Front Matter and Contents >>>>> >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota< Volume X, Number Ten, April 2024

Volume X, No. 10                                               

April 2024

 

Journal of the K-12 Revolution:

Essays and Research from Minneapolis, Minnesota        

 

Education as the Foundation for Existence

 

A Publication of the New Salem Educational Initiative

Gary Davison, Editor         

 

New Minneapolis Public Schools Superintendent Lisa Sayles-Adams:                    

Typical Education Establishment Mediocrity

 

A Five-Article Series        

 

Copyright © 2023

                            

Gary Marvin Davison

New Salem Educational Initiative

 

Contents

Introductory Comments

Public Education as the Embodiment of the Knowledge and Values to Be Transmitted to Youth---  and Thus Create the Future

Article #1

The Paramount Importance of Public Education in the Context of the Psychological Determinants of Human Behavior

Article #2

Knowledge Sets and Ethical Values to Be Imparted in Systems of Public Education

Article #3

Revolutionizing K-12 Education Will Transform Human Intellect, Morality, and Culture

Article #4

Degraded Condition of Life in the USA and the World Will Continue Until We Revolutionize Public Education

Article #5

Consequence of Abysmal Education for the Individual >>>>>  An Earthly Sojourn Lived in Abject Ignorance

 

Concluding Comments

Introductory Comments >>>>> >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota< Volume X, Number Ten, April 2024

Introductory Comments

Public Education as the Embodiment of the Knowledge and Values to Be Transmitted to Youth---  and Thus Create the Future

Education represents the knowledge and values that a society passes on to youth.  Prehistorically and historically, peoples have told stories around campfires, practiced seasonal rituals, and marked life passages so as to convey messages pertinent to universe, Earth, and life origins;  the nature of birth and death;  roles according to gender, age, and class;  and key mores as to how to treat people according to those roles, within the family, the general society, the other, the outsider.

In USA 2024, our key institutions for knowledge and values transmission are the family, religious organizations, social and political assemblages, and schools.  Public schools are, should be, and will be the educational institutions that represent our broadest assertion of what we want our youth to know and value.  

If we continue to fail to provide well-identified and properly sequenced knowledge sets and to conduct vigorous discussions as to the human values that we embrace in common, we will continue to provide desultory education that produces a citizenry largely mired in ignorance, with slim prospects for Life in this one earthly sojourn replete with cultural enrichment, civic responsibility, and professional satisfaction.

Alternatively, we can create a system of Public Education---  starting with the locally centralized school district of the Minneapolis Public Schools---  that will produce the citizens and the nation that will give us the most fulfilling lives on this one earthly sojourn.

Article #1 >>>>> >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota< Volume X, Number Ten, April 2024

Article #1

The Paramount Importance of Public Education in the Context of the Psychological Determinants of Human Behavior

Behavior is entirely a function of biology and environment.  Each individual develops in the context of genetic inheritance and biological constitution evolved during the first five years of life, then thereafter in the circumstances of environment:

There is no such phenomenon as free will.

People become who they are, then, according to their parentage, siblings, other family, friends, and antagonists;  and in the way that their physical and intellectual characteristics interact with all manner of experiences---  those provided by religious institutions, social organizations, and all other aspects of life within which the person develops from infant to toddler, child, adolescent, young adult, middle aged adult, through the elder stage.

From the preK through grade 12 years, a large percentage of the human life is spent in school, typically seven hours a day, 35 hours per week.

Experiences provided at school, along with those at home and out and about in society, determine who a person is, who she or he becomes.

Our schools, then, are instrumental in creating the national citizenry.  That citizenry is at present mired in ignorance, superstition, subjective supposition, and illogic.

But the good news is that via the overhaul of K-12 education we possess the power to create culturally enriched, civically engaged, and professionally satisfied citizens---  and to redirect human experience toward that elevation of knowledge and ethics promotive of the best Life possible on this one earthly sojourn.

The Adult Responsibility to Specify Knowledge and Ethical Values for Transmission to Youth

K-12 public education has for four decades now proceeded ideologically on the basis of a degraded approach first generated by William Heard Kilpatrick at Teachers College/Columbia University during the 1920s---  and eventually embraced by education professors at colleges, schools, and departments of education throughout the United States.  The anti-knowledge creed did not gain acceptance until the 1960s but from that time forward came to be increasingly, pervasively dominant in the public schools.  

