Thompson School Board Candidates Respond to Questions from RMEQ

RMEQ invited all school board candidates in Thompson School District to complete a questionnaire to share their positions on issues important to our community. Three candidates provided responses: Mike Scholl (District B), Alexandra Lessem (District E), and Dmitri Atrash (District F). 

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

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

Mike Scholl (District B)

I'm running for the Thompson School District Board of Education because I believe deeply in public service and in giving back to the community. Public education is one of the most foundational commitments we make to the next generation, and I believe it's our responsibility to ensure that every student has access to a high-quality education, regardless of their background or zip code.

I also believe that schools are the backbone of our community, serving not only as places of learning but as centers of connection, support, and opportunity. Strong schools help build strong neighborhoods, attract families, support property values, and foster civic pride. They are often where kids find their mentors, where families form lasting friendships, and where the broader community gathers to celebrate, learn, and grow together.

As a parent, a longtime Loveland resident, and a professional who has worked closely with local governments, I understand how important it is to have leaders who are responsive, informed, and focused on student success.

Alexandra Lessem (District E)

I ran for the school board originally in 2021 because I felt it was important to keep the focus on education and ensure public schools are places where everyone is welcome and can thrive rather than letting outside interests distract from the core mission of public education. At that time, mask mandates and other COVID-related policies were the main distraction from educating kids. Over the last 3.5 years on the board I have remained committed to supporting our schools, teachers, and students and try to filter out the noise that inevitably arises. I think strong public schools are the backbone of our communities and our society and, sadly, they seem to be under perpetual attack and need strong people to defend and support them. I was educated in a great public school system and my kids have both done very well within the Thompson School District (TSD) and I want all students to have that opportunity.

Dmitri Atrash (District F)

I’m running because I believe every student deserves a safe, inclusive, and empowering education—and right now, that vision is under threat. As a TSD parent, the spouse of a public school teacher, and someone who builds inclusive systems professionally, I see both the challenges and the possibilities facing our schools every day. I want to ensure that our district protects all students, including LGBTQ+ youth, and prepares them for a rapidly changing world.

My commitment to public education is personal. My children are enrolled in TSD schools and my wife teaches in TSD, so I’ve seen first-hand how dedicated our educators are—and how stretched they’ve become. I want to serve as a bold, vocal advocate for students, staff, and families who too often feel unheard. My leadership style is built on listening, transparency, and action.

As a former U.S. Navy officer, I was trained to lead with integrity and never back down in the face of adversity. That’s the mindset I bring to this role. I will stand up against political attacks on students and educators, fight for fully funded schools, and make sure district decisions reflect the needs of the whole community—not just the loudest voices.

Education is the foundation of a strong, equitable society. I’m running to make sure that foundation is strong for everyone.

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

Mike Scholl (District B)

As a full-time municipal consultant, I work with communities all over Colorado to tackle some of their most pressing challenges, whether it’s planning for future growth, developing affordable housing strategies, revitalizing downtowns, or crafting long-term economic development plans. This work gives me a unique, statewide perspective on what makes communities thrive and the critical role public institutions, especially schools, play in that success.

Prior to becoming a municipal consultant, I worked for the City of Loveland in the economic development department for eleven years, where I helped lead major downtown redevelopment projects and worked to attract and retain jobs for our community. That experience gave me a deep understanding of how local government functions, from navigating budgets and capital planning to building partnerships and aligning public resources with community priorities.

Through that work, I became well-versed in the inner workings of public bureaucracies, including how to move complex initiatives forward in a way that is transparent, accountable, and responsive to the public.

I hold two master’s degrees from the University of Michigan, one in Urban and Regional Planning and another in Public Policy. These disciplines have given me the tools to understand data, evaluate policy impacts, and make informed, strategic decisions. They also taught me how to ask the right questions, think critically about trade-offs, and prioritize equity and community well-being in public decision-making. 

