Editor’s note: The SHIFT Chronicles is a new monthly feature dedicated to amplifying student voices, where those most impacted by the public education system share their thoughts, reflections, and experiences. In collaboration with FaithBridge SHIFT fellows, these commentaries offer a genuine glimpse into the challenges students are facing within our city’s schools. These students represent a diverse range of schools across the city, each with distinct cultures and expectations, yet all united under the DPS banner. A special thank you to all the student writers who contributed their entries.
This month’s articles respond to the following prompt: Give a review of Advocacy day from each SPEAK (System/School Leaders, Parents, Educators, Advocates, and Kids) pillar. What did they learn? Who did they speak with? What part of the legislative process did they find interesting? How do legislators and the community want to continue to push for justice for all children across Colorado?
Clara Nogales, senior, South High School
Advocacy Day was a powerful opportunity for our community to engage with the legislative process, learn about policy making, and advocate for justice for all children across Colorado.
Each SPEAK pillar (System leaders/Students, Parents, Educators, Advocates, and Kids) took away valuable insights and strengthened their commitment to push for equity, expanded opportunities, and excellent student outcomes.
Students gained insight into how bills go through multiple rounds of debate and voting before they are passed. Some students spoke with lawmakers about their own experiences in underfunded schools and shared their perspectives on the educational disparities in their communities.
Many found a filibuster to be an interesting strategy, recognizing its ability to stall progress and its potential to intensify urgent issues/bills.
Parents were surprised by how much debate and voting takes place before a bill becomes law. Some met with legislators to share their frustrations about education, explaining how their children struggle due to lack of resources.
The filibuster also intrigued them as they saw how lawmakers strategically use time and debate to influence policy. Going forward parents plan to stay engaged, mobilize other families, and continue to demand expanded educational opportunities for their children.
Educators and school staff used Advocacy Day as an opportunity to emphasize the need for expanded opportunities in curriculum, funding, and development. Many educators were also struck by how much negotiation takes place for a bill to be passed, reinforcing the importance of staying engaged in the process. They are committed to fostering more student advocacy, and pushing for policy changes that promote excellent outcomes for their students.
Advocates, including community leaders and Faithbridge representatives, used Advocacy Day as an opportunity to strengthen their networks. Moving forward they are committed to continue to launch awareness campaigns, and holding legislators accountable for their commitments to educational justices
Kids like me got firsthand experience of the legislative process. I found it very interesting how legislators come up with their final decisions. I spoke to a few lawmakers and got their perspective on the individual bills we were focusing on, and not all agreed which made it more intriguing.
Seeing how differently legislators think than us just because they aren’t experiencing educational inequity made me realize it’s crucial for students to show up and share their experiences and perspectives. Most of the legislators had no idea how much the curriculum was affecting us and our development.
Advocacy Day confirmed that the fight for justice in education doesn’t end with one day at the capitol. The SPEAK community is committed to showing up, advocating, educating others, and mobilizing their communities.
Advocacy day was just the beginning. We are determined more than ever to fight for equity in educational supports, expanded opportunities, and excellent student outcomes.
Together, we are not just speaking about justice, we are making it happen.
Sophia Y. Shon, junior, Thomas Jefferson High School
We started off Advocacy Day bright and early, meeting at the Faithbridge Advocacy Center on Sherman Street. Students, teachers, and parents all gathered in suite 375, packing their lunches in brown bags and introducing themselves to other advocates.
After short introductions, we split into groups, guided by the college and career interns or adults, and began our walk to the State Capitol. On the walk I interviewed various students and adults, asking them what they were excited about for the day.
Student Lawrence explained how he was excited to advocate for students rights, and Yenebri said she was eager to “learn about legislation” as it was her first time at the Capitol. Educators and other adults, such as Kelsea and Stephani, explained how they were excited for the learning opportunity and to be around people with similar interests/wants as them.
After arriving and going through security, all groups attended a Senate committee session, in which various amendments were being disputed. I took away two main points. One, that the room was very unorganized, and two, that the people in the room were reflecting their environment.
While watching our system leaders, we sat poised, organized and respectful. However, those on the floor stood around talking, or staring at their phones. One was eating Sour Patch Kids and another was sending an email.
