E-Mail: firstname.lastname@example.org Website: https://marycoleman719.wixsite.com/website Occupation:Director of Philanthropy, Penrose-St. Francis Health Foundation
We have the momentum to leverage a movement focused on seeing and hearing ALL kids, energizing our educators, teaching students how to actively pursue learning that challenges them to grow, and to build a society of motivated individuals who will profoundly impact our world in ways we can’t begin to forecast today. I am intent on leading down a bold path that will make the system better at doing what it’s meant to do - educate the next generation.
Equity means providing all children the resources, support, and high-quality education experience that challenges them to be their personal best. The board must ensure our resources are being equitably distributed across the district to meet our goal of providing all children with the very best opportunities. For instance, in the space of Gifted and Talented. D11 offers the best programs, but they are contained at specific schools. If parents don’t have transportation, kids often go underserved. In order to offer an equitable system, we must explore offering transportation services to all students who qualify for Gifted and Talented services.
In order for a charter to be approved, it must be of clear value, high quality, and must offer services different than those already available. Adding a new school to the District should be seen as an investment embarked on wisely. Parents will always know what’s best for their children. The only way to counter the challenge of parent choice, which can impact declining enrollment in the district, we must ensure that D11 is always the best and most viable choice for parents making one of the most important decisions in the lives of their children.
All means all. It is our job as a school district serving a diverse population of students to ensure every student who enters our door feels safe, so they are able to learn. Each student offers a unique perspective that should be appreciated within our schools. As for HB19-1032, D11is currently assessing current-state programming to ensure we are providing comprehensive education. Comprehensive health education should be age-appropriate and, I believe, should be inclusive of the definition of consent. However, before moving forward the District should understand our current-state as compared to the new state statute, along with community input.
The arts, STEM, workforce training, and athletics all play a pivotal role in public education. We must teach our students to be well-rounded, so they approach the world through the angle of creativity and curiosity. No matter the field they become employed in eventually, exposure to a variety of subjects and extracurriculars enrich the learning experience. Additionally, offering these programs at a very high quality contributes to D11 being the best choice in Colorado Springs.
Upon joining the board, it became apparent we must take rapid action to support our students and stop the rise of youth suicides. In my time on the board, the most valuable thing I found we can do is listen to our students. They articulate their needs incredibly intelligently and clearly when it comes to mental health needs and issues they and their peers experience. As D11 continues to phase in the community MLO dollars, I believe we will offer the most comprehensive and high-quality system in the state to ensure our students are cared for from an emotional/social/safety perspective.
Diverse experiences are one of the most valuable assets D11 has, which includes diversity of religion. We must teach curriculum that is religiously neutral, appropriately rigorous, and in-line with state standards. We must, at the same time, value and appreciate diverse religious traditions to allow our community to experience other cultures and appreciate the lived experiences of one another.
Email: email@example.com Website: www.ElectDarleenDaniels.com Phone: 719-264-1393 Education: Bachelors of Interior Design, Louisiana State University, Baton Rouge, Louisiana Occupation: Mother of 4, Business Woman, Substitute Teacher
I have a heart for service to the Colorado Springs community especially after participating in the D11 Leadership Classes, D11 District Accountability Committee (DAC), D11 School Accountability Committee (SAC), and substitute teaching for two years and a as parent with four children educated in D11. I will address the most pressing challenges in my district through building rapport with the Superintendent, incumbent board members, teachers, staff, students, janitors, etc. and doing what’s best for public education in Colorado Springs School District 11.
Colorado Springs School District 11 held World Cafés, conducted student and staff surveys, composed committees, for community members, parents, students, educators, staff, and Colorado Springs at large asking, “How can we work together for excellence in education?” As a participant in several World Cafés, surveys and committees, I will continue my partnership with the district and Colorado Springs community. We all constructed the strategic plan, mission statement and plan for equity developed in 2018-2019 school year for the future of District 11.
The District Accountability Committee (DAC) is a decision-making advisory group appointed by the Board of Education (BOE) in compliance with Colorado state law. Guidelines, requirements and criteria for accepting and/or declining a charter school application in D11 are given to a DAC sub-committee. The sub- committee reports all findings to DAC and the Board of Education. When considering any school, the district’s responsibility will ensure students are safe, there are open lines of communication between student, parent and educator and families are being supported. Balance is attained as we honor their choices and support them.
