Where I Stand: The Answers I Hoped to Share at Tonight’s Candidate Forum
By Curtis Campogni, Candidate for Pinellas County School Board (District 3 – At-Large)
If you followed my campaign during the primary, you may remember that before my first candidate forum, I did something a little unusual.
I wrote the follow-up before the forum even happened.
(Cool, right? Well, I thought it was pretty creative.)
I knew each candidate would have roughly one minute to answer questions about some incredibly complex issues facing Pinellas County Schools. I also knew one minute would never be enough to fully explain where I stood, why I believed what I believed, or the experiences that shaped my perspective.
So I tried to anticipate some of the questions we might be asked and wrote expanded versions of my answers. My plan was simple: participate in the forum, answer the questions as directly as I could in the time provided, and then publish the longer version afterward for anyone who wanted to dig deeper. In fact, I scheduled it to publish at the same time I expected to make my closing remarks.
(Again, I thought it was cool. lol)
Though it takes a while to write, I figured I would do the same thing for tonight’s Sand Key Civic Association candidate forum. I reviewed previous events, thought about the issues facing our district right now, and tried to anticipate the questions I might hear.
My plan was to publish those expanded thoughts after tonight's forum. Unfortunately, today didn't go according to plan.
As I shared earlier, I had to withdraw from tonight's forum because of an injury I aggravated over the weekend. It was not a decision I wanted to make, especially after spending so much time preparing for this conversation. And to keep it real, these are the types of events I get really excited for. The kind of conversation I genuinely enjoy. Open discussion. Tough questions. And the opportunity for voters to hear different ideas side by side. But here we are.
So, rather than waiting until tonight to publish what I had already prepared, I've decided to share it now. But before I do, I want to say something clearly.
I'm sorry.
I'm sorry to the organizers who invited me and put time into planning tonight's event.
I'm sorry to my supporters, friends, and family who were planning to be there.
But most importantly, I'm sorry to the voters.
You deserve opportunities to see your candidates and elected officials on the same stage, answering the same questions and explaining where we stand. A written blog isn't a substitute for that. Neither is a social media post.
These forums matter so much.
They give voters a chance to hear directly from the people asking for their trust, and I am extremely frustrated and disappointed that I won't be there tonight. I'm hopeful there will be another opportunity before November 3rd for the community to hear from both candidates together.
Until then, I don't want the preparation I did for tonight to disappear simply because I won't be on that stage. So below are some of the questions I thought I might hear, along with the expanded answers I prepared in advance. Some may actually be asked tonight. Some may not. I may have completely missed what the Sand Key Civic Association has planned.
That's part of the point.
These aren't responses written after hearing the questions. They're the positions and ideas I was prepared to discuss before the forum began.
So let's have the conversation.
School Consolidation and Closures
Would you support the school consolidation recommendations currently before the School Board?
As they stand today, no.
That doesn't mean I believe a School Board should promise that no school will ever close. Declining enrollment is real, buildings cost money to operate, and sometimes consolidation may be necessary.
Actually, let me change that.
Based on the financial realities facing the district and what I'm hearing on the ground, I believe schools will close. And I don't believe this current round of recommendations represents even half of the difficult conversations that are coming.
But before deciding which individual schools should close, I believe the Board should establish clearer guardrails for how those decisions are made. The district has identified factors including enrollment trends, facility utilization, academics, geography, and community input. Those are good principles.
My question is: How are they weighted?
If one school has higher utilization but another has stronger academic performance, which matters more? How should recent taxpayer investment in a campus factor into the decision? What level of savings justifies disrupting an entire school community? What happens when transportation burdens increase for families?
And if the availability of a potential community or lease partner influences which school is recommended for closure, I believe the Board should establish clear criteria for how those partnerships are evaluated and how much weight they receive.
Those rules should exist before we choose the school, not afterward. I'm not opposed to difficult decisions. I'm opposed to making difficult decisions without the public understanding how we got there.
Solutions
Establish clear Board guardrails before making recommendations. Those guardrails could include factors such as recent capital investment, utilization, academic performance, projected savings, transportation impacts, and other measurable criteria. For example, a guardrail could be: Do not recommend a school with more than $3 million in capital improvements in the last 5 years. The Board would ultimately set the specific thresholds; the point is that the rules should exist before selecting individual schools.
