We first discussed her background, preparation and the experience she would bring to the board. I then asked about school safety and the role of school resource officers. Felder proposed reviewing existing measures and looking at the needs of individual buildings. She also wanted families to understand the officers’ role.

On discipline and accountability, she resisted a single answer for every situation. Age, the nature of the conduct and its seriousness would all matter, she said. I followed up on parental responsibility so viewers could hear how she distinguished different circumstances.

In the second part, I asked what she would add to the board and how she would approach the achievement charts. Her response was to look beneath district averages: at grades, subjects, schools and groups of students, and at the trends over time.

She also wanted teachers involved in interpreting the results. Would a response require more support for students, different professional development or a closer look at curriculum? Her point was that the examination needs to come before choosing the remedy.

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.

Our final part moved from technical education to the practical work of governing. Felder supported exploring partnerships with nearby colleges as a way to expand students’ opportunities while considering equipment and instructional costs. She said she would balance what benefits students with what is financially responsible.

Asked about the district’s challenges, she named academics, enrollment and trust. We also discussed support for students entering at different learning levels. Looking back after several years, she hoped to see academic progress and a board that families and teachers believe is listening. Her closing argument was for a fresh perspective on the needs of today’s students.