2025 School Board VoteDelaware Questionnaire Responses: Donna Johnson Geist

1. Our country’s history is incomplete without acknowledging the legacy of discrimination and lived experiences of historically marginalized communities. Additionally, Delaware passed a law in 2021 requiring schools to develop and incorporate an African American curriculum for K-12 public schools. Nonetheless, some schools have adopted curricula which fail to teach the full history of the treatment of marginalized communities. Do you commit to adopting curricula which include the perspectives and full histories of all historically marginalized communities?

YES
I believe it is important to provide students with a comprehensive education that includes diverse perspectives and historically accurate content. I commit to supporting the selection and approval of district curricula that thoughtfully incorporate the perspectives and experiences of historically marginalized communities.

Education should reflect the full tapestry of our shared history. When students learn about the contributions, challenges, and achievements of all Americans—including those from historically marginalized groups—they develop a more complete understanding of our nation's complex journey. This approach creates more engaged, critically thinking students who appreciate the diverse fabric of our society.

As a Board member, I will make sure that all curriculum selections are:

• Age-appropriate and developmentally suitable
• Academically rigorous, evidence-based, and aligned to state standards
• Balanced to present multiple viewpoints
• Include sufficient professional development, teacher supports, and training for implementation of curricula with fidelity

Committing to this approach for evaluating curricula removes issues that may align with one political agenda or another and instead ensures that our students receive a well-rounded education that prepares them for success in our diverse world. I believe we can achieve this while respecting community values and maintaining high academic standards.

I look forward to continued dialogue with parents, educators, and community members about how we can best serve all students in our district through curricular decisions brought before the Board.

2. Book bans in school libraries are misguided attempts to suppress student ability to explore ideas, encounter new perspectives, and learn to think for themselves. These efforts target LGBTQ+ identities and censor discussions about how gender and sexuality impact people’s daily lives under the guise that such topics are not age appropriate. Will you commit to protecting students’ ability to see themselves represented in the books they’re reading?

YES
Every student deserves to see possibilities for their future reflected in their educational materials. When children encounter diverse characters and real-life examples of successful individuals from all backgrounds in various career fields and life paths, it expands their sense of what's possible for their futures.

This representation matters because it helps students envision themselves in whatever career or life path they aspire to without being limited by stereotypes based on their gender, race, socioeconomic background, or other characteristics. A student who can see people like themselves succeeding in fields from engineering to healthcare, business to the arts, is more likely to believe these paths are possible for them as well.

3. The 2023-2024 School Discipline Improvement Plan (SDIP) emphasizes the need to address the disproportionate discipline of Black students, low-income students, male students, and students with disabilities. Schools listed under SDIP are required to submit corrective plans. How will you work with your district to eliminate excessive, unjust, and exclusionary disciplinary practices?

I will work diligently with our district to ensure our disciplinary practices are fair, effective, and supportive of all students' success. We can achieve this with a balanced approach that maintains classroom order while addressing underlying issues that lead to behavioral problems.

This will include:

1. Reviewing current disciplinary data to identify any patterns of disproportionate impact on particular student groups
2. Supporting evidence-based alternatives to suspension and expulsion that keep students engaged in learning without negatively impacting the learning opportunities of other students.
3. Advocating for increased behavioral health resources and counseling services to address root causes of disruptive behavior
4. Ensuring teachers receive proper training and support to manage classroom behavior effectively
5. Creating clear, consistent disciplinary policies that students, parents, and staff understand

Data from a July 2024 DSEA survey illustrates the extreme levels of disruption in our classrooms and the impact it has on teachers remaining in the profession and on student learning. 75% reported having experienced disruptions in their classrooms as a result of a student disruptive outburst; 1 in 5 teachers reported they had been injured by a student; and 60% of those surveyed stated that behavioral challenges make them more likely to leave the teaching field.

Teachers deserve classrooms where they can teach effectively, and students deserve appropriate consequences that help them learn from their mistakes. Often, disruptive behavior is indicative of disengaged learners, we should gather data from observations and surveys to better understand students’ level of engagement in learning and develop responsive actions and programs accordingly. We can reduce classroom disruptions while also breaking cycles of problematic behavior through thoughtful intervention. This isn't about being "soft" on discipline—it's about being smart and effective in how we approach student behavior to achieve better outcomes for everyone in our school community. This approach fosters a school environment where behavioral expectations are clear, consequences are fair and consistent, and we invest in understanding and addressing the underlying factors that contribute to behavioral issues. This balanced approach maintains order while giving students the support they need to succeed.