Alexandra Lessem (District E)

I've worked in healthcare for 21 years - first as a registered nurse (RN) for 15 years and then as a family nurse practitioner (FNP) for the last six years. In this time I have learned to work well with all sorts of different people, to ask important and relevant questions, and to see each person as valuable and deserving of dignity and respect. I have had the opportunity to be with people on their best and their worst days and always try to lead with compassion and empathy. Prior to becoming an RN, I served in the Peace Corps in Namibia and worked with primary school teachers who were trying to improve their educational system after decades of oppression and occupation by the apartheid South African regime. I learned from them the importance of education to make a strong society and, as above, the need to have defenders of the educational system. I have also volunteered in the TSD schools throughout my children's time in the district and have a good understanding of the many needs of the district. My time on the school board since 2021 has also equipped me with the knowledge and skills to be able to continue to serve the TSD community.

Dmitri Atrash (District F)

As a parent with children in TSD schools and the spouse of a district teacher, I live the impact of school board decisions every day. That personal investment gives me a grounded perspective on what students, families, and educators need to thrive.

Professionally, I’ve built my career as a designer specializing in inclusive systems. I help public agencies and mission-driven organizations build tools and services that are equitable, accessible, and responsive to diverse communities. That work has taught me how to navigate complexity, listen deeply, and center the needs of those most affected by policy decisions. It’s also taught me how to build bridges between people with different perspectives, an essential skill for any board member.

Before my design career, I served for over a decade as a U.S. Navy officer. That experience instilled in me a strong sense of responsibility, teamwork, and persistence. I’m not afraid of hard conversations, and I don’t back down from doing what’s right, especially when it comes to protecting kids.

These experiences—parent, partner, designer, veteran—give me a unique lens and a strong foundation for service. I’m ready to lead with transparency, empathy, and a focus on equity for all.

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?

Mike Scholl (District B)

As a place of learning, schools should be a space for new ideas, academic exploration, and critical thinking. Students deserve access to a wide range of perspectives, especially in a diverse and democratic society. Education should challenge young people to think deeply, ask questions, and engage with complex issues, not shelter them from reality.

That’s why I strongly oppose efforts to ban books from our school libraries and classrooms. Attempts to censor literature, often based on political or ideological agendas, undermine the core mission of public education and set a dangerous precedent. When we start removing books simply because they make some people uncomfortable, we limit students’ ability to understand the world around them and to develop the empathy and independent thinking skills that are essential in life.

As a school board member, I will stand firmly against censorship and support the role of educators and librarians as professionals who are trained to select age-appropriate, meaningful, and diverse materials. Our students deserve access to a rich and inclusive education, not one defined by fear.

Alexandra Lessem (District E)

I think it is vital to teach accurate, standards-based information. If we are unable to learn about, and from, our history how will we ever do better? I think the efforts to ban books or restrict teaching about certain topics are incredibly dangerous and serve only to increase the power of those who do not want a strong civil society. I saw this first hand in Namibia where the students had been taught for decades under the Bantu Education System which prized rote memorization, strict obedience, and an absence of critical thinking. This was the way the South African government could say they were educating the citizens of Namibia (Southwest Africa at the time until they became independent in 1990), without actually educating them so they wouldn't be a threat to the regime. Luckily, however, the human spirit is strong and the Namibian people did eventually gain their independence and improve their educational system, but it was not easy or quick. In regards to parental rights, I think parents should be involved in their children's education, but should not dictate what can and cannot be taught or read.

Dmitri Atrash (District F)

Public schools have a responsibility to teach accurate, standards-based information—even when that information challenges some people’s comfort zones. History and social studies are not just about facts; they’re about understanding how we got here, learning from the past, and equipping students to think critically about the world around them.

I believe we should trust our educators to teach with integrity and follow state standards, which are developed by professionals and reflect broad academic consensus. Efforts to ban books or restrict curriculum based on political ideology not only undermine that trust, they harm students by limiting their ability to see themselves in what they learn or to engage with perspectives different from their own.

I respect that parents have a vital role in their children’s education. Schools should be transparent about what is taught and open to dialogue. But that role should never extend to erasing the identities or histories of others. Censorship disguised as “parental rights” often targets LGBTQ+ students, students of color, and those from historically marginalized communities. That’s not protecting kids, it’s isolating them.

