March 26, 2026
See below questions asked by the Chamber, and the following "responses" from the listed candidate.
Candidate: Lori Bica
Running for: Incumbent for Eau Claire School Board
Workforce Development & Career Preparation: How will you as a School Board member
ensure that ECASD students graduate with the skills needed in our local workforce? In
your answer, please address career and technical education, partnerships with
businesses/higher education (for example, youth apprenticeships or dual-credit
programs), and how the district can better prepare students for the jobs available in the
Eau Claire area.
Response: "Having served as a School Board member since 2017 and Board Vice President since 2019, I can say with great confidence that the ECASD is committed to promoting the full range of post-secondary educational opportunities and career options to our students. We are particularly invested in developing local opportunities that enable our graduates to find and/or create new jobs in the Chippewa Valley, encourage them to settle here, and inspire them to drive economic growth. In my time on the Board, we have significantly improved our partnerships with CVTC and UW-Eau Claire. For example, we created career discovery opportunities and pre-undergraduate readiness programs that result in earlier career identification, and we accelerated time-to-degree completion.
These strategies have been shown to increase available applicants for local businesses. We have also grown our community network of apprenticeships and academies to enable students to receive job training and earn an Associate's degree while still in high school. We have partnered with non-profit organizations such as Power of Perception, a mentorship program that empowers Black and biracial youth and promotes local opportunities for education, leadership, and employment, and Project Search, which provides training and work experiences with local businesses for students with special
needs. And, of course, the ECASD partners with the Chamber of Commerce to offer the very successful program, Youth Leadership Eau Claire (YLEC). I am especially interested in developing relationships with local employers that will enable the ECASD to expand, across all grade levels, opportunities for guest speakers, onsite tours, career fairs, job
shadowing, professional development days, part-time and summer jobs, service learning, and internships."
Teacher Recruitment and Retention: Like many districts, Eau Claire faces challenges in
hiring and retaining teachers and support staff. What ideas do you have to make ECASD
an attractive place for educators to work? Consider aspects such as teacher pay (within
budget constraints), supportive working conditions, professional development, and
other incentives to address the educator shortage and keep class sizes manageable.
Response: "A recent surge in the demand for teachers, a historic enrollment decline in teacher-training programs, and a steady rate of teachers leaving the profession have created a perfect storm that threatens the academic and economic welfare of students and entire communities. This crisis is not one that can be overcome by School Boards and administrators alone. The federal government, state governments, and districts must invest in comprehensive human capital systems to prepare and retain competent
and committed teachers for long-term careers. Research identifies five major factors that influence educators’ decisions to enter, remain in, or leave the profession: 1) salaries and other compensation, 2) preparation and costs to entry, 3) hiring and personnel management, 4) induction and support for new teachers, and 5) working conditions, including school leadership, professional collaboration and shared decision-making, accountability systems, and resources for teaching and learning. The role of the School Board is to maintain competitive salary and compensation packages (#1), invest
in high-quality induction/mentoring programs (#4), and employ a first-rate Superintendent (#5). The role of District administration is to create local pipelines into education in partnership with higher education institutions (e.g., CVTC, UW-Eau Claire), while developing systems to monitor and address teacher turnover (#2); strengthen hiring practices to ensure decisions are made as early as possible and with the best candidate pool (#3); invest in top-tier building principals and afford educators important
decision-making roles in school assessment and accountability measures regarding their teaching and curriculum (#5)."
Fiscal Responsibility and Sustainability: The district successfully passed an
operational referendum to sustain programs in the short term. How do you plan to ensure the district remains fiscally sustainable over the long term – even after the four- year referendum period ends? Please discuss what budget areas you would prioritize or adjust, and how you would work with state legislators to advocate for fair funding (given ECASD’s aid has actually decreased under the state formula).
Response: "Ensuring long-term fiscal sustainability of our district isn’t about a single decision—it’s about building disciplined systems, making strategic choices, and staying adaptable as conditions change. The ECASD’s financial systems and structures are predictable, transparent, and proactive. We anticipate challenges, align resources with priorities, and make disciplined choices today to avoid problems tomorrow. District administration and the School Board engage in 3-, 5-, and 10-year financial planning, including close monitoring of enrollment trends, state funding changes, and economic volatility. I’ll note here that the ECASD passes every annual external Financial Audit with flying colors. We engage in proactive planning rather than reactive cuts, identifying deficits early and acting before they become crises. Every dollar of our budget reflects the District’s core mission, which is student achievement. We regularly evaluate programs for effectiveness, avoiding across-the-board cuts in favor of targeted, strategic decisions.
