Cedarburg School Board Candidate Answers
Forward Ozaukee asked each candidate for the School Board to answer five questions in 100 words or less. Here are their responses. April 4 is the election for the school board. YOU MAY VOTE FOR 2 CANDIDATES.
The candidate information and answers have been listed in alphabetical order.
Kate Erickson
1. Age- 39
2. Address- W60N982 Glenwood Drive Cedarburg WI, 53012
3. Previous Public Office- None
4. Community Involvement- Wisconsin Indian Education Association Board Member and
Communications Director, FBI Milwaukee Community Round Table Member, Public
Speaker
5. Contact Information-
Email: kateerickson4schoolboard@gmail.com
Website: www.kateerickson4schoolboard.com
Facebook: www.facebook.com/KateErickson4SchoolBoard
Connie Kincaide
1. Age: 39
2. Address: N75W7255 Linden Street, Cedarburg WI
3. Previous Public Office: I currently serve as Secretary for the City of Cedarburg Diversity Committee (Mayoral appointment).
4. Community Involvement: Board Member, Parkview PTO: Vice President 22-present, President 2020-22, Secretary 2019
Committee Co-Chair: Veteran’s Day Procession 2021-22, Scholastic Book Fair 2022, Stuff the Bus 2019-present
Current member: Cedarburg School District Wellness and Nutrition Committee, Ozaukee County Local Coalition (housing resources), League of Women Voters, Women for Community Cheer, Braver Angels
Creator of: https://www.facebook.com/ConnieforCounty which highlights local events, and governmental meetings throughout Ozaukee County
Former candidate, Ozaukee County Board Supervisor (District 16, City of Cedarburg)
Volunteer experience with youth and individuals with intellectual and developmental disabilities: Balance (2022), Vacation Bible School Leader (2021-2022), Art(istry) Oasis (2015-2018)
5. Contact Information:
Campaign Website: ConnieKincaide.com
Facebook Page: facebook.com/ConnieKincaideforSchoolBoard
Instagram Account: @ConnieKincaideforSchoolBoard
Email: Connect@ConnieKincaide.com
Phone: 262 236 6329
Corey Kubichka
1. Age: 51
2. Address: W63N220 Fairfield St, Cedarburg, WI
3. Previous Public Office: no previous public office
4. Community Involvement: Former Cedarburg Colts coach for over ten years
5. Contact Information:
Contact | Kubichka4cedarburg (kubichkaforcedarburg.com)
Email: kubichkaforcedarburg@gmail.com
Scott Sidney
1. Age: 69
2. Address: N40W6522 Jackson Street, Cedarburg
3. Previous Public Office: None
4. Community Involvement: Republican Party Ozaukee County
5. Contact Information: contact@sidneyforcedarburg.com
1. Looking back, do you think our District handled COVID appropriately? Please explain your reasoning.
Kate Erickson: “Appropriately” means different things to different people. COVID was something we had never experienced before, so how could you expect the district to respond in a way that pleases everyone? I do think the district needs to create a policy on how to handle such an event in the future. They should also expand on virtual learning so that if we encounter something like COVID again, the district has options. The safety of our students and employees should be the top priority.
Connie Kincaide: The primary objective for our district was to make learning accessible to all students. Options were made available to all families, and most students’ needs were met.
In-person instruction was highly valued, and a tremendous amount gleaned during the course of utilizing the hybrid (in person/virtual) option. As an individual that worked as an aide in a public school building during that time, and mom to a student that utilized the virtual option that the Cedarburg School District offered, I have a unique perspective on what worked well, and areas that may warrant re-evaluation should a future need arise.
Corey Kubichka: Hindsight is 20/20 is commonly said to view past actions or events. The COVID pandemic was a complex issue with many viewpoints of what was "correct" or "best" for individuals and groups. Understanding what COVID was or ways to mitigate it were regularly changing and felt like weekly or daily views to some. Cedarburg School District did a reasonably good job of navigating those views, implementing policies, and even revising those policies as needed.
I applaud the school for the desire to stay open for in-person learning. I think they responded exceptionally well with all the information they had at hand.
