>>> WELCOME BACK TO THE IDAHO DEBATES.

A LOOK AT THE CANDIDATES FOR SUPERINTENDENT OF PUBLIC INSTRUCTION.

ORGANIZED BY THESE PARTNERS.

FUNDING PROVIDED BY THE FRIENDS OF HIKED PUBLIC TELEVISION -- IDAHO PUBLIC TELEVISION, AND THE CORPORATION FOR PUBLIC BROADCASTING.

>>> HELLO AND WELCOME TO THE HIKED DEBATE IN BOISE.

THIS IS THE THIRD OF FOUR DEBATES WE'RE HOSTING BEFORE THE NOVEMBER 8TH GENERAL ELECTION.

THE CANDIDATES FOR SUPERINTENDENT OF PUBLIC INSTRUCTION TAKE THE STAGE TO ASK FOR YOUR VOTE.

THE SUPERINTENDENT OF PUBLIC INSTRUCTION OVERSEES OPERATIONS AT THE IDAHO STATE DEPARTMENT OF EDUCATION.

THEY ALSO SERVE AS ONE OF EIGHT VOTING MEMBERS ON THE STATE BOARD OF EDUCATION AND ONE OF FIVE VOTING MEMBERS ON THE STATE LAND BOARD.

I WANT TO WELCOME OUR CANDIDATES, TERRYE AND DEBBIEE.

-- TERRIE GILBERT IS THE FORMER PRESIDENT OF THE IDAHO ASSOCIATION.

HE'S A FORMER LEADER OF THE NAMPA ASSOCIATION AND TAUGHT FOR 14 YEARS.

DEBBIEE CRITCHFIELD WAS APPOINTED TO THE BOARD IN 2014.

SHE HAS ALSO SERVED ON THE SCHOOL BOARD.

I ALSO WANT TO INTRODUCE OUR PANEL OF REPORTERS WHO WILL ASK THE CANDIDATES QUESTIONS.

KEVIN RICHARD OF IDAHO EDUCATION NEWS AND JAMES DAWSON OF BOISE STATE PUBLIC RADIO.

I'M MELISSA DAVLIN.

I'M MODERATE INTERESTING -- MODERATING THE DEBATE.

EACH CANDIDATE WILL BE GIVEN 90 SECONDS FOR OPENING COMMENTS AND 60 SECONDS FOR CLOSING STATEMENTS.

CANDIDATES ALSO HAVE 90 SECONDS TO ANSWER QUESTIONS AND 60 SECONDS FOR REBUTTALS.

I'LL ALSO ALLOW SOME BACK AND FORTH IF I THINK THE CONVERSATION IS PRODUCTIVE AND EDUCATIONAL FOR VOTERS.

WHILE TRYING TO MAKE SURE EACH CANDIDATE GETS ABOUT EQUAL TIME AND FULL DISCLOSURE, OHIO PUBLIC -- IDAHO IS -- WE FLIPPED A COIN TO SEE WHO WOULD GO FIRST AND MR. GILBERT, YOU HAVE THAT HONOR.

>> THANK YOU.

I WANT TO INTRODUCE MYSELF.

I EARNED MY B.A.

IN ENGLISH AND M.A.

IN CURRICULUM DEVELOPMENT AT NORTHWEST NAZAR REINCOLLEGE.

MY OPPONENT AS ONE DEGREE, POLITICAL SCIENCE.

I BEGAN MY PROFESSIONAL LIFE AS A TEACHER IN MARSING.

I WORKED IN THE WOODS OF OREGON AS A CHOKER SITTER.

FOR COLLEGE PAY.

I DIDN'T HAVE MONEY.

I NEEDED TO EARN MONEY.

MY JUNIOR AND SENIOR YEARS IN COLLEGE I WORKED FUR 0 HOURS A WEEK -- 40 HOURS A WEEK.

AT THE HIKED STATE -- IDAHO STATE SCHOOL AND HOSPITAL FOR THE MENTALLY UNDERDEVELOPED.

I TOOK AN OVERLOAD OF CLASSES AND FREQUENTLY ATE WITH RESIDENTS IN THE MESS HALL BECAUSE THE FOOD WAS FREE FOR EMPLOYEES.

I DIDN'T HAVE ANY MONEY.

IT A PASSION, HOWEVER, FOR BEING A TEACHER.

MY EDUCATION WAS NOT GIVEN TO ME.

I EARNED IT.

I PROUDLY SERVED AS ROTARY DISTRICT GOVERNOR AND SERVED AS PRESIDENT OF TWO LOCAL ROTARY ASSOCIATIONS.

SERVICE ABOVE SELF IS REPORTARY'S MOTTO AND IT IS MINE.

I'M NOT A POLITICIAN.

I AM AN EDUCATOR.

WHEN I STARTED TEACHING OUR REPUBLICAN LEADERSHIP NEGLECTED EDUCATION THEN AND DEPENDING ON WHOM YOU LEESHT AS SUPERINTENDENT, IT WILL NEGLECT EDUCATION NOW.

WHY DID I JOIN THIS RACE KNOWING THAT I WOULD BE GRATEFUL OUTSPENT BY MY OPPONENT WHO HAS POWERFUL AND DEEP POCKET CORPORATE FRIENDS?

I THINK IT'S PAST TIME FOR A CHANGE.

I CAN SPARK THAT CHANGE IF YOU WILL ALLOW ME.

>> THANK YOU, MR. GILBERT.

MS. CATHOLIC CHURCH?

>> THANK YOU -- MS. CRITCHFIELD?

>> GOOD EVENING.

AND THANK YOU FOR THE OPPORTUNITY TO DISCUSS IMPORTANT ISSUES RELATED TO IDAHO AND EDUCATION.

MY NAME IS DEBBIEES AND -- DEBBIE CRITCHFIELD AND WE RAISED OUR CHILDREN IN OKAY LIE.

I SERVED -- OAKLEY.

I WAS APPOINTED TO IDAHO STATE BOARD OF EDUCATION.

I SPENT SEVEN YEARS ON THE FRONT ROW OF STATE EDUCATION INCLUDING TWO AS PRESIDENT.

AND I LEARNED HOW IMPORTANT IT WAS FOR A STRONG EDUCATIONAL LEADER IN K-12.

I'M RUNNING FOR STATE SUPERINTENDENT BECAUSE GREAT SCHOOLS MATTER TO IDAHO.

I'M RUNNING FOR STATE SUPERINTENDENT BECAUSE OUR TEACHERS NEED MORE, OUR PARENTS EXPECT MORE, AND OUR STUDENTS DESERVE MORE.

THE CORE OF MY VISION PUTS SKILLS AND WORK READINESS AT THE HEART OF AN IDAHO EDUCATION.

AND THAT STARTS WITH OUR STUDENTS AT THE EARLIEST FOUNDATIONS FOR THOSE THAT CAN READ AND CONTINUES THROUGHOUT AS WE PREPARE OUR KIDS FOR THEIR CAREERS AND FOUR THEIR LIVES.

-- FOR THEIR LIVES.

I HAVE SPENT MORE THAN 20 YEARS AS AN ADVOCATE FOR EDUCATION AT EVERY LEVEL, INCLUDING STARTING AS A SUBSTITUTE TEACHER, AND I AM READY AND PREPARED TO LEAD ON DAY ONE.

>> ALL RIGHT.

THANK YOU SO MUCH.

OUR FIRST QUESTION IS FROM JAMES DAWSON, FOR MR. GILBERT.

>> AND MR. GILBERT, YOU'RE A FORMER TEACHER AND PRESIDENT OF THE IDAHO EDUCATION ASSOCIATION.

BUT THE IEA IS SOMETIMES AT ODDS WITH SCHOOLS AND DISTRICT LEADERS.

SO WHAT MAKES YOU PREPARED TO SERVE AS SUPERINTENDENT IN A STATEWIDE ROLE?

>> WELL, I'VE DEALT WITH MANY THINGS IN MY CAREER.

I HAVE BEEN AN ADVOCATE FOR TEACHERS.

THEY NEED AN ADVOCATE AND THEY STILL NEED AN ADVOCATE.

THAT DOESN'T MEAN THAT THE IDAHO EDUCATION ASSOCIATION WILL AGREE WITH EVERY SCHOOL DISTRICT OR EVERY SUPERINTENDENT OF SCHOOLS.

AT THIS POINT I WANT TO MENTION TWO, HOWEVER.

JAHRI EVANS AND MARILYN HOWARD.

NOW, WHY AM I SUITABLE FOR THIS JOB?

I HAVE THE HEART OF A TEACHER.

I'VE BEEN A TEACHER.

IT IS STILL A PART OF ME.

I HAVE NOT BEEN ADD AN -- AN ADD RESTORE, ADMITTEDLY.

-- ADMINISTRATOR.

I'VE WORKED WITH MANY AND I APPRECIATE GOOD ADMINISTRATORS.

I BELIEVE I HAVE A PARTICULAR POINT OF VIEW THAT WILL BE IDENTIFIED BY TEACHERS AROUND THE STATE.

I AM A TEACHER.

>> AND MS. CRITCHFIELD, SIMILAR QUESTION.

DO YOU HAVE EXPERIENCE ON THE STATE BOARD OF EDUCATION AND EDUCATION TASK FORCES, BUT AS SUPERINTENDENT YOU WOULD BE RESPONSIBLE FOR THE EDUCATION OF MORE THAN 300,000 IDAHO CHILDREN.

SO WHY SHOULD I HOIFDZ -- IDAHOANS TRUST WITH YOU THAT POSITION?

>> WHAT MOTIVATED TO RUN WAS BEING IN THE CLASSROOM AS A SUBSTITUTE TEACHER.

AND THEN SERVING ON A NUMBER OF VOLUNTEER AND LOCALLY ELECTED POSITIONS ALL THE WAY UP.

I THINK IT'S IMPORTANT TO NOTE THAT THE ASSIGNMENT AS A STATE SUPERINTENDENT IS VERY DIFFERENT THAN THAT OF A CLASSROOM TEACHER.

WE VALUE AND WANT THE SKILLS THAT AN ENERGIZED AND PASSIONATE TEACHER BRINGS TO THE CLASSROOM.

AND YOU WANT THAT SAME TYPE OF ENERGY AT THE STATE LEVEL.

BUT YOU NEED SOMEONE WHO HAS WORKED WITH POLICY MAKERS, WITH LEGISLATORS, WHO IS FAMILIAR WITH WORKING WITH THE STAKEHOLDERS IN THE STATE.

AND THESE ARE ALL THINGS THAT I'VE BEEN ABLE TO ACQUIRE SKILLS THAT I CAN BRING TO THE TABLE RIGHT ON DAY ONE OF THE JOB.