Create clear standards for partnerships. If a proposed partnership is a reason for considering a school outside the normal guardrails, the Board should define in advance what qualifies as a strong partnership, such as creating local jobs, generating measurable financial value, or reinvesting resources into the impacted school community.
Give communities time to respond. Allow at least one week between publicly presenting consolidation recommendations and holding the first community meeting so families can review the data, understand the proposal, and come prepared with questions.
Budget and Staffing
If declining enrollment requires budget reductions, where would you cut?
I wouldn't start by naming people's jobs to eliminate. I'd start with what I call a Student Impact Test. The farther a position, contract, program, or expense is from direct student outcomes, the more scrutiny I believe it should receive.
That means looking closely at vendor contracts, consultants, administrative overhead, technology expenditures, and organizational structure before making reductions closest to classrooms. Still, that doesn't mean everything outside a classroom is unnecessary.
In fact, student behavior is a perfect example of why we have to be careful with that assumption. Addressing behavior effectively may require more support staff on our campuses, not fewer.
Counselors, social workers, psychologists, behavior specialists, and other support professionals may not be standing at the front of a classroom teaching reading or math, but when their work lets a teacher spend more time teaching, and students spend more time learning, they absolutely impact student outcomes.
That's why this can't simply be an exercise in drawing a line between "classroom" and "non-classroom."
The question should be:
What happens to students if this position, program, or expenditure disappears?
If something directly affects instruction, safety, student mental health, or another measurable student outcome, the burden for cutting it should be substantially higher.
Every dollar matters. But every dollar doesn't have the same impact on students.
Solutions
Student Impact Test. Require the district to identify which positions, programs, contracts, and expenditures are most directly connected to the student-teacher experience and measurable student outcomes.
Analyze the organizational chart. Review each level of the district organization, identify the top responsibilities of each position or department, and evaluate how directly those responsibilities support students, teachers, and schools.
Vendor and software audit. Review what we are paying for, how frequently each product or service is used, what outcomes were expected when the contract was approved, and whether those outcomes are actually being achieved.
Identify where savings can actually go. For each expenditure, identify its funding source and any restrictions on those dollars so the Board understands whether savings can be redirected and, when they can, where those dollars could have a greater impact on students.
The Role of the School Board
Where does the Superintendent's authority end and the School Board's begin?
I think this distinction is incredibly important. The Superintendent manages the district. The Board governs it. I am not running to decide which teacher gets assigned to which classroom or how an individual principal runs a school.
The Board should establish priorities, define outcomes, set guardrails, approve budgets, ask difficult questions, evaluate results, and hold the Superintendent accountable. And as a District 3 at-large Board member, my constituency wouldn't be one neighborhood or one section of Pinellas County.
It would be the entire county.
My responsibility would be to listen, ask questions, and ultimately determine which decision best serves students and the long-term strength of our public schools.
Leadership Practices
The "One-Question Standard." My leadership philosophy is that every Board member should ask at least one substantive, probing question before a major proposal or policy moves forward. I cannot dictate how another elected Board member approaches their role, but I can hold myself to that standard and encourage a culture where questioning ideas is an expected part of governance. That questioning should occur during workshops and again publicly at School Board meetings so the community can hear and participate in the discussion.
Choose three annual priority outcomes for the Superintendent. Each year, the Board and Superintendent should agree on three specific, measurable priority outcomes and publicly track progress toward them. Those priorities should be an important component of the Superintendent’s broader evaluation, not the entire evaluation.
Protect the values behind community input. Policies and decisions should reflect the values and concerns of the communities that will directly experience their impact. That does not mean every community will receive the exact outcome it asks for. It means the Board should understand what people are trying to protect, and ensure those underlying values are considered when decisions are made.
Teachers
What would you do to recruit and retain great teachers?
I've used the same three words throughout this campaign:
Hear them. Empower them. Pay them.
Hear them before making decisions that affect their classrooms. Empower their professional judgment and look for unnecessary burdens we can remove. And pay them competitively for the incredibly important work we're asking them to do. And to clarify, hearing them means more than inviting employees to speak at Board meetings. District leaders and Board members should regularly experience the schools where we're asking our employees to work.
But there's another part of retention that doesn't get discussed enough. How we develop people. If a newer teacher is struggling, I don't want the first meaningful conversation about their performance to happen when they're told their contract isn't being renewed. Where appropriate, there should be feedback, coaching, mentorship, and a genuine opportunity to improve.