As a school board member, I will stand firm in protecting instructional integrity. We owe it to our students to prepare them not just for tests, but for life in a diverse, complex, and interconnected society. Honest education is not controversial, it’s essential.

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?

Mike Scholl (District B)

Yes. I believe we should respect each individual’s chosen identity. Every student and educator deserves to feel seen, valued, and supported in their school environment. When we acknowledge and affirm a person's identity, whether it relates to their name, pronouns, or gender expression, we create a culture of dignity, inclusion, and mutual respect.

Respecting chosen identity is about basic humanity. It helps foster a learning environment where all students feel safe and are better able to focus on their education. Research consistently shows that students who feel accepted and affirmed at school have better mental health outcomes, stronger academic performance, and a greater sense of belonging.

Alexandra Lessem (District E)

I absolutely support such policies. People should be called whatever they choose to be called for whatever reason. Using a person's chosen name and/or pronouns is a sign of respect for them as a person and refusing to do so is rude and hurtful.

Dmitri Atrash (District F)

Yes, I fully support school policies that respect how students, staff, and administrators choose to be addressed, including their chosen names, pronouns, and honorifics. This is not only a matter of dignity and respect,it’s a matter of safety and belonging.

Every student deserves to feel seen and valued at school. When we affirm a student’s identity, we create an environment where they can focus on learning, growing, and being themselves. Numerous studies have shown that respecting a student’s chosen name and pronouns is linked to better mental health outcomes, especially for LGBTQ+ youth. These policies are lifesaving, not political.

I believe our schools should model respect and inclusion in both policy and practice. Just as we accommodate students’ cultural names, language needs, and learning differences, we must also recognize and support gender identity as part of a student’s whole self. This respect should extend to staff and administrators as well, because a culture of inclusion starts from the top.

Respecting identity doesn’t take anything away from other students or families, it makes the community stronger for everyone. As a school board member, I will defend policies that affirm identity, protect student privacy, and promote a school climate where all people are treated with dignity.

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?

Mike Scholl (District B)

The Thompson School District has a comprehensive policy regarding bullying and harassment in schools, and that’s an important foundation.

As a school board member, I will work to ensure that the district not only adheres to its bullying and harassment policies but also proactively creates a culture where all students feel safe, respected, and supported. This includes historically excluded students and those who are most vulnerable to bullying, such as LGBTQ+ youth, students of color, and students with disabilities.

Alexandra Lessem (District E)

My priorities for ensuring schools are physically and emotionally safe include having, and enforcing, strong anti bullying policies and making it clear at all levels of the district that harassment or bullying is not acceptable. Our district passed an equity policy in 2020 and has worked every year to ensure that it is put into practice rather than being just another document. I think it is important to lead by example and show acceptance of people from all walks of life and to ensure teachers, administrators, and staff are equally accepting. I would advocate for open dialogue among different groups to try to find common ground and push for opportunities for people to learn empathy for those different from them. I also support efforts to ensure each student has access to teachers or other staff they can relate to and feel seen and understood.

Dmitri Atrash (District F)

Every student deserves to feel safe—physically, emotionally, and socially—every single day they walk into school. That’s not a privilege; it’s a baseline. My top priorities for creating that environment include expanding mental health supports, improving anti-bullying policies, investing in staff training, and ensuring that LGBTQ+ students and other historically excluded groups are actively protected and affirmed.

We know that bullying and harassment don’t affect all students equally. LGBTQ+ youth, students of color, and students with disabilities are more likely to be targeted—and less likely to report it if they don’t trust that adults will respond. We need clear reporting systems, consistent enforcement, and a district-wide message that hate, exclusion, and harassment have no place in our schools.

For LGBTQ+ students specifically, support must go beyond discipline. We should be actively creating affirming spaces: inclusive curriculum, accessible gender-neutral facilities, student groups like GSAs, and staff who are trained to recognize and respond to bias-based behavior. Representation and visibility matter—when students see themselves in the classroom, they are more likely to thrive.

As a board member, I will push for policies that protect the most vulnerable and for practices that build a culture of care and respect. Safe schools aren’t just about reacting to harm. They’re about creating the kind of climate where every student can learn, grow, and be who they are without fear.

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?