>> OUR NEXT QUESTION IS FROM KEVIN RICHARD.

>> MS. IM, TODAY THE FIRST ROUND OF -- MS.

CRITICISM, TODAY THE FIRST ROUND -- CRITCHFIELD, TODAY THE FIRST ROUND OF -- IT WAS A WINDOW IN POST-PANDEMIC LEARNING LOSS.

EIGHTH GRADERS DID OUTPERFORM THEIR PEERS IN MATH AND READING BUT SCORES DROPPED IN FOURTH AND EIGHTH GRADE ACROSS BOTH SUBJECT LEVELS.

WHAT WOULD BE YOUR SPECIFIC STRATEGY TO ADDRESS POST-PANDEMIC LEARNING LOSS?

>> I LOOKED AT THE SCORES LIKE YOU TODAY AND I THINK THERE IS A CELEBRATION OF SORTS FOR THE WORK THAT WE'VE BEEN ABLE TO DO.

IDAHO BECAME OPEN AND STAYED OPEN QUICKER AND LONGER THAN OTHER STATES AROUND US.

AND I WANT TO ACKNOWLEDGE THE WORK THAT'S BEEN DONE BY OUR TEACHERS AND ADMINISTRATORS.

I THINK IT'S ALSO IMPORTANT TO POINT OUT THAT LOOKING AT THE NUMBERS, THERE'S ONLY A THIRD OF OUR STUDENTS THAT ARE STILL PROFICIENT AT THOSE GRADES AS WE LOOK AT THAT.

AND SO FOCUSING AND PRIORITIZING OUR DOLLARS TO GO DIRECTLY TO THE OUTCOMES THAT WE'RE LOOKING FOR, HOW WE PREPARE OUR TEACHERS, BEFORE THEY GET INTO THE CLASSROOM, HOW WE HELP THEM WHILE THEY'RE IN THE CLASSROOM, AND AGAIN, FOCUSING ON THE FOUNDATIONAL PIECES ARE SO IMPORTANT.

THERE'S A LOT THAT TEACHERS ARE ASKED TO DO IN THE CLASSROOM.

LET'S HAVE A PLAN, LET'S HAVE A VISION.

AND HELP OUR STUDENTS AND OUR TEACHERS BE ABLE TO GET MORE THAN A THIRD OF THEM PROFICIENT.

>> MR. GILBERT, SAME QUESTION TO YOU.

WHAT WOULD BE YOUR SPECIFIC STRATEGY TO ALES LEARNING LOSS?

>> DURING DEBBIE'S RECORD ON THE STATE BOARD, WE'VE HAD THREE Fs.

OUR GO ON RATE HAS FALLEN.

STUDENTS ARE EXPERIENCING FALTERING LITERACY SKILLS, AND TEACHERS ARE FLEEING.

THEY'RE FLEEING TO OTHER STATES WHERE THE PAY IS MORE SUFFICIENT AND THE ATTITUDE BY STATE LEADERS IS MUCH MORE COMFORTING.

THE PUBLIC WANTED TWO THINGS FROM THE RECLAIM IDAHO MONEY.

THEY WANTED EARLY LITERACY AND INCREASED PAY FOR TEACHERS.

UNDER DEBBIE'S ADMINISTRATION, WE WILL CONTINUE TO NEGLECT PUBLIC EDUCATION.

>> PLEASE RESPOND.

>> CALLING OUT TWO THINGS.

TERRY CHARACTERIZES MANY OF THE AREAS THAT WE HAVE BEEN LAGGING BEHIND IN IDAHO WHICH IS PRECISELY WHY I WANT TO CHANGE POSITIONS AND ROLES ON THE STATE BOARD OF EDUCATION.

THERE'S ONLY SO MUCH THAT A VOLUNTEER APPOINTED PERSON CAN DO.

AND THAT IS WHY I AM SEEKING THE ELECTED POSITION, SO THAT I CAN HAVE A STRONGER SAY IN ALL OF THOSE THINGS THAT HE HAS POINTED OUT.

I WANT TO CALL ATTENTION QUICKLY TO WHAT WAS POINTED OUT ON THE GO ON RATE.

I FULLY BELIEVE THAT THE REASON THE GO ON RATE HAS DECLINED OVER TIME IS BECAUSE WE'RE NOT PROVIDING THE TYPE OF RELEVANT HIGH SCHOOL EXPERIENCE THAT OUR STUDENTS NEED, THAT WHEN THEY SHOW UP TO HIGH SCHOOL, THEY SEE SOMETHING THAT MEANS SOMETHING TO THEM.

AND THEN WHEN THEY GRADUATE, THEY'VE GOT SOMETHING TO GO TO.

SO THERE ARE A NUMBER OF THINGS THAT I WANT TO ADDRESS AND IT'S EXACTLY WHY I'M HERE TONIGHT.

>> LET'S -- >> STAY ON STUDENT ACHIEVEMENT AND MR. GILBERT.

LAST WEEK THE STATE RELEASED THE I SAT SCORES.

AND WHAT WE SAW WAS IMPROVEMENT FROM 2021 BUT WE SAW CONTINUED LOW SCORES IN MATH, ESPECIALLY HIGH SCHOOL MATH.

TWO-THIRDS OF HIGH SCHOOL STUDENTS NOT AT GRADE LEVEL IN MATH.

THIS IS A CHRONIC PROBLEM.

HOW WOULD YOU ADDRESS IT?

>> IT'S A CHRONIC PROBLEM THROUGHOUT THE NATION AS WELL.

I DO WANT TO SAY THIS ABOUT DEBBIE'S TENURE.

EVEN THOUGH SHE MIGHT NOT HAVE BEEN SUPERINTENDENT OF PUBLIC INSTRUCTION, SHE HAD GREAT POWER AND INFLUENCE ON THAT BOARD.

NOW, WITH REGARD TO HELPING OUR STUDENTS IMPROVE, I HAVE PROPOSED TUTORS.

I'M NOT THE ONLY ONE TO PROPOSE THIS.

IT'S OCCURRING IN OKLAHOMA RIGHT NOW.

TUTORS ARE IN THE CLASSROOM, DEALING WITH THE STUDENTS.

I DO NOT WANT TO PUT ALL THE BURDEN ON OUR PRACTICING TEACHERS.

THEY ARE OVERBURDENED NOW AND THEY NEED HELP AND ASSISTANCE.

AND I'M LOOKING FORWARD TO -- FOR THE PUBLIC HELP.

WE CAN ASK FORMER TEACHERS, RETIRED TEACHERS, TO COME BACK INTO THE CLASSROOM, WHETHER IT WAS ELEMENTARY WORK OR SECONDARY WORK.

>> MS. CRITCHFIELD, HOW WOULD YOU APPROACH PROBLEMS WITH MATH SCORES.

SOME I WOULD LOOK AT THE BUDGET LINE ITEM THAT WE'VE GOT.

THERE'S A MATH INITIATIVE ON THE PUBLIC SCHOOL'S BUDGET FOR $1.9 MILLION.

I DON'T KNOW HOW MUCH OF AN INITIATIVE YOU CAN ACCOMPLISH WHEN YOU'RE SPREADING THAT MONEY ACROSS THE STATE INTO OUR -- INTO OUR SHAREIOUS SCHOOLS.

SO HOW -- VARIOUS SCHOOLS.

SO HOW WE PRIORITIZE OUR MONEY IS IMPORTANT.

I LOOK FORWARD WORKING WITH THE BOARD AS WE FRIEF THE NEEDS IN MATH -- DRIVE THE NEEDS IN MATH.

I BELIEVE THAT MATH HAS BEEN OVERLOOKED.

THERE'S BEEN A FANTASTIC FOCUS ON LITERACY, WHICH WE NEED TO HAVE.

BUT WE NOW NEED TO ALSO TURN OUR ATTENTION EQUALLY TO MATH.

AND I WOULD GO LOWER THAN HIGH SCHOOL.

I WOULD SAY WE'RE STRUGGLING, THE LOWEST SCORES ARE IN THE JUNIOR HIGH GRADE.

>> OR NEXT QUESTION FROM JAMES DAWSON.

GILBERT, SPEAKING OF TEST SCORES, THE IDAHO READING INDICATOR SHOWS THAT STUDENTS STILL HAVE NOT RECOVERED FROM LEARNING LOSS DURING THE PANDEMIC.

IN THE SPRING OF 2022, ONLY 68% OF STUDENTS WERE SCORING AT GRADE LEVEL.

AND AT-RISK STUDENTS SUCH AS ENGLISH LANGUAGE LEARNERS SCORED 39% FOR THAT SAME INDICATOR.

AND SOME LEGISLATORS ARGUE MONEY ISN'T THE ANSWER TO SOLVING THIS PROBLEM WHILE OTHERS CONTEND THAT IT IS.

WHAT SHOULD IDAHO DO TO IMPROVE OUR CONSISTENTLY LOW LITERACY RATES TO PREPARE CHILDREN FOR FUTURE EDUCATION?

>> I AM SHOCKED AS YOU ARE PROBABLY THAT WE HAVE SOME LEGISLATORS SAYING, WE CAN'T THROW MONEY AT THIS PROBLEM.

WELL, WE HAVE NEGLECTED THE FUNDING OF EDUCATION SINCE I ENTERED THE CLASSROOM.

AND IT HASN'T GOTTEN THAT MUCH BETTER.

SO WE DO NEED MONEY TO IMPROVE THESE SCORES.

AND WE NEED TEACHERS AND FORMER TEACHERS TO WORK WITH THESE STUDENTS.

THAT'S HOW I WOULD IMPROVE.

I'M NOT TALKING ABOUT THROWING MONEY AT EDUCATION.

I'VE HEARD THAT PHRASE ALL OF MY EDUCATIONAL CAREER.

I WOULD LIKE TO SAY TO LEGISLATORS, TRY IT JUST ONCE.

LET'S SEE HOW IT WORKS.

>> AS A FOLLOW-UP, I MEAN, THE LEGISLATURE DID INCREASE THE LITERACY BUDGET TO 72 MILLION DOLLARS THIS YEAR ALLOWING SCHOOLS TO DECIDE WHERE TO SPEND THAT SHARE.

I MEAN, WHAT'S THE ROLE OF THE SUPERINTENDENT IN TRYING TO BOOST UP THESE SCORES?

>> IT'S VERY IMPORTANT ROLE, JUST AS IT IS AN IMPORTANT ROLE FOR THOSE MEMBERS OF THE STATE BOARD OF EDUCATION, THESE INFLUENTIAL LEADERS.

PART OF MY ANSWER IS TO ENCOURAGE THE TEACHERS IN THE CLASSROOM.

I'VE BEEN IN THE CLASSROOM FOR HOURS AND HOURS AND PAPERS TO GRADE.

