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.