And while we're talking about retention, we also need to talk about renewals.
I believe the School Board should establish clearer guardrails and criteria for what constitutes a renewal or non-renewal of a teacher's contract, given that teachers hired after 2010 work under annual contracts.
Wait, think about that for a second.
How does a young teacher plan for a family?
How do they put down roots in a community?
How do they buy a home or make long-term financial decisions when every year can bring uncertainty about whether they'll even be working at the same school the following year?
We cannot have a serious conversation about recruiting and retaining great teachers without talking about that uncertainty. I also believe teachers deserve greater transparency around how non-renewal decisions are made. There should be clear criteria and a consistent process. Performance should matter. Evaluations should matter. Whether concerns were identified and communicated should matter. Whether an employee was given an appropriate opportunity and support to improve should matter.
And those recommendations should be reviewed consistently beyond the individual school.
I'm not suggesting that every teacher's contract should automatically be renewed. There will absolutely be circumstances where non-renewal is appropriate. But discretion shouldn't mean unpredictability.
If we're asking talented people to choose Pinellas County Schools, build careers here, invest in our community, and dedicate themselves to our students, they deserve to understand the standards by which their continued employment will be evaluated.
Solutions
Create Perspective Days for Board members and district leadership. Board members and senior district staff should spend at least four hours every quarter working alongside employees in our schools, not simply touring a campus. That could mean helping in a cafeteria, riding a bus route, assisting in a classroom, or experiencing another school-based role. You see things differently when you've actually spent time working alongside the people affected by your decisions.
Establish clear guidelines for teacher non-renewals. Define consistent criteria for what can lead to a non-renewal, including how performance, evaluations, documented concerns, feedback, support, and opportunities to improve factor into that decision. Accountability should remain, but teachers should understand the process and expectations.
Protect teacher professional autonomy. Give teachers appropriate flexibility to use their professional judgment in the classroom. The district should set clear expectations without unnecessarily prescribing every aspect of how teachers meet them.
School Safety
Do you believe Pinellas County Schools is doing enough to keep students safe?
When it comes to safety, I don't think we ever get to say we've done enough. We should constantly evaluate our systems because the consequences of getting this wrong are simply too high.
I'm open to exploring weapon-detection technology where it can be implemented effectively without creating unnecessary disruption. And I push back a little on the idea that because previous weapon-detection pilots had challenges, we should simply move on from the idea.
A pilot is supposed to identify problems.
In fact, we have software being used in our classrooms right now that has created headaches for teachers, students, and families. When that happens, we don't necessarily abandon the technology altogether. We identify what isn't working, determine whether it can be fixed, and decide whether the potential benefit justifies continuing to work on it. I think we should approach safety technology with that same willingness to learn.
What went wrong with the previous pilot? Was the problem the technology itself? Staffing? The way it was implemented? The amount of time it took students to enter campus? False alarms? Something else?
Then ask the most important question: Can those problems be solved? If the answer is no, move on.
But if the technology has the potential to prevent a weapon from entering one of our schools, I don't think "we tried it once, and there were problems" should end the conversation. When it comes to student safety, I'm willing to keep asking questions.
I'd also like to explore unannounced safety audits. It's one thing to have a procedure written on paper. It's another to know whether the system works under real conditions.
An authorized evaluator could assess campuses from the perspective of someone looking for vulnerabilities and report those findings back to the district.
But physical security is only one part of school safety. Psychological safety matters too.
Students need trusted adults they can talk to, and our teachers and staff need the tools to recognize when a student may need additional support. That means providing our employees with updated, evidence-based training around social-emotional learning, trauma and trauma triggers, bullying, motivational interviewing, and other strategies that help them recognize concerns and respond appropriately.
But we also have to be realistic about what we're asking teachers to do. A teacher's job is to teach. We can give teachers better tools to recognize when something is happening with a student, but there also needs to be an appropriate professional on campus that the teacher can bring into the conversation. And that can be incredibly difficult when a social worker is responsible for hundreds of students at one school while also rotating between multiple other campuses. This connects directly to what I said earlier about the Student Impact Test.
A social worker may not be standing at the front of a classroom teaching reading or math. But if that social worker helps address a behavioral, mental health, family, or social-emotional issue that prevents a student from learning or prevents a teacher from teaching, that position absolutely impacts student outcomes.