I WAS AN ENGLISH TEACHER.

WE CAN DO MUCH BETTER WITH THESE SCORES.

I DON'T WANT TO FOCUS ENTIRELY ON SCORES, HOWEVER.

I WANT TEACHERS TO EMPHASIZE THE JOY OF TEACHING AND THE JOY OF LEARNING.

I'VE LISTENED TO DEBBIE A NUMBER OF TIMES.

I'VE NEVER HEARD HER SAY THAT PHRASE, THE JOY OF TEACHING AND THE JOY OF LEARNING.

SHE IS OR HAS BECOME A POLICY WALK.

AND SHE DOES A GOOD JOB IN -- IN THAT.

I AM A TEACHER AND I UNDERSTAND WHAT IT'S LIKE TO BE A TEACHER.

DAY AFTER DAY, PAPER AFTER PAPER, TO GREAT.

I WAS AN ENGLISH TEACHER, SO I UNDERSTAND WHAT IT'S LIKE.

>> I WANT TO GIVE YOU A CHANCE TO RESPOND.

>> I WOULD LIKE TO POINT OUT THAT HOW WE IMPLEMENT AND CREATE OUR POLICIES ADDS TO THE JOY OF TEACHING AND THE JOY OF LEARNING.

WE WANT TO CREATE AN ENVIRONMENT WHERE TEACHERS ARE ABLE TO FULLY EMBRACE THE ART OF TEACHING AND THE POLICY SIDE IS IMPORTANT.

ALONG WITH HOW ELSE WE DRIVE SOME OF THE OUTCOMES.

AND SO WHEN WE TALK ABOUT WHAT CAN WE DO, WELL, TWO THINGS THAT I CAN THINK OF.

ONE, JUST HAPPENED THIS LAST SESSION.

AND THAT'S THE WORK TOWARDS DYSLEXIA.

IDENTIFYING, RECOGNIZING, AND MAKING SURE THAT AS FEW STUDENTS AS POSSIBLE FALL THROUGH THE CRACKS ON THOSE WHO HAVE SOME ISSUES AND CHALLENGES WITH LEARNING.

THE OTHER THING IS IN THE GRADE BAND OF K-8, WE DON'T TEACH TEACHERS TO BE READING SPECIALISTS.

AND FOR WHATEVER REASONS, WHICH I GUESS I WOULD SAY LACK OF LEADERSHIP OVER THE LAST EIGHT YEARS, WE'VE GOT TO HAVE A FOCUS ON THE SCIENCE OF READING AND HOW WE PREPARE OUR TEACHERS SO THAT WHEN THEY GET INTO THE CLASSROOM, THEY HAVE THE SKILLS THAT THEY NEED AND FEEL SUPPORTED IN WHAT THEY DO.

AND THAT DOESN'T TAKE AWAY AGAIN FROM THE ART OF TEACHING.

BUT IN MY VIEW, IT EPHANS WHAT IS THEY'RE ABLE TO DO, BECAUSE -- ENHANCES WHAT THEY ARE ABLE TO DO BECAUSE THEY WANT THEIR STUDENTS TO BE SUCCESSFUL.

>> THAT'S THE FIRST TIME I'VE HAD MY OPPONENT REFER TO THE JOY OF TEACHING.

THE FIRST TIME.

AND I'VE BEEN IN VARIOUS PLACES WHERE SHE HAD THAT OPPORTUNITY.

THAT'S WHY I SAY, HER STRENGTH IS ON POLICY.

IT'S NOT ON UNDERSTANDING THE HEART OF A TEACHER.

I BELIEVE I UNDERSTAND THAT HEART.

>> MS. CRITCHFIELD, SPEAKING OF THAT POLICY PERSPECTIVE THAT YOU WOULD BRING, YOU KNOW, HOW CAN YOU HELP NEARLY THE ONE-THIRD OF IDAHO PUBLIC SCHOOL CHILDREN WHO AREN'T READING AT GREAT LEVEL IF YOU'RE ELECTED SUPERINTENDENT?

>> I THINK THE TWO THINGS I ADDRESSED BEFORE.

MAKING SURE THE IMPLEMENTATION OF THE NEW DYSLEXIA LAW GETS INTO PLAY IN WAYS THAT DISTRICTS CAN UNDERSTAND IT AND THAT THEY'RE ABLE TO IMPLEMENT IT.

THAT'S GOING TO BE CRITICL AND HOW WE BUILD ON THAT.

AND AGAIN, THROUGH THE SCIENCE OF READING, SUPPORTING THAT.

AND ALLOWING LOCAL TRIBUTES WHO HAVE OPPORTUNITIES -- DISTRICTS WHO HAVE OPPORTUNITIES TO BUILD BON SUCCESSES THEY HAVE IN THEIR OWN BUILDING.

TEACHERS KNOW WHAT WORKS AND WHEN YOU GET GOVERNMENT IN THE WAY OF THAT, THAT CAN IMPEDE SOME OF THAT PROGRESS.

AND I THINK A LOT OF IT ALSO, IF WE'RE GOING TOO TALK ABOUT TEACHING AND THE JOY OF TEACHING AND RESPECTING TEACHERS, WHICH I DO, WE WANT TO SIMPLIFY THOSE ROLES SO THAT WE GIVE BACK TO -- GET BACK TO THE FUNDAMENTALS AND HAVE THEM FEEL SUPPORTED AND VALUED.

>> I HAVE A QUESTION.

ARE YOU SAYING THAT TEACHERS DON'T KNOW THAT ROLE NOW?

>> NO, I THINK TEACHERS KNOW WHAT THEIR ROLE IS.

BUT THEY FEEL THAT THERE ARE A LOT MORE TO BEING IN THE CLASSROOM.

I THINK THAT YOU WOULD SAY THAT FROM WHEN YOU WERE IN THE CLASSROOM TO NOW, THAT THE RESPONSIBILITIES AND THE WAY TEACHERS FEEL ABOUT WHAT THEY'RE ASKED TO DO IN THE CLASSROOM IS SIGNIFICANTLY MORE THAN WITH A IT -- WHAT IT WAS FIVE YEARS, 10 YEARS AGO.

>> I DO AGREE.

I SERVED AS A SUBSTITUTE 3450EU68, DEBBIE.

-- MYSELF, DEBBIE, IN VIRILLY OF -- VIRTUALLY EVERY SCHOOL IN BOISE.

BECAUSE I WAS A DAY-TO-DAY TEACHER IN MY PROFESSIONAL LIFE, I KNOW THE DIFFERENCE BETWEEN THE WORK AND THE ENERGY REQUIRED OF A SUBSTITUTE AS OPPOSED TO A PRACTICING TEACHER.

AND I HONOR DEBBIE FOR THE WORK SHE DID ON THE STATE BOARD.

BUT THERE'S MUCH MORE TO THIS JOB THAN BEING A SUBSTITUTE, DEBBI.

>> RIGHT.

WE'RE GOING TO LEAVE IT THERE.

THE NEXT QUESTION FROM KEVIN RICHARD.

>> MS.

CRITICISM -- CRITCHFIELD, THIS IS A YES/NO QUESTION AND I'M SURE YOU'LL ELAB 8 ON -- ELABRAILMENT.

DO YOU SUPPORT ALLOWING PARENTS TO USE PUBLIC DOLLARS FOR SLARSHIPS FOR -- SCHOLARSHIPS FOR PUBLIC AND RELIGIOUS EDUCATION?

>> THIS DOES REQUIRE MORE TO IT.

I SUPPORT PUBLIC SCHOOLS.

I WANT TO SAY THAT, BECAUSE THAT'S A CRITICAL PART AND SOMETHING THAT YOU AND I ARE GOING TO DIVERGE A LITTLE BIT ON.

THAT'S A CONSTITUTIONAL MANDATE.

HOW WE SUPPORT THAT, I HAVE SOME PLACES THAT, ONE, IT CANNOT DEFUND PUBLIC SCHOOLS.

SO MY ANSWER IS YES AND A NO.

WE DON'T WANT TO DEFUND PUBLIC SCHOOLS.

AND IT SHOULDN'T COME AT THE BRISK OF RURAL SCHOOLS.

WHAT I WOULD LIKE TO SEE IS A THOUGHTFUL AND BALANCED APPROACH TO HOW WE ADDRESS THIS.

CURRENTLY, WE ALLOW PARENTS A LOT OF DECISION MAKING WITHIN THE SYSTEMS THE, WHETHER IT'S THROUGH -- ITSELF, WHETHER IT'S THROUGH ADVANCED OPPORTUNITIES, WHETHER IT GOES TO PRIVATE INSTITUTIONS OR EMPOWERING PARENTS WHERE THEY'RE ABLE TO MAKE DECISIONS HOFF ENTHUSE BEST SEE -- HOW THEY BEST SEE FIT TO SUPPLEMENT THE EDUCATION OF THEIR CHILD.

SO THIS CHALLENGE SCHOOL CHOICE, AND I HAVE NEVER SEED THAT -- SAID THAT I SUPPORTED VOUCHERS.

THIS DISCUSSION OF HOW WE I GUESS OPEN UP SCHOOL CHOICE IN OTHER WAYS IS ONE OF THE PREDOMINANT DISCUSSIONS IN EDUCATION IN IDAHO TODAY.

>> SO IF THIS IS MORE AFTER YES THAN A NO, AND IT SOUNDS LIKE IT MIGHT BE, ARE YOU CONCERNED THAT EXPANDING SCHOOL CHOICE WILL CREATE SOME OF THE SAME CHALLENGES THAT WE'VE SEEN WITH THE CHARTER SYSTEM, WHERE CHARTER SCHOOLS ARE UNDERSERVING RURAL STUDENTS OR STUDENTS OF COLOR OR LOW-INCOME STUDENTS?

>> WELL, YOU KNOW, I -- I DON'T KNOW THAT I'VE THOUGHT ABOUT IT IN TERMS LIKE THAT.

I THINK ABOUT WHAT ARE THE EDUCATIONAL CHOICES THAT OUR STUDENTS HAVE OUTSIDE OF THE MOST URBAN AREAS OF OUR STATE.

AND THAT'S WHY I BRING UP THOSE TWO POINTS.

IF WE'RE GOING TO TALK ABOUT PUBLIC MONEYS GOING TO PRIVATE INSTITUTIONS IN THE K-12 ARENA, IT CANNOT COME AT THE EXPENSE OF PUBLIC SCHOOLS.

IF WE'RE JUST TALKING ABOUT SLICING UP THE SAME PIE, THAT ISN'T GOING TO WORK.

AND IT CANNOT COME AT THE EXPENSE OF RURAL STUDENTS WHERE THEY HAVE A LIMITED -- LIMITED CHOICES.