Steps have been taken to acknowledge the rights and needs of LGBTQ students. The learning environments are LGBTQ inclusive, as they are inclusive for students with special needs. As a substitute teacher, I have experienced the efforts. There are many educators and staff members who have taken on supporting and including all students in our schools. Education and equity for all students is at the forefront of D11. The implementation of HB19-1032 is adhered since the district teaches a science based Comprehensive Health Education, which parents have the right to opt-out.
I believe it’s currently redefined as STEAM (Science, Technology, Engineering, Arts, Math). STEAM, workforce training and athletics have a significant place in public education. District 11 has and will continue to make great strides in all these areas for student growth, development and achievement. District 11 is the only area district offering a music program in all its schools. Funding is top priority for the district, for all aspects of public education. Ballot issue Proposition CC, once passed, should assist in better funding education, transportation and roads.
The social/emotional/safety needs of students and educators, staff, etc. are at the forefront of D11. Our Multi-Tiered System of Support (MTSS) services are consistently evaluating and assessing student’s emotional/social/safety needs for optimal response to whole student learning and well being. Community resources are also offered for our students, educators, staff, etc., district wide when crisis arises.
The curriculum offered is religiously neutral and includes various religious timelines, the cultural effects and its world wide impact. The district follows the law governing separation of church and state. The District should offer training and guidance to administrators, teachers, and parents about what the law allows and prohibits in public schools.
E-Mail: SheltonforD11@gmail.com Website: SheltonforD11.com Phone: (719)290-0440 Education: Some college, H.S. Diploma from Palmer High School Occupation: Program Assistant at Inside Out Youth Services
I was raised in District 11, attending Madison Elementary and graduating from Palmer High in 2015. During my junior year of high school, I was a representative from Palmer on Superintendent Dr. Nick Gledich’s Student Sounding Board. Since 2009, I have volunteered at North MS helping with their holiday baskets and giving food to families in need during the holiday season. To address the most pressing issues that our district holds, I plan to work and meet with the students, staff and community to find the concerns that they have and work together as a community to support change.
To ensure equity in District 11, I believe we must look at the underlying needs of those in our community. Currently in District 11, we have students who face problems with free and reduced lunch, educational assistance and much more. I believe that in order to help our students succeed, we must take these problems head on. In order to fund programs that support our students, I believe we must allocate funding to make sure our students are being endlessly supported.
I believe that in order to be a charter school funded by D11, schools should have certain requirements on classes and acceptance. No school should be allowed to turn away any student or family for any reason. Every parent in District 11 has the open and free right to choose the school to which their child should attend, I believe that we must look at why families are leaving our schools and work to change any consistent problems that are occurring.
As an LGBTQ+ person, I believe that a comprehensive sex ed plan that is open and inclusive to all students is very important to a proper education. I support having a sex ed that is open and inclusive of all students to make sure that they feel safe to ask the questions they have and get appropriate answers. I believe that we must employ teachers who are trained in both LGBTQ+ sex ed and heterosexual sex ed allowing students to gain a proper education.
As a former student who went through the musical arts program, I believe that the arts, STEM, athletics and workforce training are very important for the success of students. I believe that we must look at a full budget and allocate funding in order to make sure that these programs are funded for the year.
I believe that we must implore our students to bring forward concerns when they arise. I believe that we must have programs such as Sources of Strength implemented in schools and open to assisting students going through suicidal feelings. Should someone die by suicide, I believe that we must support every student, especially those close to the student, through the grieving process and make sure they have an open area to speak with someone should they need the support.
I believe that students are free to practice their religious beliefs on their time (lunch, before school or after school) however, during class and the school time, I believe that religious actions should be kept away from the schools. No student should be forced to take part on any religious practice during any time of the school day.
E-Mail: firstname.lastname@example.org Website: www.connersargent.com Phone: 719-321-9061 Education: High school Diploma, College Student Occupation: Park Maintenance Worker
I will address the most pressing challenges in the district which are enrollment, teacher retention, and school infrastructure in the following ways. First by reducing classroom sizes, second by switching over to a college schedule for high school students allowing them to choose when their classes start and what classes they want to take and giving schools more money for them to focus on expanding and updating their infrastructure.
One way I will ensure equity for all who attend our school is by giving schools will also be able to give teachers vouchers to pay for supplies for their students so every student regardless of race, gender, or wealth has the supplies they need. I will also increase the amount of IEPs and Paraprofessionals so that every child that needs it can have truly individualized care to suit their needs.
In order for me to accept any charter schools they need to present me with, a plan to be financially solvent for 5 years, 10 families willing to send their children to the school and must have a classically centered education. As far as balance with enrollment if our public schools overtake charter schools in performance, we will gain more enrollment as parents don’t choose a district based on how goo their charter schools are but how good public schools are.
