LWSD School Board Elections:

Did you know? District 3 and 4 of LWSD are electing their School Board Members this year and a Primary is scheduled for August 5th. GEAC is helping you decide by collecting responses to hicap relevant issues from each of the candidates. All six candidates have been contacted and were sent a survey with 6 questions. Responses by the candidates who filled out our survey can be found below.

Please note:

GEAC does not endorse any of the candidates. GEAC is collecting and providing candidate responses to hicap issues in order to support our community so you can make an informed decision around your vote for school board member.

Candidates for District 3:

Susan Hughes (Nonpartisan) 

Aiya Kravi (Nonpartisan) 

Angela Meekhof (Nonpartisan)

Candidates for District 4:

Mark W. Stuart (Nonpartisan)

Kim Martin (Nonpartisan) 

Aspen Richter (Nonpartisan)

Tell us a little bit about yourself - what would you like our community to know about you?

  • "Hello, my name is Kim Martin. I’m a proud parent of a soon-to-be 4th grader and stepmom to 19-year-old twin boys. My upbringing has been shaped by a multicultural background — both of my parents immigrated from different countries, and I was born and raised in Nevada. As a parent, I’m actively involved in my child's education. This past year, I joined the PTSA for the first time and will be serving as Vice President this coming school year. Through this experience, I saw firsthand how much our schools, families, and students are in need — especially when it comes to financial support and resources. That eye-opening year motivated me to run for school board. I believe in building stronger partnerships between schools and families and ensuring that every child has access to the support they need to succeed — both in and out of the classroom."

    — Kim Martin

  • "I'm a parent of three students in LWSD in middle and high school, and I have been an active member of our PTSAs including Evergreen Middle School Advocacy VP and LWPTSA Council Sustainability Chair. I’m passionate about advocating for a better system for our children and a better world for us all. Beyond being a parent and being involved in our schools, I'm oriented to both STEM and public policy. I have a BS from Caltech, spent a decade in software in programming, legislative and regulatory research, and product management, and I am now focusing on environmental sustainability and how our school and the jurisdictions around them are planning and building for the future. My three kids have all been in Quest and each had different experiences in the program across FTQ, middle school Quest, and K5HC. I'm also a former highly capable learner myself. I remember how frustrated my elementary school self was when attending schools without any sort of differentiated learning compared to schools that accommodated differences in the ways students learned, and now I find myself advocating for my own children in the school system to try to get them the learning and supports they need to succeed."

    — Aspen Richter

How will you work to improve the academic and social emotional experience of hicap students in our district?

  • "As a school board candidate, I am committed to improving both the academic and social-emotional experiences of our Highly Capable (HiCap) students. I will work to: Redirect funding to better support HiCap programs and ensure our most advanced learners have access to challenging, enriching educational opportunities. Seek out grants and additional resources to enhance achievement and innovation in HiCap education, without placing extra financial strain on families. Establish clear pathways to success so that HiCap students are supported not just academically, but emotionally and socially throughout their educational journey. Every student deserves the opportunity to thrive — and that includes making sure our gifted and advanced learners are not overlooked."

    — Kim Martin

  • "Improving the academic and social-emotional experience of highly capable students as well as all the other students in our district starts with stronger two-way communication and engagement between the school district and families. Family engagement is essential across all grade levels and learning needs, not just for identified HighCap families. When families are involved in the education of their students, our entire education system is strengthened and supported, as educators are better equipped to understand and meet the needs of each child. District and community support of our teachers is also key. As you know, HiCap students often require a different pace or depth of instruction. Time, resources, training, and additional support staff all allow them to differentiate instruction effectively. Just as importantly, we need to foster increased listening and collaboration across the district. Different families have different goals for their students and we must acknowledge that there is no one-size-fits-all ""best"" method to teach students and to place them in an environment that serves their social-emotional needs. Serving all our students means encouraging the district to value flexibility, innovation, and responsiveness to each student's needs."

    — Aspen Richter

A big worry of many families in our community is the potential discontinuation of self-contained classrooms (FTQ, MSQ). What is your take on self-contained classrooms to support LWSD's hicap students with the highest need and will you be working towards continuing these services?

  • "As a parent and strong advocate for equitable education, I am deeply concerned about the potential discontinuation of self-contained classrooms like FTQ and MSQ. These classrooms are essential for meeting the academic and social-emotional needs of our most advanced learners — students who often require a different pace, level of depth, and peer group to truly thrive. This past year, funding for Highly Capable programs was reduced. I do not support these cuts. In fact, I believe we need to restore and increase investment in our HiCap programs — not take resources away from students who need them most. Self-contained classrooms are not about exclusivity — they’re about meeting students where they are and providing them with the environment they need to grow. Removing these supports risks leaving behind students with the highest academic needs. If elected to the school board, I will work hard to: Protect and expand self-contained HiCap classrooms Advocate for the restoration of funding to these critical programs Pursue grant opportunities to supplement state and district funding Ensure all HiCap students — especially those with the highest needs — have a clear, supported pathway to success Our district’s responsibility is to uplift every learner — and that includes our gifted students. Taking away resources isn’t the answer. I’ll fight to bring them back."