4. Research shows that the presence of police officers also known as school resource officers (SROs) can lead to disparate discipline for Black and brown students. As a school board member, would you oppose adopting or continuing to implement school safety plans which include the use of SROs?

NO
Safety is an utmost priority, and I support the use of School Resource Officers (SROs) and Constables in our schools.

SROs and Constables help create safe learning environments where students and staff feel secure. Having trained professionals who understand both security protocols and the unique dynamics of a school community provides an essential layer of protection for our students and staff. Beyond security, SROs and Constables build positive relationships with students, serving as mentors and trusted adults. These connections can be particularly meaningful for students who may not have such relationships elsewhere in their lives.

I am committed to ensuring that our SROs and Constables are properly trained in youth development, de-escalation techniques, and community engagement skills. The goal should always be to create a supportive school climate, and SROs and Constables are valuable partners in creating schools where students feel both safe and supported—environments where both learning and positive development can flourish.

5. How would you ensure that budgets and other resources are equitably distributed to serve high-needs students (i.e. English language learners, students with disabilities, and students from low-income households) across a school district and that those financial decisions are more transparent?

Ensuring equitable resource distribution to support our highest-need students is both a moral obligation and a practical necessity for our district's success. If elected, I will advocate for several key approaches to achieve this goal:

First, I'll advocate for needs-based budgeting that recognizes that different student populations require different levels of support. Students with disabilities, English language learners, and those from low-income households often need additional resources to meet educational goals and achieve success. Our budgeting should reflect this reality.

Second, I believe in data-driven decision-making. I'll push for a thorough resource allocation review to examine where funds are currently being directed and how well this aligns with data identifying our areas of greatest need. This review will help identify gaps and ensure that funding, qualified staff, and educational materials are distributed based on demonstrated student needs rather than historical precedent.

Third, we must critically evaluate our recent investments, particularly those made with pandemic funding, which is no longer available. I'll advocate for a comprehensive assessment of these initiatives to determine which programs delivered meaningful results for our highest-need students and which did not provide adequate return on investment. This will allow us to continue funding effective strategies while redirecting resources from less successful programs.

Fourth, transparency is essential. I'll work to make financial decisions more accessible to our community through clear budget documents, dedicated public forums, and ensuring school board discussions about resource allocation occur with opportunities for community input.

Finally, I'll push for ongoing measurement of outcomes to ensure our investments are producing results. Regular reviews will help us continually refine our approach to resource allocation, ensuring that all students—particularly those with the greatest needs—receive the support they deserve to succeed academically.

This comprehensive approach combines equitable funding with accountability and transparency, strengthening our entire educational community while ensuring that resources reach those who need them most.

6. A December 2023 independent report, commissioned by the State of Delaware as a result of education funding litigation brought by the ACLU, found that public schools across the state are underfunded by at least $600 million dollars and recommended increased per-pupil funding, transparency, and the flexibility to allocate resources. What would you propose to ensure districts close the funding deficit to provide a constitutionally adequate education?

We must address the fundamental issue of our outdated state funding formula. The root of our funding challenges lies at the state level, which provides approximately 70% of our district's operational funding. Delaware's current resource-based funding formula is antiquated and has not been changed since the 40’s. It fails to adequately account for the diverse needs of today's student population. This system simply doesn't reflect the educational realities we face today.

I strongly advocate for comprehensive statewide funding formula reform that transitions us from this outdated model to a per-pupil weighted student funding approach. A per-pupil weighted formula would allocate resources based on the specific needs of each student, providing additional funding for students with disabilities, English language learners, those from low-income households, and other high-need populations.

This reform is critical because until changes are made at the state level, districts like ours will continue struggling to provide adequate resources with limited local funds, which only constitute about 30% of our total education funding. Once state-level reform is achieved, districts can then align their local funding approaches to complement the improved state formula.

As a board member, I would work collaboratively with other districts, advocacy groups, and state legislators to push for this essential funding reform. I would also ensure our district is prepared to maximize the effectiveness of any new funding model by having clear priorities and evidence-based strategies ready for implementation.