Scott Sidney: There were some missteps. The pandemic was declared on March 11, 2020. Little was known at the time so abundant caution was exercised. The school properly opened fully in fall 2020, went online briefly in November, and then returned under Governor Evers's mask mandate found to be unconstitutional. Despite the court’s finding, the school maintained a full mask mandate throughout the spring and into summer school of 2021. Masks should have been made optional. Students benefit from in-person instruction and performance shows it. But the mandatory masking went on longer than necessary especially when young kids were learning to speak.
2. Statistics show educational achievement is on the decline in our country. What do you think should be done to reverse this trend?
Kate Erickson: We need to take a look at our curriculum, resources, and practices. What are we doing that is working? What isn’t working? What are other schools doing? What are studies showing us is best practice? This is an area where input from our teachers and staff is critical. I believe much of the decline is due to relying on the “status quo,” and districts operating in a “fixed mindset.” The world around us is changing every day. If we’re going to keep up academically, we need to be prepared to change as well.
Connie Kincaide: The Cedarburg School District’s report cards show a steady improvement in core areas (reading, writing, math and science) and I believe this is a strength to be celebrated and built upon.
My goal would be not only to build upon our achievements, but advocate for bridging gaps in services, further supporting educators and ensuring that we have the tools and resources to best equip students.
One example may include adding guidance counselors at the elementary level and ensuring the caseload of our speech/language pathologists is manageable, as there has been an increase in speech delays among our youngest learners.
Corey Kubichka: The Cedarburg School District has a significant focus on academics and an excellent staff, which accounts for relatively high rankings in several surveys. US News has the high school ranked at position 233 nationally. Niche.com lists the District 7th for Best Teachers and the overall District. Rankings and high placements are great measures of success, but continued success requires an inward review of the factors that went into that success. Providing the right resources, investment into teacher growth and better or improved technologies, facilities, and processes will help our District maintain and grow its proficiencies. A recent Curriculum committee meeting I attended shows the board and schools are working together on those resources.
Scott Sidney: Focus on literacy and the basics. The Cedarburg School District ranks in the top 2 percent nationally (232nd of 10,751) according to Niche.com a ranking and review service; and ranks 7th in the state. Still, there’s always room for improvement. Reading, composition, and math are the foundations for all learning and knowledge regardless anyone’s professional or vocational endeavors. When time and resources are taken from the basics for programs or services such as social emotional learning or pushing critical race theory, when we expect schools to be another social service outlet, achievement suffers. Academic achievement depends on the educational basics.
3. Human Growth and Development curriculums are not required in Wisconsin. Do you think our District should continue to have one and if so, what topics should it cover?
Kate Erickson: Our school district has an extremely basic HG&D program. I believe the current program is inadequate. Providing information to our students in an age-appropriate and scientific way will benefit them greatly. There are risks in life, if we want to equip our students with the tools they need to succeed in their goals, HG&D needs to be a tool in that toolbox. Our schools can provide truthful facts and data which can aid district parents in their parenting journey.
Connie Kincaide: I am aware of the history of the Human Growth and Development curriculum discussion and also mindful that many residents would like it to be revisited.
I am not opposed to this or any other curriculum reviews, when it is done with sufficient notice to all stakeholders. I believe it is important for Board members to be open to hearing from the community on any other topic that may be viewed as controversial.
Curriculum that meets the needs of all students is an essential part of what keeps our district a go-to destination.
Corey Kubichka: I support the current curriculum at Cedarburg School District. The District also has a policy to opt out of the program. The current curriculum is evidence-based, medically accurate, and meant to encourage discussion with parents. All curriculum gets reviewed on a cycle. I would welcome feedback from the community and participation in that process.
Scott Sidney: Sex is a natural biological drive carrying enormous, life changing emotional and physical consequences. Human Growth and Development programs inflame emotions - are oftentimes controversial - because of the sensitive and private nature; more so when the young are involved. However, school programs should be available; but only with clearly communicated opt-out provisions. For participants, programs should include the biological essentials including the potential, severe health consequences and how abstinence is the only guarantee against unwanted pregnancy. Emotional turmoil may result from choosing to have sex. So imparting an understanding of the potential for conflicting thoughts and feelings is essential.
