Structured literacy is a research-based approach to reading instruction that compliments and strengthens current literacy instruction. Research shows structured literacy programs are especially effective in rural districts when improving literacy outcomes. What this policy looks like in action is districtwide curricula aligned with phonemic awareness, phonics, fluency, vocabulary, and comprehension.

When I was in school, reading was something I really enjoyed, and I believe it helped me succeed at an early age. In my work with our community, I've seen how quickly students can fall behind without the right support when it comes to reading.

Literacy rates have been a common concern I've heard from parents and community members. I want to be clear, structured literacy programs work. Research in rural districts shows structured, explicit reading programs starting in kindergarten produces significantly higher early literacy scores through third grade compared to later implementation.

Reading is a foundational skill, and reading comprehension is one of the best determinants of literacy. If our students cannot understand what they are reading, then they cannot be expected to learn the material. Literacy is a common issue when looking at rural districts nationwide, and the research shows that structured curricula reduces variability between classrooms and produces measurable results.

So how can West Plains R-7 roll out such a program? Our district doesn't need all new teachers, but rather our district needs to invest in the professional development of our existing teachers. In other rural districts, literacy was improved by strengthening teacher understanding of evidence-based practices through structured professional development and coaching. Our teachers deserve ongoing training in phonics, dyslexia, intervention, and assessment.

I've spoken a lot about underprivileged students and the widespread poverty within our district. Rural poverty rates are directly correlated to reading difficulties. By investing in our teachers and by expanding early childhood and preschool literacy programming, our incoming students will be given every advantage needed to level the playing field before gaps widen.

Existing elementary school students can also be better supported by adopting and strengthening a multi-tiered system of support for reading. At the ground level, this looks like reading comprehension screening for grades K-3 (at least), tiered interventions, and progress monitoring to ensure students who fall behind receive timely help.

Change starts from the ground up—supporting our youngest students while still supporting our older students. Students of all ages will benefit from increased learning time devoted specifically to reading and reading comprehension. This is a common and research proven strategy for schools with higher than average poverty rates. This can be achieved with something as simple as dedicated reading blocks. Students who are reading below their grade level deserve our attention and efforts. With mandatory reading interventions, those students can improve and get back on pace with their peers.

Many of you will also agree that learning is optimized when students care about their education. By linking reading curriculum to local history, our district can improve student engagement. Research shows that student engagement predicts reading growth. Students care when the material is relevant to their own personal lives and community history.

Our district can further optimize results by utilizing technology that supports our teachers and the mission to improve literacy. Our technology shouldn't be replacing teachers, it should be supplementing our teachers' efforts outside of the classroom.

Thank you for taking the time to learn more about one of my priorities. Our students deserve the best chance for success, and literacy is a huge predictor of success in adulthood.

School-based mental health services are essential for student growth and development. In many rural communities, schools are the primary place students can access mental health support—and students who utilize these services often report meaningful benefits.

I remember spending several mornings in the counselor's office before school when I was an elementary student. Those mornings were crucial to my continued academic success. Without that additional support, I would have undoubtedly fallen behind in school.

Our students face many different challenges outside of school, and the sad truth is those challenges can and do impact academic performance. Challenges such as instability at home, pressure from social media, and adverse childhood experiences take a toll on children's mental health.

There are proven, practical policies that can make a real difference, including:

- Reasonable student-to-counselor ratios

- Funding for school-based mental health professionals

- Partnerships with local mental health providers

Tele-mental health partnerships are an excellent way to expand access for students who may otherwise have no services available. These programs can be implemented at low cost by use existing rooms to create private spaces, and providers can bill Medicaid and other private insurances directly.

Training teachers to recognize the warning signs of depression, trauma, and suicide is another cost effective way to keep our students safe. With the proper support and training our teachers can identify concerns early and refer those students to the appropriate services.

Strong suicide prevention protocols, crisis response plans, anti-bullying policies, and restorative discipline practices also play a critical role in creating safe, supportive schools. Missouri already provides a model policy and many trainings are now free.

Student mental health can also be supported through tiered support systems and Social-Emotional Learning (SEL) programs that teach children how to build self-regulation skills, maintain healthy relationships, and develop coping skills. When implemented well, these programs can reduce anxiety and depression in youths, while also building mental health literacy and improving awareness.

These policies are even more effective when families are involved. Family engagement can reduce stigma surrounding mental health and improve outcomes for students. When parents are informed about mental health challenges and provided with community resources, they feel prepared and are more likely to seek help.

Many of you may see mental health policies as a potential financial burden on our district. I want to reassure you, there are several grants available for funding that will allow our district to address mental health concerns without pushing the financial burden onto taxpayers.

Project AWARE Missouri is a SAMHSA funded grant which covers mental health training, tiered support systems, and connections to community services.

The Stronger Connections Grant covers safe and supportive school environments, student mental health and safety initiatives, and staff training.

The Immediate Responsive Services Grant covers crisis mental health services after traumatic events, as well as partnerships with mental health providers.

Missouri Healthy Schools offers several smaller grants that fund parent education and student wellbeing programs.

The USDA and US Department of Education also offer several federal level grants for mental health services in schools.

The funding is there, it just has to be applied for and utilized.

Thank you again for taking the time to learn more about something I am deeply passionate about. Our students need our support now more than ever.

Every student deserves the opportunity to graduate with the skills and confidence needed to build a successful future. While college is an excellent path for many students, it is not the only path. Career and Technical Education (CTE) programs ensure that students who choose to pursue skilled trades or enter the workforce directly after graduation are equally prepared for success.

Programs such as welding, construction, automotive technology, health sciences, and information technology give students the opportunity to develop practical, hands-on skills while still in high school. These programs not only help students discover their interests, but they also connect classroom learning with real-world experience.

During my time working with young people in our community, I have met many students whose strengths shine in hands-on learning environments. Some students discover confidence and purpose when they are working with tools, building something tangible, or learning a skill that directly translates to a career. CTE programs give those students the opportunity to thrive and see a clear path forward after graduation.

Strong CTE programs also benefit our entire community. Many local industries rely on skilled workers, and investing in career and technical education helps build a workforce that is prepared to meet those needs. When students graduate with certifications, technical training, or work-based experience, they are better positioned to pursue stable careers and contribute to our local economy.

In my work serving our community, I regularly see how important skilled trades and technical careers are to the strength of our local economy. Many of the careers that keep our community running—from healthcare and construction to transportation and manufacturing—require technical training and specialized skills. When our schools provide strong career and technical education opportunities, we are not only supporting students, but also helping build a stronger workforce for our community.

Expanding partnerships between our schools, local businesses, and the South Central Career Center can help provide students with more opportunities for internships, apprenticeships, and job shadowing experiences. These partnerships allow students to explore potential careers while building relationships with employers in our region.

CTE programs are also an important tool for student engagement. Many students thrive in hands-on learning environments where they can see the real-world applications of what they are learning. By offering diverse educational pathways, we can ensure that more students remain motivated, engaged, and prepared for life after graduation.

I have seen how powerful it can be when young people are given a clear and attainable path toward a career. For some students, hands-on learning and technical training provide an opportunity to discover strengths that traditional academic settings may not fully capture. These programs can help students build confidence, develop valuable skills, and begin envisioning a future where they can support themselves and give back to their community.

Every student’s path is different, but every path deserves respect and support. By continuing to strengthen Career and Technical Education opportunities, we can help ensure that all students—regardless of their chosen career path—have the tools they need to succeed.

Thank you for taking the time to learn more about an issue that is important to the future of our students and our community.