Give teachers the training to recognize concerns. Then give them the people to call when they do. And when the district cannot provide every support internally, we should do a better job connecting schools and families with community organizations that can help fill those gaps.
Solutions
Conduct a full review of the weapon-detection pilot. Provide the Board with the cost, what worked, what did not, implementation challenges, and whether those challenges could be addressed in a future pilot.
Controlled safety audits. Develop a process for trained, authorized personnel to test school security procedures without creating unnecessary alarm for students, employees, or families. Findings and recommended improvements should be reported to the Board.
Keep staff safety and intervention training current. Regularly review training to ensure employees receive updated, evidence-based practices around social-emotional learning, trauma and trauma triggers, bullying, motivational interviewing, and recognizing when students need additional support.
Analyze student-support staffing. Provide a school-by-school analysis of counselors and social workers, including caseloads, the number of campuses employees are serving, current costs, and the cost and potential impact of reducing the number of schools individual social workers must cover.
Create an updated community resource guide. Maintain an accessible PCS resource guide identifying community organizations and services available to students and families, with current services, eligibility information, and points of contact.
Bring community resources onto our campuses. Explore quarterly school-based resource events that connect families and employees directly with mental-health providers, social-service organizations, and other community partners.
Testing
Do students take too many standardized tests?
Assessment is necessary. We can't improve what we don't measure. But testing becomes a problem when we collect information we don't actually use, or when we weaponize scores against students or teachers instead of using them to improve instruction. One thing I would ask the Superintendent to conduct is a district testing audit.
Show us every district-required assessment. What does it measure?
How much instructional time does it consume? Who uses the results?
And most importantly:
What do we do differently because of the information this test gives us?
If we can't answer that last question, then I think it's fair to ask why we're administering the test.
But let's also say the quiet part out loud. When a school becomes hyper-focused on maintaining its "A grade" and ensuring testing is a success, we run the risk of putting children in a position where we're preparing them to pass a test rather than preparing them for the next stage of their education.
Testing should be used to assess and improve, not to punish or reward.
Because the reality is that the academic and testing environment becomes increasingly difficult as students transition into middle school, high school, and ultimately the workforce. If we create school conditions that aren't realistic for what students will experience next, we may celebrate short-term wins while sacrificing long-term results.
An A is worth celebrating. Higher proficiency is worth celebrating. But the real question isn't simply, "Did this student pass the test?" It's "Is this student prepared for what comes next?"
And I think we should be willing to examine everything surrounding testing, not just the final score, including what that pressure feels like inside the school day, because test scores alone cannot tell us what kind of learning culture we are creating.
Solutions
Assessment Audit. Review every district-required assessment, what it measures, how much instructional time it consumes, who is tested and why, what testing conditions and accommodations are being used, and what the district actually does differently because of the results. The audit should also examine whether elementary testing practices are preparing students for the academic and testing expectations they will face in middle and high school.
Testing Climate Survey. Anonymously survey teachers and, where age-appropriate, students about testing pressure, time devoted to test preparation, instructional flexibility, and how the emphasis on testing affects the day-to-day learning environment. Compare results across elementary, middle, and high schools so the Board can evaluate not only test scores, but the culture being created in pursuit of those scores.
School Choice and Enrollment
How should Pinellas County Schools respond to families choosing charter, private, virtual, or homeschool options?
My wife and I looked at multiple options before choosing Pinellas County Schools for our own children, and I am confident that criticizing parents for exercising school choice is not going to bring a single student back into our public schools.
Parents are going to make the decision they believe is best for their child. Our responsibility is to make PCS a choice more families want to make. That starts by asking families who leave why they left.
Was it academics?
Safety?
Transportation?
School culture?
Scheduling?
A specialized program?
Something else?
Then ask the second question:
What would make Pinellas County Schools a viable option for your family again?
We also need to do a much better job telling families what already exists inside our public schools: Career and Technical Education, IB, Fundamental programs, academies, specialized programs, and pathways many families may not even realize are available.
Finally, we cannot wait until a family has already chosen another system to start building that relationship. PCS should introduce itself to families earlier, including parents of infants and young children, and earn their trust before they make their first school decision. And part of earning that trust means being candid about where we need to improve and showing families what we are doing about it.
Lastly, though this might fall outside local authority, I also believe the district should advocate at the state level for income limits on voucher eligibility, so public resources are focused on expanding access for families who need that assistance most.
