Laura Marie Rivera

Introduce Yourself

Why do you want to serve as a Seattle Public School Board Director?

My name is Laura Marie Rivera. I am a lifelong learner and recently completed my Doctor of Education at Seattle University. (Please find details about my dissertation on the intersection of Motherhood and Leadership at intuitionship.com) I am volunteering to serve as a Seattle Public School Board Director because I believe public education is the foundation of a strong, equitable society. If we want our children—and our city—to thrive, we must invest in a well-rounded, high-quality education for every student. That means supporting not just core academics, but also art, music, sports, dual-language immersion, advanced math, hands-on technical training, special education, and student wellness—with particular care for those students furthest from educational justice. Our students deserve opportunities that reflect their full potential, and I’m committed to helping build a school system that prepares every child for a successful future.

Board Skills
What skills or perspectives do you bring that are currently missing or underrepresented on the
school board?

As a proud mom of four Seattle Public Schools students, a nonprofit leader, and an experienced educator, I
bring a perspective that is deeply rooted in both the classroom and the community. What’s currently
underrepresented on the school board is the firsthand understanding of how policies actually impact
students, teachers, and families on the ground. I know how critical it is to consider how decisions made at
the board level translate into day-to-day experiences in our schools—especially for our LGBTQIA+ students
and the students receiving special education services. Too often, their needs are overlooked or
misunderstood in policymaking. I will bring the voice of educators and families to every conversation,
ensuring that all students—particularly those who need additional support—are centered in our decisions.

Top Challenge
What is SPS’s biggest challenge, and what specific action would you take to help solve it?

One of Seattle Public Schools’ biggest challenges is creating truly safe, welcoming, and inclusive learning environments for all students—especially those from historically marginalized backgrounds, including students receiving special education services and neurodivergent students. Meaningful learning can only happen when a student’s fundamental needs—like safety, nutrition, and emotional well-being—are fully met. To address this, I would prioritize policies and professional development that promote culturally responsive teaching, neurodivergent-affirming practices, and trauma-informed approaches. I would also advocate for stronger partnerships with families and educators to ensure that every student feels seen, supported, and able to thrive in our schools.

Community Partnership and Board Operations
What will you do to improve relationships with the community, specifically with parents and
educators?

Improving relationships with parents, educators, and the broader community starts with listening—and acting. Having an educator on the board is a crucial step toward ensuring that teacher voices are not only heard but respected in decision-making. I would advocate for more frequent and accessible community meetings, where families, educators, and community members can share concerns and ideas directly. Just as important, the board must be responsive—following up on issues raised and helping connect students and families with the staff and resources that can address their needs. As public servants, school board members are also community liaisons. And strong, respectful communication is essential to rebuilding trust and creating a school system that works for everyone.

School Closures
Did you support or oppose the recent school closure proposals? Do you think that school
closures/consolidations should be considered in the coming 5 years?

I did not support the recent school closure proposals. In fact, I actively stood with families and educators by participating in the rally to save our schools, testifying at that school board meeting, and using my platform to amplify their voices in our neighborhood newspaper. I believe school closures should be an absolute last resort.

Over the next five years, we need to focus on creative, community-centered solutions that address enrollment and funding challenges without destabilizing the neighborhoods that rely on their local schools. Any future considerations around closures must start with transparent community engagement and prioritize the well-being of students and families above all else. https://queenannenews.com/news/2024/sep/24/community-protests-proposed-school-closures/

Socioeconomic Equity
What policies or budget actions would you support that would reduce socioeconomic and racial
disparities among Seattle Public Schools students?

Our country, our city, and yes—our public schools—have a long history of racial and socioeconomic inequities. While Seattle Public Schools has begun to acknowledge its role in perpetuating these disparities, meaningful action has lagged behind. I believe our policies and budget decisions must be focused on raising the floor—providing greater resources, support, and opportunities to the students and schools that have been historically underserved. That means increasing access to the sought-after programs and offering them in the neighborhoods that need them most, fully funding special education, multilingual programs, mental health services, and culturally responsive teaching. Equity does not mean taking away from some students—it means ensuring that every child has what they need to thrive and reach the full height of their potential.

Academic Rigor and Highly Capable Services What should SPS do to improve academic rigor? Do you believe SPS should provide advanced learning opportunities such as Walk to Math and Highly Capable Services? How do you envision delivering Highly Capable Services within SPS?

I believe Seattle Public Schools has a responsibility to provide every student with the opportunity to reach their highest potential—and that includes access to advanced learning opportunities. I’ve been advocating for equitable access to these services since 2018. Academic rigor should be available to all students, regardless of their zip code, race, or learning style. There are many effective ways to deliver advanced curriculum, but simply claiming it’s available at every neighborhood school—without actual resources, training, or programming—is not one of them. We need a clear, transparent, and well-supported approach to Highly Capable Services that reflects the diversity of our students and ensures advanced learning is both accessible and meaningful across the district.

