Sunday, July 28, 2024
BACKTOSCHOOLGUIDE
ASPECIAL SECTIONADVERTISING OFTHEGAZETTE
Dates to remember
Academy 20 asd20.org, 719-234-1200
Calhan RJ1 calhanschool.org, 719-347-2766
Cheyenne Mountain 12 cmsd12.org, 719-475-6100
Colorado Springs 11 d11.org, 719-520-2000
Aug. 13 for elementary, grades 6 and 9; Aug. 14 for rest of students May 28
Aug. 12 for grades 6-12; Aug. 14 for K-grade 5; Aug. 20 for Pre-K May 21
Aug. 15 for K-grade 6, grades 7, 10-12 orientation; Aug. 16 grades 8 and 9 orientation; Aug. 19 first day for preschool
May 22 for Pre-K-6; May 23 for grades 7-12
Aug. 12 May 23
Edison 54-JT, edison54jt.org, 719478-2125 Aug. 15; Aug. 20 for preschool
Ellicott 22 ellicottschools.org, 719-683-2700
Fountain-Fort Carson 8 ffc8.org, 719-382-1300
Hanover 28 hanoverhornets.org, 719-683-2247
Harrison 2 hsd2.org, 719-579-2000
Lewis-Palmer 38 lewispalmer.org, 719-488-4700
Manitou Springs 14 mssd14.org, 719-685-2024
Miami Yoder 60JT miamiyoder.com, 719-478-2186
Peyton 23JT peyton.k12.co.us, 719-749-2330
School District 49 d49.org, 719-495-1100
Widefield 3, wsd3.org, 719-3913000
Woodland Park RE2 wpsdk12.org, 719-686-2000
Aug. 7 for grades 6 and 9 only; Aug 8 for remaining middle & high school grades; Aug. 12 for kindergarten and grade 5; Aug. 19 for preschool
Aug. 5 for grades 3, 4, 6, 9; Aug. 6 for K, grades 2, 7, 10; Aug. 7 for grades 1, 5, 8, 11, 12; Aug. 8 for Pre-K and Online Academy
Aug. 15 for grades 1-12; Aug. 20 for K; Sept. 3 for preschool
May 23
May 22
May 23
May 15 for preschool; May 16 for grade 12; May 28 for K and grade 5; May 29 for grades 1-4 and 6-11
Aug. 12 May 22
Aug. 14 May 16
Aug. 16; Aug. 19 for K May 22
Aug. 6 for grades 6-12; Aug. 7 for K-grade 5; Aug. 27 for preschool May 22
Aug. 8 May 22
Aug. 1 for K, grades 6 and 9; Aug. 2 for rest of students; Aug. 7 for preschool May 23; May 21 for preschool
Aug. 12; Aug. 13 for grades 7, 8, 10, 11 and 12 May 21
Aug. 21 May 22
Nov. 25-29; Dec. 23-Jan. 3; March 24-28
Nov. 22-29; Dec. 24-Jan. 3; March 21-28
Nov. 25-29; Dec. 23-Jan. 3; March 24-28
Nov. 25-29; Dec. 23-Jan. 6; March 24-28
Labor Day (Sept. 2); Martin Luther King Jr. Day (Jan. 20); President's Day (Feb. 17); Memorial Day (May 26)
School is not in session on Mondays, unless needed as makeup days.
Labor Day (Sept. 2); Martin Luther King Jr. Day (Jan. 20); President's Day (Feb. 17)
Labor Day (Sept. 2); Martin Luther King Jr. Day (Jan. 20); President's Day (Feb. 17)
Nov. 26-29; Dec. 24-Jan. 6; March 25-28 School is not in session on Mondays
Nov. 25-28; Dec. 23-Jan. 2; March 24-27 Labor Day (Sept. 2); Martin Luther King Jr. Day (Jan. 20); President's Day (Feb. 17)
Nov. 25-29; Dec. 21-Jan. 3; March 24-28 Labor Day (Sept. 2); Veteran's Day (Nov. 11); Martin Luther King Jr. Day (Jan. 20); President's Day (Feb. 17)
Nov. 26-29; Dec. 24-Jan. 3 (elementary), Dec. 24-Jan. 7 (junior and senior high); Feb. 14 (elementary); March 25-28
Oct. 14-18; Nov. 25-29; Dec. 23-Jan. 6; Feb. 17-21; March 24-28
Nov. 25-29; Dec. 23-Jan. 3; March 24-28
Nov. 25-29; Dec. 23-Jan. 3; March 24-28
Nov. 26-29; Dec. 20-Jan. 3; March 25-28
School is not in session on Mondays
20);
Labor Day (Sept. 2);
(Jan. 120); President's Day (Feb. 17)
Labor Day (Sept. 2); Martin Luther King Jr. Day (Jan. 20); President's Day (Feb. 17)
School is not in session on most Mondays
Nov. 25-28; Dec. 23-Jan. 2; March 24-27 Labor Day (Sept. 2)
Oct. 14-25; Nov. 25-29; Dec. 23-Jan. 3; March 17-28
Nov. 25-29; Dec. 23-Jan. 3; March 24-28
Nov. 25-29; Dec. 20-Jan. 3; March 24-28
Labor Day (Sept. 2); Martin Luther King Jr. Day (Jan. 20); President's Day (Feb. 17)
Labor Day (Sept. 2); October Day (Oct. 11); Indigenous People's Day (Oct. 14); Martin Luther King Jr. Day (Jan. 20); President's Day (Feb. 17)
Labor Day (Sept. 2); Martin Luther King Jr. Day (Jan. 20); President's Day (Feb. 17)
Labor Day (Sept. 2); Martin Luther King Jr. Day (Jan.
President's Day (Feb. 17)
Martin Luther King Jr.
PEERING OVER THE ESSER CLIFF
Where do local schools stand after historic funding?
By Eric Young eric.young@gazette.com
As the COVID -19 pandemic becomes a distant memory to public schools, access to the onetime federal funding stemming from it will soon follow.