As the district already teaches allot of what is in HB19-1032, and has won multiple inclusiveness and diversity awards, the board should continue down the path is it currently heading.
STEM and workforce training are the future of education it is how we will empower our students to reach hire and be better equipped for either college, trade school, or just joining the workforce without a college degree. As a school board member, I will make those 2 specific fields the main focus of our budgetary spending, and through Student Based Budgeting allow schools to decide how much money goes to arts, sports, and other programs designed to teach students about integrity, teamwork, trust, communication and critical thinking.
I will guide my district by, increasing the number of licensed councilors in our schools as well as partnering with psychiatrists to ensure those who need help can get it without having to worry about whether they can pay the bill. I will also work to reduce the amount of homework students are given in the schools by focusing more on increasing their critical thinking skills then their ability to regurgitate information.
I believe the district is doing a great job of providing inclusivity of all religious beliefs and would continue down the same path we are currently on.
E-Mail: email@example.com Website: www.electjasonjorgenson.org Phone: 719-360-1295 Education: BA in Bio and Chem, MA in Curriculum & Instruction Occupation: Financial Advisor
I’ve taught in public education for 10 years, leaving the classroom in May of 2019. I taught in Harrison school District 2 for those 10 years and saw many changes as a Colorado Springs resident and as a teacher. One of the most pressing challenges for D11 is our declining enrollment. To address this, we have begun and will continue rebuilding a culture among our district and schools that promotes a safe, empowering environment, where children, staff and parents are all supported.
There can be stark differences between D11 schools when comparing their geographic and demographic location in the city. Every school supports a different local community and neighborhood, and the resources and budgets spent at each school should reflect that. A community member, parent or resident should be able to walk into any of our schools and see the same value of resources used with specific attention to the needs of that school and be proud. Equity among our schools has already begun with the work of the current board and and I will continue this great work once I’m elected.
I personally feel that any charter school would have to fill a gap in the community that isn’t presently being met by one of the surrounding schools to be approved. School choice awakens numerous discussion points for families as they are seeking the best learning environment for their students. Once elected, the board must ask and address the tough questions of why we are losing students to neighboring districts and charters. When we focus on solutions, like effective teacher support, positive school cultures, and better instruction for all students, I believe we will see enrollment coming back to our district.
Education of LGBTQ is a choice for parents to make with their students at home. Education surrounding LGBTQ should be taught by parents at their own timeline and pace, not dictated by education or school board policy. However, LGBTQ students must feel safe in their schools and not bullied. I am about empowering all students, no matter their personal walk or outlook, and will promote safe learning environments for all students. HB19-1032 is somewhat of a controversial bill for parents/communities and more discussion must be had to make proper movements on adopting this bill or not into our district policy.
STEM careers are an ever-growing demand for future workforce employment. However, in our push for STEM and college education, we’ve diminished the need and importance of trade jobs and vocational skills. We are already aware of significant workforce shortfalls in many trade jobs as baby boomers retire from these essential jobs. Moreover, we’ve removed classes like Home Economics and Economics classes by trying to balance funding. While schools are demanded to do more with less resources, we must pay attention to giving these important components of a child’s education the resources they need to effectively teach our young people.
10 years teaching showed me how truly stretched thin our counselors and support staff were. Buildings are often having to use the talents of our counselors and social workers in other capacities at their school. This comes as a detriment to the emotional/social/safety needs of our students. We must allow time and resources for our counselors and social workers to support our students and the diverse needs they have as they arise. When students feel safe and supported, research shows that they are in a better posture for learning and meeting the academic goals that teachers have set for them.
Not only should we be ensuring religiously neutral learning environments, but politically neutral ones as well. Students should not feel ashamed of their personal/family religious or political beliefs ever, period. Students should feel safe coming to school as who they are, and how they’re being brought up by their family unit. Personal attacks on their religious traditions or political standings should not be tolerated. Teachers at all levels and departments of education must remain neutral in their personal and political beliefs as well, so students can learn about the curriculum and world around them in an unbiased way.
E-Mail: firstname.lastname@example.org Website: http://electparth.com Phone: 719-301-9119 Education: Doctorate in Chemical and Petroleum Engineering, University of Wyoming, Laramie Occupation: Engineer
As Chair of the District Accountability Committee (DAC), I have a proven track record of engaging the entire D11 community and building relationships - listening respectfully, communicating effectively, collaborating intentionally, and volunteering consistently. I actively served in PTA events and procured a $5,000 grant to start a student Outdoor Learning Center at Scott Elementary. To address declining school improvement, I am committed to putting students first in all critical decisions, providing a quality education for the whole child, promoting a collaborative, welcoming culture in our buildings, and empowering every student to succeed in college, career, and community.
