We began with her education, classroom experience and community involvement. She emphasized communication and relationships—among board members and with the public—before difficult decisions arise.

I then asked about safety. Blau connected it to adults knowing students, teams of teachers noticing their needs, and instruction that engages them. She also expressed support for school resource officers as trusted adults and described the importance of their presence and classroom work.

The second part began with student accountability and the reach of school policies. We then discussed the skills board service requires. Blau described learning through training and committee work, including in areas that were not her original strengths.

When I asked about the performance charts, she placed test scores within a larger question: whether students are prepared for their personal and professional lives. She said she wants scores to improve, while also arguing for updated standards and using flexibility in the current curriculum. Our discussion moved into career and technical education, credentials and high-school courses connected to students’ interests. Her full answer is here so you can assess both the emphasis and the explanation.

The achievement charts we discussed

I put these charts in front of each candidate. Select one to read it at full size.

These are the charts supplied for the interviews, which credit MI School Data. Their “District Average” rows are reproduced as printed. The scans do not state an averaging method or student counts, so those rows should not be assumed to be student-weighted district proficiency rates. Different years represent different groups of students; the tables alone do not explain why results changed.

Finally, I asked about challenges ahead and the mark she hopes to leave. Blau described changes in instructional materials, teaching methods and support for teachers. She also spoke about helping families and the wider community understand why classrooms may look and sound different from the ones we remember.

Her closing argument connected that classroom experience to a goal of students thriving academically, socially and emotionally. As with the other candidates, I left her space to make that case in her own words.