The District is very careful to control long-term cost drivers (e.g., employee healthcare, facilities maintenance). We maximize and diversity revenue, including pursuing state, federal, and private grants, and partnering with local businesses and community organizations. We invest in what saves money long-term, such as energy-efficient buildings and systems, technology that improves district efficiency, and early interventions that reduce costly remediation later. The District effectively plans for facilities and capital needs: long-term capital improvement plans, regular facility assessments, and aligning building capacity with enrollment. Finally, we maintain strong governance and leadership
discipline. Doing so enables us to avoid one-time fixes for ongoing problems; based decisions on data, not short-term pressures; and maintain a long-term perspective even in politically difficult moments. Regarding strategies for working with state legislators to advocate for fair funding, the most effective partnerships are collaborative, sustained over time, and data driven. Specifically, the ECASD maintains regular communication with elected officials who represent our district and we participate in the legislative process (e.g., testifying at committee hearings, submitting formal position statements). It is
also important to engage community members to advocate for fair funding, for example, local business leaders, community organizations, and parents. We align messaging across districts by collaborating directly with other School Boards and working through statewide School Board associations to develop and deliver shared talking points about funding formulas and equity. We propose recommendations for clear policy paths forward such as adjustments to funding formulas, targeted grants (e.g., special education), and accountability measures tied to funding increases."
Improving Outcomes & Equity: What would be your priorities for improving student
outcomes and maintaining a high-quality education in Eau Claire? In your answer, you
might consider academic achievement (such as early literacy and math proficiency),
closing achievement gaps, or expanding programs for college and career readiness.
How will you ensure that budget and policy decisions align with the goal of equipping
all students to succeed in the economy and community?
Response: "As I said in my response to #3 Financial Responsibility, every dollar of the ECASD’s budget reflects our core mission, which is student achievement. All of our Board policies and budget decisions are designed to align with the goal of equipping each student to succeed in the economy and community. Regarding improving student outcomes and maintaining high-quality education in Eau Claire, my priorities are the District’s priorities. First and foremost, we expect high achievement at all grade levels in English language arts, mathematics, science, social studies, physical education, fine arts, world languages, and career and technical education. Since I joined the School Board in 2017, the District has demonstrated substantial growth across these areas for all students, and particularly among students from diverse racial and economic backgrounds (i.e., closing achievement gaps). These outcomes speak to the efforts and impact of the systemic changes the ECASD has worked so hard to implement over the past several years. The ECASD also prioritizes preparing our students to engage in critical thinking to analyze, evaluate, and integrate information; and to apply skills across content areas and to the world outside of school contexts. We prioritize our students’ awareness and academic preparedness for post-secondary opportunities and successes that fit their individual strengths and goals. We assist our students in developing personal qualities that enable them to lead healthy, successful lives and to embrace ongoing personal growth. We prepare students to contribute to the common good in a society that is local, national, and global; effectively engage with a diverse and multicultural community; and work with others to achieve positive change and justice. Every decision I’ve made, every one of my actions as a School Board member, has been to ensure that each child in the ECASD graduates prepared and confident—regardless of background, zip code, or circumstance—because our public schools deliver outstanding, culturally responsive instruction, and
robust partnerships with local businesses and community organizations. The ECASD is committed to high expectations, data-driven decision making, and equitable resources that remove barriers to learning, celebrate diverse strengths, and ensure each student graduates ready for personal, professional, and civic life."
Student Well-Being (Health and Safety): Supporting student well-being is essential for
their success. How would you address issues of student health, mental health, and
safety in our schools? Examples could include expanding school-based mental health
resources, enhancing school security measures, addressing bullying and substance
abuse, or working with community partners (like the county health department or
nonprofits) to support students’ physical and emotional health.