AND FRANKLY, PUBLIC SCHOOLS ARE A SCHOOL OF CHOICE FOR MANY IDAHOANS.

AND SO IF WE'RE GOING TO TALK ABOUT HONORING ALL CHOICE, IT HAS TO BE A DISCUSSION WHERE WE BRING PEOPLE TOGETHER AND WE TAKE A LOOK AT ALL OF THESE FACTORS AND THEN COME UP WITH SOMETHING THAT MAKES SENSE.

THERE ARE OTHER STATES THAT ARE DOING THIS AND YOU KNOW, THERE MAY BE PARTS OF THAT THAT WORK HERE IN IDAHO, BUT WE NEED AN IDAHO SOLUTION THAT HONORS ALL CHOICES.

>> AND COULD YOU SUPPORT SOMETHING SIMILAR TO THE EDUCATION SAVINGS ACCOUNT BILL THAT CAME BEFORE THE HOUSE EDUCATION COMMITTEE THIS YEAR THAT WAS VOTED DOWN BY THE COMMITTEE?

>> IN SOME FORMS.

I THINK WHEN WE LOOK AT ESAS, IN TERMS OF A HEALTH SAVINGS ACCOUNT WITH TAX EXEMPTS, THERE ARE SOME SIMILARITIES.

THIS HAS NOT BEEN A DISCUSSION THAT THE ENTIRE STATE HAS BEEN AT THE TABLE AT FOR.

IT'S BEEN A VARIETY OF LEGISLATORS.

IT'S BEEN DIFFERENT GROUPS THAT HAVE COME FORWARD TO SAY, THIS IS HOW WE WANT TO SOLVE IT.

THERE HAS BEEN NO LEADERSHIP AT THE STATE DEVELOP ON THIS ISSUE TO BALANCE ALL OF THE INTERESTS, PARTICULARLY STARTING WITH THAT CONSTITUTIONAL MANDATE.

SO I AM OPEN TO THE DISCUSSIONS.

I'VE BEEN CONSISTENT WITH THAT THROUGHOUT MY CAMPAIGN, TO SEE WHAT THAT WOULD LOOK LIKE, WITH THOSE TWO -- TWO PLACES THAT I INDICATED EARLIER.

>> MR. GILBERT, HOW OPEN ARE YOU TO THIS DISCUSSION?

YOU'VE BEEN FAIRLY OUTSPOKEN ABOUT VOUCHERS.

>> I'M VERY OUTSPOKEN ABOUT VOUCHERS.

IF YOU WANT TO KILL PUBLIC SCHOOLS, LET'S ADOPT A VOUCHER PROGRAM.

LET'S GIVE MONEY TO THE VOUCHER PROGRAM.

LET'S HAVE THOSE CORPORATE GREEDY VOUCHER PEOPLE SWALLOW UP THE MONEY.

OUR -- GENIUS IN THIS COUNTRY IS PUBLIC EDUCATION.

PUBLIC EDUCATION.

SO WHEN MY OPPONENT SAYS, I DON'T WANT TO MAKE MONEY FROM PUBLIC EDUCATION FOR MY CHOICE PROGRAM, IT IS -- DOESN'T MAKE SENSE TO ME.

IT'S LIKE DEFUND THE POLICE.

LET'S DEFUND SCHOOLS.

I CALL THEM VOUCHER VULTURES.

THEY CIRCLE AROUND THE PUBLIC SCHOOLS.

THEY WAIT FOR THEM TO DIE.

THEY SPREAD MESSAGES AND RUM BRORS ABOUT -- RUMORS ABOUT WHAT THE SCHOOLS ARE GOING.

DO YOU KNOW THEY'RE INDOCTRINATING YOUR CHILD.

THE LATEST WAS IN PORNOGRAPHY THEY'RE TEACHING PORNOGRAPHY.

WELL, AFTER THEY HAVE SPLIT THE PARENTS FROM THE PUBLIC SCHOOLS, THEN THEY SAY, OH, WE HAVE THIS NEAT SPIFFY IDEA.

WE HAVE THIS VOUCHER PROGRAM.

YES, I'M VERY MUCH OPPOSED TO IT.

>> AND IS THERE ANY SCENARIO WHERE YOU COULD SUPPORT ANY FORM OF EXPANSION OF SCHOOL CHOICE?

>> WELL, WE HAVE SCHOOL CHOICE NOW.

WE HAVE PUBLIC CHARTER SCHOOLS, WE HAVE HOMESCHOOLS, WE HAVE PUBLIC SCHOOLS, WE HAVE MAGNET SCHOOLS, WE HAVE LOTS OF CHOICES NOW.

WE DON'T HAVE TO RUIN OUR DEMOCRACY IN OUR COUNTRY BY GRAVITATING TO A VOUCHER PROGRAM.

I'M OPPOSED TO IT.

>> THE OPTIONS THAT WE HAVE NOW ARE SUFFICIENT.

>> I BELIEVE THEY ARE.

>> I DO WANT TO GIVE YOU 30 SECONDS TO RESPOND.

>> THANK YOU.

AS I'VE TRAVELED THE STATE OVER THE LAST NEARLY 18 MONTHS, I HAVE HEARD FROM PARENTS AT EVERY LEVEL OF EDUCATION AND EVERY DELIVERY.

AND EVERY ENVIRONMENT.

AND THERE ARE THOSE WHO ABSOLUTELY BELIEVE THAT AS THEIR PARENTAL DECISIONS DIRECT, THAT THEY WOULD LIKE TO HAVE MONEY THAT WOULD GO TOWARDS THAT.

AND SO I DON'T THINK WE DISCOUNT THAT.

IT ISN'T TO ME JUST A BLACK AND WHITE.

HOW DO WE COME AT THIS IN A WAY THAT WE BALANCE THE INTERESTS OF EVERYONE,Y SUSPECTING WHERE WE ARE WITH PUBLIC SCHOOLS AS THE CONSTITUTIONAL MANDATE, AND FIND SOLUTIONS FOR ALL IDAHOANS?

>> SOUNDS GOOD.

IT'S NOT GOOD.

>> NEXT QUESTION COMES FROM JAMES DAWSON.

>> MR. GILBERT, DURING THE SPECIAL SESSION IN SEPTEMBER, THE LEGISLATURE APPROVED A MAJOR INVESTMENT IN EDUCATION.

HOW WOULD YOU BEST SUGGEST THE STATE IMPLEMENT THIS $330 MILLION IN K-12 EDUCATION, NOT TO MENTION THE $80 MILLION ALLOCATED FOR USE FOR IN-DEMAND CAREER TRAINING?

>> I WANT TO STEP BACK AND ASK THE AUDIENCE, WHY DID THE LEGISLATURE DO THAT.

I SIGNED THE RECLAIM IDAHO INITIATIVE.

MY OPPONENT DID NOT.

SHE WANTS TO BE THE HEAD OF THE PUBLIC SCHOOL SYSTEM.

AND SHE DID NOT SUPPORT RECLAIM IDAHO.

THAT DOESN'T MAKE SENSE TO ME.

SO I DO APPRECIATE WHAT GOVERNOR LITTLE DID, BUT I KNOW WHY HE DID IT.

IT WAS BECAUSE THOUSANDS OF CITIZENS FORCED IT TO HAPPEN.

AND IN THAT FORCING, WHAT GOVERNOR LITTLE DID WAS TO LOWER THE CORPORATE TAX RATE.

WHY DO OUR CITIZENS PAY LEVIES NOW?

BECAUSE THE CORPORATE TAX RATE IS TOO LOW.

AND THEY HAVE TO SUPPORT THE LEVEE IN ORDER TO HAVE A SCHOOL SYSTEM FOR THEIR CHILDREN.

>> WHOEVER I INTERNATIONAL SPACW WOULD SPEND THAT MONEY?

>> I WOULD SPEND HALF OF IT ON OUR LITERACY PROBLEM.

BOTH MATH LITERACY, ENGLISH LITERACY.

AND I WOULD SPEND HALF OF IT BASICALLY ON SALARIES.

NOT JUST FOR TEACHERS.

DO YOU KNOW THAT OUR SUPPORT PROFESSIONALS, BUS DRIVERS, COOKS, JANITORS -- ARE THE LOWEST PAID IN THE NATION?

THAT IS NOT RIGHT.

WE GOT USED TO IT UNFORTUNATELY WITH REGARD TO TEACHERS UNTIL RECLAIM IDAHO CAME ALONG AND SAID WE WANT MONEY FOR THIS.

WELL, I DO, TOO.

AND THAT'S WHAT I WOULD SUPPORT.

>> MS. CRITCHFIELD, SAME QUESTION TO YOU.

WITH $330 MILLION AT YOUR DISPOSAL TO TRY TO PIECE TOGETHER IN YOUR BUDGET PROPOSAL, HOW WOULD YOU INTEND TO DO THAT?

>> I WOULD LOOK AT CAREER TECHNICAL EDUCATION.

I WOULD LOOK AT HOW WE CREATE PRIVATE/PUBLIC PARTNERSHIPS SO OUR STUDENTS CAN HAVE APPRENTICESHIPS.

GOING BACK TO THE MAJOR PLANK OF MY PLOORM -- PLATFORM, WHICH IS ABOUT SKILLS AND WORK ED READINESS, I WOULD LOOK AT ADDRESSING OUR FACILITIES ISSUE, HAS BEEN KICKED DOWN THE ROAD SO FAR THAT OUR SCHOOLS ARE SUFFERING BECAUSE OF IT AS FAR AS THE BUDGETS AND SO FORTH.

I DO WANT TO AGREE TO WHAT MR. GILBERT SAID, THAT I DID NOT SIGN ON TO RECLAIM IDAHO BECAUSE I DID NOT BELIEVE THAT WE NEEDED TO RAISE TAXES TO BE ABLE TO DO THAT.

AND SO I WAS VERY HAPPY AND SUPPORTIVE TO SEE OUR GOVERNOR COME FORWARD AND SAY, BECAUSE IDAHOANS HAVE HAD A GOOD YEAR AND THE SPENDING AND THE NUMBER OF FACTORS THAT WENT INTO THAT, THAT WE'RE ABLE TO ADDRESS THAT WITHOUT RAISING TAXES.

AND I THINK THAT THAT'S VERY IMPORTANT.

I'M A TAXPAYER.

I CARE WHERE MY MONEY GOING.

AND I WANT TO CARE AND PROTECT THE INVESTMENT THAT OUR TAXPAYERS ARE MAKING.

HOW WE STRATEGICALLY USE AND LOOK AT THAT MONEY IS ONE OF THE MOST CRITICAL ROLES THAT OUR SUPERINTENDENT CAN HAVE.