The approach promoted by education professors in the course of the 20^th and early 21^st centuries devalues specified knowledge sets in favor of curriculum left to student and teacher whim.  

For those in our locally centralized school districts with curricular decision-making responsibility, this approach constitutes a reprehensible abdication of adult responsibility---  as if those stories had not been told around campfires, wisdom of the elders had not been passed on to youth, and societal knowledge had not been specified for transmission throughout the generations.

We must jettison this anti-knowledge creed and embrace the adult responsibility of deciding the knowledge sets and the ethical values to be passed on to our youth.

Article #2 >>>>> >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota< Volume X, Number Ten, April 2024

Article #2

Knowledge Sets and Ethical Values to Be Imparted in Systems of Public Education

Schools in systems of public education function along with family, religious organizations, and social and political assemblages as the key institutions influential in determining human behavior.   When a person's genetic inheritance and biological development during the first five years of life interact with one's environment as determined by these institutions and by life experiences, a person becomes all that she or he is and shall be.  

Because people between the ages of five and eighteen spend so much time in school, the knowledge and values acquired in the school setting determine much of the individual's information base and ethical values.  Greatest care must be taken, therefore, as to the knowledge and values transmitted.

As to knowledge, each student should be given the foundation to pursue any profession that she or he selects.  At K-5, curriculum should emphasize mathematics, biology, chemistry, physics, history, government, economics, psychology, American and world literature, English usage, the visual arts, and music.  

These subjects should continue to determine curriculum, with increasing experiences also with world languages and the vocational and technological arts from middle school through high school.  Most students should upon such a firm foundation then be prepared to take Advanced Placement courses and to opt for electives according to their driving interests, academic aspirations, and professional goals. 

Such a public education will produce citizens positioned to dwell as culturally enriched, civically engaged, professionally satisfied human beings living maximally for self and society on this one earthly sojourn.

Ethical Values to Be Imparted in Public Schools Overhauled for Curricular Excellence

School represents, along with family, religious institutions, social organizations, and other life experience a determinative force as a person's genetic and biological constitution interacts with environment.

To produce an informed citizenry in the generations to come, to replace the abysmally ignorant national populace extant today, we must overhaul education for knowledge intensity and elevated ethical content.

At their best, the world's major belief systems offer values to be incorporated into a consensual ethical value system >>>>>  

>>>>>  from Judaism, the relentless aspiration to discover and live according to supreme justice and righteousness; 

>>>>>  from Hinduism, the non-egotistical commitment to >dharma< (moral law) in the pursuit of spiritual liberation;  

>>>>>  from Confucianism, the commitment to practical daily behavior for betterment of family and society;

>>>>>  from Daoism, an appreciation for nature and flexible response to both aversive and joyful events;  

>>>>>  from Christianity, universal love for all humankind;  

>>>>>  from Buddhism, deep compassion for all beings in lives of firm mental and moral discipline;  

>>>>>  from Islam, steadfast and undistracted devotion to supreme truth and disciplined personal behavior.  

In our classrooms, we must conduct vigorous discussions focused on these exalted moral values, with a commitment to go forth in the world with love for all human beings, deep appreciation for nature, and a commitment to the best life for all on this one earthly sojourn.

Article #3 >>>>> >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota< Volume X, Number Ten, April 2024

Article #3

Revolutionizing K-12 Education Will Transform Human Intellect, Morality, and Culture

Human intellect, morality, and culture are entirely produced by the interaction between biogenetic inheritance and environment.  A person's genetic inheritance at birth, neural development over the first five years of life, and experiences thereafter determine who she or he shall be.

Since this is the case, the human predicament is even more daunting than existentialists Jean Paul Sartre and Albert Camus conceptualized >>>>>

Women and men are positioned to forge individual and collective destinies, but via decisions rather than choices. 

Choice implies free will, which does not exist.  

Decision-making involves selection from biogenetically and environmentally determined possibilities likely to produce the most positively rewarding outcomes.  

Only decision-making is in accord with psychological reality.  

Hence, women and men do not freely determine their own destinies, as Sartre and Camus maintained.  Rather, their destinies are determined by the behavioral options exercised in the context of biogenetic and environmental determinants.