Mike Scholl (District B)

With regard to Thompson School District, I fully support efforts to increase funding for the Thompson School District through a bond or mill levy. While I understand that proposing property tax increases can be challenging, especially given the rising cost of homeownership, it's important to note that TSD’s tax rate remains lower than those of neighboring districts such as Poudre R-1, St. Vrain Valley RE-1J, and Windsor RE-2.

Regarding efforts at the state level to raise revenue for public schools, or to address issues with TABOR limitations, I would be open to learning more and would be inclined to support efforts, provided that any additional funding is distributed equitably and fairly and in the best interests of TSD.

Alexandra Lessem (District E)

It is so hard to think about where to reduce funding since we don't have nearly enough money already. In TSD we are always struggling to find the funds to repair aged buildings, purchase the needed materials and curriculum for our students, and pay our teachers and staff a fair wage. We fall short in all of these areas already, so the prospect of even less funding is very concerning. I think some cuts could be made to administration through streamlining processes and making sure we are as efficient as possible. There are other cuts which could likely be made to through reducing the number of days we water the grass or making sure we have efficient heating and lighting. I would not support any cuts to student education, activities, or teacher/staff salaries. To increase funding I am hopeful we will be successful in passing a bond measure to bring in much needed income and am fully supportive of that effort. I am also supportive of state-wide efforts to increase education funding to ensure all districts have adequate funding.

Dmitri Atrash (District F)

Colorado’s school funding challenges stem from structural limits like TABOR and the Gallagher Amendment, which restrict revenue and have left us chronically underfunded. The state spends over $2,500 less per student than the national average, and federal aid contributes only $235 per student compared to $360 nationally. With over $1 billion in federal education and mental health cuts on the horizon, we must prioritize equity, direct student impact, and programs that protect student well-being.

If cuts become necessary, I would first look at areas with minimal impact on students. This includes scaling back outsourced consulting contracts that duplicate internal capabilities, reducing central administrative costs, and limiting non-essential travel or conference expenses. These measures would help preserve classroom instruction and core student services.

At the same time, I would protect or increase funding in three essential areas. First, educator pay and retention, we can’t compete for great teachers if salaries continue to lag. Second, school-based mental health support—as federal funding disappears, we must ensure students have access to counselors, psychologists, and social workers. Third, equity-focused programs, especially for multilingual learners, students experiencing poverty, and LGBTQ+ youth, who often face the most barriers and rely heavily on school-based resources.

Even in tight budgets, our priorities must reflect our values. I will fight for a student-centered, equity-driven approach that protects the heart of public education.

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?

Mike Scholl (District B)

Any school that receives public education funding should be held to the same standards as traditional public schools. That includes complying with state academic standards, nondiscrimination laws, regulatory requirements, and fiscal accountability measures. Simply put, if you take public money, you should play by the same rules.

Alexandra Lessem (District E)

I absolutely believe all recipients of public education funding should be required to comply with the same laws and standards. If public schools are held to one standard, and charter schools another, it creates an uneven playing field where the public schools are at a disadvantage. I personally don't think any money should be siphoned away from public schools, particularly through vouchers, which serve only to help those who are already better off and more well connected and harm those who have no option but to attend the public schools. If these programs exist, all participating entities must be held accountable and not be able to take the money without sharing the burden of educating all students.

Dmitri Atrash (District F)

Yes, I believe all recipients of public education funding—whether traditional public schools, charter schools, or voucher-funded programs—should be held to the same state standards, regulations, nondiscrimination laws, and accountability measures. Public dollars come with a public responsibility. If an institution accepts taxpayer funding, it must be transparent, equitable, and accountable to the same expectations we set for traditional public schools.

Charter schools and voucher programs often operate with fewer regulations, yet still draw from the same limited pool of education funding. This creates an uneven playing field and can lead to discrimination, exclusion, or a lack of oversight in curriculum and spending. Students deserve consistent protections and high-quality instruction regardless of the type of school they attend.

Accountability isn’t just about compliance, it’s about ensuring that every student, especially those from historically excluded communities, has access to a safe and rigorous education. If we weaken that commitment for some institutions, we undermine the integrity of the entire public education system.