Why are you running for School Board Trustee, and what does success in this role look like to you?

I’m running for Trustee District G to bring real-world experience, accountability, and integrity back to our schools.
Since 2023, I have been a CCSD licensed SOSA teacher, I work with students and families every day—I understand what’s happening in our classrooms and what needs to change. My focus has been children with special needs. My late daughter was my inspiration to help and inspire children to seek personal accomplishments.

I support stronger parental rights, individualized education, and putting students before bureaucracy.

With a background in constitutional law and as a small business owner, I believe in transparency, responsible leadership, and expanding opportunity for our community.

My record of service speaks for itself—I’ve spent years supporting local families and charities, earning recognition for my commitment to this community. I have received the Presidential Lifetime Service Award for my efforts.

The bottom line: I’m a teacher, a problem-solver, and a leader who puts children and families first. CASEY4TRUSTEE.COM

What experience do you bring to this role, and how would you use your position to support improved student outcomes? How do you define student success?

I bring a combination of classroom experience, legal training, and real-world business leadership to this role.

As a licensed CCSD teacher, I work directly with students and families every day. I see firsthand the challenges our teachers face, the gaps in support, and where the system is falling short. That perspective matters because decisions at the board level should be grounded in what’s actually happening in our schools—not theory.

My background in constitutional law helps me approach policy with a focus on accountability, transparency, and doing what’s right for students and families. As a small business owner, I also understand how to manage resources responsibly and focus on results.

In this role, I would prioritize strengthening support for teachers, expanding individualized learning, and ensuring that resources are reaching students where they’re needed most. I also believe parents should be true partners in their child’s education.

Student success, to me, goes beyond test scores. It means every child is making measurable progress, feels safe and supported, and is prepared for life—whether that’s college, a career, or a trade. Success is when we meet students where they are and give them the tools to grow, achieve, and reach their full potential. Success is based on accomplishments and earning personal value, not accolades.

That’s the standard I will bring to this position.

If elected, how would you approach disagreements or criticism from fellow board members, district leadership, students, or the community? How would you ensure productive and student-centered decision making?

As a lawyer, parent, and teacher, I view disagreement as a healthy part of leadership—when handled thoughtfully, it strengthens decisions made in the best interest of students. Identify the issues, discuss options, with resolution that serves the better interest amicably.

My approach is simple: listen first, stay respectful, and stay focused on the facts. Whether it’s fellow board members, district leadership, teachers, parents, or students, everyone deserves to be heard. Different perspectives often highlight issues we might otherwise miss.
At the same time, I won’t lose sight of why I’m there. Every decision has to come back to one question: does this improve outcomes for students?

I’ll rely on data, classroom realities, and input from educators and families—not politics or pressure—to guide decisions. When there’s criticism, I see it as an opportunity to reassess, improve, and make sure we’re getting it right.
Even when we disagree, I believe in finding common ground and moving forward with solutions. That means keeping discussions focused, transparent, and respectful, while holding firm to what’s best for students.

Productive, student-centered decision-making comes down to accountability, collaboration, and always putting kids first. That’s the standard I will bring to the board.

Nevada’s school districts are experiencing declining enrollment, which directly impacts funding. How should the district adapt its use of resources, including staffing, facilities, and programs, to remain financially sustainable while still improving student outcomes?

This issue has much coverage in the media, social media and with parents.
Change, adaptability and are key with fifth largest school district. Time for direction to change.

Declining enrollment is a reality we can’t ignore—but it’s also an opportunity to refocus on what matters most: students, classrooms, and outcomes.

First, we need to align resources with where students actually are today, not where they were five or ten years ago. That means making thoughtful, data-driven decisions about underutilized facilities—whether that’s consolidating campuses, repurposing space for specialized programs, or expanding partnerships with community organizations. These decisions must be transparent and community-informed, because schools are the heart of our neighborhoods.

On staffing, the priority should be protecting high-quality educators in the classroom. We should look closely at central office bloat and administrative inefficiencies before ever cutting student-facing positions. At the same time, we can be more strategic in how we deploy staff—supporting hard-to-fill positions, investing in special education and early literacy, and ensuring every school has the resources to meet its students’ needs.
Program-wise, we have to double down on what works. That means investing in proven academic supports, career and technical education, and pathways that prepare students for college, careers, or trades. Programs that aren’t delivering results should be reevaluated or phased out so we can reinvest in higher-impact opportunities.

Financial sustainability and student success are not competing goals—they go hand in hand.

If we stay focused on outcomes, demand accountability, and make disciplined decisions, we can build a system that is both efficient and effective for every student in our district.

Given persistent gaps in academic achievement across student populations, what strategies should the district prioritize to ensure more students are on track to be college and career ready?

Persistent achievement gaps aren’t just data points—they reflect real students who aren’t being served well enough.

Closing those gaps has to be the district’s top priority, and it starts with being honest about what’s working and what isn’t.

First, we need to invest early. If students aren’t reading on grade level by third grade, everything after that becomes an uphill battle. Strong early literacy, targeted intervention, and consistent progress monitoring should be non-negotiable.

Second, we have to meet students where they are. That means expanding high-impact tutoring, supporting English learners, and strengthening special education services so every student has a clear path forward. One-size-fits-all approaches don’t close gaps—targeted support does.

Third, we should connect learning to real opportunities. Expanding career and technical education, dual enrollment, and workforce pathways gives students purpose and direction—especially those who may not see a traditional college route as their only option.

We also need to support and retain great teachers. The most important factor in student success is a high-quality teacher in the classroom. That means better support, professional development, and a focus on keeping our best educators where they’re needed most.

Finally, accountability matters. We should be using data to drive decisions, setting clear goals, and making sure resources are going to programs that actually improve outcomes—not just maintaining the status quo.

Every student deserves a real shot at success. If we stay focused, invest wisely, and hold ourselves accountable, we can close these gaps and prepare more students for whatever path they choose after graduation.

What distinguishes you from other candidates in this race, and what else should voters know about how you would serve as a School Board Trustee?

What distinguishes me in this race is a combination of real classroom experience, legal training, and a willingness to challenge the status quo when it’s not working for students.

The current trustee has served on the board and brings institutional knowledge of the district. But after years of the same leadership, we still see persistent achievement gaps, declining enrollment, and a lack of public confidence.

I believe families are ready for a new approach—one that is more transparent, more accountable, and more focused on results in the classroom.

As a current educator, I see firsthand what students and teachers are dealing with every day—overcrowded classrooms in some areas, underutilized schools in others, behavioral challenges, and gaps in support services. My decisions wouldn’t be based on theory or reports alone—they’d be grounded in real, daily experience.

My legal background also matters. The school board makes complex decisions involving contracts, policies, and taxpayer dollars. I bring the ability to ask tough questions, ensure compliance, and protect both students and the community from costly mistakes.

What voters should know is how I would serve:
I will prioritize students over bureaucracy. That means pushing resources into classrooms, not expanding central administration.
I will demand accountability. If a program isn’t improving student outcomes, we should be honest about it and redirect those funds.
I will be accessible and transparent. Families, teachers, and staff deserve a trustee who listens and communicates openly—not just during elections, but year-round.

And I will make student success the standard for every decision. Whether a student is college-bound, entering the workforce, or pursuing a trade, our system should prepare them for real opportunities after graduation.