After four years of historic funding into public education, the Elementary & Secondary School Emergency Relief (ESSER) funds from the American Rescue Plan Act (ARPA) are set to expire this fall.
Districts throughout Colorado Springs have kept what has been referred to as “the ESSER cliff” in mind almost as much as the funds themselves to avoid any financial fallout in the years ahead.
“We knew it was one-time funding,” Harrison District 2 Superintendent Wendy Birhanzel said.
In total, Colorado has received $1.8 billion from ESSER to support students, families and educators following the pandemic in three
separate installments. The first two, commonly referred to as ESSER I and ESSER II, were distributed in March and December 2020 and focused on reopening schools with safety precautions enacted to continue instruction.
ESSER III, which totaled over $1 billion of the state’s funds, is intended for learning loss recovery and is set to expire Sept. 30 this year.
Learning loss refers specifically to the school instruction time that was lost due to the pandemic. ESSER III requires all local districts to spend at least 20% of funds they receive toward learning loss recovery.
Within these broad parameters, ESSER funds have been used for everything from adding staff and mental health professionals at schools to increasing wages along with replacing air conditioning
ESSER III funding by district
Academy D-20: $8.64 million
Falcon D-49: $10.26 million
Colorado Springs D-11: $59.88 million
Harrison D-2: $38 million
Widefield D-3: $11.18 million
Fountain D-8: $9.90 million
Lewis Palmer D-38: $2.75 million
Cheyenne Mountain D-12: $1.96 million
Manitou Springs D-14: $977,000
Ellicott D-22: $1.32 million
Peyton 23 JT: $561,900
Calhan RJ-1: $633,400
Hanover D-28: $492,800
CONTINUED FROM PAGE 4
units and creating new summer and afterschool programs and online academies.
Across the Pikes Peak region, urban and rural districts identified both immediate and ongoing needs that could now be addressed through the one-time federal funding.
“This allowed us to meet student needs,” Birhanzel said. “And if it weren’t for this funding, we would not be able to do what we needed to do with students. It would have drained our budget.”
But the seismic investment into public education has also created concerns of an equally seismic downturn once the funding is gone. Across the country, districts are grappling with eliminating positions that were created and sustained through ESSER while many of the summer programs developed in recent years are likely to get consolidated, if not cut completely.
Along with reopening schools and developing programs, the funding shakeup has retooled how districts use their funding going forward.
“What I thought was brilliant about this was that they recognized it’s not just an immediate crisis and they accounted for the ongoing learning losses,” Birhanzel said.
New additions through one-time funds
According to the Colorado Department of Education, 45.71% of its ESSER III funds have been distributed as of March 30, 2024. Fund allocation was determined by district population and their specific needs identified based off the existing Title 1 formula and previous fiscal years.
Throughout El Paso County, districts addressed learning losses by establishing summer and afterschool programs for students and adding staff, resources and training opportunities.
Colorado Springs School District 11, which received the most ESSER III funding in El Paso County at $59.9 million, opted to utilize funds predominantly to expand its summer bridge learning recovery program, with additional interventionists and paraprofessionals.
D-11 Chief Resource Officer Brandan Comfort said the district adjusted its approach to ESSER spending, moving to a more proactive plan that addressed student and staff needs unique to them.
“We spent these funds in a way that was exactly what it was intended to do,” he said.
Specific examples include the introduction of dyslexia curriculum throughout the district and bathroom renovations at all of its middle schools to address some privacy and safety concerns.
Comfort said the bathroom investments specifically came after they “heard loud and clear” from numerous parents, students and faculty.
“To hear students say, ‘I don’t go to the bathroom while I’m at school because it’s not safe for me,’ that’s a problem,” he said.
Harrison D-2, which received the second-most funding at $38 million, invested in a new online school in 2021, licensed social workers for every school in the district, new technology and updated curriculum for the district going forward.
Birhanzel noted that they would have also likely invested in infrastructure if they hadn’t just passed a bond vote in 2018 ahead of the ESSER funding.
Elsewhere, rural districts that received significantly less federal funding opted to similarly use it toward instructional interventionists, afterschool tutoring and stipends for existing staff and salaries for paraprofessionals as needed.
Nationwide, efforts and initiatives on local levels appear to be yielding their own success.
Chalkbeat reported that two independent studies found the various initiatives enacted by school districts have improved test scores in reading and math overall. Preliminary test results released last month by the Colorado
Department of Education, however, showed mixed results in closing the gaps created by COVID -19, with some grades meeting or exceeding goals in various subjects and others remaining behind.
The CMAS test results for grades 3-8 reported students continuing to demonstrate increased math and English language arts (ELA) achievement, with grades 3-6 at or above 2019 scores. That said, 4th and 8th graders remain behind in ELA scores.
Also, SAT/PSAT scores in math reportedly decreased from last year, though the transition to all-digital testing is suspected to have played a role in this dip.
Birhanzel said D-2’s ESSER investments have been successful in the efforts to recover learning loss in some areas, but not all. She pointed to student scores in ELA recovering “immediately” and math scores recovering this past year. She added that the kindergarten and 1st grade have continued to struggle in some subjects while acknowledging that reading and writing is “inherently difficult” to learn online.
Comfort echoed optimism in his district’s learning recovery, citing its spring test results that have yet to been released to the public.
Going forward
With all the success districts have experienced through ESSERfinanced initiatives, the looming question has been what will happen after the funding is gone.
Across the nation, concerns have arisen over cutting positions completely tied to ESSER funding or cutting other programs in order to keep staff, sustain wage increases and other resources.
In D-11, Comfort admitted that the district will likely consolidate its Summer Bridge program to a handful of options once ESSER is gone and that the funding helped them fill most of the 140 vacancies through the funding.
He added that the administrative cuts recently approved in their budget for the upcoming school year were agreed upon in large part to maintain staff and benefits going forward.
“We built our budget this year in a pretty creative way to protect
our staff,” he said. “And we feel like we’ve effectively navigated that ESSER cliff.”
