League of Women Voters of Laramie Voter Guide 2004

Albany County School District No. 1

Board of Trustees


The term of office is four years, unless a vacated, unexpired term is to be filled. This year there are two unexpired terms, one in Area A and one in Area B. There is no stipend. There are no party affiliations for this office. Members serve for Area A, Area B and At-Large, but all voters vote for candidates in all areas and at-large.

Biographical Information:


Philip Brown (Area B, 2-yr. term):
I have been a resident of Laramie for fifteen of the last eighteen years. I have worked for the Arthropod-Borne Animal Diseases Laboratory as a Biological Research Technician for the last ten years, and have served on various local and district committees during that time. I have also worked with Primerica Financial Services the last three years helping families become debt-free and financially independent. I am married with two children in public school.

Mary M. Burman (Area A, 4-yr. term):
I have lived and worked in Laramie for over 40 years; serving as a public school teacher in Albany County Schools 18 years, and presently serving as a trustee on the School Board for 19 years, three as chair. My husband Bob (now deceased) and I raised six children in Laramie; all of them are products of the public school system. Currently, I work as Director of Christian Education at First Baptist Church.

Robin Coughlin (Area A, 4-yr. term):
I have lived in Laramie for the last 18 years. My husband is Michael Coughlin and we have three children, Andy 21, Tim 18, and Matthew 16 (a sophomore at Laramie High School). I am employed as an Accountant at Ivinson Memorial Hospital. I have been a member of the School Board for the last eight years and would like to use my experience for another term.

John F. Freeman (Area A, 4-yr. term):
A Laramie resident since 1974, I am a former college history teacher, dean for academic and continuing education at Western Wyoming Community College, and UW staff member. In 1989, I founded, and served as president of the Wyoming Community Foundation, a charitable nonprofit grantmaking organization headquartered in Laramie. Since retirement two years ago, I have remained very actively engaged in civic, educational, and philanthropic activities.

Susan Ibarra (Area A , 2-yr. term):
I was raised in Powell and have lived and worked in Laramie for over 20 years. I received a BS in Sociology and an MA in Spanish from U.W. I taught Spanish at the University for 10 years and now do translation work. I have served on the Board of Directors for the Children's Museum, the SAFE Project, Laramie Swim Club, and Friends of Albany County Library. I am married and have two daughters.

Michelle Jones (At-Large, 4-yr. term):
I'm a Wyoming native, my family has farmed and ranched in Wyoming for generations. I attended LCCC and UW studying Business and Criminal Justice. I served Albany County residents, Planning and Zoning Commission as Office Manager, Grants Administrator, Interim Planner, and County Cleanup Day Coordinator until 2003. Since, I developed an e-commerce business, http://www.wyomingben.com, selling instructional manuals for tractors and equipment. Currently we're the 63rd largest seller on eBay of 69 million users.

Amy B. Jenkins (Area A, 4-yr. term):
I graduated from college in 1981 in psychology and from law school in 1984. Our family moved to Laramie 10 years ago. We have a daughter in high school and a son in junior high. I have a mediation practice where I assist attorneys and their clients in settling lawsuits and I teach at the UW School of Law. I have been on the School Board for four years and currently serve as Chair.

Charles Ksir (At-Large, 4-yr. term):
Laramie resident since 1972, a professor at UW. Married to Sandy, a physical therapist at IMH. One daughter, a 1989 graduate of Laramie High. Previous service on the school board from 1988-1996. Former Dean of the College of Education (1997-2001). Appointed in 2003 to fill the remainder of Jeff Thompson's term.

Joyce "Joy" Surdam (Area B, 2-yr. term):
I am a product of public education from kindergarten through graduate school. We have resided here for 38 years; our three children graduated from LHS. I have been professionally involved in education since 1965; as a junior high teacher, a UW adjunct instructor and I have coordinated the LCCC Adult Basic Education program for 17 years where I also teach education classes. Community service includes: Friends of the Laramie Recreation Center and the Library Board.

Wayne Thornburg (Area A, 2-yr. term):
I was born and raised in Laramie, Wyoming. My wife, Cheri and I have two children, Sadie and Bennett. Both attend public school in Laramie. I am self-employed, I remodel houses. My hobbies are working with horses, hunting and fishing and spending time with family and friends. Being a christian I want to be part of childrens education.

Clarence Unruh (Area A, 2-yr. term):
I have lived in Laramie since 1958. I was employed by the Laramie/Albany County School District for 34 years. The jobs I had in the School District were: a mathematics teacher, assistant principal, principal, and central office administrator. Since retirement from the school district I have been a realtor with Saulcy Real Estate Corporation.

