biggest Special Education challenges is not having enough qualified teachers, paraprofessionals, aides, and support staff to meet the needs of students with IEPs. My priorities would be to: Recruit and retain highly qualified special-education staff through competitive pay, benefits, professional development, supportive working conditions, and respect for staff time. Create a Special Education Workforce Pipeline with Detroit-area colleges and universities, offering internships, student-teaching, mentorship, and career pathways. Develop a “Grow Our Own” program to encourage college students and current DPSCD employees to become special-education professionals. Build community partnerships with universities, healthcare providers, nonprofits, and qualified professionals to fill service gaps without lowering standards. Strengthen parent involvement so families understand their child's IEP and can report missing or delayed services. Require regular Board reporting on staffing, caseloads, IEP compliance, service delivery, student outcomes, and parent concerns. My goal is not simply to hire more people—it is to have the right qualified people, in the right classrooms, with the resources and support they need. Every child with a disability deserves dignity, the services promised in their IEP, and the opportunity to reach their full potential.

Phillip Lloyd: The district needs to focus on recruiting an retaining qualified ESE personnel to adequately distribute the proper numbers across class rooms and provide to assistance needed.

Liana Mulholland: Students with IEPs are not receiving services and too many students are waiting too long to be evaluated. We do not have enough special education teachers or support staff. Firstly we can pay them and all staff more to retain and attract new staff. Secondly, many students are being denied services under the guise of “inclusion”. This needs to stop. What has been called inclusion, has meant in reality throwing special education students into general education classrooms with minimal or no support. To fully include these students in the school community, children with special needs must be provided the services they need.

Vilma Escamilla Durán: ESE and I have had quite a rocky relationship over the past 3.5 years. It started when my children's IFSPs ended and they needed to be assessed to receive their IEPs. We were directed to DPSCD, which has gotten worse since then. I don't recall it taking as long as it takes now to go from submitting a request for an evaluation to setting an(or any kind of reply), and perhaps it's because we were already identified due to constant advocacy when we noticed delays.

Tyshea Pope: Making classrooms adaptable with adjustable desks, accessible technology, and assistive devices that meet individual student needs. Ensuring students can participate in extracurricular activities, athletics, field trips, and school events with appropriate accommodations.

Terry E. Whitfield: Schools should be accessible in every sense of the word. That begins with maintaining facilities, transportation, technology, and learning environments that meet or exceed ADA requirements so every student can safely and independently access school. Accessibility also means ensuring students with physical disabilities can fully participate in academics, extracurricular activities, athletics, field trips, student leadership, and school events. Inclusion should be intentional, not an afterthought. The Board should ensure the District regularly evaluates facilities, programming, and technology while listening to students and families to identify barriers and opportunities for improvement. Ultimately, accessibility is about dignity, opportunity, and belonging. Every student should be able to learn, participate, and contribute to their school community without unnecessary barriers.

Duane Larry Grisby Jr: Schools should ensure all buildings meet accessibility standards, maintain elevators and ramps, improve transportation, provide adaptive technology, and make classrooms, playgrounds, and extracurricular activities accessible to every student. Accessibility should be considered in every facility improvement and program decision.

David Harris: Schools must ensure every student has equitable access to learning by creating inclusive environments that address both physical and instructional barriers. This includes accessible facilities, appropriate accommodations, assistive technology, and training for educators to support students with diverse needs. I believe we must always look at the individual needs of each student and ensure every child feels valued, supported, and capable of success.

Michelle Rene Broughton: Ramps, classes on the first floors.

Calesther Smith-Arnold: Haven't really seen many cases of physical disabilities in the schools I have been visiting, at one point there was a school particularly for the student with physical disabilities.

Theodore Rhett Jones: If elected to the school board, I will lead the District to do a comprehensive audit of all schools on how accessible they are to students with physical disabilities. What should result from this study is a building-specific accessibility profile for each school, and I will lead on ensuring that deficiencies identified in this audit are addressed during the facilities planning process consistent with federal accessibility standards. Further, I will create listening opportunities to sit down with students’ physical disabilities and families to hear directly from them where we can improve on making our schools more accessible for them. Their opinions and recommendations will guide me in leading on further improvements we can make to schools to make them more accessible.