Via curriculum design that imparts to our precious young people a wealth of knowledge and moral values drawn from the world's great belief systems, with both curricular knowledge and ethics serving as the basis for vigorous analysis and discussion, we will create an informed and astute citizenry.  Such a citizenry will be positioned to create individual and collective lives of cultural enrichment, civic engagement, and professional satisfaction. 

In the absence of a broad and deep information base and ethical instruction, individual lives tend toward ignorance and immorality.  But upon a shared body of knowledge and ethics, generated and perpetually evaluated in discussions with their fellows, women and men are positioned to think clearly and behave so as to maximize the common and, as a result, the individual, good.

This is the power of K-12 education revolutionized for knowledge intensity and elevated ethical content.

Article #4 >>>>> >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota< Volume X, Number Ten, April 2024

Article #4

Degraded Condition of Life in the USA and the World Will Continue Until We Revolutionize Public Education

Humankind currently exists in the degraded condition that should be expected for a species dwelling as infant born in just 200,000 BCE in a universe 13.8 billion and on a planet 4.5 billion years old.

>>>>>   All but a few nations have GDP per capita below $15,000 per annum, and there are many populaces living in grinding poverty at less than $3,000 per capita GDP.

>>>>>   The dominant forms of governance follow historical trends in which ruling elites have such vacuous lives and so little cultural mettle that they can think of little more creative to do than to seek territorial expansion and personal material gain at the expense of abused citizens.

>>>>>  And those citizens have such low information bases pertinent to history, government, and economics;  and such little sense of personal power;  that they are ever at the mercy of such low-life power-holders.  

>>>>>  Further, the populace even in putatively advanced nations dwells in such ignorance and cultural degradation that the beauty of life in quality literature, musical genius, visual art, and Nature's splendor is missed as people

>>>>>  kill themselves with opioids;

>>>>>  leave people hungry and dirty on the streets;  

>>>>>  murder each other on urban pavements out of desperation, in the context of lives without meaning;  

>>>>>  barricade themselves in gated communities in retreat from the urban horrors that they have carelessly created;  

>>>>> eat, live unhealthily, and die young due to reckless living; 

>>>>>  abuse the bestowal of Nature's bounty so badly that the life of the planet and therefore their own resides at the brink;  

>>>>> and dwell in such ignorance and moral vacuity that they think that this is life as life must be.

But this is not life as life must be, nor Life as Life can be when we muster the courage to revolutionize K-12 education for knowledge-intensity and ethical content after deep introspection and prescient consideration as to who we want to be and what we want to recall as valuable and meaningful at that point at which we shall die.

An Opportunity to Recreate Ourselves by Revolutionizing K-12 Education

Designing revolutionized curriculum for knowledge intensity and high ethical content entails deciding who we want to be.

We should decide that we want to live our lives as culturally enriched, civically engaged, professionally satisfied citizens.

Upon that decision, we will then ensure via revolutionized curriculum design that every student, with the exception of the cognitively impaired (for whom we should also have high academic aspirations),

>>>>>  masters mathematics through calculus;

>>>>>  acquires sophisticated knowledge and analytical ability in biology, chemistry, and physics;

>>>>>  accumulates vast knowledge of history, government, economics, geography, and psychology with ability to apply principles to prevailing events;

>>>>>  reads widely in Western classic, world, and ethnic-specific fiction, poetry, and nonfiction;

>>>>>  gathers abundant knowledge of world visual art and music, with opportunity to paint, sculpt, and play a musical instrument;

>>>>>  masters English grammar and usage;

>>>>>  acquires skill in multiple technological and vocational arts;

>>>>>  advances to a high level of mastery with a world language. 

and 

>>>>>  considers, discusses, and analyzes exalted ethical standards from world religious and humanistic traditions.

Graduates who go forth upon the basis of curriculum revolutionized for knowledge intensity and ethical content will live as civically engaged citizens with multiple intellectual interests, artistic appreciation, manual skill, and professional success.  

Such citizens will experience life at a high cultural level, with an organic relationship to the natural world, imbued with respect for all human beings and creatures, and manifesting an inclination to promote the best conditions of life for all humankind.  

And thus via the cultivation of individuals of immense knowledge and high ethical standards in revolutionized K-12 curriculum do we create a realized vision of who we want to be.