Similarly, D-2 spent the majority of its funds in a way that emphasized one-time needs like new curriculum, teacher training and technology investments.
Birhanzel said that other ongoing expenses started from ESSER will be redirected to the district’s general fund, Title 1 funding and other grant programming.
D-2 is also preparing a ballot measure for the November elections that would increase local taxes to go towards teacher salaries and benefits along with its scholarship program D-2 Promise.
Birhanzel said she has heard from staff and administrators from other local districts that positions will have to be cut along with other downsizing measures to absorb funding losses, but that the 46 positions in D-2 that are currently ESSER funded will be continuing next year.
“We benefited immensely from the ESSER funds and feel like we’re in a good place going forward.”
We built our budget this year in a pretty creative way to protect our staff. And we feel like we’ve effectively navigated that ESSER cliff.
— D-11 Chief Resource Officer
Brandan Comfort
EL PASO COUNTY’S SUPERINTENDENTS
D-3,
D-38, D-22 and RJ-1 all
By Eric Young eric.young@gazette.com
El Paso County public schools will be welcoming a number of new superintendents this year. The Gazette caught up with the incoming leaders of Widefield School District 3, Calhan District RJ-3, Lewis-Palmer School District 38 and Hanover School District 28 to learn more about each of them and their goals in the years ahead.
Aaron Hoffman:
Widefield School District 3
Tell us a bit about your background and career to date prior to pursuing this position.
I have deep roots in the Widefield community, having lived here since 1971 and attended elementary school, junior high, and high school within WSD3, culminating in my graduation from Widefield High School in 1988. I furthered my education
welcoming new district leaders in 2024
at Colorado State University, earning a Bachelor’s degree in Mathematics Education. Over the past 32 years, I have dedicated my career to WSD3 , starting as a math teacher for nine years and coaching boys’ basketball for 11 years. I served in various administrative roles including assistant principal at an elementary school, principal at both elementary and secondary levels, and most recently, as the Executive Director of Secondary Student Learning for the past three years.
What made you want to pursue a career in education?
I knew very early on that I wanted to be a teacher. I had a very influential and impactful 6th grade teacher that made learning fun and challenged me in the areas of reading and math. I realized over time that I had a strong passion and aptitude for mathematics, and I enjoyed thinking through higher level math concepts and problem solving situations. As a teacher,
I wanted to show my students that mathematics could be fun and useful, and I enjoyed the challenge of finding ways to explain difficult math topics in a manner that could be easily understood by my students. As a teacher, I enjoyed watching students succeed both in and out of the classroom, and I enjoyed helping them find things that they were passionate about regarding math, English, science, social studies, performing or visual arts, athletics, clubs, etc.
What are some of your past accomplishments or work that you’re most proud of to date?
I have enjoyed supporting various programs as a principal and central administrator, and a few personal awards have stood out for me:
• 2015 Naval Junior ROTC Naval Ball Honored Speaker
• 2017 National Speech and Debate Principal of the Year
• 2021 Colorado Music Educators Association Honored Administrator
• I am also proud of the work that I did at each level while I was a principal.
As the Principal of Talbott Elementary School, I helped transition the school into a Math and Science Focus School.
As the Principal of Janitell Junior High School, we won the Colorado Department of Education Commissioner’s Cup for closing the achievement gap for our students.
As the Principal of Widefield High School, we successfully navigated the challenges associated with the COVID pandemic.
As a district leader, I am proud of the various opportunities that we offer to our students, including but not limited to:
• Honors and Advanced Placement classes
• Concurrent Enrollment
• Project Lead the Way Pathways
• Computer Science Pathways
• Career and Technical Education Pathways
New school district superintendents in El Paso County for the 2024-25 school year (left to right): Aaron Hoffman, Donovan Mitchell, Stacie Datteri and Mark McPherson
Aaron Hoffman
• Manufacturing Industry Learning Lab opportunities in cabinet manufacturing, welding and construction technology
• Music Production
• International Spa and Salon Cosmetology, and various certification opportunities.
Why did you decide to pursue this superintendent vacancy?
As a long-time resident of the Widefield community and employee of the district, I feel a strong sense of pride and commitment to our school district. I feel like I still have a lot to offer in this position, and I want to continue giving back to this community, which has given so much to me over the years.
What do you hope to bring to Widefield School District 3 as its new superintendent?
I hope to bring a connection to our past traditions and our pathways into the future. I hope to continue providing opportunities for our students to find their passion and explore various post-secondary pathways, whether that is in going to college or university, entering the workforce, or joining the military.
I also hope to foster the climate and culture of Widefield School District 3 as a place where students want to learn, parents want to send their children, and staff members want to work and thrive.
What are D-3’s greatest strengths as you begin your tenure as superintendent.
One of our greatest strengths is our sense of community in our school district. We have great students, staff, and parents, and we work hard to support each other. We work hard to give students the skills necessary to be successful as they move on after high school — either to a 2- or 4-year college or trade school, to the workforce, or to the military.
Our outstanding staff is another of our strengths. From central administrators to building level principals and administrative teams, mental health support staff, counselors, teachers, educational assistants, secretaries, custodians, facilities workers, bus drivers, kitchen workers…everyone is here to do their part to ensure that students are successful in our school district.
Another strength is our focus on
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safety and security in our district. We have received grants to bolster our radio communication, response time, and ability to communicate with first responders in emergency situations. We also have armed campus security and district patrol to ensure the safety of staff and students at every school site in the district.
What are the biggest challenges the district specifically faces? What about public education in general?
Widefield School District 3 will pursue a Bond and Mill Levy Override in the 2025 election. While we are fiscally responsible and able to complete many projects throughout the district, we have aging facilities in need of additional support and repairs. A successful Bond will help address the facility needs in our district, and the Mill Levy Override will help bolster programs and support salaries and compensation packages within the district.
We also face similar challenges as public education in general, including:
• Addressing learning loss associated with the COVID
pandemic: We are working hard to fill the educational gaps experienced as a result of the COVID pandemic.