>> CAREER AND TECHNICAL EDUCATION -- YOU HAD THE $80 MILLION POT OF MONEY THAT WOULD GO TOWARD IN DEMAND AND CAREER TECH.

ARE YOU SAYING YOU WOULD ALSO SPEND A FAIRLY SUBSTANTIAL AMOUNT OF THE THAT 30 MILLION IN K-12 TOWARDS THAT AS WELL?

>> ABSOLUTELY.

THE 80 MILLION WAS SET ASIDE FOR THE HIGHER ED SIDE OF THINGS.

AND SO LOOKING AT THE OTHER 300ISH MILLION, THERE ARE WAYS BUILD BRIDGES FROM HIGH SCHOOL TO TWO- AND FOUR-YEAR SO WE MAKE IT AS SEAMLESS AS POSSIBLE FOR OR STUDENTS TO HAVE THE SKILLS T CERTIFICATIONS, BADGING, HOWEVER YOU WANT TO PUT IT.

SO THAT THEY CAN TAKE ADVANTAGE BACKYARDS.

>> NEXT QUESTION -- I'LL GIVE YOU 30 SECONDS TO RESPONSE.

>> I -- RESPOND.

>> I AGREE WITH MUCH OF WHAT YOU SAID.

I GRADUATED FROM NORTHWEST NAZARENE COLLEGE, A LIBERAL ARTS INSTITUTION.

I HOPE THAT DOESN'T SCARE THE PUBLIC TOO MUCH.

IT WAS LIBERAL ARTS.

HUMANITIES AND ART SHOULD BE A PART OF OUR DEVELOPMENT OF CHILDREN.

NOT JUST VOCATIONAL.

AS GOOD AS VOCATIONAL IS, AND I DO SUPPORT THAT, BUT I WANT TO MAKE SURE THAT WE'RE TALKING ABOUT THE BROAD RANGE OF EDUCATION AND DISCUSS WHAT MAKES AN EDUCATED PERSON.

IT'S NOT JUST VOCATIONAL TRAINING.

>> MS. CRITCHFIELD, 30 SECONDS.

>> I THINK WHEN THERE IS MONEY THAT DISTRICTS CAN UTILIZE TO BUILD AND STRENGTHEN AND EXPAND THE PROGRAMS THAT THEY HAVE FOR CAREER TECHNICAL EDUCATION, THAT FREES UP MONEY TO BE ABLE TO DO THOSE OTHER THINGS.

THE CAREER TECHNICAL PROGRAMS ARE SOME OF THE MOST EXPENSIVE PROGRAMS THAT ARE OFFERED FOR STUDENTS BECAUSE OF THE EQUIPMENT, THE SPACE, THE INSTRUCTORS.

AN THAT'S WHY I WOULD SIGNAL A DEDICATION AND A PRIORITY OF THOSE MONEYS.

>> WE'RE GOING TO-ON.

THE NEXT QUESTION IS FROM KEVIN RICHARD.

>> MS. CRITCHFIELD, IF YOU'RE ELECTED YOU'RE GOING TO BE TASKED WITH BRINGING POLICY PROPOSALS AND BUDGETS BEFORE 105 LEGISLATORS, WITH VERY DIFFERENT OPINIONS INCLUDING THOSE OF YOUR OWN PARTY WHO HAVE OPINIONS ABOUT VOUCHERS AND SPENDING PRIORITIES.

WHAT HAVE YOU DONE IN YOUR CAREER THAT SHOWS YOU WOULD BE ABLE TO WORK WITH THAT LEGISLATURE?

>> SPECIFICALLY, THE LAST SEVEN YEARS, MINUS THE LAST YEAR WHILE I'VE BEEN CAMPAIGNING, THAT WAS A FOCUS OF WHAT I DID, GOING BACK TO POLICY AND OTHER INITIATIVES, WORKING WITH THE GOVERNOR'S OFFICE, PUTTING TOGETHER A PLAN AND HOW MUCH MONEY IS IT GOING TO COST TO GET US TO THIS PLACE, WHAT SHOULD THE OUTCOMES LOOK LIKE.

WHAT'S THE CONVICT THAT'S -- ACCOUNTABILITY THAT'S ATTACHED.

WHAT IS IT WE'RE TRYING TO ACHIEVE.

DEVELOPING THOSE RELATIONSHIPS IS NOT ONLY BENEFICIAL BUT IT WAS ALSO ONE OF THE MOST ENJOYABLE PARTS I DID.

I MADE A COMMITMENT EARLY ON THAT I WOULD DO A THOROUGH REVIEW AND AUDIT OF WHERE OUR DOLLARS ARE GOING.

ARE THEY GETTING US THE ROI THAT WE EXPECT.

AND THAT'S WHAT I'VE BEEN WORKING ON.

AND WILL CONTINUE TO WORK ON.

AND BRING SOMETHING TO THE LEGISLATURE.

WORK WITH PEOPLE, COOPERATE, AND FIND THOSE SHARED PLACES WHERE WE GET ALONG AND AGREE ON THE PLAN FOR KIDS AND THEN WORK TOGETHER.

>> AND WHETHER THERE ISN'T AGREEMENT -- WHEN THERE ISN'T AGREEMENT, ARE YOU PREPARED TO PUSH BACK AGAINST MEMBERS OF YOUR OWN PARTY IF THEY'RE TAKING EDUCATION IN A DIRECTION THAT YOU CAN'T SUPPORT?

>> I WOULD SAY YES.

UNDERSTANDING THAT MY FIRST PLACE AND FIRST GOAL IS TO FIND THOSE PLACES WHERE PEOPLE GET ALONG.

AND I THINK THAT THAT'S ONE OF THE THINGS THAT MADE ME SUCCESSFUL ON THE BOARD AND AS PRESIDENT, THAT WE'RE ABLE TO WORK THROUGH AND FIND THINGS THAT WE COULD WORK ON TOGETHER.

AND I DON'T ALWAYS AGREE WITH MY OWN HUSBAND.

AND SO I WOULD EXPECT THAT THERE WOULD BE DISAGREEMENTS WITH OTHERS, BUT YOU CAN DO IT RESPECTFULLY AND FIND THOSE PLACES TO WORK TOGETHER.

>> AND MR. GILBERT, AS A DEMOCRAT AND AS -- IN A REPUBLICAN STATEHOUSE, HOW WOULD YOU BE PREPARED TO WORK WITH THE LEGISLATURE?

>> I WANT TO TALK ABOUT THE CORNERSTONE MOVEMENT.

BUT BEFORE I DO THAT I WANT TO SAY I HAVE BEEN IN A NUMBER OF PLACES WHERE DEBBIE HAS SPOKEN.

SO I HAVE A SENSE OF HER.

SHE IS NOT A FIGHTER.

I AM A FIGHTER FOR PUBLIC EDUCATION.

AND I'M GOING TO FORM A CORNERSTONE MOVEMENTCH PUBLIC -- MOVEMENT OF PUBLIC WHO ARE WILLING TO FIGHT FOR WHAT THEY BELIEVE.

WE JUST SAW THAT WITH RECLAIM IDAHO.

SO I'M GOING TO ORGANIZE THOSE FOLKS AND WHEN THEY NEED TO MAKE CALLS OR GO DOWN TO THE LEGISLATURE, TO EXPRESS THE PUBLIC'S WILL, I'M GOING TO ASK THEM TO DO THAT.

AND BY GOING TO GET -- AM I GOING TO GET ALONG WITH PEOPLE?

GENERALLY I GET ALONG WITH PEOPLE VERY WELL.

HOWEVER, I SAID I'M A FIGHTER.

AND I'M NOT GOING TO ALLOW THE LEGISLATURE JUST TO ROLL OVER THE PUBLIC WHEN IT COMES TO PUBLIC EDUCATION.

>> AND IN WHAT DIRECTION WOULD YOU TAKE THAT FIGHT?

IS THERE A QUICK WIN YOU THINK YOU COULD SHEPHERD THROUGH THE LEGISLATURE?

>> A QUICK WIN?

IS THAT WHAT YOU SAID?

>> A QUICK WIN.

>> I THINK THIS IS A LONG-TERM EFFORT.

SO THE LEGISLATURE WILL KNOW THAT THERE'S A PUBLIC OUT THERE PAYING CLOSE ATTENTION TO THEM.

THIS PUBLIC WANTS GOOD PUBLIC EDUCATION.

THE POLLS SHOW THAT.

AND I'M GOING TO BE AN ADVOCATE FOR GOOD PUBLIC EDUCATION.

AND A FIGHTER FOR GOOD PUBLIC EDUCATION.

>> MS. CRITCHFIELD, BECAUSE HE MENTIONED, YOU WILL I'LL GIVE YOU 30 SECONDS TO RESPOND.

>> THANK YOU.

I AM A FIGHTER FOR EDUCATION AND I GUESS THAT HAS A DIFFERENT LOOK AND FEEL FOR MY OPPONENT.

I BELIEVE THAT NOT JUST IDAHOANS BUT AMERICANS ARE LOOKING FOR COOPERATION AND GETTING SOMETHING DONE IN GOVERNMENT.

AND SO I DON'T THINK YOU HAVE TO BE ADVERSARIAL AND CONTROVERSIAL TO BE ABLE TO WORK TOWARDS THOSE GOALS.

>> THE NEXT QUESTION IS FROM JAMES DAWSON.

>> MR. GILBERT, SOME LEGISLATORS ARE ALREADY CAMPAIGNING TO GETTING WHAT THEY CAUGHT SMUT OUT OF PUBLIC SCHOOLS, LIBRARIES, ET CETERA, DOMINATED THE HEADLINES IN THE EARLIER PART OF THE LEGISLATIVE SESSION EARLIER THIS YEAR.

LOCAL SCHOOL DISTRICTS HAVE BANNED SOME BOOKS THEY DEEP INAPPROPRIATE, THAT FOCUS ON GENDER OR RACE.

WHAT DO YOU SEE AS YOUR ROLE IN ENSURING SCHOOLS IN THEIR LIBRARIES HAVE A DIVERSE BUT APPROPRIATE COLLECTION OF BOOKS AND SHOULD LOCAL SCHOOL DISTRICTS SET THEIR OWN POLICIES TO THAT REGARD?

>> WELL, LOCAL SCHOOL DISTRICTS SET THEIR OWN POLICIES NOW.

BUT WHAT IS HAPPENING?

ONE TAKES A STEP BACK IS WE'RE SEEING THE SQUEEZING OF THE AMERICAN MIND, THE DIMINISHMENT OF THE AMERICAN MIND.

MY ROTARY CLUB PASSES OUT SCHOOL DICTIONARIES TO ELEMENTARY SCHOOLS.

I'VE BEEN A PART OF THAT AND A PROUD PART OF THAT.