Solutions
Ask families why they chose another option. Create an internal outreach effort or use an independent third party to conduct surveys, town halls, and conversations with homeschool, charter, and private-school families. Ask why they made that choice and what, if anything, would make Pinellas County Schools a viable option for their family again.
Start recruiting families earlier. Build relationships with prospective families before their children reach kindergarten by hosting community events for future and new parents, including families with infants and children in early childhood programs. Introduce them to PCS and the programs and opportunities available before they make their first school decision.
Be transparent about where PCS needs to improve. Each quarter, publicly identify two areas where the district knows improvement is needed and regularly report what it is doing about each one.
Advocate for income limits on state voucher eligibility. Include income caps for Florida's school voucher programs among the district's state legislative priorities and direct the district's legislative advocacy efforts to support that position.
Artificial Intelligence and Technology
What role should artificial intelligence and technology play in our classrooms?
Technology should serve learning. We shouldn't serve technology.
I've worked extensively with artificial intelligence professionally, and I believe our students need to understand the world they're entering.
But age matters.
I don't support putting AI directly into the hands of younger students as a substitute for developing foundational skills like reading, writing, critical thinking, communication, and problem-solving.
High school is different. Older students should begin learning responsible AI literacy because they're going to encounter these tools in college, in the workforce, and in their everyday lives.
In fact, this is something I've already incorporated into workshops I've hosted for young adults transitioning into the workforce. I've shown young people how AI can be used as a tool to help them understand complicated documents like lease agreements, strengthen and edit a resume, prepare for a job interview, research a potential employer, and develop better questions to ask before making important decisions. We're not asking technology to think for students. We're teaching students how to use technology to become better-informed thinkers.
I would also like the district to conduct a broader technology audit.
What are we paying for?
How often is it actually used?
Does it improve student outcomes?
Does it save teachers time?
How much screen time does it create?
Technology can be incredibly powerful. But "new" and "innovative" aren't synonyms for "effective."
Solutions
Countywide technology audit. Identify the technology and AI tools being used at each grade level, how much they cost, how frequently they are used, how much screen time they create, and what student outcomes we are receiving in return. If we're paying for it, we should be able to show how it improves learning or helps teachers.
Create an AI literacy curriculum for high school students. Teach students how to use AI responsibly as a practical tool for workforce preparation, career development, life skills, research, and informed decision-making, not as a substitute for thinking, writing, or problem-solving.
Offer quarterly “AI: What You Need to Know” webinars. Give parents regular opportunities to learn what AI tools students are encountering, the potential benefits and risks, and how PCS is approaching them.
Reduce instructional screen time. Move toward a target of no more than four hours per week of technology-based instructional screen time, while allowing appropriate exceptions where technology is necessary for accessibility, assessment, specialized coursework, or other legitimate student needs.
Age-based AI guardrails. Do not use AI with students in grades K–8. In high school, focus student AI instruction and use on practical preparation for adulthood, including workforce development, career readiness, life skills, and responsible AI literacy, while protecting the skills students need to evaluate information for themselves.
Books
How should the district handle challenges to books in school libraries?
We already have a process. Let the community use it.
Parents should absolutely have the ability to make choices about what their own child accesses. But removing access for everybody's child is a different decision, and that's why we have a review process.
I don't support circumventing that process by trying to anticipate objections that haven't even been made. If someone challenges a book, follow the established process consistently and transparently.
Let the appropriate people review it. Let the community participate. Then make the decision.
A process only works if we're willing to use it.
Solutions
Maintain the current book-challenge process. Parents should continue to have the ability to restrict materials for their own child. Removing a book for the broader school community should continue to require the established review process, including an opportunity for the public to participate and advocate for or against removal.
Require the person bringing the challenge to participate in the review. If someone is requesting that access to a book be removed from the district, that person should participate in the meeting where the challenge is considered. Reasonable efforts should be made to schedule the meeting at a time that allows the challenger to participate; if the challenger does not participate, the review should not proceed.
Put books removed without a formal challenge through the established process. Any book removed from district libraries without first going through the challenge process should receive that review so the community can participate and a formal determination can be made about whether the book should remain removed or be returned to library shelves.
Workforce Development
What should PCS do differently to prepare students for careers?