• Teacher Shortages: Many regions have experienced shortages of qualified teachers, particularly in high-demand subjects such as math, science, and special education. Recruiting and retaining qualified educators remains a significant challenge.
• Mental Health and Well-being: The mental health and well-being of students and staff continues to be an area of emphasis.
What are short-term goals you hope to accomplish as superintendent?
One short term goal will be to evaluate current systems on an ongoing basis to determine if things are operating optimally in our district. I would like to make sure that all staff have the necessary resources to do their job effectively and efficiently.
Another short-term goal is to make sure that students are equipped with everything they need to succeed at whatever career pathway they chose after graduation — whether that’s
going to college, entering the workforce, or joining the military. We have great opportunities for students to engage in various Advanced Placement classes, PLTW, Computer Science, and Acoustic Design pathways, and many opportunities for students to attain industry-level certifications through Career and Technical Education pathways and the MiLL. I’d like to continue offering innovative ways for students to stay plugged in and find areas in which they are passionate.
What are the long-term goals?
A long-term goal will be to plan for the growth that is coming to our district. We have a large amount of houses and developments across our district, and that will play a significant role as we go for a Bond and Mill Levy Override in 2025.
• We have facility needs for current buildings.
• We have programmatic needs and salary/compensation needs for our employees.
• We will also have future needs for building new schools to accommodate the growing community.
Donovan Mitchell: Calhan District RJ-3
Tell us a bit about your background and career to date prior to pursuing this position.
niche through coaching baseball. I realized I wanted to be in the school full-time and contribute to my family’s community.
We are also privileged with our current Board of Education. They put students and staff first in all that they do.
Other than coaching football, basketball, and baseball, I did not enter full-time education until the fall of 2014. I was hired by Calhan as the middle school math teacher under the alternative teaching license program. After teaching for three years, I became our AP/AD and served for two years before being hired as the middle and high school principal in 2019. I served in that role for five years and was hired as Calhan’s next superintendent due to David Slothower’s retirement.
What made you want to pursue a career in education?
I never desired a career in education. Outside of coaching, I never envisioned myself working as a teacher, principal, or superintendent. That changed when I was approaching 30, and I found a
What are some of your past accomplishments or work that you’re most proud of to date?
None of my successes are mine alone. Every success encountered by Calhan Middle School and High School over the past decade is due to the incredible people who give their lives to this community. We have improved state test scores dramatically and added five new Career and Technical Education programs (Criminal Justice, Agriculture/FFA, Family Consumer Science, Aviation, and Cyber Security.) Along with our tremendous teachers and staff, I have been blessed to be taught by tremendous men as mentors, former superintendent David Slothower.
Why did you decide to pursue this superintendent vacancy?
I am very proud of what our team has created at Calhan and the current trajectory of our district. I want to keep our direction the same but keep it moving forward.
What do you hope to bring to Calhan School District RJ-1 as its new superintendent?
I hope to maintain the rural school culture that families stay in Calhan for, as well as move to Calhan for, while providing a relevant, 21stcentury “education that matters.” (From our mission statement)
As a 3rd generation (both of my parents graduated from Calhan, and three of my four grandparents graduated from Calhan) Calhan graduate myself (class of 2003), I have a deep love and care for this town and its surrounding community. I have the honor of leading and serving students who are literally sitting in the same classrooms that I once did.
What are RJ-1’s greatest strengths as you begin your tenure as superintendent?
Our greatest strength is the culture created by our staff. Two-
Donovan Mitchell
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HISTORY
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thirds of our teaching staff drives from Colorado Springs to work in Calhan.
We also live in a strong and supportive community… so much so, that in November of 2022 they passed a bond to build our new CTE facility that opens for the fall semester this coming school year.
What are the biggest challenges the district specifically faces? What about public education in general?
As I said before, 2/3 of our teaching staff drives from Colorado Springs to work in Calhan. Our greatest challenge is compensating our staff in a manner that leads to the retention of great teachers. As well as recruiting great teachers during a nationwide “teacher exodus.”
What are the short-term goals you hope to accomplish as superintendent?
Since I moved into the superintendent’s role, we have a new secondary principal, along with a new assistant principal and dean of students. My short-term goal is to create cohesion and alignment within our leadership team. Everything lives and dies with leadership. There is no such thing as bad teams, only bad leaders. Our leaders’ competency, trustworthiness, and relationshipbuilding will determine the continued success of Calhan. The more competent leaders we are, the better we can care for, equip, and guide the staff of Calhan School District, ultimately providing the best experience possible for the students within the Calhan community.
Second, we will continue building educational pathways and opportunities relevant to every Calhan student. Our new CTE facility and updated CTE offerings exhibit that no longer should “college” be touted as offering the only pathway to success (as it was in 2003, my graduating year). We will provide students with the opportunity to experience new and exciting pathways at younger ages as they work to understand their talents and desires. They will learn, by doing new things, and most importantly, “hard things,” that their success or lack thereof is completely up to them through their actions and decisions.
Dr. Stacie Datteri:
Lewis-Palmer School District 38
Tell us a bit about your background and career to date prior to pursuing this position.
I began my career in the
classroom as an elementary teacher, which granted me firsthand experience of what it’s like to serve as an educator. This experience has helped me remain connected to the greater mission of education — equipping students for success. I later transitioned to serve as an instructional coach, guiding teachers in reading, writing, and math instruction. My experience spans 29 years, during which I led in the roles of teacher, coach, curriculum coordinator, executive director of learning services, and before coming to D38, serving as assistant superintendent supervising district level and principal leadership.
What made you pursue a career in education?
Lewis-Palmer School District was the only new career opportunity I pursued. I was drawn to the smalltown feel within a larger footprint. Many aspects of D38 align with my personal core values, especially the commitment to doing what is best for students. I plan to continue building on the district’s positive reputation, while supporting all D38 staff members in their journey of ensuring students are ready for success in college, career, and life.
What do you hope to bring to Lewis-Palmer District 38 as its new superintendent?
