School Board Candidates’ Answers

about Public Engagement, Government Collaboration, and Transparency

Public Engagement

Q1: How would you plan to integrate community input into your decision making?

Shannon Kimball: I deeply value and welcome input from our community in every decision I make as a board member. That input comes from far more than just public comment at board meetings. I regularly consider emails, phone calls, personal conversations, outreach to stakeholders and experts, professional development, and networking with board members and education leaders across the state. My own research and the perspective gained from years of experience as a board member and public education advocate also play a critical role in shaping my decisions.

Pam Shaw: I would prioritize structured listening sessions, surveys, and community forums—especially in neighborhoods most impacted by decisions. My experience in medical education has taught me the value of inclusive dialogue and evidence-based decision-making. I’d ensure that community voices are not only heard but reflected in board actions.

Molly Starr: I would seek out input from the community. Currently the agenda for Lawrence School Board (School Board) meetings is usually posted by the Friday prior to the Monday School Board meeting. I would encourage the district and School Board President and Vice President to try to make the agenda available a day prior, Thursday evening, to allow for other board and community members at least a full business day to reach out to other community members for input. Posting links to social media, asking for input via email, and becoming more familiar with community groups that may need to be contacted to ask for participation in questions they would like answered are strategies I have for encouraging engagement and collaboration prior to my decision making.

Matt Lancaster: I would continue and expand on efforts to make board meetings safe for all to attend. As others have indicated, I would also try to "meet people where they're at" by holding time and space around town, especially in areas traditionally underrepresented by community engagement. Finally, there's a gulf between listening to and incorporating community input - I don't think I'm the smartest guy in the room, and would sincerely bring those voices to internal decision-making processes.

ChrisTopher Enneking:

  • Uphold the standards of board meetings, which allow community members to discuss their views, ask questions, and provide feedback on district initiatives.

  • Host events that cater to diverse audiences, ensuring accessibility for all community members. This encourages participation from those who might typically feel excluded. (using the school buildings, childcare, etc.)

  • Create dedicated spaces on the district's website for surveys, polls, and feedback forms to gather input from parents, students, and other stakeholders.

  • Publish clear guidelines outlining how the board will utilize input in decision-making processes. Ensure that stakeholders are informed about how their feedback has influenced outcomes. Acknowledge and celebrate community contributions through newsletters or public announcements; recognizing input helps build trust and encourages ongoing participation.

  • Collaborate with local organizations/businesses that can help facilitate community engagement efforts and connect with underserved populations.

Bob Byers: As far as integrating community input into my decision making, I am open to conversations and/or written comments on issues. I will listen and consider the comment and/or concern, and I will include the information in my decision making process. However, my decisions will always be guided by what is best for the community and then to focus in on what’s best for the children. There are no phrases or buzz words that will change my decision making process.

Q2: How would you ensure early community engagement opportunities in the planning process? What new mechanisms would you implement for engaging the community from the beginning of planning processes?

Shannon Kimball: USD 497 has a wide range of formal and informal mechanisms for gathering input from staff, parents, and students—many of which may not be widely known. These include:

  • Building Site Councils

  • PTOs/PTAs

  • Superintendent’s Student and Community Advisory Groups

  • District Site Council

  • Board Committees (e.g., Equity Advisory Committee, Boundary Committee)

  • Ad Hoc Committees created to address emerging issues (e.g., Generative AI & Evolving Technologies Committee)

  • Volunteer opportunities for parents and community members at each school and through partners like LEAP, Big Brothers Big Sisters, Junior Achievement, and Rotary

  • Career and Technical Education (CTE) Program Advisory Groups

In addition, we conduct annual climate surveys for families at each school and gather feedback from staff on job satisfaction and engagement. This data informs planning and decision-making at every level.

At nearly every board meeting where major decisions are discussed, staff either include stakeholder engagement in their reports or are asked by board members to explain how input was gathered and used. This practice is embedded in our district’s culture.

Pam Shaw: I’d advocate for participatory planning models, such as town halls before proposals are finalized and advisory committees that include parents, students, and educators. I’d also explore digital platforms for broader accessibility, ensuring engagement isn’t limited by geography or schedule.

