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Denver Weekly News Thursday, October 1, 2009 Page 3 *5.99% fixed Annual Percentage Rate (APR) is available for terms up to 30 years on First Position Home Equity Installment Loans with loan-to-value of 70% or less or 80% or less depending on market. Some restrictions may apply including maximum credit limit. Automatic payments from a U.S. Bank Five Star Banking Package Checking Account required. Loan payment example: on a $30,000 loan for 360 months at 5.99% APR, monthly payments would be $179.67. Payments do not include amounts for taxes and insurance premiums. The actual payment obligations could be greater. Offer is subject to normal credit qualifications. Rates are subject to change. Property insurance is required. Consult your tax advisor regarding the deductibility of interest. Home Equity Loans and Lines of Credit are offered through U.S. Bank National Association ND. ©2009 U.S. Bancorp, U.S. Bank. Member FDIC 090436 usbank.com | 888-444-BANK (2265) 5.99 % APR * Fixed Up To 30 Years First Position Home Equity Installment Loan Save time and money refinancing your home. You have more interesting things to do. Get more out of your home. Save more of your money. It’s as fast and easy as a U.S. Bank Home Equity Loan. Fast decisions. Quick and easy closings. Less paperwork. No closing costs. Quick! Apply today at your local U.S. Bank or call 888-444-BANK (2265). Andrea Mosby “For the Denver Public Schools to be effec- tive, we must make sure all our students have the resources and core-competencies to be successful in their chosen fields and are mo- tivated to do so. It is clear that we must work as a team to create the intangible culture that is referred to in the Denver Plan and solicit the input from all our community members that have direct and indirect consequences for the success of our students. “The plan speaks to student achievement, learning priority, accountability, choice and engagement, but we must have a clear definition of each of these areas so it works for all those involved. I believe that the plan has some merit, but for it to be successful, it must have buy-in from the communities that it is intended to serve. “The two areas on which I would like to see additional focus are making parental engagement a higher priority, and instituting the arts, especially if we are to get and keep our children involved and interested in their education. The achievement gap that our Black students (are facing) occurs in an en- vironment when they are now having to compete globally, says Mosby. “Experts suggest that there are seven core-competencies that students will need to compete globally. They are: critical thinking skills, collaboration, adaptability, effective oral and written skills, ability to analyze information, and imagination. “The Denver Plan needs to have a stronger emphasis on the arts and the cre- ative side of our children, so we can create the culture and environment that draws our children to school each day and gives them the ability to engage their creative side so they can identify a learning style that supports their ef- forts in the overall educational system.” Candidates: Continued from page 1 Alton Clark: “Even though (DPS planners) have noted that theAfrican-American population continues to suffer, there needs to be a shake up in the sys- tem that will embrace change; even if that means shaking up the plan and creating one that will include new board members, com- munity input and involvement. “Statistics prove that students entering post- secondary education under the old regime have not improved. Therefore, why are they trying to push in a plan prior to new board members coming on board in this election? “What I want to see is change in the status quo, elimination of biased collaboration and adding community input and involvement.” Nate Easley: -ing opportunities in their own community. Neighborhood schools, whether traditional, in- novative, or charter, are the cornerstones of strong communities and the foundations of higher learning. “Multiple strategies also are needed to nar- row the achievement gap and achieve greater diversity in our DPS workforce. How will tools outlined in the plan, like concurrent en- rollment – learning college credit in high school – be implemented to close achievement gaps and realize the core beliefs of the Denver plan? “Only detailed answers, developed in dia- logue and partnership with the community, will make the plan a reality.” Jacqui Shumway: “We need to focus on what gets kids excited about learning - A - M - P - AMP the Brain! Art, Music and Physical activity are essential to academic achievement in DPS. Physically active creative children perform better in school. By improving memory, concentration, attention span and logic, research shows that math, reading, grades, and overall academic readiness are improved.Art, Music and Phys- ical activity need to be a part of the curriculum, not just guidelines, but actual rules. “It can be done! Eunice Kennedy Shriver was not deterred (by) nay saying and achieved so much using physical activity with severely mentally challenged children when she created the Special Olympics. How much more could we achieve if we can inspire the children with something more than testing? We could get kids excited about staying in school, and that is what will close the gap.” Vernon Jones, Jr.: and their families. What makes a school a great choice is a great culture; great culture that is driven by excellent leadership and excellent instruction. The Denver Plan 2009 stresses the value of continuing to grow our teachers and our leaders because we understand their great value in the success of our children. Every stu- dent deserves a great teacher and every teacher deserves to work in a school that is lead by a great leader who respects and values their work and empowers them to improve student outcomes. “I believe that together we can and together we will become a district that does right by all of our students; preparing each one to be suc- cessful in school, in college, in career, and in life." ‘EffectiveTeachingistheKeytoClosingAchievementGap’