While we had always been taught to be present in meetings, listen to the speaker, and demonstrate with our body language that we were actively listening, these adults did not reflect this learning . Not only were the silent people in the room loud with unrest, the speakers were loud with disorder. Seemingly unprepared, they stuttered, lost documents and more. While students are drilled to be prepared for public speaking, these adults weren’t.
Following the committee meeting, Faithbridge went to a House committee session. We saw similar adult behavior, but somehow this room was worse. Not only were adults wandering around, but the room was also filled with hate and tension.
A group of students, including myself, were allowed to go on the floor and observe the House from their playing field. As exciting as this was, it was also aggravating as we watched old legislators, who did not look like us in any ways, make decisions about our lives, specifically regarding places of voting.
There, in front of us, stood two Republican House members filibustering for hours on an amendment that clearly no one actually seemed to want to think more on. As agitating as this was, being on the floor wasn’t filled with negatives. Aided by Representative Mandy Lindsey, almost each of the fellows were able to meet our personal representatives.
I met Eliza Hamrick, my representative, and discussed Faithbridge priority bills such as HB25-1192, which would make Financial Literacy classes a graduation requirement. Not only would the bill allow students a greater hold on their financial stability, but also excellent student outcomes by allowing them confidence in their decisions.
Hamrick was kind and genuinely interested in not only myself, but also other fellows. She introduced herself to them as well, and spoke with them. Other students also spoke with Michael Carter, Sean Camacho and Lindsey Gilchrist; all of whom demonstrated active listening and respect.
They all listened to Faithbridge’s other priority bills such as HB25-1158 and HB25-1149, which would censor digital education materials and provide comprehensive Black history in schools.
All bills supported by Faithbridge, as the students explain, would decrease educational, proficiency and opportunity deserts by engaging and properly educating students on the world around them; preparing each pupil to enter something bigger than themselves.
Leaving the floor, the group headed to lunch. Over lunch, the team of reporters conducted interviews, myself included. Savanna, an advocate at Shift, talked about how she had spoken to lobbyists about the issue discussed on the floor and found the filibustering “crazy.”
In Representative Degraaf’s endless speeches, he described the rioters on January 6th as “political prisoners.” Many others, including Savanna, found this sentiment outrageous and strange. Degraaf also continued in the afternoon to speak on matters irrelevant to bills, and had to be redirected multiple times via the moderator.
On our return we split up into two groups. One group attended the afternoon session of the Senate and the other the House. After about an hour, we switched and then met with the Senate President James Coleman and Representative Gilchrist.
Coleman explained the purpose of the various conferences and communicated his responsibility as a leader. He stated that he views the government as powered by the people, and in terms of money, the government spends our money, leaving us with the right to decide where it goes.
He urged us to consider how we vote and assume that the money given to the state is distributed based on the people’s opinions. Voting for greater funds for police, for example, would take away from money allocated to other publicly funded things, such as schools.
Similar to Coleman, Gilchrist viewed the people’s role in government as crucial and emphasized just how important it was to participate in elections and more. From working under Ted Kennedy to working in the Colorado House of Representatives, Gilchrist shared her passion for not only educational advocacy but gun violence matters and healthcare equality.
After our eventful day and talks with the Senate president and various representatives, the group returned to suite 375 for a debrief. On our walk back I had the opportunity to talk to different students and adults on their experience in the Capitol. While each response was unique in its own way, they were also all consistent in admiration for the leaders we spoke to.
Either admiring Gilchrist’s passion for justice or Coleman’s raw honesty, students and adults alike left inspired. While the morning had been filled with aggravating discussion, and watching certain leaders make nonsensical decisions, the afternoon was filled with hope.
More specifically, hope that there were people who wanted to see students have excellent outcomes, expanded opportunities and equity in support.
Leaving Advocacy Day, each advocate took away not only more knowledge about our government, but with a passion to continue fighting for students and a more just society.
Lawrence Thomas, junior, Colorado Early Colleges of Aurora
The trip to the State Capitol on advocacy day was enjoyable and insightful.