Molly Starr: I am interested in restarting forums of community engagement that the Lawrence School District (District) and School Board used to participate in that have fallen off of schedules, due to pandemic restructuring and changes in superintendents. For example, there were other community forums such as: (1) District Site Council meetings; (2) Beyond the Board meetings, which one or two board members would attend in a more casual setting for the community to ask questions; and (3) Educate Lawrence meetings served as collaborative meetings which engaged, follow, and support the community and District’s mutual legislative goals. Also, consistent board member presence for at least two site council meetings per year at each school is needed. I will volunteer to act as a substitute for other board members who may be overbooked and unable to attend so that each school gets a liaison present.

By being present within the school community, as I have two young kiddos in the district, I have attempted to be present for engagement opportunities in some of the following ways: volunteering for the welcome table at the Juneteenth festival, coaching rec soccer, volunteering for Douglas County Emergency Management, volunteering to hand out bike helmets at the Kids Expo, attending Mom’s Demand meetings, sitting in on Board Meetings for Lawrence Schools Foundation and the Equity Advisory Council, hosting the MWF Summer meals at Woodlawn Elementary over the summer, directing traffic for the Tuesday summer food distribution at YSC, tabling at the Douglas County Fair and Cottin’s Farmer’s Market, showing up at the state house to show support for our educators and ESPs, volunteering to support UFLI reading skills for kindergarteners, attending “coffee with the principal”, helping to host school events through site council and PTO, and collaborating with Sunrise Project, starting a fund to provide resources to support a school pantry, volunteering for trunk or treats, and directing all donations to my campaign to the Lawrence Schools Foundation I.CAN fund to go directly support students and families immediate needs. I plan to continue participating in these capacities as well as encouraging other School Board members to partake.

Matt Lancaster: I think making agenda items and new initiatives more transparent early on - through improved board documentation, social media and marketing campaigns, and literature widely distributed - is the first step. I think we can then use things like surveys, phone trees, virtual town halls, and engagement from "boots on the ground" organizers like you to get a sense before a decision needs to be made.

ChrisTopher Enneking:

  • Organize initial meetings with key stakeholders, including parents, educators, students, and local organizations, to discuss the goals and scope of upcoming projects. This will provide an early platform for input and idea generation.

  • Utilize online platforms to create forums or discussion boards where community members can voice their ideas and feedback. This ensures that anyone with internet access can participate, regardless of their ability to attend in-person meetings.

  • Dedicate time within meetings and/or outside of meetings for planning sessions where community members are invited to observe and contribute during the decision-making process.

  • Regularly communicate updates about planning initiatives via newsletters, social media, and the district website.

Bob Byers: As far as early community engagement, it is not necessarily about creating opportunities for input, but about making the community aware of the existing opportunities and how to access them. Currently, community members can contact the Board through emails and/or phone calls, arrange for one on one meetings with a school board member, participate in public comment, attend Board meetings, or participate directly in various meetings and/or groups such as Site Council, Equity Council, Families of Color group, LGBTQ+ group, and the Native American Curriculum Work group. So, opportunities are clearly out there.

However, as I mentioned before, the community is not aware of how to access the opportunities for input. Nowhere is it clearly stated how to become involved. The district needs to publicize how community members can actually access the opportunities that exist. I am currently advocating for a district that is more community and family friendly.

Q3: How would you want to be engaged by your constituents? What are the best methods for you to receive community input? What type of information could residents provide that might affirm or change your opinion on an issue?

Shannon Kimball: I genuinely appreciate emails and personal conversations with community members. However, I’ve had to set boundaries—especially over the past year—due to threatening and confrontational behavior from certain individuals, some of whom are not part of our community and come to Lawrence with the intent to harass and intimidate elected officials. I now receive a steady stream of phone calls from individuals, mostly outside Kansas, using obscene, misogynistic, and threatening language directed at me and other board members. This behavior is unacceptable and has required me to take steps to protect my safety and well-being.

Pam Shaw: I welcome engagement through email, community meetings, and structured feedback tools. Data, personal stories, and perspectives from underrepresented groups are especially valuable in shaping my views. I believe in being responsive and transparent about how input influences decisions.

Molly Starr: I would like to meet people where they are and listen to them the way they are most comfortable sharing information. Email, texts, or phone calls are the easiest ways for me to answer and discuss most questions. However, meeting in person often can help people to better understand sensitive situations. I would also like to incorporate more graphics into community and School Board discussions, as I feel that could help to clarify and provide deeper understanding of the subject matter.