Educational equity and honoring our rich community’s diversity are at the heart of the new D11 strategic plan – Policy AD – which I helped develop as part of the Core Planning Team. We must eliminate disparities based on socioeconomic status, race, and ZIP-code so that our entire learning community, including all students and staff, can participate, excel, and reach their full potential. Each student is an individual with different strengths and needs. I am committed to developing policies and allocating resources to meet each student where they are academically, emotionally and socially to help them succeed.
I support parents’ right to choose the best education to meet their children’s needs. By providing safe and welcoming learning environments, unique and innovative educational programs, and neighborhood schools that are focused on meeting the needs of the whole student, D11 will be the premier choice for parents in Colorado Springs. Charter school applications should be evaluated based on quality, uniqueness, and proven track record of the educational program, demonstration of sound budgetary and governing operations, and compliance with required state mandates. These are the criteria we used when I served on the DAC to evaluate two charter school applications.
I support the current D11 Board Policy IHAM which provides guidelines for a Comprehensive Health Education Program including medically accurate, evidence-based and age-appropriate sexual education that promotes safe and healthy relationships. The health and wellness need of all students, including LGBTQ students, must be met without shame, bias, or stereotyping. Bullying, harassment, and discrimination of any kind should not be tolerated. I support the requirements of HB19-1032 to provide lessons on consent so that our students will learn to recognize boundaries and practice respect for others. Parents still have the right to opt their child out of sex education curriculum.
Arts, STEM, and athletics are vital cogs in a student’s overall growth and development. Collectively they promote skills of creativity, teamwork, discipline, reasoning, resiliency, and responsibility, all of which are essential for success in a rapidly changing world. Through its concurrent and dual enrollment programs, D11 is providing unparalleled opportunities for our high school students to earn career, technical education and early college credits, thereby preparing them to enter the workforce with lucrative jobs or thrive in post-secondary institutions. I will resolutely support expanding these programs while still prioritizing and practicing responsible stewardship of available resources.
The 2017 Mill Levy Override provided critically needed funds to hire additional school counselors, psychologists, nurses, and safety resource officers. I will advocate to continue the implementation of the Comprehensive Student Support Model and programs such as Capturing Kids’ Hearts as they provide social, emotional, and behavioral supports for staff and students. Building positive relationships in school with trusted adults will promote school connectedness and encourage students to share potential struggles or problems, thereby decreasing youth suicides. Student safety is of paramount importance and staff should be trained to recognize and react to any type of emergencies or threats.
The current D11 Board Policy IHAL ensures that D11 complies with judicial mandates for a religiously neutral learning environment. Teachers, staff, administration, and school board members should be provided training and support to ensure that our curriculum, classroom atmosphere, and all school activities adhere to the above policy. The rich diversity in the D11 community is strengthened by teaching our students and school personnel respect for, mutual understanding of, and sensitivity to various religious beliefs and non-beliefs.
E-Mail: email@example.com Website: https://puzick4d11.wixsite.com/puzick4d11boe Education: BA in English, CSU, 1981. MA in Teaching, Stanford, 1987 Occupation: semi-retired
I have worked in public education for over 32 years: high school English teacher, literacy coach, district literacy content specialist, and the Literacy/Language Arts Content Specialist for the Colorado Department of Education. As one individual on the Board, I hope to impact the community conversation by addressing the challenges in an inclusive manner: listening to the concerns of the public, considering the best research on complex issues, and tapping into the expertise of fellow Board members, district staff and administrators, and community stakeholders. It will be important to include multiple voices to increase equitable educational opportunities for ALL students.
The District’s current strategic plan and the Board’s work on developing a policy are important steps to address equity issues in our district. Budget and funding have to be aligned to those values. We need to ensure that accountability measures are in place to make District policies actionable in the day-to-day work within our schools. Essentially, from a Board member’s perspective, we want to ensure that we remove systemic barriers to equity and move toward policies and practices that give all students access to quality resources, instruction, and educational opportunities. Our mission, vision, and plan should drive the budgetary decisions.
I would use the criteria of curriculum and programs offered, a transparent accountability and business plan including community partnerships, and whether the school brings a unique educational experience to the community. The school’s mission and vision should be clear and demonstrate a viable plan to fill an actual (and not just perceived) need in the district. As a standard expectation, we want all D11 schools to deliver a quality education with equitable access balanced by meaningful school choice for unique educational experiences. Schools need to have their own personality within the larger context of the D11 system.