Article #5 >>>>> >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota< Volume X, Number Ten, April 2024

Article #5

Consequence of Abysmal Education for the Individual >>>>>  An Earthly Sojourn Lived in Abject Ignorance

The typical individual lives out her or his one earthly sojourn in abject ignorance.

The beauty and intricacy of mathematics remains a mystery.  With foundations ill-established by math-phobic K-5 teachers, for many people fractions remain perceptibly higher mathematics, decimals are dimly comprehended, percentages are vaguely grasped, and long division is a lost art.  Ill-prepared for advance even to algebra or geometry, the typical individual never enters the splendor of higher order reasoning developed through experience with advanced statistics, trigonometry, calculus, differential equations, and beyond.  The typical individual makes all manner of ill-considered decisions in the course of a lifetime left ignorant as to mathematical probability and higher order reasoning.

The typical individual has little understanding of biology, chemistry, or physics.  She or he has the barest grasp of human anatomy, physiology, diet, nutrition, and physical training.  The typical individual has little sense of the age of the universe, evolution of life, the nature of the cosmos, the scientific principles that undergird existence.  Such an individual proceeds on the basis of supposition and superstition, a world of ignorant conjecture rather than factual analysis.

An individual going forth from wretched K-12 education has no comprehension of the sequence of world and American events over time;  any detailed knowledge of political theory or practical governance; the geographical fundamentals of the globe on which she or he dwells;  international economic systems, macro and micro economics, monetary and fiscal policy, the Federal Reserve or World Bank or International Monetary Fund;  the psychological principles that predict, determine, and as ongoing reality govern the individual life. 

The typical person reads at a grade 7 level, has little knowledge of musical composition, dim appreciation for musical genres, no ability to play a musical instrument, is bereft of knowledge and appreciation for the literature, painting, and sculpture produced in magnificent diversity across civilizations.

The individual of most common encounter is inept at manual tasks and the fundamentals of skills practiced in vocational trades, unable even to ask intelligent questions or to follow rudimentary explanations.  

The typical person knows little of any language not of her or his nativity, more likely to resent or fear an unfamiliar language than to assuage her or his ignorance.  

The typical individual is more likely to cling to crude, ego-aggrandizing forms of religion and to live without a consistent moral code than to grasp the transcendent concepts and ethical precepts of world religious and humanistic traditions.   

...................................................................................... 

Such an individual lives out her or his one earthly sojourn bereft of knowledge, skill, analytical reasoning, higher culture, and morality.  Such a person is ever susceptible to manipulation by demagogues and to her or his own irrationality and immorality. 

And because such individuals dominate the earth, we bear the consequences--- despite the presence of counterexample in the lives and achievement of those who have ascended to intellectual and cultural heights---  of the resulting  violence, cruelty, and debased avocations observable across a world in which most people go to their graves never remotely aware of the ascendant potential of the great gift of 

Life.

Concluding Comments >>>>> >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota< Volume X, Number Ten, April 2024

Concluding Thoughts

Creating the Beneficent Future of Humankind Via the Overhaul of PreK-12 Public Education

Given a knowledge-bereft, skill-deplete, ethically vacuous K-12 education, the typical individual lives out her or his earthly sojourn in abject ignorance, responding to the world in the absence of information pertinent to mathematics, biology, chemistry, physics, history, government, geography, economics, psychology, quality literature, English usage, visual art, music, world languages, diverse manual skills, and personal health. 

Given the quality of the populace produced by wretched systems of public education, life in 2021 ensues in a degraded societal context created by an ignorant aggregate citizenry.  

Lacking understanding of the genetic, developmental, and environmental determinants of behavior, society fails to design knowledge-intensive, ethically substantive curriculum for students of all economic descriptors.

Families mired in poverty at the urban core tend to remain in that circumstance, so that their children go forth to mean streets leading to psychic or physical death, or to prisons.  Having created the environmental context for behavior resulting in incarceration, we fill prisons disproportionately with those abused by history and current circumstance.

As poverty and associated behaviors persist at the urban core, those at the urban periphery, in the suburbs, and within gated communities dwell in their own psychic poverty, themselves the victims of limited education.  

Very few citizens comprehend the constituent components of an excellent education.  The great bulk of the populace, lacking adequate knowledge of mathematics, natural science, social science, and the humanities, make poor decisions pertinent to government, public health, community well-being;  and to their own health, vocation, and avocation. 