Residents should feel comfortable providing whatever information is most applicable to them about an issue. It would be my job as a representative to ask questions and attempt to understand where they are coming from.

Matt Lancaster: However is most comfortable for them. My cell phone number is in my course syllabus, and I have 1,400 students this semester. It hasn't been a problem. If it becomes a problem, then I adapt. I love in-person conversations most, but am just fine with texting, calls, emails, etc.

ChrisTopher Enneking:

  • "Listening" sessions (meet and greet style): Setting aside time within the week to meet with community members to share their thoughts, concerns, and suggestions in an informal/welcoming/comfortable setting (coffee shop, bar, public event, school event). Collaborating with local organizations and community groups to engage hard-to-reach populations and gather a wider array of input (bring the board to the people).

  • Collaborative workshops: Brainstorming solutions to specific challenges facing the community. Engaging residents in this way can lead to innovative ideas and a deeper connection to the decision-making process.

  • Personal experiences/testimonials: Hearing personal stories related to specific issues can provide insights that data alone cannot convey. Understanding how policies impact individual lives can guide better decision-making. Hearing directly from the population we serve helps identify gaps in policy that we may not have seen or accounted for. Residents often have practical solutions to the problems they face. Engaging with constituents can lead to innovative strategies that are rooted in community experience.

Q4: What public engagement efforts is the School Board already doing that you think are most effective?

Shannon Kimball: Last year our district was recognized for its effectiveness meeting the 8 characteristics of effective school boards, through its policy process. Effective school boards are accountability focused, spending more time on policy questions to improve success. We have a policy process that is deliberate, research based, makes space for community input where appropriate, and we use that input to refine policies throughout the process. We use a multi-step process, which allows time for community and staff to evaluate and respond to board policy proposals. We take the time to get buy-in before bringing new or revised policy to a final approval vote. Our process was described as “accountability-driven, board-led governance.” I am proud of that.

Pam Shaw: Efforts like the Equity Advisory Council and community listening sessions are strong foundations. I’d like to see these expanded and better integrated into decision-making timelines, so feedback is timely and actionable.

Molly Starr: I am happy to say that I have noticed, after running on the platform of increasing communication between the community and the board as well as within the board, that the superintendent has hired a Communications Director and a Coordinator (Jake Potter and Summer Workman, respectively) as well as a Community Engagement position (Tina Mitchell), implemented a new messaging system, with useful translation functionality, and improved her personal emails out to families providing follow up to community requests. Similarly, I have seen other current School Board members talk about engaging more with the community as well as acknowledging the need for them to talk openly about their efforts to advocate for students and staff, especially at the state level. I hope those in the new administration positions will show over the next few months marked improvement and justify their positions to the community.

I hope that the community feels safe and at ease in reaching out to Tina Mitchell (tmitchel@usd497.org), recently promoted to the position of Director of Equity and Student and Family Engagement. I hope that these strategies will be effective, but I will make sure to pay attention to see that they are utilized by and useful to families. Similarly, Board Docs, the hosting software the School Board uses, will be changed to another system called Diligent Community, which I presume has the intent of easing the process of providing data in clear and useful ways to community members.

Matt Lancaster: I love seeing our elected officials show up to community events, and would like to see that continue outside of the campaign trail. The piecemeal erosion of online access to meetings is concerning - especially for working folks and parents - though I understand why they've reacted this way in light of recent behavior.

ChrisTopher Enneking:

  • None lol

  • Allowing meetings to be open to the public creates a physical space for the community to participate; however, this engagement falls short of providing a communicative space.

Collaboration between Governmental Entities

Q1: How would you improve collaboration between the City and School District to improve addressing issues that impact both entities, such as housing, infrastructure, taxes, tax abatements, school closures, and school boundaries?

Shannon Kimball: Improving collaboration between the school district and other local government entities is absolutely necessary, and I’ve actively worked toward that goal. I’ve advocated for district representation on key city committees and task forces, and I’ve sought opportunities to arrange joint meetings between the city, county, and Board of Education.

Despite these efforts, I’ve encountered significant frustrations. Too often, these requests are met with an attitude that the school district is not a co-equal or even a meaningful government partner. For example, during my tenure as board president in 2022–23, the city declined to meet jointly with the board and refused to include the district in important decision-making processes related to updating the city’s planning and development code. This lack of collaboration is especially disappointing when it comes to issues that directly affect our schools—like affordable housing.