Response: "As someone who helped guide District decision-making before, during, and after COVID (as well as during several other challenges happening along the way), student health and safety have been a significant focus of mine in my time on the School Board. My primary career, as a psychology professor, also contributes directly to this focus. I earned a Ph.D. in developmental psychology, focusing primarily on children and adolescents. My entire personal and professional life has been devoted to youth and their welfare. A review of School Board policies shows we ensure student mental and physical health at all grade levels by promoting proper exercise, nutrition, sleep, and environments free from bullying, discrimination, bias, or other forms of intimidation. The ECASD ensures that all policies and procedures regarding student behavior expectations are based on research evidence and best practice, clearly communicated and supported, and enforced consistently using good judgment. The ECASD continues to ensure that all our facilities have safety measures considered standard for school districts (e.g., secure entrances, security systems, trained staff, relationships with local law enforcement, etc.). These measures are important, but they alone cannot ensure safety. And schools alone cannot provide solutions. Research demonstrates that efforts designed to strengthen children,
families, and communities are what prevent violence. The District collaborates with community partners to offer effective early childhood education, mental health services, family support systems, youth organizations, and other services children need to flourish. For our schools, we invest in guidance counselors who focus on students’ emotional needs, social workers, school psychologists, school nurses, and knowledgeable and caring staff members to lead co-curricular activities. We work hard to maintain school cultures in which non-violence, dignity, and respect are core values. Finally, we maintain data-collection systems to regularly measure climate and culture of the District for students, families, and employees. Outcome data demonstrate the District has established and
effectively maintains environments that are safe, healthful, equitable and inclusive, non-
discriminatory, respectful, and conducive to learning."
Managing Declining Enrollment: ECASD has already examined school consolidation in
response to declining enrollment but has not pursued closures at this time. How should
the district address ongoing financial pressures and under-utilized facilities moving
forward?
Response: "Although Eau Claire is experiencing overall city growth, school district enrollment continues to decline due to lower birth rates and other demographic shifts. We achieved a balanced budget yet again this academic year, but without strategic action, future budgets will face pressure. Effectively managing declining enrollment and under-utilized facilities is essential to ensure equitable access to space and high-impact programming for each student in our district. The ECASD administration and School Board
recently released the following comprehensive process and timeline for moving forward.
Phase 1: PREPARATION AND PLANNING (June–October) Establish Core Team: Identify District system leaders, communications staff, and Demographics Trends & Facilities Management Committee members. Define roles and responsibilities.Develop Engagement Vision: Define concerns, goals, and understanding for family and community engagement. Utilize focus groups to gather feedback and input on values, needs, acknowledgements, and concerns with past preliminary options and new ideas. Create Communications Plan: Identify key audiences, messages, and messengers. Select communication channels and feedback loops. Translate materials (Spanish/Hmong) and ensure accessibility. Phase 2: COMMUNITY ENGAGEMENT AND DATA COLLECTION (November–January) Launch Public Awareness Campaign: Announce re-boundary/consolidation process and goals. Share timeline, engagement opportunities, and FAQs. Conduct Surveys and Focus Groups: Use community surveys and discussion protocols to gather input on values, needs, and concerns. Ensure inclusive district-wide participation (e.g., multilingual, accessible formats, underrepresented groups, all grade levels). Map Current Conditions: Analyze enrollment data from DPI Official Enrollment Count, population studies, building capacities, transportation routes, and demographic trends. Phase 3: SCENARIO DEVELOPMENT AND FEEDBACK (February) Draft Re-Boundary/Consolidation Scenarios: Administrative Team creates multiple boundary options based on data and community input and shares those with Board in open session prior to Community Forums. Host Community Forums: Present scenarios and gather feedback. Use LARA (Listen, Affirm, Respond, Add Information) method to manage conflict and build trust. Revise Scenarios: Define options based on feedback and equity considerations. Phase 4: DECISION-MAKING AND APPROVAL (February–March) Present Final Recommendations: Share rationale, data, and community input summaries. School Board Review and Vote: Hold public meetings for transparency. Finalize and approve new re-boundary/consolidation option, including a timeline for implementation. Phase 5: IMPLEMENTATION PLANNING (March–August) Transition Planning: Use checklists for school re-boundary or closure (if needed), asset management, and student records. Plan transportation, staffing, and student reassignment. Support Affected Families/Staff Members: Provide transition resources, school tours, and counseling. Communicate clearly and frequently. Phase 6: LAUNCH AND EVALUATION (September–November)Approved School Boundaries Take Effect: Begin new school year with revised attendance boundaries. Monitor and Evaluate: Use the Engagement Strategies Evaluation Tool. Collect feedback from families and staff members. Adjust supports, as needed."
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