Question 1.: What are the positive and negative impacts to our school system of the "No Child Left Behind" Act?


Philip Brown (Area B, 2-yr. term): The "No Child Left Behind" act has revealed some deficiencies in our local school system. Having fifty four percent of our children in one grade test below reading proficiency is one of them. Seeing our junior high fail to meet the overall standards last year is another. The positive aspects largely exist as potential advantages. We have the potential, largely due to our relatively small size, to rapidly adapt higher standards and proven teaching methods to correct those deficiencies. If the school board demands higher standards from the individual schools, and work with (instead of against) teachers to develop methods ....

Mary M. Burman (Area A, 4-yr. term): Positive impacts of the No Child Left Behind legislation are the push to make schools accountable for progress by all students, to encourage teachers to become even better prepared for 21st century challenges, and to force each district to keep raising the bar so that each student will reach the stated goals. Negative impacts include the lack of federal funding to carry out the mandates of the NCLB Act adequately, the lack of understanding by the schools, the importance placed upon the results of a single test, and the tremendous amount of time spent in record-keeping.

Robin Coughlin (Area A, 4-yr. term): "No Child Left Behind" had great intentions to reach all students. However, it has unfairly tried to lump all children to an achievement level which is impossible to reach. Some children will never reach the level expected by "No Child Left Behind". Therefore, schools will be forced to make changes and seek outside assistance to meet the goals required by law. It is just unfair to expect all children to perform at a level dictated by a test. "No Child Left Behind" can be a useful tool to target areas for improvement, but the law has gone too far.

John Freeman (Area A, 4-yr. term): While the Act seeks to ensure that every student in America can read, write, and count, it has had the unintended effect of de-emphasizing core instruction in civics and the sciences; and has increased partially-funded mandates and micromanagement from Washington. Rather than hand-ringing about federal intrusion, I say we deal with what the School Board can control, namely, ensuring that all students at every class level at every school are intellectually challenged to the best of their abilities; and rewarding teachers for excellent teaching, with superb teachers to be the best paid of all school staff.

Susan Ibarra (Area A, 2-yr. term): This law was written with more urban areas in mind so that in some rural areas and small schools it has been difficult to comply with everything required (e.g. reporting on subgroups). Frustration in meeting all the standards, with the additional paperwork, is adding to teacher "burn-out". In a district that has seen high student mobility, consistently testing and tracking of students may not be possible. Pluses are that the emphasis on professional development is producing more highly qualified teachers, and parents are more aware of the standards and are having to get more involved in their child's education.

Michelle Jones (At-Large, 4-yr. term): The most positive aspect of the act is the standards and goals set to ensure that our children receive the quality education they deserve. Requiring highly qualified teachers in core classes, giving parents more choice, and expanding testing are appropriate things to do. It means hard work but the payoff is worth it, society as a whole will benefit if children are properly educated. I think there are some practical issues that education professionals are faced with that need to be addressed to make the act work as intended.

Amy B. Jenkins (Area A, 4-yr. term): The positive effects of the No Child Left Behind legislation are that it has a focus on student achievement, which is quite laudable. The negative effect is that it mandates that all children will attain a certain level of performance by a specified date. This simply is neither practical nor realistic. Additionally, there is no acknowledgement in No Child Left Behind that some students have special needs. All children can achieve, but some will do so in a different time frame. We need legislation that supports all children and that recognizes their unique talents, abilities and needs.

Charles Ksir (At-Large, 4-yr. term): The "No Child Left Behind" Act has been mostly a headache for local school districts. The one beneficial aspect is that it, along with Wyoming's accountability legislation, requires us to use data to analyze our educational strengths and weaknesses. But the repeated testing and the paperwork and reporting requirements do at times divert effort away from teaching and learning. Also, the law's progressively increasing requirements will eventually label every public school a failure, unless the law is amended or repealed relatively soon.

Joyce "Joy" Surdam (Area B, 2-yr. term): This act has provided additional stimulus and federal funding to facilitate students' proficiency in basic skills. However students matriculate at different rates and teachers do not want to teach only for high test scores. The data generated by the required assessment (WYCAS) and other tools must be used to better meet the needs of individual students in the system. A greater measure of effective instruction is the graduation of students with a healthy self concept; a lifelong love of learning; individuals who see themselves as effective citizens who can bring about positive change in their communities and world.

Wayne Thornburg (Area A, 2-yr. term): It is well know that U.S students lag be hind their international peers in key subjects. Sixty persent of low income fourth graders in the U.S. cannot reed at basic level. These are trends that must be stopped and reversed. I am a strong proponent of high academic standards for all students. Although not perfect, NCLB begins to hold those in the education sector, from school trustees to teachers, accountable for truly educating our children. Its is intended to provide objective information for parents about their child's progress so that they are empowered to make the best choice for their child.