Affordable housing is a prime example of a missed opportunity. When the city was developing its new code, the district was not meaningfully involved in the conversation. The resulting emphasis on expensive infill development and resistance to annexation may worsen housing affordability, which in turn could negatively impact our ability to maintain stable enrollment. In contrast, USD 497 does not struggle with internal silos in the same way the city does. Our systems are more integrated, and collaboration across departments is more fluid.

Pam Shaw: I’d propose joint task forces on housing, infrastructure, and school boundaries, with regular meetings and shared data. My leadership experience in cross-disciplinary medical education teams equips me to foster collaboration across institutional lines.

Molly Starr: Reigniting District Site Council meetings, where members from the School Board and Lawrence City Commission (City Commission) should be present, would provide a useful opportunity to discuss upcoming subjects of school boundaries, collaboration on tax goals, and school openings/expansions/or closings.

In the School Board Facilities Committee, which the City Commission and School Board should work together to re-look at the Neighborhood Revitalization Plan with the goal of clearly defining the types and locations of projects that would benefit both parties and thus qualify for tax rebates; this would provide a clear agreement between the parties for which incentives should be offered to developers for which types of projects.

Another suggestion would be to designate a Board Member to be a liaison to the City Commission, or share a schedule of attending City Commission meetings, to stay abreast of the City’s goals and funds.

Matt Lancaster: I think we need to commit to attending each other's meetings and committees, to the extent possible. Visibility and familiarity go a long way. Additionally, while there are strictures in place around congregating outside of meetings, there's nothing preventing joint town halls, 1:1 conversations that are then shared publicly, and a system of joint notetaking and transparency.

ChrisTopher Enneking:

  • Collaborative "task force:" Include representatives from both the City and the School District. These groups can focus on specific issues, such as housing developments or infrastructure repairs, ensuring that both perspectives are considered in the decision-making process.

  • Develop integrated planning processes that allow for simultaneous consideration of city planning and educational needs. For instance, when planning for new housing developments, include projections for student enrollment and school capacity to facilitate informed decision-making.

  • Bring together city planners, school administrators, and community stakeholders to co-create solutions around common issues. Work together to advocate for funding and resources that benefit both the City and School District. This might involve joint presentations to state or federal legislators to secure support for critical initiatives.

Bob Byers: Presently, the City and the School Board do not collaborate. It is a process that we are working to restart. I would like the Board to be involved in the City’s early planning process for such issues as housing, infrastructure repairs, tax abatements, and taxes, while I would welcome the City’s involvement around issues such as school closures and school boundaries.

Q2: How would you improve the current culture of your governing body to increase collaboration and reduce siloed decision-making?

Pam Shaw: I’d promote a culture of shared goals and mutual respect, encouraging board members to engage in joint training and retreats with city officials. Transparency and trust-building are key.

Molly Starr: By joining! Studying and working in architecture allows me to easily slide between conversions with medical professionals, developers, building users, general contractors, and sub-contractors to achieve desired outcomes. Acting as a translator between parties and actively listening to all groups and participants allows me to come up with collaborative solutions. Providing the best solutions for our staff, students, and families will come with listening to the concerns of all parties, including the other board representatives. Opting to pull some items from the consent agenda may provide more insight and opportunity for discussion for the community on how or why board members vote in certain ways.

Matt Lancaster: I pride myself on the relational skills I've gained as a teacher, educational leader, and higher education professional. I'll talk to anyone, and make sure people know how to get a hold of me. Kristine's response about "you've got to address culture" first was spot on.

ChrisTopher Enneking:

  • Convene and establish a common goal; this goal should include working together to improve the educational experience and success of students in the district (DUH). Develop shared goals that align with the board's overall mission and objectives. By having collective objectives, team members are more likely to collaborate and understand how their contributions impact the larger vision.

  • Enhancing community engagement and facilitating the expansion of internal communication processes will help improve the current school board culture.

  • LEAD BY EXAMPLE! Leadership should model collaborative behavior by actively seeking input from others, facilitating discussions, and demonstrating a commitment to teamwork. When leaders embody these values, it sets the tone for the entire organization.

Bob Byers: In regards to the current culture of the Board, I believe that it is one of remarkable collaboration. The Board is comprised of seven members, all with different backgrounds, that have come together with one focus-to educate children within our community. All decisions before the Board must have a majority vote to be passed, and I believe that our current Board members are able to collaborate effectively to make critical decisions that serve the best interests of the community and its children.

