Pueblo School Board Candidates Respond to Questions from RMEQ

RMEQ invited all school board candidates in Pueblo School District to complete a questionnaire to share their positions on issues important to our community. Three candidates provided responses:

Rae Carnevale (at large)

Thomas Ferrell (at large)

Lucretia Robinson (at large)

Read their responses below to ensure you are making informed decisions when you vote this November.

---

Why are you running for a seat on the school board, and what drives your commitment to public education?

Rae Carnevale

I'm running for a seat on the school board because I believe every child deserves a safe, inclusive, and high-quality education and that begins with strong public schools that serve the whole child. As a mother of two school-aged children and a licensed mental health clinician who works directly with youth and families, I see firsthand the challenges our students, families, and educators face every day. What drives my commitment to public education is both personal and professional. I want my own children, and every child in our district, to have access to opportunities that meet their unique needs, ignite their curiosity, and prepare them for a successful future. And in my work, I witness how deeply connected education is to mental health, family well-being, and community safety. I’m running to be a voice for families, students, and school staff. I want to bring practical, compassionate leadership to the board; leadership rooted in lived experience, frontline work, and a belief that when we invest in public education, we invest in a stronger, more connected community for everyone.

Thomas Ferrell 

I’m running for the Pueblo School District 60 Board of Education because every student deserves a safe, welcoming, and high-quality education. Our schools should be places where every child can thrive, every family feels welcome, and every educator has the resources and support they need.

As a former school board member, I’ve seen both the challenges and opportunities facing our district. I know we can do more to close opportunity gaps, improve school safety, and build stronger partnerships with families and the community. I’m committed to continuing the work of making our schools more equitable, inclusive, and responsive to the needs of every student—especially those who too often feel unseen or unsupported.

My dedication to public education comes from years of working with young people and families, including serving on the boards of organizations like the Boys & Girls Clubs of Pueblo County and the Southern Colorado Equality Alliance. I believe strong public schools are the foundation of a thriving community, and I want to keep fighting for policies and resources that ensure all students, including LGBTQ+ youth and students from marginalized backgrounds, feel valued and empowered.

I’m running because I know that when we center students, respect educators, and engage families, we can build schools—and a community—that give every child the chance to succeed.

Lucretia Robinson

There are many reasons why I am running for the School Board. The first reason is because I have grandchildren attending 2, 7, and 9 grade. I believe in accountability, communication and policy. I want to be able to work alongside parents, grandparents, educators, community leaders, and facility staff. To bring a culture of growth opportunities and effective planning for the future of our children, students, and staff.To focus on available resources , managing cost wisely, and ensuring our children education and well-being (Mental Health) are prioritized. I want to be a board member that can enhance the board by bringing more voices through parents engagement, educators, students, community leadership, training, and advocacy. As a board member, I want to have a positive relationship with the superintendent to manage district schools. To work together with integrity, values, and ethical principles. I feel I would be an asset to the school board and I would fulfill my obligation to our students in their districts that align with the state law and community values. I am a strong believer in holding myself and others accountable and I will do my best to build a commitment to teamwork and open dialogue. And last as a board member I want to build an open mind and readiness to learn. This passion, to serve on the school board is not for me ,but for the children and their future. This is why I am running and this is what drives me. (KIDS)

What personal and professional experiences have prepared you to serve effectively on the school board?

Rae Carnevale

Both my personal and professional experiences have uniquely prepared me to serve effectively on the school board. Personally, I’m a mother of two school-aged children, so I understand what it means to navigate the public school system as a parent. I know the importance of clear communication, trust in school leadership, and having schools that truly support the academic, emotional, and social growth of all students. Professionally, I’m a licensed mental health clinician who works directly with youth and families, many of whom face challenges related to trauma, learning differences, housing instability, or systemic inequities. This work has given me a deep understanding of how schools can either be a place of support and empowerment, or a source of added stress and barriers. I’ve collaborated closely with educators, school social workers, and administrators, and I know how critical it is to have policies that are both compassionate and practical. These experiences have taught me how to listen deeply, advocate effectively, and make decisions that consider the real-life impact on students, families, and school staff. They’ve also reinforced my belief that strong public schools are central to healthy, thriving communities and that school board members must lead with both empathy and accountability.