4. Do you think our District should inform and seek permission from parents to use names and/or pronouns contrary to a student's biological sex?
Kate Erickson: This is a conversation to be had between students and their families. This concern is another reason why the district needs to employ counselors in each school building. If there is a concern with how a student wants to be addressed, a meeting between the student, parents, and the school counselor should be arranged. Whatever decision comes out of that meeting should be respected by the district. This is not a topic where the district should be making blanket policies. It is not in the purview of the district to define who a student is or is not.
Connie Kincaide: Our students deserve to feel safe in their educational environments, and respected by their peers and educators alike. I recognize that there are sensitivities around this topic and am always open to hearing from the community to ensure that Cedarburg School District policies and procedures reflect best practice for the well- being of students and staff alike. I am grateful for the positive relationships that our educators have with parents and guardians and look forward to continuing to be part of a community where an open and honest education and the freedom to learn (and be one’s self) are encouraged.
Corey Kubichka: Parents should be informed about requests to use names or pronouns contrary to a student's biological sex. The District should hold parental rights in high regard. A parent is responsible for their children's upbringing. Multiple efforts have been made to erode parents' right to be their children's first educators, undermining families' religious beliefs, moral values, and medical advice. Schools are responsible for keeping parents informed—they cannot hide information about a child's mental or physical well-being from their parents.
Scott Sidney: The District must inform parents of a child’s interest or request to be known by another name or pronoun. There are undeniable biological markers at birth identifying the sex of a child. We’re all given proper, legal names at birth. Unless the parent(s) take the step of having their child’s name changed legally to reflect the perceived gender preference of a child, schools must use the child’s legal, given name. It is beyond the scope of the school’s responsibility to decide to honor a child’s wishes. It removes agency from parents to decide what is in their child’s best interest.
5. Do you support a paid position for a Director of Diversity, Equity and Inclusion in our school district? Please explain your reasoning.
Kate Erickson: Yes. Our district is diverse in race, ethnicity, socioeconomic status, and ability... There have been and are DEI issues in the district. One is the accessibility of playground equipment for students who are differently abled. We are understaffed in many areas, and paraprofessionals who aid our students with IEPs are one. Equity is important as it has been reflected in increasing student scores in the schools that have engaged in equity practices at the individual student level. A DEI Director would help to identify areas where we can improve, which in turn can help to increase educational
achievement.
Connie Kincaide: I support our educators and administrative teams continuing to evaluate and communicate needs within the district and making recommendations to the Board. Our district has had complaints filed against it in regards to racial harassment and bullying and this is an area to take seriously.
On a separate note, if our district is looking to increase our Diversity score (which is used in some rankings), this may be an area to invest resources. This is a topic for stakeholders, including staff, administration and community members to share their respective views to best inform the fiscal decisions made by the Board.
Corey Kubichka: I do not support a paid position for DEI in our school district. I have seen too many attempts to incorporate DEI processes fail. These failed attempts show it focuses on the wrong aspects of individuals or groups instead of skills or knowledge. DEI is discriminatory, reduces performance, and is divisive plain and simple. Having a position that would look to implement or create divisive or discriminatory policies would run against the shared beliefs of parents and students in our district. It would also use limited resources for an administration position which only lessens resources for something needed.
Scott Sidney: A Diversity, Equity and Inclusion (DEI) position - paid or otherwise – is never needed. The DEI political movement divides everyone along racial, sexual, social, religious, and income differences. Jay Hobbs, Director at Alliance Defending Freedom writes: “The common approach to DEI … has long depended on dividing participants into polarizing categories of ‘oppressed’ or ‘oppressor’.” Our country’s foundation affirms that “all men are created equal.” We’re each individually responsible for honoring and respecting our country’s founding; how we interact with each other. Wasting precious resources trying to identify and eradicate self-styled oppression produces the phenomenon DEI supporters seek to eliminate.