Q3: What limitations do the Commission and School Board have in engaging with each other? Which of these are official institutional limitations, and which of these limitations are self-imposed or a product of institutional culture?

Shannon Kimball: When it comes to public engagement in partnership with the city and county, I don’t feel constrained by formal rules or limitations. I’ve participated in city commission meetings and provided public comment on issues that directly affect our schools—such as when the city proposed placing a shooting range across the street from one of our schools.

Pam Shaw: Institutional limitations include jurisdictional boundaries and legal constraints. Cultural limitations stem from historical silos and lack of shared planning. I’d work to clarify roles while building bridges through joint initiatives and shared communication platforms.

Molly Starr: There are some legal limitations wherein if more than two School Board members are discussing a topic, it must become a public discussion. This includes serial meetings where one member could not have individual meetings with each other member about the same topic. These rules extend to digital communication, such as email and text messaging as well.

Matt Lancaster: There are legal obstacles such as open meetings and open records policies, which I don't think folks always think about. Many of us are also parents, work a full-time job (or more), caretakers, and have all the other constraints of modern life. That's why I think building dedicated time together and with our constituents is so important - you can't just assume it's going to happen.

ChrisTopher Enneking:

  • Legal/statutory boundaries (institutional): Each entity operates under specific legal frameworks that define its scope of authority and responsibility. For example, certain decisions may be reserved strictly for the School Board or the Commission by law, limiting collaborative action in those areas. (What are these areas specifically/ can we influence decisions?)

  • Funding (institutional): Separate funding sources and limitations on the allocation of funds. This financial separation can hinder joint initiatives that require shared financial resources.

  • Collaboration protocols (self): Without established guidelines for communication and collaboration, both entities might operate independently, missing opportunities for synergy. If there is a lack of structured communication opportunities between the two entities, members may not reach out to each other, reinforcing a siloed mentality.

  • Norms (self): Long-standing practices and historical interactions may foster a culture of separation, where both entities are hesitant to engage due to a lack of precedent for effective collaboration. Reinvigorating community input and allowing that input to hold weight during the decision-making process will antagonize the current board's processes (change is the catalyst for change).

  • Priorities (self): The Commission and School Board may have different priorities and objectives, leading to perceptions that collaboration is not beneficial or necessary. Individuals within both entities may be resistant to changes that encourage collaboration, whether due to a fear of losing control, an unwillingness to adapt, or a comfort with their current working relationships.

Q4: How can the City and School District better collaborate to address budget challenges?

Shannon Kimball: Budget collaboration presents another challenge. The district’s ability to raise revenue is tightly restricted by state law, unlike the city, which has more flexibility. This imbalance makes it difficult to engage in meaningful financial partnerships. A few years ago, for instance, there was a conversation about the district taking on the cost of the School Resource Officer (SRO) program. At the same time, the community was asking the district to collaborate more with other government entities to fund shared services. Yet here was the city attempting to withdraw from one of the few financial supports it provided to the district. Fortunately, the city reconsidered and recommitted to funding the SRO program.

Pam Shaw: By aligning priorities—such as affordable housing near schools or shared use of facilities—we can maximize resources. I’d advocate for joint grant applications and coordinated budget planning where feasible.

Molly Starr: Together both teams should talk openly about how the quality of the District and City affect one another other. “Their quality affects you, your children, your home’s value, your community…No other public investment is more closely tied to the American Dream than the quality of education in your community.”1

A part of budgetary challenges should include addressing safety within the community and school systems, including safe routes to schools, bus routes, accessibility, and ensuring housing wages for school staff and student families.

1 Duncan, Arne. How Schools Work: An Inside Account of Failure and Success from One of the Nation’s Longest Serving Secretaries of Education (New York: Simon & Schuster: 2018), 229.

Matt Lancaster: Firstly, I believe our kids and our schools are the most important investment we can make. Full stop. Secondly, the school district doesn't determine the money that comes in, and is kind of beholden to other governing bodies on taxation. I don't think this means we need to play second fiddle - I think this means we need to be in the room where these conversations are happening, so that things like the KU Athletics/city tax incentive switcharoo don't happen without other considerations.

