D51 candidate Q&As

By NATHAN DEAL

Nathan.Deal@gjsentinel.com

Vicki Woods is running for the District E seat on the Mesa County Valley School District Board of Education. Her opponent is incumbent Angela Lema.

Woods is a retired educator who spent three decades in District 51. She taught in Fruita and Clifton and later became a district leader supporting schools across the valley to meet the needs of students with disabilities. She would go on to serve as the principal at Orchard Avenue Elementary School. She and her husband raised two children who graduated from D51 schools. She later became a master gardener with the Colorado State University Extension Office.

The Daily Sentinel asked Woods six questions as part of a Q&A series with each school board candidate. Ballots will begin mailing out to Mesa County citizens on Friday.

Q: How can D51 address budgetary concerns in the coming years, especially with funding uncertainty at both the state and federal level?

A: Colorado schools remain chronically underfunded See WOODS, page 10A ➤

VICKI WOODS

➤ Continued from page 1A

and have limited options for increasing revenues. This reality makes it essential for districts to manage expenses responsibly within the resources available. When reductions become necessary, they should be made strategically and thoughtfully — in areas that have the least direct impact on classroom instruction and student learning.

Long-term financial sustainability requires more than careful stewardship of existing revenues. Because the School Finance Act is established in state law, meaningful change to Colorado’s public-school funding formula can only occur through legislative action.

The school board plays a critical role in this process — by actively advocating with our local State Senator and State Representative. The board should also actively engage our district community to join efforts that press for funding reforms our schools urgently need.

Short-term considerations may include a review of property assets purchased over these past years or properties vacated due to declining enrollment. These should be considered for onetime revenue options given the outlook for state funding in the upcoming year.

This also underscores the importance of District 51 demonstrating continuous and meaningful improvement — not only in academic performance, but also in preparing our students to succeed in the workforce. When our community sees progress and a clear vision for student success, confidence grows in our ability to become a top-performing school system, especially when supported by adequate funding.

Q: Following the success of the “More Social, Less Media” cellphone policy, what’s the next big idea that the district can pursue?

A: With a chronic attendance rate of 36.7% and growing concerns about classroom behavior, District 51 must continue prioritizing emotional wellness in our students and a positive school culture. These are symptoms of a deeper issue.

Reestablishing focus on the fundamentals — developing both professional and life skills — is essential to every student’s future success. This work requires intentional investment in understanding what students and families need to support readiness for college, career, and life.

We must also recognize that every student’s path will look different. Our response should meet those individual needs, whether through meaningful apprenticeships in a chosen career field, community service that builds connection, or school and community projects that teach younger students the value of responsibility and belonging.

We need less media and more face-to-face experiences that prepare students for real life. That means equipping classrooms with intentional teaching materials and resources that facilitate this kind of authentic, applied learning.

Students thrive in environments that are safe, engaging, and grounded in meaningful relationships — and it is our responsibility to ensure those conditions exist in every school.

Q: Declining enrollment is expected to continue throughout at least the next four years. Are there any new ways the district can tackle this issue beyond having to explore school closures and consolidations?

A: Declining enrollment should inspire innovation, not only school closures. With transparency, creativity, and community partnerships, District 51 will position itself to stabilize enrollment, repurpose facilities, and reimagine its schools. While lower birth rates play a role, we must also understand why families are leaving — and act on what we learn.

By expanding K–12 options such as multilingual programs, STEM and engineering pathways, arts integration pathways, and project-based learning tied to local industries, we can recapture families’ confidence and strengthen our district schools. This includes our important partnerships with CMU, CMU Tech, and local businesses that will connect students to meaningful careers.

True transformation requires adequate funding, courageous leadership, and strong community involvement. Working with state legislators to reform the School Finance Act, along with tapping into innovation waivers or pilot grants, can open new opportunities for flexibility and creativity.

Q: Is the district’s policy on controversial materials adequate and effectively implemented or are there any changes that should be made?

A: I do not see any need to change the policy on controversial materials. With that said, the implementation of this policy occurs through clear communication from school leaders to the teachers and school staff.

This policy implies respectful dialogue in all situations between anyone who is present in our schools. Important points made in this policy are: 1) “school environments should be conducive to positive learning environment”, 2) learning resources should be aligned to learning standards, 3) teachers may use controversial topics as long as they contribute to the learning objectives, 4) “teachers must encourage consideration of multiple perspectives while fostering an environment of respectful dialogue.”

As a school leader, these principles are already standard practice in wellrun schools. Having clear, consistent policy language that reinforces professional judgment, and respectful communication is essential to support District 51 teachers, principals, and staff.

Q: How can the school board ensure that heated topics and discussions around district issues do not take on the tone and talking points of culture war discourse?

A: Discussions of culture wars in our schools can lead to division — if not handled correctly. The role of a school board is to create conditions for problem-solving, not polarization. To ensure that difficult issues don’t take on the tone and talking points of culture wars, the board must lead with process, respect, and purpose.

Every conversation should center around one question, “How does this decision and conversation support student learning and safety within our learning environment?” Keeping the focus on students rather than on ideology ensures the discussion stays educational, not political. Board members must set the tone by listening respectfully, even when disagreeing; speak to the issue, not the individual; and ensure public meetings remain productive and civil.

When the board models professionalism, it signals to the community that respectful dialogue is expected.

Q: If you could point to one issue from the past four years that you would have handled differently from the current board, what would that be?

A: The Marillac School-Based Health Center proposed for Grand Junction High School was a missed opportunity — not because of the idea, but because of how it was handled. The intent was to improve access to basic health care, behavioral health, and preventive services for students, especially those who face barriers to care.

The process lacked transparency and early communication. The board failed to clearly explain the purpose, limits, and parental involvement structure. As a result, what should have been a discussion about improving access became framed in political and moral terms.

Rather than proactively engaging parents and community partners, the board reacted to public backlash and appeared divided. This eroded trust and confidence in leadership.

As a school board member, I will lead with clear communication, transparency, and a unified, student-centered focus — ensuring decisions build, not divide, our community.

This was a missed opportunity to demonstrate fact-based, student-centered decision-making, a hallmark of an effective school board.