Clarence Unruh (Area A, 2-yr. term): Teachers in our school district have been masuring the academic achievement of students for many years. When students were identified to need additional instructional help in their academic progress, help was provided. The "No Child Left Behind" act expands on this process.

Question 2: How should the School Board best use or dispose of Nellie Iles School? Is it feasible to consider a further use, or conversion as opposed to demolition?


Philip Brown (Area B, 2-yr. term): Nellie Iles hasn't been used as a school for several years, due to maintenance costs to clean up its asbestos problem. Removing the asbestos and remodeling it to meet current standards would probably cost more than to demolish and rebuild it. It's getting to the point where remodeling would be necessary to keep it inhabitable, so it would make the most sense economically to either sell it to someone with the assets to turn it into office or living space, or to demolish and rebuild it. On the other hand, it would be more economical to remodel at and move Special Services back into it than to maintain them where they are now.

Mary M. Burman (Area A, 4-yr. term): I believe that the best use of Nellie Iles School by the District would be the sale of the school to a private party, thus returning that property to the tax roles. We already have two old schools struggling to keep afloat: Lincoln and the old Junior High. A purchaser might convert the building to offices or apartments if zoning permits. I think it is great to preserve old buildings, but we cannot save all of them. It is not the job of the school district to save buildings no longer usable for school purposes.

Robin Coughlin (Area A, 4-yr. term): I believe the School Board should first try to sell Nellie Isles School. There is a historical value which a buyer might want to preserve as the use changes. However, any change in use needs to have input from the neighborhood. The building needs major remodeling to be brought up to code. If no buyer comes forward, the state has offered to pay the school district for the costs associated with demolition. With this as a second option,the property might be worth more than the building.

John Freeman (Area A, 4-yr. term): Probably a non-issue for our School Board because the final decision on Nellie Iles will be made by the State School Facilities Commission. The fundamental issue for the School Board is not reuse or demolition of Nellie Iles, but what general direction must be given to the school administration that will enable ACSD#1 to become the pre-eminent public school system within Wyoming, especially given UW's presence here. In my judgment, excellent public schools are a prerequisite to attract, maintain, and retain small businesses, both from within and outside the county.

Susan Ibarra (Area A, 2-yr. term): Unfortunately, due to its condition, Nellie Iles School is not a viable building for students. The cost to the district to either repair the building or demolish it is too great to reap any value. Having been used as office space in the recent past, an alternative might be to lease the building to the city or county for the same purpose. I'd like to see the vintage structure remain with the possible purchase by a developer who would keep the same ambiance of the neighborhood.

Michelle Jones (At-Large, 4-yr): Nellie Iles school is a beautiful building with a lot of historical and sentimental value to many people in this community. Whether the school district retains the building or arrangements are made for another group to use it, I would like to see it preserved. There are many opportunities for grant funding for projects such as this. Those funding sources should be pursued and an ideal end result would be a building with life for all the community to enjoy.

Amy B. Jenkins (Area A, 4-yr. term): Nellie Isles should be rented, leased or sold. It is not appropriate for students from an accessibility or safety perspective.

Charles Ksir (At-Large, 4-yr. term): I would welcome any ideas people have for the use of Nellie Iles. The problem with converting it for school district use is that it would be expensive to bring it up to current codes, and the state commission that now controls all decisions regarding school facilities has decided not to invest the money. It could possibly be leased for office space. Selling it "as is" is also an option.

Joyce "Joy" Surdam (Area B, 2-yr. term): Nellie Isles school was built in 1920 as the South Side School. In May, 1936 it was renamed in honor of Nellie Isles, a long-time teacher and principal in Laramie. Today it is a historic building which represents the deep traditional value we place on small schools as a part of the free public education we offer our children. Hopefully the building will be leased to the city or to private business so that its historic facade will be maintained. Washington School and the Civic Center are fine examples of historic buildings which currently house community residents and agencies.

Wayne Thornburg (Area A, 2-yr. term): It is my understanding that the ACSD school board intends to try and sell Nellie Iles. as opposed to demolish the building. I hope that whomever purchases the building intends to preserve it rather than distroy it. Nellie Isles is an historic building which should be preserved, if possible. I attened school at Nellie Isles. There are many grants available from historic societies that can help defray the cost of renovation and asbestos removal and allow the building to be converted and preserved as part of our western heritage.

Clarence Unruh (Area A, 2-yr. term): If the Albany County School District no longer has any need to use Nellie Iles School for academic programs, the building and site should be sold.