As stated in the Bill, human sexuality instruction must not “use shame-based or stigmatized language or instructional tools,” and it must not exclude the health needs of intersex, transgender, or LGBTQ students. Meeting the needs the LGBTQ student population requires quality instruction to deliver a meaningful research-based curriculum. The curricular materials and classroom instruction must seamlessly incorporate resources and discussion opportunities addressing healthy relationships regardless of one’s sexual identity. The needs of LGBTQ students cannot be met with an “add-on” unit or lesson; the instruction must, indeed, be inclusive and comprehensive in the broad realm of human sexuality.
A well-rounded student, the “whole child,” is engaged in more than academic pursuits in the thirteen years experienced in District 11 schools. We need to prepare students for life beyond high school. We need graduates who can appreciate the arts as an expression of culture, heritage, and history. By being involved in arts, STEM, athletics, and workforce coursework, we increase student engagement and increase their chances of graduating on time. Finally, we fund what we value. These pursuits cannot be seen as an “add on” or (despite the name) as an “extra-curricular” activity. Funding should reflect that priority.
While we certainly want our students to achieve academically, artistically, and athletically, none of those achievements happen in a vacuum. The school climate must be emotionally and socially safe. Students are experiencing incredible pressures and demands in and out of school, and we need to be conscious of and responsive to their experiences. We need to be proactive in meeting students’ emotional, social, and mental health needs by making our schools free of bullying, shaming, and discriminatory language and actions. We need to build partnerships with community experts to provide professional development for our staff and resources for our students.
District 11 is situated in the heart of Colorado Springs. Its diversity is its strength. We need to foster an environment of cultural awareness and respect for the varied religious values and traditions in our community. We need to lift the voices of people who may worship differently than we do, or not worship at all, and seek to understand even when we may not agree. We need to hear the stories of their individual lives. By fostering relationships between students and between staff and students, we can eliminate the fear that thrives where misunderstanding and lack of knowledge exist.
E-mail: Chris@chrisford11.com Website: Chrisford11.com Education: BA Communications Occupation: Operations Supervisor
I am a member of the PTA and the School Accountability Committee at my child’s school. I view the most pressing challenges of D11 as ensuring students are 1. offered a world class education across all schools, 2. provided with support to help develop their emotional competency, 3. prepared for the careers of tomorrow. I intend to address these challenges by encouraging educators to implement curriculum that emphasizes Curiosity, Creativity, and Kindness and aligning resources to meet children where they are.
A student’s individuality and the obstacles they face in their day-to-day life should be incorporated into how their education is structured to set them up for the best opportunity to learn. Resource needs vary from school to school and do not remain static. With that in mind, regular assessments and evaluation of effectiveness is necessary when determining resource allocation from school to school.
When looking to approve or deny a charter I will evaluate based on alignment with the standards of the District with regard to enrollment and performance. Beyond that, I will explore the efficacy of their model and breadth and depth of data in support of it. Moreover, I will gauge community support for the project, specifically the local neighborhood and surrounding area.
All students should feel safe to be their authentic self within the school environment. I believe we have the responsibility to provide students the necessary information to make healthy, informed decisions regarding their sexual health. A key component that will be vital to the successful integration of HB19-1032 is incorporating consent, which is universal, into the curriculum.
The emphasis of hands-on learning is more important than ever. Activities such as STEM, Art, CTE, and athletics provide a side to learning that is complementary and beneficial to classroom instruction. I would like to see the District get creative in ensuring there is funding available to integrate these areas in schools district-wide. I believe the investment will result in students that are better prepared to thrive in all aspects of their life.
I would like to see Social and Emotional Learning taught in some capacity at each grade level beginning with educational units in Kindergarten. Ensuring that there is a progressive safety net available to high risk students involving teachers, administration, counselors and outside mental health professionals will help protect and promote our most vulnerable youth.
Religion often inspires the best in people. It is essential that school grounds be a place that people of any faith are allowed to thrive. For this reason, the district should approach such topics with the philosophy that “All religion is allowed and no religion is required.” To put in another way, we need to ensure that the faith of students is respected and honored while making no particular accommodation for any specific religion.
Citizens Project is a fearless, bold advocate and an engaging voice that empowers and challenges our entire community to embrace equity, inclusion, and justice.
Citizens Project is the watchdog that ensures a robust and transparent public process in local government for our community. - Gary Fornander, Community Advocate