ChrisTopher Enneking:

  • Implement systems for sharing financial data and analyses. This will enable both entities to understand the landscape better, allowing for informed decision-making and the identification of shared funding opportunities.

  • Identify and apply for grants together that support initiatives benefiting both the City and the School District. This could include funding for community programs, infrastructure improvements, or educational services that enhance the local economy.

  • Explore possible opportunities for shared services that can reduce costs for both entities. This could include sharing facilities, transportation services (bus/van fleets/maintenance), maintenance (snow removal/field maintenance), or administrative functions (legal/accounting/HR) to maximize the use of public funds. (Not sure if this is possible)

  • Conduct joint risk assessments to identify potential financial challenges that could affect both the City and School District. Understanding shared risks can lead to better-prepared budgets and contingency plans.

  • Collaborate on advocating for state and federal policy changes that could provide additional funding or support for both entities. Joint advocacy can amplify the voices of both organizations and garner more attention from lawmakers.

Bob Byers: As far as collaboration around budget, I would like the Board to be involved in the City planning process, not the budget. By the time the budget is being discussed, plans have already been made and there is no opportunity for the Board to have input on the City’s plans which could impact the school district and the community.

Transparency

Q1: How would you increase the availability, accessibility, and transparency of data so residents could provide more informed feedback? How would you engage in the City’s/School District’s storytelling to the public?

Shannon Kimball: When I ran for reelection in 2023, I campaigned on improving the district’s communications program. I am delivering on that promise. There is work yet to do, but our school community can already see the significant improvements that have happened this school year. For example, we have implemented use of ParentSquare, a tool I advocate for that consolidates district communication into a single, more secure platform. The district is also placing greater emphasis on sharing our work with the community through improved communications to parents and on social media.

Pam Shaw: I’d push for dashboards that show key metrics—like student outcomes and budget allocations—in plain language. I’d also support storytelling through newsletters, social media, and community events that highlight successes and challenges.

Molly Starr: I am hopeful that the District is taking this on as they move from BoardDocs to Diligent Community. I will be vocal about items that can clarify for residents. For example, the School Board budget as posted serves as a list of a maximum budget allocations amount for each item, not necessarily how much a line item would cost. More clarification within those types of attached documents would be helpful.

It would not be my job to participate in a particular type of storytelling to make either the City or District appear a certain way. I do however, think as a representative that I would like to congratulate and encourage students and staff for their daily accomplishments and dedication to our community.

Matt Lancaster: I was in USD 501 during the "data wall" controversy, so I understand some of the hesitations and misunderstandings that go into the sharing of data. I think - much like a well-written paper - all decisions and conversations need to document sources, including who, when, and where information came from. Having come from the educational environment, I also tend to agree with the sentiment that "figures don't lie, but liars figure." Providing data early and often (online, as well as early in the planning and decision-making process) and opening that up to criticism can give us a diversity of perspective.

ChrisTopher Enneking:

  • Data center/dashboard/portal: User-friendly online dashboards that display key performance indicators related to enrollment, funding, academic performance, and resource allocation (NOT BIRTHRATE LOL). These dashboards should be updated regularly and accessible to everyone, providing a real-time view of the district's status.

  • Regularly distribute newsletters that summarize key data points and the district's progress. Utilizing clear visuals, such as graphs and charts, can help residents quickly grasp complex information.

  • Publish reports that explain how data influences decisions made by the school board. By detailing how community feedback led to specific actions or changes, the district can enhance trust and foster a collaborative atmosphere.

  • Share stories of individual students, teachers, or programs that have made a positive impact within the district. This humanizes data and metrics, creating a connection with the community about the real lives affected by educational decisions.

  • Establish monthly themes related to key issues affecting the school district (e.g., inclusivity, innovation, or community partnerships) and center communications around those topics. This approach creates a cohesive narrative that the community can follow and engage with.

  • Leverage various platforms, such as social media, local newspapers, community events, and school websites, to share stories. Tailoring the message to fit each platform will maximize outreach and engagement.

Bob Byers: In regards to availability of data, it is out there. Community members can access the school district website or the Kansas State Board of Education website. The real issue is not availability and accessibility, but interpretation of the data presented. Historically, the data is presented once a year, in a single large report, making it extremely hard to understand and manage. The Board, through the work of the Equity Council, has developed a series of several smaller, more precise, reports to provide clear and more digestible information to the Board and to the public. These reports include such topics as enrollment, achievement, discipline, and attendance, as well as several others.