Start earlier. We shouldn't wait until a student's senior year to ask what they want to do with their life. Career exploration can begin in middle school. Let students meet people doing different jobs. Let them see workplaces. Expose them to trades, healthcare, technology, entrepreneurship, public service, and other pathways.
Then connect those conversations to programs already available in our schools. I mentor a high school student, and one thing that experience continually reminds me is that a program can be incredible and still have zero impact on a student who doesn't know it exists.
We also need to make sure the pathways we are building actually lead somewhere. That means regularly asking local employers, workforce boards, and state and federal labor experts what occupations and credentials are growing, not only today, but several years from now.
Solutions
Connect students directly with the local workforce system. Partner with local workforce boards and other workforce-development organizations to regularly present opportunities available to young people, including summer employment, paid work experiences, apprenticeships, and other programs serving young people roughly ages 14–21. Students and families should also understand resources such as WIOA funding and how to access them.
Workforce experts. Invite state and federal workforce and labor experts to regularly brief district leadership and the School Board on emerging professions, credentials, certifications, and training needs expected over the next two, four, and six years. Use that information when evaluating whether PCS career and technical education programs are preparing students for where the workforce is going, not simply where it is today.
Align career education with local economies. Conduct an annual analysis of employment trends across Pinellas County and its individual communities. Use that information to help align CTE programs, certifications, career exploration, and employer partnerships with the industries and occupations actually present in different parts of the county, recognizing that workforce needs may vary considerably from one community to another.
Student Behavior and Discipline
Are our schools doing enough to address disruptive student behavior?
No.
And I think we need to be able to say that without blaming teachers or giving up on students.
Structure matters.
Rules matter.
Consequences matter.
Teachers and students deserve classrooms where learning isn't constantly disrupted.
But I strongly disagree with the idea that the answer to a struggling student is simply moving that student from school to school until eventually they disappear into a virtual program or somewhere else.
For more than 15 years, I've worked with young people involved in foster care, juvenile justice, and behavioral health systems. I've seen what happens when communities ignore underlying needs or intervene only after a young person reaches crisis.
Accountability and compassion are not opposites. We need clear expectations that are enforced consistently. We also need counselors, social workers, psychologists, mentors, and community partners who can intervene before problems escalate.
The goal shouldn't simply be removing a problem from one classroom. The goal should be creating safe classrooms while helping young people become successful members of our community.
Relationships matter too. Students are more likely to seek help and respond to intervention when they trust the adults around them. That's why mentoring and recruiting educators connected to the communities they serve should be part of this conversation too.
Lastly, we need to take a hard look at the differences between minor infractions, referrals, in-school suspensions, and out-of-school suspensions.
Solutions
Districtwide behavior and discipline analysis. Examine minor infractions, referrals, suspensions, and other disciplinary actions school by school. Identify which behaviors occur most frequently at each campus so interventions can address the challenges schools are actually facing.
Connect discipline with intervention. Establish a process so that minor infractions, referrals, and suspensions can trigger appropriate supports based on the behavior and the student's needs. That could include counselors, social workers, psychologists, mentors, or community resources rather than waiting until repeated behavior becomes a crisis.
Track what happens after an incident. Conduct regular follow-up analysis to determine whether students receiving interventions continue accumulating infractions or referrals, improve, or develop different behavioral patterns. Discipline data should tell us not only what happened, but whether our response worked.
Bring community resources into schools. Build on the community-partnership model by regularly connecting students and families with organizations that can address needs contributing to behavioral challenges and fill gaps that schools cannot address alone.
Strengthen community-connected mentoring and educator recruitment. Recruit mentors and educators from the communities our schools serve. Students should have more opportunities to build relationships with adults who know their community and can connect with their experiences.
One Final Thought
If you made it this far, thank you. These might not be all the topics discussed tonight, but they were some of the questions I prepared for. And hopefully that tells you something about how I approach this job.
I prepare.
I ask questions.
I try to understand the issue before deciding where I stand.
That's the kind of Board member I want to be.
Again, I'm sorry. I hope another opportunity presents itself before November 3rd. And if it does, I'll be there. Until then, my commitment doesn't change.
Keep showing up.
Keep listening.
Keep asking questions.
And keep putting students at the center of every decision.
Thank you for taking the time to learn more about where I stand.
Disclaimer: The views expressed here are solely those of Curtis Campogni, Candidate for Pinellas County School Board, District 3 (At-Large), and do not represent the official position of any organization or governing body.
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