Bessie L. Harris: We must make sure we have the proper policies in place to accommodate our physical disabled students. Facilities must be made aware of a student with a physical disabilities o that someone can go to the school and see what is needed for the student(s) to make their learning experience a success

Nicole Conaway: Invest more funds, build a state of the art school that is fully accessible to students. Provide transportation to and from school for those students. Make all schools wheelchair and disability accessible. Be proactive when it comes to their needs in order to learn, listen to what they say they need and do what is needed to accommodate.

Tabrian Joe: Right now, only 80% of IEPs are being met—not acceptable. Students and their families are leaving the district because of this problem. To improve this problem more funding is needed to help get that work done.

Shawn Vaughn: Invest more funds, build a state of the art school that is fully accessible to students. Provide transportation to and from school for those students. Make all schools wheelchair and disability accessible. Be proactive when it comes to their needs in order to learn, listen to what they say they need and do what is needed to accommodate.

Cidney J.A. Calloway: The district must ensure all district buildings, schools and schools grounds are ADA compliant. We must also adhere to any required inspections according to state and city protocols.

Steve Bland Jr.: Provide extended services and ADA compliant facilities in all schools, and make sure their entrance and exit patterns as well as classroom spacing is adequate and suitable for learning.

Dr. Jameel M. Smith PhD: DPSCD has policies and accommodations in place to support students with physical disabilities, and the district's Facility Master Plan provides an important opportunity to improve accessibility as schools are renovated or rebuilt. However, with many aging buildings and significant facility needs across the district, accessibility requires continued attention. I would support a districtwide accessibility review to identify barriers at each school and establish clear priorities and timelines for improvements. Accessibility must go beyond getting into the building. Students should be able to fully participate in classrooms, restrooms, cafeterias, playgrounds, athletic facilities, auditoriums, extracurricular activities, and emergency procedures. As the district invests in facilities, accessibility and universal design should be incorporated into renovations and new construction from the beginning. The Board should monitor progress and ensure families have a clear process for identifying concerns and requesting accommodations.

Shinese Decarol Johnson: Students with physical disabilities have the same right to a quality education as every other student. The Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act, and the Individuals with Disabilities Education Act (IDEA) provide important protections, but accessibility has to be about more than compliance. Accessibility starts before a student enters the classroom. Schools need accessible entrances, restrooms, classrooms, playgrounds, athletic facilities, technology, activities, and safe transportation. A student should not miss a class, field trip, program, or opportunity because a physical barrier prevents participation. Staff also need to understand accommodations, assistive technology, emergency procedures, and individual student needs. An accommodation is not giving a student an advantage; it is providing access. We also have to listen to students and families because they experience barriers others may not see. What is written in policy means very little if students do not experience it in practice. Students and families should not have to fight for access to an education they already have a right to receive.

Elizabeth Ann Williams: Elevators and ramps are a necessity in every school.

Tawanna Simpson: Every DPSCD student deserves to be able to enter their school, move through the building, participate in classroom activities, use the restroom, eat in the cafeteria, participate in athletics and extracurricular activities, and fully engage in school life regardless of a physical disability. I would make sure all DPSCD schools meet applicable ADA and accessibility requirements and that accessibility is treated as an ongoing responsibility. We should not wait until a student arrives and discovers that an elevator doesn't work, a doorway is inaccessible, or a restroom cannot accommodate their needs. I would support conducting regular accessibility assessments of every DPSCD school, identifying barriers and creating a prioritized plan to correct them. This should include: Accessible entrances and automatic doors Working elevators and ramps Accessible restrooms Accessible classrooms and common areas Appropriate seating and classroom layouts Accessible transportation and drop-off areas Safe emergency evacuation procedures for students with disabilities Accessible playgrounds and athletic facilities Appropriate assistive technology Clear pathways throughout school buildings We also need to consider disabilities that may not be immediately visible. Accessibility should include appropriate accommodations and supportive environments for students with different physical, sensory, communication, and mobility needs. I would also make students and families part of the solution. The people who use these buildings every day can identify barriers that may not appear on a facilities inspection. DPSCD should create a process where students, parents, caregivers, teachers, paraprofessionals, and special-education staff can report accessibility problems and receive a timely response. I would also connect accessibility to DPSCD's Facilities Master Plan so that accessibility improvements are incorporated into renovations and capital projects instead of being treated as an afterthought. Most importantly, accessibility is more than ramps and elevators. We need school environments where students with disabilities are welcomed, respected, included, and supported academically and socially. Staff should receive training on disability awareness, inclusion, accommodations, and respectful communication. My goal is simple: no DPSCD student should be prevented from fully participating in their education because their school building or school environment cannot accommodate their needs. We need schools that are physically accessible, emotionally supportive, and academically inclusive—because every child deserves the opportunity to learn, participate, belong, and succeed.