As far as the consent agenda, it typically addresses routine items such as utility bills, software purchases, etc. The community should have input on any item on the agenda, including the consent agenda. I would not support allowing community members to pull items off the consent agenda for discussion, but I would support allowing the community to speak on any items included in the consent agenda.  

Q2: What benefits do you see in being transparent with your constituents? How do you determine the threshold for information you think should be easily accessible to the public?

Shannon Kimball: The district’s data is public, as required by Kansas law. Where the data is complicated/difficult to interpret, I invite the community to watch our board meetings. District staff, especially our finance director, do an excellent job of explaining the data and its implications for difficult decisions facing the board.

Transparency is an avenue for building trust and enhancing trusting relationships with our school community. The relationship building that happens through transparent communication greatly benefits our schools. The threshold for what the district shares, and what I share as a board member, is already well defined by law. All of the district’s budget data, enrollment data, etc. is publicly available.

Pam Shaw: Transparency builds trust and accountability. I believe most information should be accessible unless it involves privacy or legal constraints. If a decision affects the public, the rationale should be public too.

Molly Starr: As a transparent person, I provide as much information as asked for or as possible, that I am allowed to share, while maintaining strict privacy boundaries about what private information about a student or family should be protected. I am often an over-sharing type of person, who is excited to share data and lessons learned. This is one of the qualities that would differentiate me from other candidates, in that I am excited to share as much as I can about how and why the School Board works the way it does currently and how it could work in the future.

Matt Lancaster: Transparency builds shared accountability and collective efficacy. If we make the decision in good faith together, then we're all tied to it - for better or for worse. There are levels to shareable information (for instance, we can't share FERPA protected, personnel, or much disciplinary/disaggregated data), so I think relying on state law, existing policy, and making those two things clear to the public goes a long way. It's all too common in this day and age for someone online to share everything, which leads to real retaliation and consequences for real people.

ChrisTopher Enneking:

  • Benefits: Building trust, enhanced engagement, informed decision-making, accountability, strengthening relationships, and reducing misinformation.

  • Relevance: Information should be relevant to the community's interests and concerns (academic performance, budget allocations, school policies, and enrollment data).

  • Impact: Consider whether the information directly affects the constituents (e.g., data that influences educational opportunities, resource allocation, or community involvement).

  • What does the community want? Engage with community members to identify what information they find important and would like to see more of. Conduct surveys or hold forums to gather insights on their informational needs. Avoid using overly technical language or complex jargon that may alienate some community members. Visual aids and summaries can enhance comprehension.

  • Ensure that the release of information complies with both legal and ethical standards, particularly regarding the privacy of students and staff. Sensitive data should be handled carefully to maintain confidentiality while still providing necessary transparency.

Q3: How do you determine what issues the public should have input on? When should an item be on the governing body’s consent agenda versus the regular agenda, which community members can publicly comment on?

Shannon Kimball: Boards need to manage their business meeting agendas, so I am not in favor of the city's past practice of allowing members of the public to pull something from consent. If a member of the public has a concern, they should reach out to the board president or other board members who can, and will if needed, request an item be removed for discussion.

Pam Shaw: Consent agendas should be reserved for routine, non-controversial items. I support allowing community members to request discussion on any item—this ensures responsiveness and democratic participation.

Molly Starr: As far as I know, community members can comment on both consent and regular agenda items. However, I would encourage residents to reach out to Board Members as soon as the agendas are available with questions via email for those items, so that Board Members can help find answers to those questions and best represent the constituents prior to them voting either through the consent agenda vote or new business individual votes.

Similarly, constituents can contact the President and Vice President of the School Board, who set the agenda, to request that an item be moved to new business for discussion, as can other members of the Board. I believe it is up to the President and VP to decide how to balance effectively using the time for the meetings and providing the community with useful and relevant information. Personally, I would like to see more items open for discussion between board members at the meetings, so that the community can see how and why certain board members vote.

Matt Lancaster: I think when in doubt, put it on the regular agenda. The consent agenda should be used for logistical and matter-of-course items only, but we might often think that an item is one of those things only to find out the public cares deeply about it. I would - in theory - support the ability for community members to more directly impact the agenda, but keep in mind this is my first rodeo, and there would have to be a lot of learning and conversation.