    — Kim Martin

  • "I see a need for self-contained FTQ and MSQ classrooms to support our district’s highest-performing and fastest-learning students. These classes can provide the pace and depth of instruction that some students need to thrive. At the same time, we must keep in mind that many students fall just short of the eligibility cutoffs and can also greatly benefit from enhanced instruction or enrichment. Supporting all our students is important. We also need to consider how self-contained programs fit within the school community. Isolation from the broader cross-section of peers can come at a social cost and leave students less prepared to interact in society, so the schools must be thoughtful about creating an environment where students can connect with others authentically. I will continue to support FTQ and MSQ classrooms as an important part of our district’s highly capable offerings, but I will also advocate for expanding access to advanced learning opportunities to all students who can benefit from them."

    — Aspen Richter

LWSD just moved from K5HC pull-out services to differentiation in the classroom by the general education teacher (CBS) to support hicap students in their homeschool who do not meet requirements for FTQ. How will you help to make sure that these services meet the needs of hicap students?

  • "As previously mentioned, funding for Highly Capable (HiCap) programs, as well as band and orchestra, was redirected this past year — without sufficient explanation to families and stakeholders. I am committed to finding out exactly where those funds went and why our students' essential programs were impacted. To that end, I have filed a PDC (Public Disclosure Commission) request for all email communications from the school board and superintendent over the past year. Families deserve honest answers, and students deserve the resources promised to them — including HiCap support, arts education, and access to a full, enriching academic experience. As a school board member, I will: Continue to investigate funding decisions and demand transparency Advocate for restoring critical programs like HiCap, band, and orchestra Ensure that levy funds are used as promised and reflect the priorities of our students and community Our students should not be the first to experience cuts — and I will work to make sure they’re the first to receive support."

    — Kim Martin

  • "I have experienced K5HC firsthand as a parent over the last two years. I felt torn about the experience. I know that 30 minutes per subject once a week wasn’t enough to provide a significant depth of learning. However, those assignments were often the ones he came home excited about. Clearly there was something meaningful about K5HC, even in its limited format. With the shift to CBS (classroom-based services), my hope is that students will now receive more consistent enrichment and challenge throughout the week that engages them in this way. As we all know, this approach will require teachers to receive the necessary professional development, planning time, and curriculum supports. It will be important to monitor and see how this plays out in real practice in the classroom. The school board doesn’t make day-to-day instructional decisions, but it does play a key role in oversight and in making a space for community voice to be heard. I would like to see the board host a linkage session specifically focused on the highly capable student experience in the next school year. I also believe the district should be holding their own regular listening sessions, not just to check a box, but to actively listen and adapt based on what families and educators are experiencing in practice."

    — Aspen Richter

Two years ago, LWSD cut Science out of MSQ and more changes may be coming to hicap services for middle and high school students. What is your take on how hicap services for middle and high school students could be improved?

  • Removing science instruction from Highly Capable (HiCap) classrooms was a step in the wrong direction. Our advanced learners deserve a well-rounded, rigorous education — and that includes science, a core subject that fosters critical thinking, innovation, and discovery. I will strongly advocate for the full restoration of science in HiCap programs and ensure our district honors its promises. The 2022 EP&O (Educational Programs & Operations) Levy clearly included funding for HiCap services, and I will hold the board accountable to that commitment. Our students should not have to fight for access to the education they were promised. As a school board member, I will: Demand transparency in how levy funds are allocated Ensure HiCap programming, including science, is fully funded Champion a full academic experience that challenges and inspires all learners HiCap students deserve more — not less.

    — Kim Martin

  • I don’t believe improving middle and high school high cap services has a simple, one-size-fits-all solution. Our students are just too varied in their strengths and learning needs. Even in my own family, one of my students is passionate about advanced physics and is frustrated by the lack of college-level material available. Another didn’t find any difference between the year they were in Quest science versus the year they weren’t. This range of experiences is important to acknowledge. Honors and AP classes are valuable tools for some high school students, but not all highly capable learners thrive in these traditional academic paths. Some students may show their giftedness in areas like the performing arts, vocational fields, or hands-on creative work. Our approach to HiCap in secondary schools needs to reflect and value that breadth of ability in our students. As with my other answers, I believe the best path forward is through consistent, meaningful communication between families, students, educators, and district leadership. We need structures in place for real dialogue about what’s working and what’s not, because when the district listens and adapts, all students benefit.

    — Aspen Richter

Any other comment or note you would like us to pass on to our community?

  • Thank you for the opportunity to speak on these critical issues. I believe every student deserves to be seen, supported, and challenged — and I’m committed to ensuring our district delivers on that promise.

    — Kim Martin

  • Thank you for taking time to carefully consider your options as your place your votes for school board directors. As a parent of 2e highly capable learners and an engaged community member, I believe I can be a strong, informed voice on the school board. I want to make sure that families are heard and engaged by our district for the good of all of our students, and I'd be honored to earn your support and your vote.

    — Aspen Richter