Philip Lloyd: Ensuring that every school has working elevators, entrance ramps and spacing to allow access.

Liana Mulholland: Invest more funds, build a state of the art school that is fully accessible to students. Provide transportation to and from school for those students. Make all schools wheelchair and disability accessible. Be proactive when it comes to their needs in order to learn, listen to what they say they need and do what is needed to accommodate.

Vilma Escamilla Durán: Ensuring that all buildings are ADA-complaint would be a great start.

Tyshea Pope: no response

Terry E. Whitfield: no response

Duane Larry Grisby Jr.: no response

David Harris: I believe AI should be used as a tool to enhance learning, not replace the human connection that is at the heart of education. As an educator, I see the value of AI in helping teachers personalize instruction, analyze student data, provide additional support, and prepare students for a changing workforce. At the same time, schools must establish responsible guidelines that promote critical thinking, academic integrity, and equitable access so that AI benefits all students.

Michelle Rene Broughton: Just support

Calesther Smith-Arnold: NONE!!!! I feel that's another way to disable our students from learning. Also, teachers will not know what subjects the students are weak in .

Theodore Rhett Jones: I specifically address the question of AI role in schools and education on my campaign website (https://jonesfordetroitschoolboard.com/portfolio/changing-world/ - Artificial Intelligence: Preparing Students Without Leaving Detroit Behind) "Detroit knows what happens when major economic shifts leave us behind. We saw it with globalization and automation, and I have real concerns that AI could follow that same path if we’re not careful and very intentional on how it transforms our workplaces. But the reality is, AI is already reshaping our economy. Whether we like it or not, our students will be competing in that world. And if we don’t help them develop the skills to use these tools, they will lose opportunities to other young people who are already developing these skills. I refuse to let our kids fall behind again. That’s why I will lead on developing an AI curriculum in DPSCD, built with industry partners, that equips students with real, advanced skills and pathways to credentials they can carry into college, jobs, or entrepreneurship. Just as important, we will set clear guardrails so students build critical thinking skills and don’t become dependent on AI. I also believe AI can support, but never replace, great teaching. I WOULD NEVER ALLOW AI TO REPLACE A SINGLE TEACHER [Note: this is in bold on my website]. At the same time, when used responsibly, it can help educators identify where students need support and tailor instruction to meet them where they are. But let me be clear: any use of these tools must come with strong privacy protections to safeguard student and teacher data and privacy. We cannot afford to be left behind. We will prepare Detroit’s students to compete, and win, in a rapidly changing economy."

Bessie L. Harris: The role of AI in schools should be to assist the teacher and students. AI should not be the primary source used to achieve learning. AI can be used as an enhancer but AI can make mistakes also

Nicole Conaway: The most important part of public education is to develop students as critical thinkers who can be active participants in a democratic society. AI does the opposite. The board needs policies to prevent students from becoming reliant on AI and to be able to distinguish facts from AI slop. I have seen students use it to create more math practice problems for themselves, but even in that I have seen it give students incorrect information. As a teacher I have tried using it some, but again have found the error rate and low quality it produces actually makes it less efficient. I am not at all anti-technology, but the implementation of any new technology in schools must be carefully and thoughtfully planned. AI is perhaps the most powerful technology developed, not just of this genertion, but in all human history. Like alll technologyat this stage of the technology, the potential harms appear to outweigh the benefits, especially given the racial bias that has been observed in AI systems. We are seeing the rise of a movement to reduce screentime in school for good reason. AI like all technology should be used only to serve the real aim of education - the development of critical thinking skills