Feigning interest in their children's education and life prospects, parents  instead seek personal aggrandizement in sending their offspring forth to colleges and universities for pecuniary advancement rather than excellent education likely to sustain individual happiness and societal welfare.

Lacking comprehension of people across the economic and cultural continuums, citizens are typically atomized, often antagonistically.  In the absence of adequate knowledge bases, emotion, superstition, and supposition guide personal and ethical decisions, rather than facts, analysis, and ethics.

Even those deemed well-educated tend to be merely professionally specialized.  Technological proficiency supersedes universally beneficial application of technology.  Personal gain as goal is the paramount value, rather than the universal good.  Failing to comprehend linked destiny, even those individuals considered most fortunate suffer under circumstances in which the general and therefore personal welfare suffers.

In this situation, despite isolated accomplishments in science, technology, industry, commerce, literature, music, and visual art, much of life proceeds in caprice, violence, and immorality.  

A society that lacks understanding of the determinants of human behavior, ethics, and transcendent purpose cannot design systems of excellent public education.  Wretched public education produces an ignorant and immoral citizenry.  

A vicious cycle abides.   

Only when, upon one of those epiphanies observable at rare historical junctures, that cycle is broken, so that the design of excellent public education becomes possible, will we be positioned to realize the potential beauty of Life and leave behind the degradation witnessed in contemporary society.

Thus, we must with great haste overhaul preK-12 public education curriculum for knowledge intensity and train teachers capable of imparting such a curriculum, thus realizing out best selves and creating the world in which we want our children to thrive.

Multi-Article Series >>>>> Salaries of Staff at the Davis Center (Central Offices, Minneapolis Public Schools), February 2024 >>>>> Those Receiving Salaries More Than $100,000 Per Year

$100,000 and Above

 

Lisa Lorraine Sayles-Adams

Superintendent of Schools

$266,000

 

Ibrahima A. Diop

Sr. Finance and Operations Officer

$215,000

 

Rochelle M. Cox

Associate Superintendent PK-8

$203,598

 

Justin J. Hennes

Senior Information Officer

$194,750

 

Aimee Y. Fearing

Senior Academic Officer

$189,625

 

Shawn R. Harris-Berry

Senior Schools Officer

$189,625

 

Lee Odion Atakpu

General Counsel

$188,600

 

Laura Cavender

Associate Superintendent PK-8

$179,375

 

Michael V. Walker

Associate Superintendent

$179,375

 

 

 

 

 

 

Alicia Inez Miller

Senior Finance Officer

$179,900

 

Yusuf A. Abdullah

Associate Superintendent

$175,275

 

Scott G. Weber

Director, HRIS Analytics

$160,413

 

Duke Fokuo

Executive Director, Finance

$160,413                          

 

Curis L. Hartog

Executive Director, Capital Projects/Construction & Maintenance

$157,193 

 

Executive Director, Capital Projects/Construction & Maintenance

$157,193

 

Karon L. Cunningham

Executive Director, Human Resources

$156,723

 

Tyrize Channel Cox

Executive Director, Engagement &External Relations

$154,775

 

Meghan Colleen Hickey

Executive Director, Student Support Services

$153,750

 

Maria Rollinger

Deputy Senior Academic Officer

$153,494

 

Sarah E. K. Hunter

Executive Director, Strategic Initiatives

$148,625

 

Stacey Lynnette Joyner

Executive Director, Early Childhood Education

$146,722

 

Montquice Antoinette McCoy

Director, Employee Relations

$143,389

 

Derek Allen Francis

Executive Director, Equity & Climate

$138,375

 

Donnie Nicole Belcher

Executive Director, Strategic Initiatives

$138,000

 

Karina Marie Magistad

Assistant General Counsel

$136,479

 

Deefaifrah Hussein

Executive Director, Special Education & Health

$135,300

 

Hai-Yen Thi Vo

Director, Special Education Programs

$133,151

 

Daren L. Johnson

Director, Extended Learning

$133,151

 

Paul D. Klym

Executive Director, Career & Technical Education

$133,151

 

Sarah C. Lindquist Swanson

Director, Early Childhood Education

$133,151

 