Ever since I was young, I always wanted to be an educator. Teaching runs in my family — my mother and several other relatives were educators. This legacy inspired me to follow in their footsteps, impact the next generation, and make a difference in the lives of students. I am passionate about and dedicated to our students in D-38 to ensure they have the support, educational experiences, and vast opportunities needed for success.
What are some of your past accomplishments or work that you’re most proud of to date?
I am dedicated to leadership and investing in people, a crucial component of District 38’s strategic priorities. Each day I strive to uplift staff, teachers, and students — it’s simply who I am and what I do. The relationships I’ve built in previous roles, with community organizations like the Boys & Girls Club of Weld County, have made a meaningful difference, and I eagerly anticipate making similar connections in the Tri-Lakes Area. Some of my past work has focused on curriculum adoption and implementation, and I am proud of the positive impact it has had on student outcomes. Leadership often requires innovation, and in my prior school district, I played a key role in launching an early college academy that provided students with an opportunity to earn an associate degree while in high school. I look forward to leveraging that experience with innovation to elevate learners in D38.
S erving as superintendent in
My leadership style is driven by my passion and a strong commitment to ensuring that students have numerous opportunities available to help them prepare for life after graduation in higher education, training in skilled trades, and the workforce. In prior experiences, I supervised CTE (career & technical education) programming and am excited to play a part in opening the new Career & Innovation Center in District 38.
My vision as a leader is to bring out the best in everyone on the D38 Team. I am devoted to ensuring that staff are valued and play an active role in the consensus model of shared decision-making. Throughout the process, we will live our mission and stay committed to our strategic plan as our guiding star and roadmap.
Finally, I am dedicated to growing our community involvement and making meaningful connections with a presence in the Tri-Lakes Area. As D38’s new superintendent, I understand that strong schools play a key part in building strong communities, and I look forward to furthering our partnerships.
What are D-38’s greatest strengths as you begin your tenure as superintendent?
D-38’s greatest strength is our reputation of academic excellence. I am incredibly grateful for our team of dedicated educators, excellent support staff, and strong family and community support. Together, we aspire to prepare our students to be contributors, problem-solvers, connectors and communicators— skills we define as crucial for our graduates. It is clear that this is a cornerstone strength within D-38.
In addition, it is a top priority for D-38 to provide safe and welcoming schools. Our building leaders and teachers strive to offer a positive learning environment for every student from the moment they
Dr. Stacie Datter
enter the building to when they leave for the day. Our support staff ensure that families, community members, and students are treated with respect and care. D38 is committed to the safety and wellbeing of everyone in our schools.
Finally, our Board of Education includes many committed, forward thinkers who are grounded in mindful and balanced decisionmaking, always placing the best interests of our students first. This mindset of our Board is a significant strength within our community and will ensure we achieve our vision of elevating every student, every day.
What are the biggest challenges the district specifically faces? What about public education in general?
Challenges in District 38 are like those faced by other school districts across the entire country, including a national teacher shortage which impacts the recruitment and retention of highly-qualified staff members. To maintain our level of academic excellence, we must continue to find ways to attract and retain top educators, which requires a competitive
compensation package and a commitment to valuing our people.
Meeting the needs of each and every student continues to be both a public education challenge and a priority within D38. We aim to build on traditions of excellence, while being proactive with adding relevant learning opportunities at all grade levels to adequately serve the needs of our students.
While the Colorado state funding formula has undergone needed revisions recently, the changes focused on improving funding for Colorado students who face educational challenges. While the new formula does not harm D38, it does not increase funding for our students. Ensuring we have fiscal stewardship of our state appropriations and balancing the needs of all students will remain a top priority.
What are the short-term goals you hope to accomplish as superintendent?
My goals for the near future include opening our new Career & Innovation Center on time and on budget. This facility will expand the district’s scope of support for student future-readiness by bringing hands-on learning experiences to D38 that are
We’re Revitalizing Public Education
Colorado Springs School District 11 is giving public education back to the public, expanding the K-12 paradigm and partnering with families from pre-kindergarten through sophomore year of college, ensuring that each student finds excellence through exploratory education.
WHEN EVERYONE BELONGS, EVERYONE SUCCEEDS.
FIND OUT MORE: D11.ORG
relevant in today’s job market. I am also eager to start establishing connections and building relationships with the community and our staff members. To help us work collaboratively, I plan to have an ongoing presence in our schools and community. I believe that when staff and community members have a voice, and we have a transformative approach to decision-making, stakeholders feel valued, and we find the best solutions to complex problems
What are the long-term goals?
As superintendent, my longterm goals include ensuring our facilities effectively serve our students and that we efficiently utilize our district assets. District 38 will remain committed to fiscal stewardship while providing an exceptional education for all learners. This includes balancing efficient internal operations and implementing effective systems.
In addition, I will strive to uphold and further the legacy of academic excellence in D-38. Our Board of Education has established strategic priorities that align with our core values,
mission, and vision. One of these core values is excellence. In D-38, our dedicated team consistently seeks improvement and high achievement, positively impacting student outcomes.
Finally, I will work collaboratively with staff, students, families, and the community to build trust and relationships, valuing all people who have a mutual interest in what’s best for our students.
I s there anything else you want to tell readers and your community about you and your vision for D-38?
I lead with my core values of creating a positive, caring environment with respectful interactions that help ensure student and staff success. I will build upon the foundation of excellence already established in D-38, managing challenges and leading with a spirit of collaboration and a shared decision-making model. My vision is for District 38 to become the hallmark of education in the Pikes Peak Region where students, staff, and the community feel welcomed, safe, and are able to thrive.
Elevating through Experience
We believe what makes us different, makes us stronger
We partner with families throughout the educational journey
Students choose their own individualized educational paths
Consistent, exceptional instruction throughout the district
Ongoing professional development for teachers
The most pre-kindergarten options in Colorado Springs
D11 Promise Scholarship for every qualifying high school senior
Inclusive athletics for diverse interests, including Unified Athletes
Mark McPherson:
Hanover School District 28
Tell us a bit about your background and career to date prior to pursuing this position.