Tabrian Joe: The most important part of public education is to develop students as critical thinkers who can be active participants in a democratic society. AI does the opposite. The board needs policies to prevent students from becoming reliant on AI and to be able to distinguish facts from AI slop. I am not at all anti-technology, but at this stage of the technology, the potential harms outweigh the benefits. AI should be used as, An educational tool, but not a replacement of teachers and educational support staff. We must recognize and acknowledge there are harms of AI and data centers have that affect our climate. No data centers in Michigan. AI must benefit us all, not just the rich billionaires who created it as another stream of income.

Shawn Vaughn: The most important part of public education is to develop students as critical thinkers who can be active participants in a democratic society. AI does the opposite. The board needs policies to prevent students from becoming reliant on AI and to be able to distinguish facts from AI slop. I am not at all anti-technology, but at this stage of the technology, the potential harms outweigh the benefits.

Cidney J.A. Calloway: AI can be a powerful tool when used properly, but proper usage depends on training and appropriate application. I'd like to see staff and parents receive incentives for earning certifications on AI tools. Ideally, AI usage would be reserved for our high school students after developing much needed critical thinking skills, but I'm aware that students at every grade level have access to these tools. The goal is to produce well-rounded, productive citizens for this seemingly AI driven new workforce.

Steve Bland Jr.: This is an evolving issue for me to extensively or critically respond, but there must be obvious restrictions and government regulations in order for it to be a student asset vs. liability. I am in favor of teaching students to critically think with their minds!

Dr. Jameel M. Smith PhD: AI should be used as a tool to enhance education, not replace teaching, learning, or critical thinking. Our students will enter colleges and workplaces where the ability to use AI responsibly will increasingly be expected, so DPSCD has a responsibility to prepare them. I would support a districtwide AI framework that establishes age-appropriate expectations for students and staff, protects student privacy, addresses academic integrity, and ensures equitable access to approved technology. Students should receive AI literacy education so they can evaluate AI-generated information, recognize bias and misinformation, and use these tools responsibly. AI can also assist educators with lesson planning, differentiated instruction, and administrative work while keeping professional judgment at the center. It should never independently make consequential decisions about grades, discipline, special education, or student placement. The Board should engage educators, students, and families as these policies evolve.

Shinese Decarol Johnson: I see AI as a tool to support teaching and learning, not replace teachers or do the thinking for students. Our children still need to know how to read, write, do the math, research, think critically, solve problems, and communicate their own ideas. When used responsibly, AI can support tutoring, differentiated instruction, research, lesson planning, brainstorming, and career preparation. But there have to be clear boundaries. DPSCD needs policies addressing academic integrity, student privacy and data security, bias, inappropriate content, and age-appropriate use. Educators also need professional development. We cannot give teachers new technology and simply expect them to figure out how to use it effectively or teach students to use it responsibly. Equity matters too. Detroit students should have the same opportunity to understand and responsibly use emerging technology as students anywhere else. AI will be part of the colleges, careers, skilled trades, and workforce our students are entering. Technology will continue to change, but the goal of education remains the same: students who can think, learn, create, communicate, and make informed decisions for themselves.

Elizabeth Ann Williams: None, we should be focused on teaching our students how to critically think, how to read and write critically and independently. Giving them power and support for their own voices.