By addressing the systemic funding issues at the state level first, we create the foundation necessary for providing the constitutionally adequate education that every student in our district deserves.

7. School Districts such as Red Clay Consolidated and Christina have implemented policies to create a culture in which transgender and gender diverse students feel safe, supported, and fully included by assuring access to the curriculum, social events, clubs, athletic participation, and all other basic curricular and extracurricular activities. Will you commit to adopting or expanding policies in your school district which ensure that LGBTQ+ students are fully included in social events, clubs, athletic participation, and all other basic curricular and extracurricular activities?

YES
As a member of the Capital School Board, I will work to maintain an educational environment where every student feels welcome, valued, and able to fully participate in school experiences.

Inclusion is fundamentally important for all students. When students feel accepted and supported, they perform better academically, have better attendance, and experience improved mental health outcomes. Every student deserves to participate in social events, clubs, athletics, and all curricular and extracurricular activities without fear of discrimination or exclusion.

As a board member, I will ensure our district follows all state and federal laws regarding non-discrimination and equal access. There is simply no place for discrimination in our school system. Our policies must protect all students while also respecting the diverse perspectives within our community.

I believe that our schools must be places where students and staff feel welcome and included to participate in all aspects of the learning and school community. This creates the positive educational environment necessary for all students to thrive.

If elected, I will listen to the thoughts and concerns of students, parents, and staff to ensure that our policies support an inclusive environment while maintaining academic excellence. Our goal should always be to create schools where every student has the opportunity to succeed and develop to their full potential.

8. Immigrant students and their families have the right to access public education without fear of discrimination or intimidation. Will you support a district-wide policy that protects students’ personal information (including immigration status), provides clear guidance on interacting with ICE, and ensures staff, students, and families are aware of relevant state, school, and community resources?

YES
Our district policies in this area should be grounded in state and federal laws, and the guidance and procedures outlined by our Attorney General's office should be utilized.

School should be a welcome and safe environment for all students so that they can focus on learning and preparing for future success.

9. When staff, students, and families know what the law says, they are better equipped to protect themselves and the school community. Will you support distributing Know Your Rights resources—specifically related to immigrant and LGTBQ+ protections—in classrooms, offices, school websites and communications, and other easily accessible locations?

YES
I support making accurate, factual information about legal protections and rights available to all students and families in our school community. Educational institutions have a responsibility to provide access to reliable information that helps our diverse student population navigate their educational journey successfully.

I would recommend taking a collaborative approach to determining what informational resources are most needed and how they should be distributed. This would involve working with district administration, school staff, and importantly, gathering input from parents and families about what information would be most beneficial and what formats would be most accessible.

I am committed to finding thoughtful, balanced solutions that serve the needs of all students while being mindful of our community's diverse perspectives. Schools function best when they operate with transparency and provide families with clear information about relevant laws and protections that affect the educational environment. By approaching this issue with open communication and respect for all stakeholders, we can ensure that important information reaches those who need it most while maintaining a positive school community.

10. Over the past few decades, many immigrants have chosen to make Delaware their home and have become vital members of our schools. Will you ensure that students and families with limited English proficiency have access to translated classroom materials and in-person translators for school meetings and events?

YES
I support ensuring that students and families with limited English proficiency can meaningfully participate in our school community through appropriate language access.

For family and community communications, I believe we should prioritize translating important materials into the three most frequently used languages in our district. This approach allows parents and families to fully engage with their student’s education, participate in school events, and communicate effectively with teachers and staff. Additionally, having translation tools available for parent-teacher conferences, IEP meetings, and other significant school events is essential for meaningful family engagement. That could be accomplished by using technology or in-person translation services.

Regarding translated classroom materials for students who are English learners, I would want to make sure we were implementing approaches aligned with research-based best practices in language acquisition. This means providing appropriate scaffolding and support in students' native languages while also focusing on effective strategies that promote English language development.

I will support our district's Multilingual learner specialists and curriculum teams to ensure our approach to supporting multilingual learners follows methods that facilitate both academic achievement and attainment of English proficiency. This balanced approach respects students' cultural and linguistic backgrounds while preparing them for success in an English-speaking environment.

By thoughtfully addressing the language needs of both families and students, we create a more inclusive school community that values diversity while promoting academic excellence for all students.