I retired from the US Army where I served as a medical corpsman, field operations officer, and finally hospital administrator. After retirement, I totally switched career fields and began a career in education where I served as a teacher and an administrative leader.
What made you want to pursue a career in education?
My daughter came home from middle school the summer I retired from the Army and asked if I had a degree in science because they needed a science teacher. My wife encouraged me to apply so I submitted an application. By Christmas of that year, I found that I actually loved teaching and working with kids so I went back to school and obtained a Masters in Education with a teaching certificate. It’s been a wonderful adventure ever since.
What are some of your past accomplishments or work that you’re most proud of to date?
In my education career, looking back I’d say it is the success of the kids I taught in the classroom. Some are in the military, many have advanced degrees and are lawyers, nurses, deputy sheriffs, journeyman electricians and more. Some own their own business that include home healthcare, painting, or trucking companies. I am so proud of each of them. As for me, not much to speak of because it’s always been a team that made things happen. I was just fortunate to either be a part of, or lead a team to success.
Why did you decide to pursue this superintendent vacancy?
I retired a second time from education in 2017. This past November, the former superintendent resigned mid year. The district needed an Interim Superintendent. I have lived in the district for almost 25 years and with over 40 years of leadership experience, I volunteered to come back and support the District as they continue to move forward. I am fortunate they selected me to serve.
What do you hope to bring to Hanover School District 28 as its new superintendent?
Stabilization, continuity, and transparency in all we do. These are some of the key ingredients to success.
What are D-28’s greatest strengths as you begin your tenure as superintendent?
Our staff and our students. We have put an incredible team in place that is adept at working with all students who enjoy the pursuit of success. Our students simply just want to succeed and with our help, they most certainly will.
What are the biggest challenges the district specifically faces? What about public education in general?
Hanover’s challenges are the same as almost all of the local districts and the public education sector. We struggle with adequate funding, teacher retention along with quality professional development, striving for achievement, balancing curriculum with standards and assessments and of course our number one goal — school and student safety.
What are the short-term goals you hope to accomplish as superintendent?
Establish a sound working environment based on trust for all students and staff. Rebuild relationships and promote communication and transparency at all levels. And with a BEST Grant for remodeling our elementary, put together an efficient team to get the project up and moving. As for the classrooms, work on curriculum development both horizontally and vertically and providing staff the resources including professional development to ensure success.
What are the long-term goals?
Always the top two, enhance and maintain safety and increase performance so that all students are at or above grade level.
Is there anything else you want to tell readers and your community about you and your vision for D-28?
Yes, when in Hanover, feel free to stop in for a pretty good cup of coffee and to chat about our wonderful district, schools and the exciting things going on in our small but awesome community.
Academy, we believe education is more than academics. Here, your student can attend once-a-week classes alongside other homeschooled students and participate in after-school and extracurricular activities like Art, Technology, Yearbook and String Orchestra.
Homeschool Academy, we believe education is more than academics. Here, your student can attend once-a-week classes alongside other home-schooled students and participate in after-school and extracurricular activities like Art, Technology, Yearbook and String Orchestra.
their learning beyond the books.
Mark McPherson
MOVING ON UP: A look at new facilities, upgrades in Colorado Springs-area school districts
By O’Dell Isaac odell.isaac@gazette.com
With the start of the 2024-2025 academic year right around the corner, several Pikes Peak region school districts have completed or are in the process of completing new facilities and upgrades .
Harrison School District 2
The southeast Colorado Springs district has undertaken a number of sweeping renovation and improvement projects in recent years, thanks to a $180 million bond issue approved by voters in November 2018.
When Panorama Middle School students return to school on Aug. 12, they will walk through the doors of a newly-renovated building, according to district spokeswoman Christine O’Brien.
Improvements include: New paint, flooring, windows and lighting, upgrades to restrooms and locker rooms, upgrades to cafeteria and gymnasiums, new pod-style flexible classrooms and small group rooms, a new entryway, makerspace and learning commons, landscaping, electrical, and upgrades to office spaces, officials said.
“I (recently) got a sneak peek,” O’Brien told The Gazette. “It’s going to be great!”
Panorama will host students from Turman Elementary this fall while the grade school undergoes bond work, officials said. To help ease the strain of additional pick-up and drop-off traffic, Turman families will have their own staggered start
and dismissal times.
The district has also renamed the former Stratmoor Hills Elementary School building after a beloved former principal and current school board member.
The Dr. Pamela Robinson Education Center will be home to District 2’s Career Readiness and Aspire Online academies, O’Brien said.
“These improvements will directly impact our student outcomes over the next few years,” said District 2
Superintendent Wendy Birhanzel. “While some upgrades are more visible, all of the improvements convey to our students and staff that they are worthy of our investment.”
District 11
Colorado Springs’ oldest school district is currently in discussion on how it will allocate $130 million in certificate of
participation (COP) funds.
The certificate, approved in November, uses existing revenue within a school district’s general fund or other existing resources as a lease obligation that can be repaid over time. Unlike a bond or mill levy override, it is not viewed as debt under the state constitution.
Several new facilities and improvement projects are in the works, officials said. Howbert Elementary School will be getting a new roof, HVAC system and sensory garden. Coronado, Palmer and Mitchell high schools are set to open “Future Centers” to help better prepare students for life after graduation by exposing them to an array of internship, military, career and college opportunities. Doherty High School opened its “Future Center” this past year.
A number of schools will also receive new security entrances,
according to District 11 spokeswoman Jessica Wise.
“We have a lot of ongoing projects right now,” Wise said.
District 49
Work has been completed on the district’s new Transportation Center, located on the south end of the Falcon Legacy Campus. The 34,000-square-foot complex will accommodate a fleet of 175 buses with room to expand to 300 buses, according to district spokesman David Nancarrow.
The center, which held its ribbon cutting July 8, also has nine maintenance bays (three times the number of bays in the previous facility) and a wash bay, officials said.
The district is also in the process of adding a new academic wing at Vista Ridge High School and an auxiliary building at Horizon Middle School.