Thomas Ferrell 

I have both the experience and the deep commitment needed to serve effectively on the Pueblo School Board. As a former member of the D60 Board of Education, I have firsthand knowledge of district operations, budgeting, and policy-making, as well as experience collaborating with fellow board members, educators, and community stakeholders to improve our schools. Professionally, I work in local government for the Pueblo County Board of County Commissioners, where I’ve gained valuable skills in budgeting, governance, and public engagement—skills directly applicable to school board service. I understand how public agencies operate and how to advocate for resources that benefit our schools and students.

My volunteer work has also prepared me to lead with empathy and a student-centered mindset. I serve as a board member for the Boys & Girls Clubs of Pueblo County, working to provide safe, supportive spaces for youth. As a board member of the Southern Colorado Equality Alliance and chair of Pueblo’s Pride Festival, I have advocated for LGBTQ+ inclusion, equity, and community-building—experiences that inform my commitment to making our schools welcoming for every student. Additionally, my time as an Eagle Scout and summer camp director taught me the importance of mentorship, leadership, and creating positive environments where young people can grow. These experiences have shaped my approach to decision-making and my dedication to listening to students, families, and educators.

Together, my professional background and community involvement give me the perspective and skills to be an effective, collaborative, and equity-focused school board member.

Lucretia Robinson

I have had a great career working with youth of all ages. I have had the privilege to work with children of special needs, troubled youth, trafficking youth, youth offenders. I spent one year and 8 months with the Boys&Girls Club in the school and have had exciting interaction with the school staff, educators, gym teachers, principles, various boards advocate in the community and engaging with parents and community leaders that are involved with children of different districts. Attending school board meetings and attending school functions. I have reached out to those people who share the same interest in the board and take notes on their concerns and thoughts about changes to the school board. I have reviewed policy and procedures. ( safety policies, lunch room policies, etc.) Learning now about professional development opportunities and also learning more about (CASB.) Colorado Association Of School Board.

How do you believe public schools should balance teaching accurate, standards-based information in subjects like history and social studies with responding to recent parental rights movements and efforts to ban or restrict books?

Rae Carnevale

Public schools have a responsibility to provide students with accurate, standards-based education, especially in subjects like history and social studies, where understanding different perspectives, cultures, and events is essential to developing critical thinking and responsible citizenship. At the same time, I believe families should have a voice in their children's education. As a parent and a mental health clinician, I know how important it is for schools and families to communicate and collaborate. But responding to parental concerns should not mean restricting access to diverse voices, identities, or lived experiences. Education should broaden students’ understanding of the world, not narrow it. Efforts to ban or restrict books or curriculum often come from fear or misinformation. The solution isn’t censorship, it’s conversation. Schools should engage families transparently, invite questions, and build trust through shared values like respect, inclusion, and age-appropriate learning. Ultimately, we can and must do both: uphold rigorous, inclusive education and honor the role of parents by creating open, honest dialogue. Not by removing books or rewriting history. When we center students’ right to learn and grow in a diverse society, we create schools that are safer, stronger, and more reflective of the real world they’ll inherit.

Thomas Ferrell 

Public schools have a responsibility to teach accurate, standards-based information so students can understand history, develop critical thinking skills, and engage as informed citizens. Teaching honest, inclusive history—including the contributions and struggles of marginalized communities—helps students learn empathy, context, and the complexity of our society. At the same time, it’s important for schools to build strong, respectful relationships with parents and guardians. Families should feel welcome to ask questions, share concerns, and be engaged partners in their children’s education. But these conversations should not lead to censorship or the erasure of important perspectives.