DO YOU KNOW THAT IN TEXAS, THE GOVERNOR, DeSANTIS, STOPPED THAT PRACTICE BECAUSE THEY DIDN'T WANT TO SAY GAY.

THEY DIDN'T WANT THE YOUNGSTERS TO PUT THE WORDS TOGETHER.

I GUESS.

THAT IS THE SHRINKING OF THE AMERICAN MIND.

IT'S DANGEROUS TO OUR DEMOCRACY.

AND IT IS BEING PROPAGATED BY PEOPLE WHO DO NOT ENJOY DEMOCRACY.

THOSE BOOKS IN THE LIBRARIES ARE SELECTED BY TRAINED ADULTS LOOKING FOR BOOKS TO EDUCATE, NOT INTOCK DRINNATE, THEIR -- INDOCTRINATE THEIR CHILDREN.

>> BOUT THINK SOME LAWMAKERS SHOULD HAVE MORE OF A ROLE IN WHAT IS PUT ON THE SHELVES OF LOCAL LIBRARIES?

DO YOU THINK THERE SHOULD BE A STATEWIDE POLICY?

>> ARE THESE THE SAME FOR LOCAL CONTROL?

YES, THEY ARE.

LOCAL CONTROL HAS A LIMITED LIFE WITH SOME OF THESE LEGISLATORS.

AND LOCAL CONTROL BECOMES STATE CONTROL.

I THINK THESE DECISIONS SHOULD BE HANDLED ON THE LOCAL LEVEL, CONVERSING WITH THEIR EDUCATORS, LIBRARIANS, WHOM THEY -- LEGISLATORS HAVE THREATENED TO IMPRISON AND FINE, BY THE WAY.

AND I BELIEVE THAT'S WRONG AND DANGEROUS FOR OUR COUNTRY.

>> MISCRITCHFIELD, WHAT ROLE DO YOU SEE -- MS. CRITCHFIELD, WHAT ROLE DO YOU SEE WHETHER LOCAL SCHOOL BOARDS AND DISTRICTS SHOULD SET THEIR OWN POLICIES WITH REGARD TO APPROPRIATE MATERIALS FOR SCHOOL LIBRARIES?

>> I'M A STRONG ROW NOANT OF LOCAL CONTROL.

BOARDS CAN AND SHOULD MAKE THESE POLICIES TO INFORM THE PUBLIC ON WHAT THEIR PROCESS IS.

I THINK THE GAP IS THE COMMUNICATION AND THE TRANSPARENCY OF WHAT THE PROCESS LOOKS LIKE.

I HAVEN'T TALKED TO A SCHOOL BOARD MEMBER OR LIBRARIAN WHO IS ACTIVELY PURSUING TO HAVE UNFIT AND INAPPROPRIATE BOOKS IN THE LIBRARY.

BUT THEY GO THROUGH A DIFFERENT PROCESS THAN THE ONES ADOPTED FOR A CLASSROOM.

WHETHER IT'S A MATH ADOPTION OR CURRICULUM THAT'S ADOPTED.

IT'S IMPORTANT FOR THE COMMUNITY, FOR PARENT TO -- PARENTS TO UNDERSTAND THIS IS THE PROCESS BY WHICH THESE DECISIONS ARE MADE AND SET OUT THE PROCESS WHICH THE COMMUNITY CAN PROVIDE FEED BACK TO THE LOCAL BOARD.

THESE ARE THINGS THAT A STATE SUPERINTENDENT CAN NOT ONLY HELP CHAMPION BUT HELP GUIDE THE PROCESS.

>> NEXT QUESTION FROM KEVIN RICHARD.

>> MS. CRITCHFIELD, AFTER THE MASS SHOOTINGS IN 0 VALID, TEXAS -- IN UVALDE, TEXAS, THE SCHOOL DISTRICT HIRED 10 ARMED SECURITY GUARDS TO PUT IN THE SCHOOLS ON TOP OF THE AGREEMENT THEY HAD IN PLACE WITH LOCAL POLICE.

DO YOU SUPPORT THIS POLICY?

AND MAYBE MORE FAR REACHING THAN THAT, WHAT IS THE STRATEGY THAT YOU WOULD DEPLOY?

>> SO SCHOOL SAFETY SPECIFICALLY OR JUST AS A FOLLOW-UP TO YOUR QUESTION ON YOUR QUESTION OR SPECIFICALLY ABOUT THE GUARDS AT TWIN FALLS OR JUST -- >> THE GUARDS IN TWIN FALLS, BUT MAYBE MORE GLOBALLY, WHAT WOULD YOUR POSITION BE ON ENHANCING SCHOOL SECURITY AND SAFETY?

>> I THINK IT NEEDS TO TAKE IN A FUM OF FACTORS -- NUMBER OF FACTORS.

THAT WOULD INCLUDE FACILITIES.

THAT'S AN ISSUE THAT WE ADDRESS.

AND IT ALSO NEEDS TO TAKE IN THE BEHAVIORAL HEALTH.

MANY OF OUR SCHOOL DISTRICTS ARE RUNNING SUPPLEMENTAL SO THEY CAN PARTNER WITH LOCAL LAW ENFORCEMENT TO HAVE SOMEONE IN THE BUILDINGS.

IF A DISTRICT DECIDES THAT THEY WANT TO HAVE MORE ARMED GUARDS, WE SHOULD ALLOW THEM THE FLEXIBILITY WITHIN THEIR BUDGETS TO BE ABLE TO DO THAT.

THAT AGAIN IS A LOCAL DECISION.

THAT AUTHORITY NEEDS TO BE INTACT BUT IT CAN BE SUPPORTED FROM THE STATE WITH GOOD PRACTICES.

HERE'S WHAT'S HAPPENING NATIONALLY.

IT I THINK WE'VE GOT TO LOOK AT MORE THAN JUST THE FACILITIES ISSUE BUT GOING TO THE BEHAVIORAL HEALTH.

WHAT IS IT THAT THE SCHOOLS ARE TRYING TO ACCOMPLISH?

AND MAKING SURE THAT THEY'RE SUPPORTED.

WE'VE GOT THE OFFICE OF SCHOOL SAFETY AND SECURITY, THAT IS A GREAT PARTNER TO HELP ADDRESS SOME OF THOSE THINGS.

AND HAVING OPEN CONVERSATIONS ABOUT HOW WE PROTECT STUDENTS AND TEACHERS AND COMMUNITIES.

>> MR. GILBERT, WHERE DO YOU WAND ON ARMED SECURITY GUARDS?

>> THANK YOU.

I'M STEPPING A COUPLE OF STEPS BACK ON THIS CONVERSATION.

IS THIS NOT A VERY SAD SUBJECT?

THAT OUR CHILDREN ARE GOING TO SCHOOLS WITH THE FEAR THAT SOMEONE WITH AN ASSAULT RIFLE IS AND GOING TO COME IN AND BLOW THEM AWAY, LITERALLY, AS IT HAPPENED IN UVALDE.

AND AT SOME POINT, AS AMERICAN CITIZENS, WE HAVE TO SAY, THIS IS ENOUGH.

IT'S MORE THAN ENOUGH.

IT'S GRIEVOUS.

I AGREE ALSO WITH PUTTING POLICE IN THE BUILDINGS AND MAKING THE BUILDINGS STRONGER.

BUT THAT'S A SAD ANSWER TO A VERY DIFFICULT QUESTION.

YES, WE NEED TO SUPPORT OUR POLICE.

YES, WE NEED STRONGER BUILDINGS.

BUT WE ALSO NEED SOME COMMON SENSE IN THIS COUNTRY.

I USE RIFLES WHEN I WAS A CHILD.

TRAINED BY THE NRA.

IT'S A DIFFERENT ERA NOW.

AND THE DEATH OF CHILDREN IS KIND OF HO-HUM IN OUR COUNTRY ANYMORE.

WE HAD A COUPLE OF CHILDREN DEAD TODAY FROM GUNS.

AT SOME POINT WE'RE GOING TO HAVE TO SAY, ENOUGH IS ENOUGH.

>> MR. GILBERT, THERE HAVE BEEN MOVEMENTS IN THE LEGISLATURE TO MAKE IT EASIER FOR SCHOOL EMPLOYEES TO CARRY CONCEALED WEAPONS.

WHERE DO YOU STAND ON THAT?

>> AGAIN, THAT'S A GRIEVOUS ISSUE, ISN'T IT?

THAT MR. GILBERT WOULD GO INTO THE CLASSROOM AND HE WOULD HAVE A GUN ON HIS HIP.

HE WOULD BE TRAINED TO SHOOT THAT GUN.

GUN.

WHAT A SAD COMMENTARY ON OUR COUNTRY.

THAT WE WOULD EVEN CONTEMPLATE HAVING TO HAVE TEACHERS CARRY GUNS.

I'M SURE, THOUGH, THAT WHEN IT HAPPENS, THIS IS SARCASM, PARDON ME ME, THAT IF SOMEONE CAME INTO A BUILDING, THE TEACHER WOULD STAY CALM, RESERVED, AIM THE GUN, OR THE RIFLE, IN THE DIRECTION IT SHOULD, AND NOT HARM A CHILD.

IT'S JUST A VERY SAD SUBJECT THAT WE HAVE GOTTEN INTO AS A COUNTRY.

>> MS. CRITCHFIELD, WHERE DO YOU STAND ON THAT IDEA?

>> LOCAL DECISION.

AND THERE ARE STATUTORY AUTHORITY FOR BOARD MEMBERS TO DO THAT.

WHEN YOU LISTEN AND TALK TO PEOPLE WHO HAVE HAD THE SAD OCCURRENCE OF ANY TYPE OF SCHOOL VIOLENCE AND WE SAW THIS IN RIGBY RECENTLY.

I ATTENDED A CONFERENCE VIRTUALLY WHERE THE LAW ENFORCEMENT WENT THROUGH STEP BY STEP OF WHAT HAD HAPPENED.

AND THEN TO TALK ABOUT IT LATER AND REALIZE FOR THAT COMMUNITY, THERE WAS AN EXPECTATION THAT THEY HAD SOME ARMED INDIVIDUALS.

NOW, THE BOARD REQUIRED THAT THOSE WHO DID GO THROUGH THE RESERVE TRAINING AND HAVE LEVEL 1 LAW ENFORCEMENT RESERVE TRAINING, WHICH LEVEL 1 IS THE HIGHEST, NOT THE FIRST.

AND I THINK THERE'S A RESPONSIBLE WAY TO DO THIS.

I AGREE WITH MR. GILBERT, THAT IT IS -- IT'S REALLY PUZZLING% AND JUST -- IT'S A TRAGEDY THAT WE EVEN HAVE TO TALK ABOUT IT.