District 49’s newly-completed Transportation Center will accommodate a fleet of 175 buses, with room to expand to 300 vehicles.
Pikes Peak region school districts expanding
CTE PROGRAMS
By O’Dell Isaac odell.isaac@gazette.com
Like many U.S. schools working to expand college and career options for their students when they graduate, several El Paso County school districts have either adopted new Career and Technical Education programs or expanded their existing programs for the 2024-2025 academic year.
Calhan School District RJ-1 recently completed work on a new 14,000 square-foot addition to its CTE facilities, according to district superintendent Donovan Mitchell.
“We wanted to offer as much opportunity as possible for our students to test out what skills, interests or talents that they might not even know they have,” said Mitchell, a 2003 Calhan graduate.
“At the time I graduated, the sentiment as I understood it
was that if you were graduating high school you should go on to college. I think we’ve come to realize that that’s not necessarily the case. Going to college right out of high school is not the path for everybody.”
In November 2022, Calhan voters said yes to a bond proposal of more than $7.5 million to expand and improve their CTE offerings.
The new facility includes metal and woodworking shops, space for agriculture and Future Farmers of America programs, and a Family and Consumer Science space with seven student workstations that include operational ovens and sinks.
“Our ultimate goal as a district is to set our students up for success after high school, and the path to success doesn’t always include college. If college is the path,
CIVA’s small class sizes and safe atmosphere provide a one-of-a-kind experience where students are inspired to develop curiosity, thoughtfulness, imagination and high quality work. We provide each student with a personalized and safe environment that fosters tremendous artistic and academic growth.
then great. But for a lot of these students, it’s not. We believe our CTE facilities will give a lot of students a head start on a career without taking on a lot of student debt.”
Ellicott School District 22 will also open a new facility in August, district officials said. The vocational education building will feature a STEM room and culinary arts space.
“The culinary arts program is a new program that begins this school year,” said Ellicott representative Christina Vetromile.
The new building also offers space for its construction program, which operates in partnership with local nonprofit Careers in Construction and the Housing and Building Association of Colorado Springs.
The district has also partnered with local plumbers, pipefitters and HVAC technicians for preapprenticeship programs that teach students plumbing, welding and sheet metal fabrication skills.
District 49 will open its newly-
completed CTE wing at Vista Ridge High School in the fall, according to spokesman David Nancarrow. The campus expansion will contain 18 classrooms and increase capacity by about 450 students.
The new facility is the latest addition to District 49’s burgeoning CTE programs, which are offered at six high schools and four middle schools, according to the district website. Offerings include agriculture, automotive service, web design, biomedical technology, business management, culinary arts, engineering and fashion design, officials said.
More and more students and families are exploring opportunities to pursue lucrative careers that don’t necessarily require a college degree, Mitchell said.
“We’re not discouraging college by any means if that’s the path you need to take to pursue the career you want,” he said. “But there are so many career paths that pay well and don’t require a college degree. We’re looking to expose our students to those opportunities.”
Long-standing partnership between UCCS, PPSC has been a win-win
By Nick Smith nick.smith@gazette.com
While navigating the competitive landscape together, the partnership between Pikes Peak State College and University of Colorado Colorado Springs has proven fruitful, and they aim to make it even better.
In a partnership that has been going on for years, Pikes Peak State College and the UCCS have been working together to make it easier
for students looking to transfer to the four-year university.
UCCS spokesman Chris Valentine said PPSC is the top source of transfer students for UCCS . To make it easier to transfer, the colleges have built pathways for a number of degree programs over the years. Valentine said it’s been a “win-win” for everyone, especially the students.
“The idea is that Pikes Peak is a little less expensive, so it doesn’t cost you as much in your first two
years, and then you can finish getting your bachelor’s degree at UCCS ,” Valentine said. While the system in place is working, the colleges are looking for ways to make it better.
Talk of possible dual enrollment at both colleges and letting PPSC students use UCCS amenities has been put on the table, officials said. The colleges have stalked about making their engineering programs a pilot for dual enrollment.
“It would help make it a less intimidating place and an easier place for students to think about doing that transfer,” said PPSC President Lance Bolton.
The colleges are also figuring out a way to streamline the transfer process to UCCS by sharing data between institutions and then automating the process.
“We want our students to move on. For those who aspire to this, we want to make sure that works really smoothly: that they get full credit
for all the classes they’ve taken at Pikes Peak, (and) that the process is really seamless,” Bolton said.
UCCS recruits their students through degree programs and unique setting
Outside of their collaboration, the colleges have been navigating the current higher education market by utilizing their unique draws.
Chris Beiswanger, executive director of enrollment management for UCCS , said there are at least 60 out-of-state colleges that heavily recruit in Colorado, some even have a physical location in Colorado, so it’s critical that UCCS plays to its strengths.
The university is constantly refining and adding to programs, such as a new bachelor’s in visual arts that was recently approved, so that students are prepared for the workforce.
In addition to their degree programs and affordable costs,
Beiswanger said the college’s draw is their location.
“When we’re working with students, we tell them that the three things that will keep you busy, will be the campus, will be the city and will be the mountains. And there are not many schools that can say that,” he said.
The college caters to the oncampus lifestyle through its Student Life Department, which oversees campus events and student clubs and organizations.
One of the biggest challenges for the department has been reconnecting students after the pandemic, according to Brad Bayer, senior director of Student Life leadership.
To help students, Bayer said the college introduced a student engagement leader program last year, which pairs a UCCS student with an incoming freshman.
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Bayer said the goal is to help students develop a network of friends and understand the types of events and programs the campus offers.
He emphasized the importance of campus life.
“There’s a lot of collaboration. So, it’s not just Student Life. It’s the Rec. Center. It’s undergraduate research opportunities for our students. It can be student employment, and they develop cohorts and connections through that. It’s a holistic approach,” Bayer said.
PPSC recruits students through affordability and a fast-track into the workforce
Bolton said PPSC attracts potential students through its affordable education that allows them to quickly enter the workforce after they finish.