Efforts to ban or restrict books and curricula often come from fear or misinformation, and they ultimately harm students by limiting access to diverse ideas and experiences. Instead of giving in to book bans or revisionist history, school districts should focus on transparent communication, parent engagement, and professional development for educators so they can navigate tough topics confidently and age-appropriately. I believe we can uphold high academic standards and ensure every student has access to accurate, inclusive education—while also working with families to foster trust, address concerns, and keep the focus on what’s best for students. By centering honesty, respect, and dialogue, our schools can prepare young people for the real world and uphold the values of a diverse, democratic society.

Lucretia Robinson

Providing appropriate education based on the regulations that are provided by the Colorado Department of Education is key to a student’s success because it provides a precise framework for what each student should learn and be able to do. This helps educators ensure that all students receive a comprehensive and balanced education that prepares them for the complexities of modern society. When it comes to providing this information there are barriers that each educator will have to overcome such as parent involvement or movements to ban certain books. When it comes to a barrier like this I would love to see the school district and parents work together and put together resources and tips from supporting productive and respectful discussions on “tough topics.” This could simply mean engaging with school board meetings to address the topics that will be discussed in the school year as an example to get ahead of it or provide another option that addresses the same standards.

Do you support school policies that respect how the students, staff, and administrators choose to be addressed including chosen names, pronouns, and honorifics? Why or why not?

Rae Carnevale

Yes, I support school policies that respect how students, staff, and administrators choose to be addressed, including the use of chosen names, pronouns, and honorifics. As a mental health clinician, I know that feeling seen, respected, and safe in your identity is foundational to a student’s well-being and academic success. When schools honor individuals’ chosen names and pronouns, they are not only showing basic human respect, they are also reducing the risk of bullying, mental health struggles, and social exclusion. Respecting someone’s identity doesn’t take anything away from others; it simply fosters a school environment where all students and staff can thrive. Policies that affirm people’s identities help create safer, more inclusive schools, and that benefits everyone.

Thomas Ferrell 

Yes, I strongly support school policies that respect the chosen names, pronouns, and honorifics of students, staff, and administrators. Everyone deserves to feel safe, respected, and affirmed in their school environment, and using someone’s correct name and pronouns is a basic, powerful way to show respect for their identity. For students especially, having their chosen name and pronouns recognized can make a significant difference in their mental health, academic engagement, and sense of belonging. Studies show that LGBTQ+ youth who feel affirmed at school are less likely to experience depression, anxiety, and other negative outcomes.

When the current D60 Board discussed a policy regarding chosen names, I advocated for the policy not to include automatic parental notification in every case, which some board members wanted. I believe outing a student against their wishes can put them at risk of harm at home or in their community. Policies should prioritize student safety and allow educators to work thoughtfully with students and families, rather than imposing blanket requirements. Respecting chosen names and pronouns creates a school culture where diversity is valued and everyone feels included. It also models respect and empathy for all students, preparing them to be caring, engaged members of society.

School boards have a responsibility to create safe, supportive learning environments. Ensuring our policies affirm chosen names and pronouns—while protecting students’ privacy when needed—is essential for helping every child succeed.

Lucretia Robinson

Yes. I believe that everyone should be treated as they choose. I believe we should respect others boundaries, beliefs in the values of public schools and in general. Everyone deserves the right to express themselves and if they choose pronouns, it's their rights. Using the right pronouns is important for showing respect for their identity. It is best practice to ask, not assume. I believe using pronouns is crucial for showing respect and affirmation. Asking a person is a good practice to have.

What are your top priorities for ensuring schools are physically and emotionally safe for all students, including addressing bullying and harassment, which we know disproportionately affects historically excluded students, and how will you ensure that the school climate supports LGBT students in their academic success?

Rae Carnevale

Creating physically and emotionally safe schools is essential to student success. Every child deserves to feel valued and supported, regardless of their identity or background. As a licensed mental health clinician, I know that emotional well-being and academic achievement go hand in hand. My top priorities include:

1. Expanding mental health supports by increasing access to counselors, social workers, and trauma-informed training for staff. Early support helps students manage challenges and stay engaged in school.