Faithbridge had a good turnout, bringing together educators, parents, and students, each with their unique background and understanding, yet united under a specific goal. Having visited the Capitol before, I was excited to return, but with a different purpose and to support something.
Observing the senators and representatives in their sessions provided a clearer picture of their work. Viewing the different sessions, I could see the different rhythm and atmosphere each meeting had. The Senate meeting moved quickly; they talked fast, voted quickly, and kept things moving at a fast pace. However, the tempo shifted when someone from a committee or even just a senator wanted to speak. Their speeches felt genuine, passionate, and even expressive.
In comparison, the House was in a second reading, which was more lively and interactive. As different sides spoke, frequently the minority party would get up and filibuster, to slow down the session. With it being the second reading, the representatives were engaged in quiet side conversations and moving around the room as the debates progressed.
It was interesting to watch as people spoke in front of everyone; it was like they were talking to everyone, but being heard by almost no one. A couple of us had the chance to come down from the gallery and sit on the benches at the side, and even had the chance to meet our local representatives and have brief conversations.
As I listened to the different bills, I was often confused and wondered how they had even gotten as far as they had. This is not to diminish their importance, but hearing only a brief explanation left me confused and desiring to do my own research to understand the bill.
Altogether, I think this trip was a meaningful opportunity to see government in action and get a better sense of just how much effort, and even debating, goes into passing laws.
Yenebri Carcamo sophomore, Gateway High School
At FaithBridge’s Advocacy Day at the State Capitol, all SPEAK pillars were represented. SPEAK stands for System/School Leaders, Parents, Educators, Advocates, and Kids.
We started the day by meeting at FaithBridge’s Advocacy Center. From there we walked to the State Capitol where we first went to see the House and Senate sessions. The students were excited to learn about how to advocate for themselves and learn more about legislation.
There were a few students who had been to the State Capitol before but there were many students and parents that hadn’t,including myself. Most of the group sat on the third floor in the House gallery while 10 students got to sit on the House floor.
While on the floor there were students who were able to talk to their representatives and ask them questions.I got to meet representatives Mandy Lindsay and Michael J. Carter and ask them questions involving the sessions. They were in second reading which meant they could debate the bills on the floor. The Democrats and the Republicans had very different viewpoints.
After lunch we spoke to legislators as they left the floor. During this time we spoke to them about our priority bills. It is important that students and families show up so that they can lobby for their needs.
Late in the afternoon we had the chance to talk to Senate President James Coleman and representative Lindsay Gilchrist. It was great being able to hear what they had to say. They were very thankful that we took the time to come to the Capitol and make our presence known.
Something that I found interesting during the sessions was that the representatives could debate about a bill for as long as they wanted. They were filibustering which was something I had never seen before.
I believe it is important to be civically engaged and knowledgeable so that we know what laws are being passed. I think that some senators and representatives want to continue to push for justice for all children across Colorado by being able to pass bills that benefit students with support, opportunities that can allow students to have excellent outcomes in school and in life.
But it was clear that not all senators and representatives aligned on how justice for all children should be achieved.
Lily Becker, sophomore, George Washington High School
Going into Advocacy Day I was skeptical about our legislative system. I questioned how representatives are staying in touch with the Colorado citizens; if they truly understood our challenges and circumstances.
I met many representatives on Advocacy Day, and I was surprised by how in touch they were with the people. Some more than others, of course, but it was eye-opening. They truly understand the weight they carry and how much we rely on them. I had doubts about their connection with the people, but I was wrong.
The legislative process is undoubtedly long and grueling. However, no matter how tedious it may be, that is no excuse to stop fighting for the justice that Colorado citizens deserve. Advocating for schools, parents, educators, and students can move us forward into the future, to better opportunities.
Our current education system is struggling with providing proper equal opportunities for students, which is causing education, proficiency and opportunity deserts. Students don’t deserve the low level of education they are receiving. Students are falling behind; once they graduate high school they will not only be behind in life but in the workforce.
Just our presence at the Capitol had so much influence. We can make active changes – all we have to do is show up. If we keep ignoring the problems, humanity will move backwards.
As humanity progresses into the inevitable future we must escape the shackles that hold us back.