BUT WE NEED TO TALK ABOUT IT.

AND WE NEED TO MAKE SURE THAT OUR SCHOOL DISTRICTS FEEL AS THOUGH SOMEONE IS SUPPORTING THEM IN THEIR DECISION SO THAT WHEN THEY ARE MAKING VERY SIGNIFICANT DECISIONS AROUND SCHOOL SAFETY, THAT THEY HAVE THE BEST INFORMATION POSSIBLE.

>> THE NEXT QUESTION IS FROM JAMES DAWSON.

>> YOU DON'T WANT ME TO RESPOND?

>> I WILL GIVE YOU 30 SECONDS TO RESPOND IF YOU'D LIKE.

>> WHEN COLUMBINE HAPPENED, I WAS IN TEARS.

I WAS HOME ALONE, WATCHING TELEVISION.

AND THERE IT WAS COLUMBINE.

SCHOOLS SHOULD BE SACRED PLACES.

THEY SHOULD BE PROTECTED PLACES.

BUT THE PROTECTION COMES FROM WITHIN THE HEART MORE THAN THE BUILDING.

SO I GUESS THAT'S ALL I WILL SAY ABOUT THAT SUBJECT.

IT'S A SAD SUBJECT TO ME.

>> NEXT QUESTION IS FROM JAMES DAWSON.

>> MS. CRITCHFIELD, YOU BROUGHT UP BEHAVIORAL HEALTH.

IDAHO'S TEENS SUICIDE RATE IS DOUBLE THE NATIONAL.

WHAT SHOULD BE DONE BY THE STATE TO IMPROVE MENTAL HEALTH, ANXIETY, DEPRESSION, ALL OF THESE ISSUES THAT AR SO PREVALENT IN OUR SCHOOLS THESE DAYS?

>> THIS IS ANOTHER EXAMPLE OF HOW THE STATE CAN PROVIDE LEADERSHIP AND BEST PRACTICES FROM EXAMPLES NOT ONLY NATIONALLY BUT HERE IN OUR OWN STATE.

WHILE AN EMPLOYEE FOR THE CASCIA COUNTY SCHOOL DISTRICT, I WITH THE SCHOOL BOARD MEMBERS HELPED INITIATE SEVERAL PROGRAMS, BECAUSE THERE'S NO CIVIL BRACELET FOR -- SILVER BULLET FOR THIS.

THE BEST WAY TO ADDRESS THIS IS A PUBLIC/PRIVATE PARTNERSHIP WHERE WE'RE REFERRING OUT AND UP.

SCHOOL TEACHERS, BUS DRIVERS, WHOEVER YOU ARE, THEY'RE IN GREAT POSITION WHERE THEY INTERACT WITH STUDENTS ON A REGULAR BASIS TO BE ABLE TO RECOGNIZES, GOSH, THAT STUNT DOESN'T LOOK OR ACT LIKE IN THE PAST.

WHAT DO WE DO WITH THAT INFORMATION.

AND PARENTS DON'T KNOW WHERE TO GO.

AND IN IDAHO YOU IT'S GO TO THE EMERGENCY ROOM OR YOU CALL LAW ENFORCEMENT.

NEITHER ONE OF THOSE SOLUTIONS ARE WHAT A PARENT NEEDS IN A TIME OF CRISIS.

AND SO THEY LOOK TO THE SCHOOLS FOR THOSE ANSWERS.

AND SO LET'S CONTINUE TO BUILD UPON MANY GREAT MODELS, SITE-BASED THERAPISTS, PARTNERSHIPS THAT HELP PARENTS KNOW THEY CAN GET HELP FOR THEIR CHILD.

>> IN 2018 YOU YOU REPORTED THAT TEACHERS SPENT HALF THEIR TIME DEALING WITH THE STUDENTS NEEDS.

WHAT HAVE YOU DONE TO ADDRESS THIS AND WHY ARE WE STILL SEEING SUCH POOR NUMBERS?

>> WELL, IF I HAD THE ANSWERS ON HOW TO INCREASE THE NUMBERS, I'D BE SHARING THEM WIDELY.

IT GOES BACK TO WHAT I WAS SAYING.

INCREASING THE ACCESS TO MENTAL HEALTH PROFESSIONALS, CLINICIANS.

THINGS THAT WE CAN DO AT SCHOOLS THAT ARE APPROPRIATE.

TEACHERS AREN'T LICENSED THERAPISTS AND THEY WANT TO TEACH.

THEY WANT TO HELP KIDS, TOO.

BUT LOOKING FOR OPPORTUNITIES TO GET PARENTS HELP SO THEY CAN HELP THEIR CHILD.

WE'RE WOEFULLY BEHIND ON THE RATIO OF COUNSELORS TO STUDENTS.

THAT'S AN AREA THAT WE CAN LOOK AT.

AND AGAIN, HELPING OUR STUDENTS SEE THAT THERE ARE A LOT OF OPPORTUNITIES FOR THEM TO ACCESS HELP THAT IT'S OKAY TO SAY THAT YOU NEED HELP.

WE'VE GOT WORK TO DO HERE.

>> MR. GILBERT, SAME QUESTION.

HOW WOULD YOU PRIORITIZE STUDENTS' MENTAL HEALTH IF YOU WERE ELECTED?

>> YES.

10% OF OUR STUDENTS HAVE ATTEMPTED SUICIDE.

13% HISPANIC STUDENTS.

THERE IS THE SAFER SCHOOLS ACT, I THINK THAT'S THE CORRECT TITLE, WHICH ALLOWS ONE TO USE MEDICAID TO SEEK BEHAVIORAL COUNSELING.

WE'RE IN A STATE THAT DOESN'T LIKE THE FEDERAL GOVERNMENT.

AND THEY MAKE IT KNOWN, DON'T THEY, EVEN THOUGH THEY'RE ON LAND THAT WAS SETTLED BY THE FEDERAL GOVERNMENT.

WE HAVE TO GET OVER THAT ATTITUDE.

OUR PARENTS NEED HELP.

AND IF IT'S AS EASY AS SEEKING COUNSELING, PARENTAL HELP, PARENTAL PERMISSION, WE HAVE THE ABILITY TO DO THAT.

WE CAN SAVE LIVES.

WE MAY HAVE TO CHANGE SOME OF THE ATTITUDES IN IDAHO, THAT THE FEDERAL GOVERNMENT FROM TIME TO TIME CAN BE A GREAT HELP TO US.

>> THE NEXT QUESTION IS FROM KEVIN RICHARD.

>> MS. CRITCHFIELD, WE'RE SEVEN YEARS INTO THE CAREER LADDER INITIATIVE TO BOOST TEACHER PAY, BUT THE TEACHER SHORTAGE IS -- IS NOT GETTING BETTER.

AND WHAT WE HEARD LAST WEEK WAS THAT DISTRICTS ARE STILL DEALING WITH 134 OPENINGS IN THE MIDDLE OF A SCHOOL YEAR, MANY IN SPECIAL EDUCATION.

IS THERE A BUTTON TO PUSH OR A LEVER TO PULL THAT WE HAVEN'T DONE YET TO ADDRESS THE TEACHER SHORTAGE THAT YOU WOULD PURSUE IF ELECTED?

>> THERE'S BEEN PROGRESS WITH THE CAREER LADDER.

I LIKE TO TALK ABOUT THE NONFINANCIAL SIDE.

COMPENSATION IS HUGE AND A PRIORITY, BUT IT'S ALSO NOT THE LONG-TERM MOTIVATOR.

THERE ARE NONFINANCIAL WAYS THAT WE CAN SUPPORT TEACHERS TO HELP THEM FEEL VALUED IN THE PRO FESSION.

I SEE -- PROFESSION.

I SEE SO MANY SIMILARITIES BETWEEN THE TEACHING PROFESSION AND LAW ENFORCEMENT.

IT'S NOT JUST THE COMPENSATION BUT THOUSAND THEY FEEL VAL WRIEWTD, THE EXTRA ASSIGNMENTS, THE ROLES THAT WE HAVE.

WHEN I TALK TO TEACHERS AROUND THE STATE, THE NUMBER ONE THING THAT I GET ASKED ABOUT IS NOT ABOUT MONEY.

BUT IT IS ABOUT HOW THEY DEAL WITH SEVERE BEHAVIORS.

AND THAT TOUCHES INTO THE SPECIAL ED AREAS.

THOSE ARE SOME OF THE MOST CHALLENGING SITUATIONS THAT MANY OF OUR TEACHERS AND PARA EDUCATORS ARE IN.

WE'VE GOT TO SUPPLY THEM WITH SKILLS AND PROTOCOLS THAT THEY'RE ABLE TO DEAL WITH, WITH STUDENTS THAT, AGAIN, SEVERE BEHAVIORS AND DISRUPTIVE.

THAT IS ONE OF THE BIGGEST THINGS THAT I'VE HEARD FROM TEACHERS THAT ARE DRIVING THEM OUT OF THE CLASSROOM.

>> MR. GILBERT, YOU SPOKE EARLIER ABOUT PUTTING A GOOD CHUNK OF THE $330 MILLION INTO STAFF SALARIES.

WHAT ELSE WOULD YOU PROPOSE DOING?

WHAT ELSE DO YOU THINK WE NEED TO DO IN TERMS OF ADDRESSING THE SHORTAGES?

>> IDAHO EDUCATION NEWS THE OTHER WAY RAN A CONVERSATION WITH IDAHO TEACHERS.

CAITLIN PANCOW, ENGLISH TEACHER FROM POCA TELLO, SAID -- POCATELLO, SAID WE'RE EDUCATED, WE'RE DEDICATED, AND WE'RE HERE FOR A REASON.

WE SHOULD BE TRUSTED AND WE'RE NOT.

ANOTHER TEACHER SAID, SO MANY TEACHERS ARE WALKING ON EGGSHELLS RIGHT NOW.

WORRIED ABOUT WHAT THEY'RE TEACHING AND WHAT THEY SAY.

THE INTERACTIONS THEY HAVE AND THAT IS A REAL THING.

AS FAR AS I KNOW, THE FELLOW WHO GAVE THAT QUOTE WAS A SON OF A FORMER IDAHO SUPERINTENDENT.

THESE ARE VERY GOOD PEOPLE.

SO THE DEPRESSION AND THE BEHAVIORAL ISSUES ARE NOT JUST STUDENTS-CENTERED.

THEY'RE ALSO TEACHER-CENTERED.

SO HOW DO WE SOLVE THAT?

SEND A TEACHER A NOTE, A HANDWRITTEN, WARM HEARTED NOTE, EXPRESSING YOUR APPRECIATION FOR THE WORK THAT THEY DO SO THEY UNDERSTAND THAT THE PUBLIC AND IN BACK OF THEM.