Ryan A. Strack

Assistant to the Superintendent and Board

$133,225

 

Muhidin Warfa

Executive Director, English Learner & Global Education

$131,424

 

 

 

 

 

 

Antony Myron Fisher

Director, District Athletics

$129,904

 

Sarah Walker Etzel

Director, Career & Technical Education

$129,904

 

Deron Lee Carrington

Assistant General Counsel

$129,904

 

Elizabeth Marie Meske

Assistant General Counsel

$129,904

 

Aimee J. Tanzer Hillebrand

Executive Director, Community Education

$129,412

 

Sarah A. Wehrenberg

Executive Director, K-12 Academic Program

$126,000

 

Thomas Earl Roethke

Director, Budget Planning & Analysis

$123,644

 

Courtney DeVeaux Holmes

Director, Special Education Programs

$123,644

 

Colleen M. Kaibel

Director, Student Retention & Recovery

$123,644

 

Emily R. Olson

Director, Talent Management

$123,644

 

Aaron Gilbert

Director, Finance-Controller

$123,644

 

 

 

 

 

Marion Tizon

Director, Office of Latine Achievement

$123,644

 

Peter P. Ronza

Director, Total Compensation

$123,644

 

Jennifer Rose Simon

Director, Indian Education

$123,644

 

Girish Bhatnagar

Director, Payroll

$123,644

 

Amber R. Spaniol

Director, Nursing Services

$123,644

 

Oluwagbenge Omoniyii Ogungbe

Director, Risk Management

$123,644

 

Kelly Ann Barrick

Director, Accountability

$123,644

 

Syed Yaseen

Manager, Financial Systems

$123,644

 

Christopher T. Moore

Data Scientist, Sr.

$123,644                                                           

 

Nolan P. Murphy

Director, Special Education Compliance & Monitoring

$117,687

 

Stephanie Marie Molzahn Nordstog

Executive Director, K12 Academic Programs

$115,502

 

Andrew E. Meierding

Director, Special Education Programs

$114,817

 

Mason Campbell

Manager, IT Field Support

$114,817

 

Dena J. Luna

Director of Black Student Achievement

$114,817

                             

Eric J. Vanden Berk

Data Scientist

$114,817

 

Melody S. Jacobs-Cassud

Data Scientist

$114,817

 

Nicole Deverich

Director, IT Design & Training

$114,817

 

Kate L. Parkinson

Director, Research, Evaluation, and Assessment

$114,817

 

Natalie L. Tourtelotte

Director, K12 Special Programs

$114,817

 

Kimberly Iveris Haynes

Director, Compliance

$114,817

 

Jenny Yang

Director, Office of Ombudsperson

$113,521

 

Mitchell I. Roldan

Director, Office of Ombudsperson

$112,973

 

Matthew Y. Lau

Manager, Psychological Services

 

 

 

 

 

 

Jenny Yang

Director, Office of Ombudsperson

$112,016

 

Jibrill Ahmed Yusuf

Manager, Capital Planning & Construction

$112,016

 

Melinda M. Stapley

Coordinator, Area Learning Centers

$112,016

 

Amy A. Frey

Manager, Community Education Programs

$112,016

 

Martha C. Swanson

Director, Enrollment Management

$112,016

 

Jody Ann Langan

Director, ESL/Bilingual Programs

$112,016

 

Catherine M. Dalnes

Manager, Social Work

$112,016

 

Bradley W. Lundquist

Manager, IT Solution Center

$112,016

 

Opal D. Ehalt

Director, Contract Alternative

$112,016

 

Judy A. Brown

Manager, Mental Health Supports

$112,016

 

Dawn M. White

K12 Content Lead (ARE)

$112,016

 

Jodi L. Henderson

K12 Content Lead (MTSS)

$112,016

 

Julie M. Luseni

School Improvement Specialist

$112,016

 

Melanie Dawn Keillor

School Improvement Specialist

$112,016

 

Lilianna Rodriguez

K12 Content Lead

$112,016

 

Megan L. Demorest

K12 Content Lead (ESL)

$112,016

 

Patti Lynn Lagos

K12 Content Lead (ESL)

$112,016

 

Stephanie A. Davies-Larson

K12 Content Lead (Magnet Mathematics)

$112,016

 

Grace Ngozim Mobosi-Enwesi

K12 Content Lead (Magnet Global Studies)