Tawanna Simpson: AI in Education I believe AI can be a valuable educational tool, but it should support—not replace—teachers and students. My priorities would be to: Use AI for tutoring, reading support, personalized learning, translation, accessibility, and administrative assistance. Provide AI training for students and staff focused on responsible use, critical thinking, misinformation, privacy, bias, and academic integrity. Respect staff time by using AI to reduce unnecessary administrative work rather than creating additional burdens. Address the digital divide by ensuring all students have equitable access to devices, internet, software, and training. Protect student privacy and cybersecurity, and require human oversight of important educational decisions. Protect taxpayer dollars by requiring evidence that AI investments improve student outcomes and provide value before purchasing new technology. AI should be an educational assistant, not the educator. We should use technology when it improves student achievement, supports staff, increases accessibility, and expands opportunities—but never simply because it is new. Every investment should answer one question: Does this help our students learn and succeed?

Phillip Lloyd: AI is a tool. I have no issues with it being utilized as such, with in limitations. Like any technology, it should be learned to properly use as a tool.

Liana Mulholland: The most important part of public education is to develop students as critical thinkers who can be active participants in a democratic society. AI does the opposite. AI can never be a replacement for teachers and educational support staff. The board needs policies to prevent students from becoming reliant on AI and to be able to distinguish facts from AI slop. I am not at all anti-technology, but at this stage of the technology, the potential harms outweigh the benefits.

Vilma Escamillia Durán: Since AI use is tied to data centers and data centers drain environmental resources to the point that we are damaging Earth for future generations, AI shouldn't be in schools. Period.

Tyshea Pope: no response

Terry E. Whitfield: I have been fortunate to spend nearly twenty years serving Detroit's children, youth, and families. Whether working directly with young people, supporting educators and nonprofit leaders, or strengthening the systems that surround our schools, my work has always been guided by a simple belief: every child deserves the opportunity to thrive. Serving on the Detroit Public Schools Community District Board of Education is a natural extension of that commitment. While there may be issues where my perspective differs from 482Forward's, I hope this questionnaire demonstrates that my approach to governing is rooted in thoughtful leadership, curiosity, humility, and a willingness to listen, learn, and lead with integrity. Ultimately, every decision I make will be guided by one question: What is in the best interest of Detroit's students? If we begin there and remain committed to continuous improvement, I believe we can continue cultivating a school district worthy of Detroit's children, families, educators, and community.

Duane Larry Grisby Jr.: I believe leadership begins with listening. As a parent, PTA President, volunteer, and community advocate, I have worked alongside families, educators, and community organizations to improve opportunities for students. If elected, I will lead with integrity, transparency, collaboration, and accountability while keeping every decision focused on what is best for Detroit's children.

David Harris: I would simply add that this campaign is deeply personal for me. I am a lifelong educator, a a former DPSCD student, the son of a longtime DPSCD teacher, and a father who understands the importance of providing children with high-quality educational opportunities. My goal is to bring my classroom experience, leadership background, and commitment to student success to the school board to help ensure every Detroit student has the support and resources needed to thrive.

Michelle Rene Broughton: No

Calesther Smith-Arnold: No, I feel the questionnaire is pretty through

Theodore Rhett Jones: I have been a great admirer of the work that 482Forward has done for our students and our city since I worked at DPSCD back in 2017. I got my start organizing alongside Molly Sweeney and Jamila Martin, and your work has improved our District and developed our students to be effective leaders. I would be honored to partner with you and thank you for your consideration.

Bessie L. Harris: I have come up through the ranks in DPS. Special Education Teacher, Resource Teacher, Assistant Principal and Principal. All My Decisions Will Be Made With Students In Mind,

Nicole Conaway: I will share a link to our BAMN slate literature and my personal bio. Thank you for the opportunity and your considertion of endorsing my candidacy. https://drive.google.com/file/d/1dQdlZ3wZ_XaIYy35ueoKeoH9fctz3TC2/view?usp=sharing https://drive.google.com/file/d/1XSGpB-1cwwHpDKs1ddXr5J8HvaJj1hT3/view?usp=sharing