ChrisTopher Enneking:

  • Consent agenda (generally routine, non-confrontational): when items of concern do not require significant, in-depth discussion or pose the potential to have dramatic changes to the core curriculum, processes, subjects, or resources for the district.

  • Items such as new programs/initiatives/policies, substantial funding allocations, school zoning, curriculum changes, or contentious sociopolitical issues should be considered part of the regular agenda and include public comment.

  • Identify what topics the community wants to know about through surveys, meetings, or newsletters, and discern what amount of content on the issues requires public comment (considering privacy, appropriateness, and relevance)

  • Supporting community members in pulling items from the consent agenda for discussion is a valuable practice. It enables greater transparency and fosters a sense of ownership among community members. By allowing them to voice concerns or seek clarification on specific items, the school board can ensure that decisions reflect the values and needs of the community. This approach not only enhances democratic participation but also strengthens the connection between the school district and its stakeholders.

Bob Byers: As far as the consent agenda, it typically addresses routine items such as utility bills, software purchases, etc. The community should have input on any item on the agenda, including the consent agenda. I would not support allowing community members to pull items off the consent agenda for discussion, but I would support allowing the community to speak on any items included in the consent agenda.  

Q4: How would you balance the legal versus the ethical obligations of the governing body’s actions and choices? How would you codify your ethical obligations and publish them so the public can understand your decision making?

Shannon Kimball: I swore an oath of office when I was elected to the Board. I take that oath very, very seriously. I understand that it means I have fiduciary duties to the district and its students and staff, including a duty of loyalty, care, obedience, accountability, and confidentiality. There are legal consequences to the district and possibly to me personally for failing to uphold those duties. Our board has codified many of these ethical considerations in our board policy and in our board governance manual. I was instrumental in creating and getting the board to adopt that shared statement of values around our decision making and how we operate as a team. If there comes a time where I do not believe I can uphold both the legal duties I have and the ethical obligations I hold to our students and staff, I will say so loudly and clearly. I am not afraid to do so, as I have demonstrated in the past.

Pam Shaw: Legal compliance is the floor; ethical leadership is the ceiling. I’d support a published code of ethics for board members and regular public reporting on how decisions align with those values.

Molly Starr: The Board writes policy to codify both ethical and legal obligations for choices and goals. I think a balance may come more with making sure that one’s own morals are separated from the established ethical obligations School Board members to provide all students and staff with the tools they need to do their jobs as we try to provide equity-centered and trauma- informed education.

Matt Lancaster: We're increasingly seeing the modern imbalance between legality and ethics. Following state educational law and local policy practices doesn't always result in an ethical outcome - if it did, we wouldn't see nearly the dissatisfaction in local governance that we have in recent years. I think we should work together on a statement of ethics, run it by the community, begin our meetings with addressing it, and ask organizers and community members (again - like you) to hold us accountable to it.

ChrisTopher Enneking:

  • Have a thorough understanding of the legal responsibilities that govern the actions of the school board, including federal and state laws related to education, financial transparency, and public engagement.

  • Identify the ethical principles that guide decision-making within the district. These include values such as fairness, accountability, transparency, and community engagement. Engaging with stakeholders—parents, educators, and community members—would help define these principles more clearly and ensure they resonate with the community's values.

  • Propose a collaborative formal Code of Ethics that outlines the guiding principles for decision-making. This code would articulate the ethical commitments of the governing body, emphasizing the importance of community involvement, equitable resource allocation, and transparency in actions. The code should also include a process for addressing ethical dilemmas, ensuring a clear pathway for handling conflicts that arise between legal requirements and ethical standards. (THIS CODE MUST BE PUBLIC AND PUBLISHED!!!!!!!)

  • Organize workshops and informational sessions to explain the code's contents, its importance, and how it will guide decisions within the district. This would foster a culture of transparency and demonstrate the governing body's commitment to ethical governance.

  • Ethical considerations and conflicts are an ever-evolving barrier. Foster ongoing dialogue with community members about ethical considerations in decision-making. This could be facilitated through regular town hall meetings, surveys, and feedback sessions, where stakeholders can voice their concerns and suggestions related to both legal and ethical implications of our actions.

  • Post-codifying, establishing an oversight mechanism will ensure adherence to both legal and ethical responsibilities. This could involve forming an ethics committee that regularly reviews decisions and seeks input from diverse stakeholders, holding the governing body accountable for its commitments.