2. Addressing bullying and harassment, especially for historically excluded students such as LGBTQ+ youth, students of color, and those with disabilities. This includes strong anti-bullying policies, restorative practices, and inclusive education that promotes empathy and respect.

3. Fostering inclusive school climates by supporting GSAs, respecting chosen names and pronouns, and ensuring that all students see themselves reflected in the curriculum and school policies.

4. Partnering with families and staff to build a culture of belonging where everyone feels responsible for maintaining a safe, supportive environment.

When students feel affirmed, they thrive. I will work to ensure every student has the support they need to feel safe, be themselves, and succeed in school.

Thomas Ferrell 

My top priorities for creating safe, welcoming schools begin with implementing clear, consistent anti-bullying and anti-harassment policies that address the specific challenges faced by LGBTQ+ students and other historically marginalized groups. These policies must be supported by regular staff training so educators know how to identify, intervene in, and prevent bullying and harassment.

Equally important is recognizing the critical role of mental health support in addressing the root causes of behavioral concerns. When students have access to caring counselors and mental health professionals, they are better able to manage conflict, build healthy relationships, and stay engaged in their learning. Mental health resources must be accessible, culturally competent, and equipped to support students who face bullying, family rejection, or other challenges impacting their well-being.

I believe schools must also foster inclusive environments through curriculum and programming that reflect diverse identities and teach empathy, respect, and conflict resolution. Supporting LGBTQ+ students includes affirming policies on chosen names and pronouns, safe restroom and locker room access, and opportunities like GSAs (Gender and Sexuality Alliances) that build community and resilience.

Finally, creating a climate where every student feels safe and supported means setting clear expectations for respect, ensuring accountability for harmful behavior, and building trust with students and families so concerns are heard and addressed proactively. Prioritizing mental health is essential for lasting change that keeps students safe, engaged, and able to thrive.

Lucretia Robinson

Safety is one of the most important components when creating a successful classroom and school. I would provide a chance for each classroom to connect with the students such as having a homeroom and conducting a sanctuary model of care that addressed 4 simple questions. Within this model it allows the students and teachers to be heard. The four questions are: How are you feeling, What is your goal, Who can you ask for support, and What are you going to do for self-care? These questions provide an outline in the classroom and school to help the students feel safe and be able to express themselves. This also allows teachers to build positive rapport with the students and look out for social cues that could lead to other issues that may be going on. Another positive attribute with using this model is that is allows students to be treated equally.

With Colorado’s school funding strained by TABOR restrictions and anticipated federal budget cuts to education, what principles would guide your budget priorities? What three areas, if any, would you consider reducing funding for? Where would you protect or increase investment?

Rae Carnevale

With limited funding, my guiding principle is simple: prioritize what directly supports student learning, well-being, and long-term success. That means centering equity, ensuring resources reach the students and schools with the greatest needs, and making data-informed decisions that reflect the realities our educators and families face. I would protect and, where possible, increase funding for student mental health services, special education, and classroom-level support including retaining and fairly compensating teachers, counselors, and support staff. These investments are critical for student achievement and school climate, especially as we continue to recover from the academic and emotional impacts of recent years. If reductions must happen, I would first examine administrative overhead, particularly non-essential spending that doesn’t directly benefit students. I’d also consider reducing costs through shared services or cooperative purchasing agreements across districts. Finally, I’d evaluate the effectiveness of underperforming contracts or programs that lack measurable outcomes or strong community support. My approach will be transparent and collaborative, involving families, educators, and community members in budget decisions. Even under financial strain, we can make choices that protect what matters most.

Thomas Ferrell 

With Colorado’s school funding limited by TABOR and expected federal cuts, our budget decisions must center equity, student safety, and educational quality. My priority is to protect programs and supports that directly impact students’ learning and well-being, especially those facing systemic barriers.

I would maintain or increase investment in areas like classroom instruction, mental health services, and programs supporting marginalized students, including LGBTQ+ youth and students with disabilities. These areas are essential for student success and creating safe, inclusive schools.

