Rachelle A. Johnson

Students with disabilities deserve access to an appropriate education, meaningful opportunities to learn, and the individualized services and supports they need to succeed. Those services should be based on each student's needs, not simply what is easiest or least expensive to provide. Special education is also one of the significant staffing and financial challenges facing school systems. The Board needs to understand trends in enrollment, staffing, service capacity, nonpublic placements, and costs so we can plan responsibly rather than reacting when needs become urgent. Fiscal responsibility and strong special education services are not competing goals. Good planning helps us protect both.

In their own words·As of September 2026

As a CFO, I understand that responsible budgeting is about more than cutting costs. It means understanding where the money is going, asking difficult questions, planning for long-term obligations, and making sure spending reflects our priorities. HCPS faces real financial pressures, including rising fixed costs, special education needs, employee compensation and benefits, facilities, and state requirements. Those challenges do not eliminate the Board's responsibility to scrutinize spending. I will ask tough questions about spending at every level while working to protect the educators, classroom resources, and student services that directly support learning. I also don't believe spending more automatically means we are getting better results. Major investments should have a clear purpose, and the Board should understand whether they are producing the outcomes we expected.

In their own words·As of September 2026

Families and taxpayers deserve to understand how decisions are made, how public dollars are being spent, and whether programs are producing results. Transparency should mean more than making a document available somewhere online. Information should be clear, accessible, and provided early enough for the public to meaningfully understand major decisions. I will ask questions publicly, push for clear explanations of spending and policy decisions, and support regular reporting on academic outcomes, major initiatives, and unresolved challenges. When something is not working, the public deserves to understand the problem, what is being done about it, and how progress will be measured. Transparency builds trust, and the Board should be willing to clearly explain its decisions.

In their own words·As of September 2026

Every decision made by the Board of Education should begin with one question: How will this help students succeed? My priorities are strong foundational reading and math skills, safe and well-managed schools, supporting educators with the time and tools they need, meaningful partnerships with families, and clear accountability for academic results. I believe the early grades deserve particular attention because that is where students build the foundation for everything that follows. We should identify students who are struggling early, provide effective intervention, and use evidence and measurable outcomes to determine what is working. I do not believe the answer to disappointing academic results is lowering expectations. Our responsibility is to give students and educators the support necessary to meet high expectations and prepare students for what comes next.

In their own words·As of September 2026

Student mental health is closely connected to learning, behavior, attendance, and school safety. Schools cannot solve every challenge a child faces, but they should have appropriate systems for identifying students who need support and connecting them with qualified professionals and resources. Prevention and early intervention matter. Students should have trusted adults they can turn to, and families should know where to go when their child needs help. We also need to recognize the limits of what classroom educators can reasonably be expected to handle. Teachers need access to trained professionals, effective behavioral supports, and clear procedures so they can focus on teaching while students receive appropriate support.

In their own words·As of September 2026

Parents are their children's first and most important advocates, and schools work best when families and educators are partners. Parents should have access to information about their child's education, understand what is being taught, be included in decisions affecting their child, and have meaningful ways to raise questions or concerns. Partnership also requires communication and mutual respect. Families should not have to struggle to find basic information or feel that their concerns are being dismissed. At the same time, Board members have a responsibility to make decisions that serve all students and support educators in doing their jobs effectively. We do not have to agree on every issue to listen to one another, communicate honestly, and work together in the best interests of students.

In their own words·As of September 2026