$112,016

 

Jennifer Ann Hanzak

Megan L. Demorest

K12 Content Lead (Mathematics)

$112,016

 

Robert L. Kohnert

Content Lead (9-12 College Credit Program)

$112,016

 

Patricia M. Emerson

Content Lead (Social Studies & Ethnic Studies)

$112,016

 

Heidi Jo Jones

Content Lead (6-12 Literacy)

$112,016

 

 

 

 

Kelsie Nicole Leonard

Content Lead (6-12 Mathematics)

$112,016

 

Marie C. Olson

Content Lead (Early Childhood Literacy)

$112,016

 

Courtney Marie Caldwell

K12 Content Lead

$112,016

 

Emily L. Duffy-Hanrahan

K12 Content Lead (6-12 ELA)

$109,283

 

Ryan Daniel Mulso

Administrator, High School & BA

$109,283

 

Julie Ann Lextercamp

K12 Content Lead (Magnet Arts)

$109,283

 

Enayefe Ebenezer Shem

Account, Senior

$109,283

 

Charlotte Amalie Kinzley

Director, Homeless & Highly Mobile

$106,618

 

Charlotte Lisa Evonne Montgomery

Assistant Director, Athletics

$106,618

 

Jason L. Worma

Enterprise Infrastructure

$106,618

 

Cherese Celene Williams

Employee Relations, Senior

$106,618

 

 

 

 

 

Wendy A. Menken

Student Information Analyst, Lead

$106,618

 

Brett L. McNeal

Assistant Director, Athletics

$106,618

 

Julie Lynn Ripplinger

K12 Lead (K-5 Literacy)

$106,618

 

Phillip Benson Spainhour

Manager, IT Services

$106,618

 

Kyle J. Hansen

K12 Content Lead (Health & Physical Education)

$106,618

 

Tristen A. Kanges

Manager, Payroll

$106,618

 

Edd G. Hansen

SAP Systems Engineer

$104,017

 

Kalen Gregory Czech

Manager, OTPT Therapy

$104,017

 

Tommie J. Casey

Director, AVID Program

$104,017

 

Jeffrey M. Helstrom

Project Manager, Planning & Construction

$104,017

 

Diedra H. Geye

Project Manager, Planning & Construction

$104,017

 

 

 

 

 

Anne Marie Cerney

Project Manager, Planning & Construction

$104.017

 

Diane R. Dee

Financial Analyst, Senior

$104,017

 

Charles Kendall Thomsen

K12 Content Lead (K12 Science)

$104,017

 

Laura J. Shakespeare

K12 Content Lead (K12 Talent Development)

$104,017

 

Maria F. Fraud Martinez

K12 Content Lead (Magnet Dual Language)

$104,017

 

Shauna H. Kidimu

K12 Content Lead (Early Childhood Mathematics)

$104,017

 

Anna S. Lewerenz

Teacher, District Program Facilitator

$102,624

 

Katy Marie Schalia Lesiak

Teacher, District Program Facilitator

$102,624

 

Stephen K, Alexander

Manager, Community Education

$101,481

 

Nandi Solorzano O’Brien

Director, Communications

$101,481

 

Kimberly J. Brice

Director, K12 Literacy

$101,481

 

 

 

 

 

Lucas Allan

Manager, Enterprise Systems

$101,481

 

Immanda M. Belin

K12 Content Lead (Media)

$101,481

 

Kelly Lynn Merritt

K12 Content Lead (K-5 Literacy)

$101,481

 

School Improvement Specialist

Amber C. Winter

$101,481

 

School Improvement Specialist

Mattana Intakong

$101,481

 

School Improvement Specialist

Alex Halvorsen Kuehn

$101,481

 

Sizi Gayduobah Goya

Director, K12 Mathematics

$101,481

 

Jeanne L. Lawless

K12 Content Lead (K-5 Math)

$101,481

 

Jeanne L. Lawless

K12 Content Lead (K-5 Math)

$101,481

 

Cierra Chanel Burnaugh

Employee Relations Associate, Senior

$101,481

 

Morrigan Gorliante Meglindir Hughes

Data Scientist, Senior

$101,481

 

 

 

 

 

Bharti Bhatnagar

Manager, Accounting & Vendor Support

$101,481