If cuts are unavoidable, I’d first look at reducing administrative overhead and streamlining central office expenses that don’t directly affect classrooms. Second, I’d consider pausing or delaying non-essential facility upgrades unrelated to safety. Third, I’d postpone purchasing new equipment or technology that isn’t urgently needed.

Conversely, I would protect and, if possible, increase funding for mental health and counseling services, which are vital for addressing behavioral concerns and helping students stay engaged. I’d also prioritize classroom instruction, keeping class sizes reasonable and supporting quality teaching, as well as programs that promote equity, like supports for English learners, special education, and initiatives to build welcoming, inclusive school environments.

In times of limited resources, we must make decisions transparently, involve community voices, and ensure every dollar supports student success and well-being.

Lucretia Robinson

The principles that would guide my budget priorities would need to align and reflect the school’s educational mission and objectives. Some important considerations that could fall under the mission and objectives within the school district would be to allocate funds to core educational activities, evaluate the impact of spending on student outcomes and avoid unnecessary expenses that do not contribute to the school’s mission.

Do you believe that all recipients of public education funding, including charter schools and voucher programs, should be required to comply with the same state standards, regulations, nondiscrimination laws, and structural accountability as traditional public schools? Why or why not?

Rae Carnevale

Yes, I believe all recipients of public education funding should be held to the same state standards, regulations, nondiscrimination laws, and accountability measures as traditional public schools. Public funds come with a public responsibility. If a school is funded by taxpayers, it should serve all students fairly, transparently, and equitably. That includes meeting academic standards, adhering to civil rights laws, and being accountable for student outcomes, fiscal responsibility, and inclusive practices. Without consistent oversight, we risk creating a two-tiered system where some schools can selectively serve students or avoid transparency while still benefiting from public dollars. This undermines trust in our education system and deepens inequities, especially for students with disabilities, LGBTQ+ youth, English language learners, and others who are often excluded or underserved. Equity, inclusion, and accountability should not be optional. They are foundational to any system that claims to serve the public good. Holding all schools to the same standards helps ensure that every child, no matter where they attend school, has access to a safe, high-quality, and inclusive education.

Thomas Ferrell 

Yes, I believe that all recipients of public education funding—including charter schools and any voucher programs—must comply with the same state standards, regulations, nondiscrimination laws, and structural accountability as traditional public schools. When taxpayer dollars are used to educate students, there must be transparency and consistent standards to ensure every child receives a high-quality, equitable education. Without uniform accountability, we risk creating separate and unequal systems where some schools can pick and choose whom they serve or operate without oversight, leaving students—especially those from marginalized communities—at greater risk of discrimination or inadequate resources. Public funds should never support schools or programs that deny admission, fail to meet educational standards, or refuse to serve all students fairly.

Charter schools and voucher-funded programs must be held to the same expectations regarding financial transparency, academic outcomes, teacher qualifications, and adherence to civil rights protections. This ensures families know their children will receive a safe, inclusive, and academically sound education, no matter the type of school. Moreover, consistent accountability helps protect public confidence in our education system by ensuring tax dollars are used effectively and ethically. It also creates a level playing field so traditional public schools are not disadvantaged by competing with schools held to lower or different standards.

Ultimately, every student deserves access to a quality education in an environment free from discrimination, and every school that receives public funding must be accountable to that fundamental principle.

Lucretia Robinson

The question of whether all recipients of public education funding should comply with the same state standards is complex, but I do believe that it would be best practice. It involves considerations of equity and efficiency in education funding. Equity is the understanding that all students regardless of any background will receive a fair education because it’s the primary building block of public education. Free and appropriate education (FAPE) is a fundamental principle for all students to be able to have access to and be provided with the support of all students including in high-poverty areas which often face greater obstacles. All schools having the same state standards would help with streamlining funding that could be provided equally to schools. I know this could lead to disparities in funding and resources, but it could be separated as do the sports with school divisions and classifications in response to how much funding each school receives.