Tabrian Joe: I would like to share my speech that was delivered on August 11 at the DPSCD board meeting to announce my candidacy for school board. It speaks to my character as a person and a leader in the fight for public education. I am a person who speaks truth to power, and fight for the people of Detroit. “My name is Tabrian Joe; and Yes, I am a proud BAMN member and candidate for DPSCD school board. I speak to the city of Detroit tonight, and not the board. This board, and many boards before this one, had many years to get education right in Detroit; but they have failed us. They have failed at holding Dr. Vitti is accountable, which leads to failing our students for way too long. To Dr. Vitti come January or even election night Detroit will proudly accept your letter of resignation. Detroit is fired up and can’t take it any more. In Detroit, we have a long history of fighting for public education. As Detroiters, we have always fought the good fight. In 1966, there was a walkout of Northern High School students and they were fighting for African American studies in DPS schools. A year later, in 1967, Detroit riots happened which ignited the true spirit of Detroit. That same year, black students at the University of Michigan for affirmative action, to increase the non-existent black student population on campus. Thirty years later, the state took over DPS and started to run the district into the ground. In 2003, a “democrat” mayor, thought the solution to the fix of education in Detroit would be mayoral control, But Detroit said HELL NO! The fight continued, In 2007, the Emergency Manager at that time announced 50 schools to close. BAMN led students and the community to fight those closures. I walked out of Malcolm X Academy, at 11 years old, to save my school and others. After being beaten and maced by DPS police officers at Northern High School; we had won in keeping schools open. This history tells us that when we fight for public education and the right to even exist—we can win. If a walkout of an 11 year old can keep schools open; just imagine what I/we can do on the school board if elected. Students with special education needs IEPs will get met, schools will have heat and A/C, and students will not have to walk into schools with metal detectors. This is the DPSCD I want us to be. A district where 100% of the students graduate high school and go to college. Detroit this is possible. We must fight for it By Any Means Necessary. Detroit stay fired up. Detroit we must stand united in this fight, because together we are a mighty fist of power. We can win the fight for equal quality public education and Detroit can lead the nation to Stop the fascist Trump regime. Again, my name is Tabrian Joe, elect me and the BAMN slate to lead the fight for public education and to put your voice back on the school board.”

Shawn Vaughn: www.bamn.com

Cidney J.A. Calloway: I'd like everyone to engage in my work as the Co-chair for the Detroit Reparations Task Force by visiting detroitmi.gov/reparations.

Steve Bland Jr.: Thank you for your invitation to this comprehensive process. Your questions were both insightful, extensive & thought provoking. Again, thank you!

Dr. Jameel M. Smith PhD: I believe no family should feel they have to leave the district or seek alternatives simply to provide their children with the education they deserve. I am not seeking this role for personal recognition. I am seeking it because I believe this is a pivotal moment for DPSCD. With several Board seats open, we have an opportunity to strengthen governance, preserve the progress that has been made, and accelerate the work still ahead. I am ready to get to work, collaborate with my fellow Board members, and remain focused on what matters most: creating the conditions for every Detroit student to thrive. Every Child. Every Opportunity. Every Day.

Shinese Decarol Johnson: I am not running to become involved in Detroit education. I am running because I already am. I am a proud Northwestern High School graduate who came through Detroit schools, became an educator, led schools, served communities, and came back to pour into the same city that helped shape me. Educator. Preventionist. Community Leader. Those are more than campaign words. They represent more than 23 years of my life's work. For the past five years, I have also worked directly with DPSCD students, families, educators, and community partners around prevention, mental health and wellness, life skills, workforce development, skilled trades, and removing barriers that can interfere with student success. I understand the classroom, the community, and the boardroom. As a current public charter school board president, I bring real experience in governance, policy, budgets, accountability, and leadership. The campaign may be new, but the work is not. I have been doing the work, and I am ready to bring that experience, commitment, and leadership to DPSCD while continuing to put students first every day.

Elizabeth Ann Williams: https://linktr.ee/BAMN_Slate

Philip Lloyd: no response

Tawanna Simpson: no response

Liana Mulholland: https://tr.ee/uww4oGe1bl https://tr.ee/pd1Gqt27sm https://tr.ee/ayDpDrMOp6 https://tr.ee/mJzaLq04T- https://tr.ee/-_dy2K2TRy

Vilma Escamilla Durán: I'm looking forward to uplifting the voices of the hard-working families in Detroit.