NOW, WITH REGARD TO BEHAVIORAL HEALTH, I HOPE I'M NOT -- REPEATING SOMETHING.

THERE'S A RATIO OF SCHOOL PSYCHOLOGISTS.

ONE PER 500 SCHOOL PSYCHOLOGISTS.

500 STUDENTS.

AND ONE FOR 250 FOR COUNSELORS.

WE NEED TO MAKE SURE THAT OUR SCHOOLS ARE TAKING ADVANTAGE OF THOSE ISSUES IN THOSE RESOURCES -- AND THOSE RESOURCES.

>> MR. GILBERT, IDAHO'S IMMUNIZATION RATE FOR CHILDREN IN SCHOOL HAS DECREASED SINCE 2019.

THE MOST RECENT SCHOOL YEAR IN 2020 AND 2022 -- 2019 AND 2022.

THE IMMUNIZATION RATES OF THOSE IN KIND, FIRST, AND SEVENTH GRADE DROPPED TO 80.2%, WHICH IS BARELY ABOVE THE 80% THRESHOLD FOR HERD IMMUNITY.

THAT'S BELIEVED TO BE HERD IMMUNITY AT LEAST FOR POLIO.

DOES THE SUPERINTENDENT HAVE A ROLE IN TRYING TO BOOST THESE NUMBERS AND IF SO, WHAT WOULD YOU DO?

>> WELL, I WOULD HAVE A ROLE IN IT.

IF NOTHING ELSE, TO TALK TO THE PUBLIC ABOUT IT.

I HAD A DEAR FRIEND DIE FROM COVID.

I STILL REMEMBER THE PHONE CALL I RECEIVED FROM HIM.

HE WAS IN THE HOSPITAL.

AND HE SAID, TERRY, I'M SCARED.

WHAT COULD I SAY TO THAT MAN?

HE DIED.

WE HAVE STUDENTS WHO HAVE DIED AS WELL.

AND WE HAVE ADULTS THAT ARE RAILING OUT AGAINST COVID'S -- SHOTS FOR COVID.

I'M A ROTTARIAN.

WE HAVE MADE AS ONE OF OUR ISSUES THE ELIMINATION OF POLIO.

GUESS HOW ONE DOES THAT?

THROUGH VACCINATIONS.

THAT'S HOW ONE DOES THAT.

SO WE HAVE TO HAVE A MUCH BETTER ATTITUDE ABOUT COVID AND HOW WE DEAL WITH IT.

AND IT'S GOING TO BE THROUGH IMMUNIZATIONS.

>> MS. CRITCHFIELD, SAME QUESTION TO YOU.

DO YOU BELIEVE THAT THE SUPERINTENDENT HAS A ROLE IN PROMOTING VACCINATIONS AMONG PUBLIC SCHOOL CHILDREN AND IF SO, THEN WHAT WOULD YOU DO?

>> IN AS MUCH AS IT FOLLOWS THE CURRENT STATUTE WITH IDAHO CODE, SO THERE ARE SOME LAWS DESCROWPPEDDING THAT -- SURROUNDING THAT.

HOW YOU WORK WITH SUPERINTENDENT I GUESS IN SCHOOL DISTRICTS FOR HOW THEY MESSAGE AND PROMOTE TO PARENTS.

SO THAT THEY FOLLOW THE LAW.

ULTIMATELY, THOSE ARE PARENT DECISIONS.

AND SCHOOLS KNOW THAT.

THAT DOESN'T KEEP THEM FROM COMMUNICATING, THIS IS WHAT'S REQUIRED AND HERE ARE THE WAYS THAT -- THAT THAT'S ADDRESSED.

>> SINCE YOU BROUGHT THAT UP, THE LEGISLATURE HAS MADE IT EASIER FOR PARENTS TO BRING THESE EXEMPTIONS FOR STATE VACCINATION GUIDELINES.

DO YOU SUPPORT THOSE RELAXED STANDARDS WHERE PARENTS MAY OPT THEIR CHILDREN OUT OF THOSE VACCINES?

>> I SUPPORT THE PARENT DECISION AND THEIR CHILD'S LIFE.

SO I GUESS IF THAT MEANS WHAT YOU'RE SAYING, PARENTS ARE THE PRIMARY STAKEHOLDERS IN THEIR CHILD'S LIFE.

>> THIS IS A TYPICAL ANSWER FROM DEBBIE.

LOCAL CONTROL.

WE DON'T HAVE ANY OTHER ROLE.

WERE DON'T HAVE A ROLE -- WE DON'T HAVE A ROLE TO SPEAK OUT FOR PARENTS, TO GET VACCINATES.

-- VACCINATIONS.

>> WE'RE ALMOST OUT OF TIME.

IT'S ALMOST TIME FOR CLOSING STATEMENTS.

AND SO I'M GOING TO ASK EACH OF YOU TO KEEP THE FOLLOWING ANSWER TO 30 SECONDS PLEASE.

IF YOU'RE ELECTED, MR. GILBERT, DO YOU HOPE TO PROMOTE KEY K FUNDING AND -- PRE-K FUNDING AND WHAT PLANS TOUGH FOR IMPLEMENTING THAT PROGRAM?

>> UNDERSTAND, THAT I -- I WAS AN -- A STUDENT AS A PRE-K YOUNG MAN.

IN THE MUD PUDDLES OF OREGON, ACTUALLY.

WHICH IS TO SAY I ENJOYED MY TIME.

I SUPPORT PRE-K AND I'LL LEAVE IT AT THAT.

I SUPPORT PRE-K.

I THINK IT WOULD BE A BLESSING TO OUR PARENTS TO HAVE PRE-K. AND IT WOULD HELP OUR LITERACY RATE, BY THE WAY.

>> MS. CRITCHFIELD, IF YOU ARE ELECTED, DO YOU HOPE TO PROMOTE PRE-K FUNDING AND IF SO WHAT PLANS WOULD YOU HAVE?

>> YES, AND I HAVE BEEN A PROPONENT OF THAT.

AS I SAT ON THE BOARD OF EDUCATION, THAT WAS AN INITIATIVE THAT WE HAD A ENTIRE LITERACY PROGRAM.

I THINK ALLOWING FLEXIBILITY FOR LOCAL BUDGETS TO SUPPORT THOSE THINGS.

IF A COMMUNITY WANTS TO HAVE FULL-DAY KINDERGARTEN OR A PRESCHOOL PROGRAM BECAUSE THAT'S WHAT THE PATRONS WANT, WE SHOULD ENABLE SCHOOL DISTRICTS TO MAKE THIS DECISION.

>> THANK YOU SO MUCH.

IT IS TIME FOR OUR CLOSING STATEMENTS.

AND YOU HAVE 60 SECONDS FOR CLOSE.

MR. GILBERT, YOU ARE UP FIRST.

>> THANK YOU.

THANK YOU TO THE AUDIENCE FOR ALLOWING ME TO COME INTO YOUR HOME.

I'M VERY SERIOUS ABOUT EDUCATION.

I WOULDN'T BE IN -- HAVE BEEN IN EDUCATION THIS LONG HAD I NOT BEEN SERIOUS.

I WANT OUR LEGISLATORS AND OTHER OFFICIALS TO SPEAK TO TEACHERS ABOUT HOW MUCH THEY'RE APPRECIATED AND PROVIDE THE RESOURCES, INTO THE JUST THE MORALE, BUT -- NOT JUST THE MORALE, BUT THE RESOURCES TO THESE FINE PEOPLE.

FAMILY AND THEY NEED OURND --- SUPPORT.

I THANK THEM FOR THEIR WORK.

>> OKAY.

THANK YOU SO MUCH.

MS. CRITCHFIELD?

>> THANK YOU.

AND THANKS AGAIN FOR THE OPPORTUNITY TO COME TONIGHT AND THANK YOU, MR. GILBERT, FOR THE DISCUSSION.

THIS IS AN IMPORTANT TOPIC AND I ALWAYS ARGUE THAT IT'S THE MOST IMPORTANT POSITION IN OUR GOVERNMENT AS WE LOOK OVER OUR CHILDREN AND HOW WE CAN BEST HELP THEM.

THE LAST TWO YEARS HAS BEEN THE BIGGEST DISRUPTION IN EDUCATION IN MODERN TIMES.

AND I BELIEVE THAT IT ACCELERATED AND INTENSIFIED THE FEELINGS ABOUT HOW WE WANT TO HELP OUR KIDS.

I'M IN A POSITION TO DO THAT.

I AM SO HOPEFUL ABOUT EDUCATION.

I WANT TO BE THAT CHAMPION AND THAT ADVOCATE FOR ALL THAT ARE INVOLVED.

AND IT'S NOT JUST ABOUT RESOURCES.

WE ALSO NEED A LEADER WITH A PLAN.

AND I HAVE THAT AND I'M READY TO SERVE.

THANK YOU SO MUCH.

>> ALL RIGHT.

THANK YOU SO MUCH TO CANDIDATES TERRY GILBERT AND DEBBIE CRITCHFIELD FOR YOUR TIME TONIGHT.

REPORTERS KEVIN RICHARD OF IDAHO EDUCATION NEWS AND JAMES DAWSON OF BOISE PUBLIC RADIO FOR THE GREAT QUESTIONS.

AND TO OUR VIEWERS AT HOME FOR WATCHING.

BE SURE TO TUNE IN OCTOBER 28TH FOR OUR LIEUTENANT GOVERNOR DEBATE BETWEEN CANDIDATES SCOTT BEDKE AND TERRY PICKINS.

AND YOU CAN GO TO IDAHO DEBATES TO WATCH ANY OF OUR PETITION DEBATES THAT YOU MAY HAVE MISSED T. GENERAL ELECTION IS NOVEMBER 8TH AND EARLY VOTING AS HARSTARTED.

IF YOU HAVEN'T ALREADY, YOU CAN REGISTER TO VOTE AT THE POLLS.

AND REMEMBER, BECAUSE OF REDISTRICTING, MANY POLLING LOCATIONS HAVE CHANGED.

SO BE SURE TO LOOK UP YOUR NEW POLLING PLACE AT VOTEIDAHO.GOV.

AND AS YOU KNOW, OR PROBABLY NOTICED, THERE ARE A LOT OF TOPICS THAT WE DID NOT GET TO TONIGHT.

OUR FRIENDS AT K TV B IN BOISE ARE HOLDING ANOTHER SUPERINTENDENT OF PUBLIC EDUCATION DEBATE TOMORROW.

YOU CAN GO TO THEIR WEBSITE FOR MORE INFORMATION.

THANKS SO MUCH AGAIN FOR WATCHING AND WE'LL SEE YOU AT THE POLLS.