Special Education and English Language Learners

How will you improve the delivery of special education services to students in SPS? How will you improve the delivery of education to English language learners?

The first and most urgent step is ensuring that students actually receive the services they are promised. Right now, too many students in Seattle Public Schools are not receiving their legally required accommodations. Access to services is often delayed or denied, particularly for students who don’t yet have a formal diagnosis. We must remove those barriers and commit to fully staffing and funding special education so that students can get the support they need without unnecessary delays.

For English language learners, we need to expand access to high-quality language instruction and culturally responsive teaching across all schools. These students bring incredible strengths to our classrooms, and they deserve targeted support that helps them thrive academically while honoring their home languages and cultures. This means more bilingual staff, better training for educators, and a commitment to inclusive, affirming learning environments.

Enrollment Decline

More than 20% of Seattle children are enrolled in private school (second-highest in the country). Do you believe SPS should try to attract and enroll more families? If so, what would you do to achieve that goal? What degree of enrollment choice should be allowed?

Yes—I strongly believe SPS should work to attract and retain more families. I’ve said this publicly, even when past school boards dismissed the importance of enrollment declines, particularly when students with privilege left the district. The truth is, enrollment matters—not just for funding, but for the health and diversity of our school system.

To bring families back, we need to offer programs and services that students and families truly value: strong special education, dual-language immersion, arts, music, advanced learning, career and technical education, and culturally affirming supports. Families should not feel they have to leave the district to meet their child’s needs.

At the same time, we must honor student and family choice. A one-size-fits-all approach doesn’t work in a diverse city like Seattle. We need to build a system where every neighborhood school is strong, and where families have access to options that reflect their children’s interests, strengths, and needs.

School Diversity

Should SPS offer a variety of schools with different building sizes, curriculum formats (e.g., STEM, DLI, expeditionary) and grade bands (e.g., K-8)? Why or why not?

Yes, Seattle Public Schools should offer a variety of school models—including different building sizes, curriculum formats like STEM, Dual Language Immersion (DLI), and expeditionary learning, as well as different grade configurations like K-8. Our students are diverse in their needs, strengths, and learning styles, and our public school system should reflect that.

A one-size-fits-all approach doesn’t work for every child or every community. Offering a range of school types creates more opportunities for students to thrive, keeps families engaged in public education, and allows the district to innovate in how it delivers learning. These options also support equity by recognizing that excellence can look different depending on a student's background, interests, and abilities. What matters most is that all school models are high-quality, inclusive, and equitably accessible to every student in every neighborhood.

Budget & Efficiency

Beyond advocating for more state funding, what specific steps should SPS take to improve its operational efficiency and fiscal health?

Beyond advocating for increased state funding, Seattle Public Schools must take clear, responsible steps to improve operational efficiency and restore trust in how resources are used. First, I believe the district should open the books and define where each dollar is spent—not just to identify inefficiencies, but to ensure transparency and accountability. The community deserves to know where every dollar is going.

We also need to treat the budget as a moral document—a reflection of our values and priorities. That means prioritizing spending that directly benefits students and supports educators: classroom instruction, special education, mental health services, and culturally responsive programs. We must eliminate wasteful spending, reduce bureaucracy where possible, and make sure that the bulk of our resources go where they belong—in our classrooms, with students and teachers.

Student Safety

What should SPS do to improve physical safety for students at school and in getting to and from school?

Parents entrust schools with what they value most each day—their children—and it is our responsibility to ensure they are safe, supported, and cared for.

To ensure physical safety, SPS must provide adequate adult supervision during the school day. This includes Nurses, Counselors, Assistant Principals in each building. And training staff in de-escalation, traumainformed practices, and emergency preparedness.

Outside of school buildings, we must partner with the City to improve safe routes to school—crossing guards, lighting, and infrastructure changes that prioritize pedestrians, cyclists, and public transit users. Many students face unsafe conditions just trying to get to class, and that is unacceptable.

Improving safety should not rely on punitive discipline or increased policing. We need school cultures rooted in belonging, trust, and restorative practices so all students—especially those from historically marginalized communities—feel physically and emotionally safe every day.

Role of the School Board (SOFG) Since 2021 the board has followed a way of operating called Student Outcomes Focused Governance (SOFG) that has been the subject of recent media questioning. Do you believe SOFG has been a successful model for the board to date and do you support continuing to implement it?

I do not believe SOFG has been a successful model for the board so far. While the name suggests a focus on student outcomes, the actual results tell a different story. The framework has often created distance between the board and the real, immediate needs of students, families, and educators. I believe we need a governance approach that is both accountable and responsive—one that prioritizes meaningful student progress, is flexible enough to adjust the course when necessary, and ensures that board members stay connected to the lived experiences of the school communities they serve.