To cater to these needs, PPSC provides degree paths that take about two years to complete and programs that help cancel out costs for those who can’t afford college.
One of these programs is the Dakota Promise Program, which is a scholarship that covers the cost for students in Harrison District 2 who want to attend PPSC and have a GPA of 2.5 or higher.
Bolton said the program, which started in 2020, has increased the college-going rate in the district by 76% and has become something the district wants to self sustain.
Funding for the first three years of the program was through the Dakota Foundation, Legacy Institute and the Colorado Opportunity Scholarship Initiative, but D-2 created its own foundation after the funding ran out and is also creating its own ballot measure for November that would provide consistent funding for the scholarship during the next decade.
Bolton said the school is extending the scholarship to District 11 this upcoming fall semester, and he is expecting similar success that could be even
bigger considering it’s a much larger district.
Outside of scholarships, PPSC provides degree programs that quickly translate into well-paying jobs, Bolton said. Health care programs for nursing, physical therapy, surgical technology and more were touted by PPSC ’s president.
“We have the Delta Dental Center opening here in August, which will probably be one of the finest community college dental-assisted hygiene facilities in the whole country,” he said.
The college also offers degrees, like its new associate of applied science in behavioral health degree, that lets students earn certificates as they complete their coursework.
In addition to tutoring centers offered at their campuses, the college changed the way it taught math courses through a co-requisite model that puts students directly into college level math courses and
support labs alongside them.
PPSC data shows the model increased the number of students who passed math courses: 64 out of every 100 students enrolled in the courses completed a college-level career and technical education or non-STEM math course within a year. Comparatively, only 25% of students enrolled in the traditional prerequisite model completed college algebra within a year.
For the next academic year, UCCS raised tuition for resident students by 3% by 4% for nonresident students, which is consistent throughout the entire CU system, Valentine said.
PPSC and other Colorado community colleges have also had to increase tuition throughout the years.
Despite the challenges, both campuses said they are staying relevant in the industry by catering to their unique draws and putting students first.
Pikes Peak State College and the UCCS have been working together to make it easier for students looking to transfer to the four-year university.
Youth Mental Health Corps: Colorado to launch program to help address teens’ mental health needs
By Melanie Asmar Chalkbeat
Colorado is one of four states set to launch a new publicprivate program this fall aimed at addressing both the growing mental health needs of teenagers and a lack of providers.
Called the Youth Mental Health Corps, the program will train young adults ages 18 to 24 to act “as navigators serving middle and high school students in schools and in community-based organizations,” according to a press release from Colorado Lt. Gov. Dianne Primavera’s office. The Youth Mental Health Corps website says corps members will “connect youth to needed mental health
supports and resources in close collaboration with practitioners and community partners.”
The federal AmeriCorps service program will work with the Colorado Behavioral Health Administration and the Colorado Community College System to recruit and deploy the navigators, who will get a stipend and be eligible for student loan forgiveness and other help paying for college, the press release says.
“By joining this national initiative, we are not only addressing the urgent need for mental health resources but also creating meaningful pathways for our young adults to pursue careers in this vital field,” Primavera said in a statement.
Children’s Hospital Colorado declared a pediatric mental health “state of emergency” in 2021, and both public agencies and private organizations in the state responded with programs to address the crisis. The programs include the pandemic-era statefunded I Matter, which provides six free telehealth or in-person counseling sessions to students in elementary through high school and which Colorado lawmakers recently made permanent.
The Schultz Family Foundation, founded by former Starbucks CEO Howard Schultz and his wife, Sheri, and the online platform Pinterest are backing the Youth Mental Health Corps program, according to a news release from AmeriCorps.
The press release mentions “broad concern about the impact of social media on the mental health of young people” and says the Corps will “help students navigate social challenges online such as harassment, bullying and bias.”
Colorado, Michigan, Minnesota, and Texas will launch Youth Mental Health Corps programs in September with “hundreds” of navigators across the four states, the news release says. Seven other states — California, Iowa, Maryland, New Jersey, New York, Virginia, and Utah — are set to launch programs in the fall of 2025, it says.
Melanie Asmar is the bureau chief for Chalkbeat Colorado. Contact Melanie at masmar@chalkbeat.org.
How students can take advantage of Colorado’s new tax credit for college
By Jason Gonzales Chalkbeat
Students who live in a household that makes $90,000 or less a year are now eligible for a Colorado tax credit that will help pay for the first two years of college.
State leaders say accessing that credit for the first time should be an easy process for students attending school this year. Colleges or universities will track which students are eligible and then notify them. But students will still have to file their own tax return to get the money.
The new credit works as a rebate and was approved during this year’s legislative session. The program received wide support from lawmakers, in part because it will cost the state less than paying for tuition and fees upfront.
Many Colorado public universities and colleges have their own programs to pay upfront costs for students, often called Promise programs — Pikes Peak State College included. Each school’s program has its own eligibility rules. There is no statewide program.
Leaders say the new tax credit will help even more students than the existing school-specific Promise programs. This is especially important, as in-state students face some of the highest tuition rates and fees in the country.
“Just under 50% of our high school graduates are going to postsecondary in Colorado,” said Angie Paccione, Colorado Department of Higher Education executive director. “We want to change that, and we’re hoping that this creates an incentive and some motivation for students to say, ‘It is truly affordable. I could actually do this.’”
Paccione said studies showed the state would have needed $40 million to $140 million a year to cover tuition and fees for eligible students if it paid them upfront. The new tax credit is expected to cost about $39 million a year in refunds.
With the eligibility threshold at $90,000 in household income — higher than many of the collegerun programs — more middleincome students will be eligible for aid. Paccione hopes the state can eventually raise that income threshold even higher, possibly to $120,000 a year.
“Imagine the relief for families who are really trying to make it in our economy and contend with the rising cost of college,” she said.
Jason Gonzales is a reporter covering higher education and the Colorado legislature. Chalkbeat Colorado partners with Open Campus on higher education coverage. Contact Jason at jgonzales@chalkbeat.org.
