Guadalupe Hernandez creates papel picado art during residency in Denver
BY CHANCY J. GATLIN-ANDERSON SPECIAL TO COLORADO COMMUNITY MEDIAGuadalupe Hernandez was born in 1993 in San Miguel de Allende, which is located in the Mexican state of Guanajuato. At 5 years old, he and his family relocated to Pleasanton, Texas, a town south of San Antonio. But each winter celebration season, they would return to Mexico to attend weddings, baptisms and ornate parties. It was during these trips that Hernandez recalls seeing rows and rows of colorful papel picado hanging across rafters. He remembers seeing the ornate papers swing around the nativity during Christmastime. He vividly remembers it hanging along storefronts and streetlamps during festivals.
It was these childhood memories, and his desire to connect to his home country, that led him to explore the traditional Mexican handicraft of papel picado.
“I began creating papel picado in 2020 during my graduate school program at Houston Christian University. I incorporated it into my thesis exhibition,” said Hernandez. “I began to create the images that were in my paintings. As I dove deeper, I fell in love with it and its history.”
Papel picado is a Mexican folk art tradition that involves a series of chiseled cuts and punches into delicate tissue paper. e remaining paper and associated negative spacing creates an ornate design.
“When I started to look online, I realized that a lot of the available papel picado was mass produced,” Hernandez said. “After this realization, I began to experiment with paper cutting.”
Hernandez, a longtime painter, creates large-scale papel picado that mirrors his previous paintings. Simple traditional designs typically take him three to four hours to make, while portraits that are more intricate can take him up to 200 hours to complete.
“I have a lengthy artistic process when I make picado papel. I start with a painting, and from there, I draw inspiration for the paper designs,” Hernandez said. “To make papel picado, I layer sheets of Kozo paper (Japanese ber-based paper). It is super thin and has beautiful texture. Because of the bers, it holds up to many intricate details and abuse of punching through the paper.”
Hernandez is the current resident artist at the Art Students League of Denver. He began his stint at ASLD in October 2023 as a Visiting Artist of Color Resident. He is the third participant in this residency program. His residency will culminate with an exhibition of his paintings and papel picado works at the ASLD, which opens on April 26 and runs through June 1. An opening reception will take place from 5:30-8 p.m. on April 26. e ASLD o ers free entry to its exhibits, and the opening reception is free and open to the public.
ASLD launched its Visiting Artist Series in 2003, and added a residency program with a focus on artists of color in 2021. is program was developed out of a desire to concretely
“La Pesqueria” by Guadalupe Hernandez. Hernandez is the current resident artist at the Art Students League of Denver. He will have an exhibition of his paintings and papel picado art running from April 26 to June 1.
combat the inequity of opportunities for artists of color and thereby enrich Denver’s art scene. e program, which has featured ceramicist Kevin Snipes and photographer/ lmmaker/dancer Natalia Roberts, provides resources – including studio space, housing and a stipend for arts materials – nancial support, and enough time to immerse oneself in the community while also creating a meaningful body of work.
“ e world of artist residencies is
historically inaccessible and even unwelcoming toward artists of color,” said the ASLD’s executive director Rachel Basye. “ASLD utilizes the tools and resources we have available to concretely combat the inequity of opportunities for BIPOC artists. By encouraging racial equity and diversity, we are helping to create a thriving arts ecosystem and enriching Denver’s art scene.”
In addition to his papel picado works, Hernandez focuses his artistic practice on the immigrant experience that re ects on his own life. His exhibition series is based on the experience of his four older brothers who worked tirelessly to provide for him and his family. It will also explore how immigrants are oftentimes viewed as labor, taking on hidden jobs within elds like construction and the service industry. “I want to bring attention to the artisans who have been
working to produce and preserve this art form. Unfortunately, without any history or context, it has become just a product to most people,” said Hernandez. “One of the biggest reasons why I make art is representation. It’s important for people to have artists represented that look like them.”
e exhibit featuring Guadalupe Hernandez will take place from April 26-June 1 at the Art Students League of Denver, 200 Grant St. To learn more about the Art Students League of Denver, visit asld.org. To learn more about Hernandez and his work, visit guadalupehernandezart.com or on Instagram: @ lupehernandez_art.
The number of sellers opting to sell without a listing agent was surprisingly low even before the NAR settlement, which will have the effect of cutting in half the commission charged by listing agents thanks to the removal of a co-op commission for buyers’ agents, .
The National Association of Realtors (NAR) has reported that only 7% of homes sold during 2023 were sold without the services of a listing agent. Another 4% of sellers began without an agent but ultimately changed their minds and decided to hire a listing agent.
mission cannot include the offer of compensation to a buyer’s agent, so listing commissions will henceforth be 2.5% to 2.8%, seriously reducing the appeal of trying to sell one’s house without professional assistance.
The main argument for going FSBO (for-sale-by-owner) has been to avoid paying the typical 5 to 6 percent listing commission. But that commission included the 2.5 to 3 percent commission shared with the agent representing the buyer. Under the NAR settlement (if approved by the courts), the listing com-
The Colorado Environmental Film Festival is celebrating Earth Day with two films: The Engine Inside (about bicycling) tonight, April 18; and Deep Rising (about seabed mining) on April 21. Ticket info is at https://ceff.net/earth-day
In my real estate classes as a new agent at Coldwell Banker back in 2002, it was drummed into us that “listors last,” so we should focus on working with sellers instead of buyers. The NAR settlement has struck a serious blow to anyone who specializes in working with buyers.
In light of this, NAR is offering its Realtor members a free “Accredited Buyer’s Representative” (ABR) course, and, even though Golden Real Estate specializes in working with sellers, all of us have signed up for this course so we can receive the advice which it will offer when representing buyers in the changed landscape of real estate transactions.
Of course, I will share with you what I learn from that course, which I’m taking on June 17th. Hopefully, the court will have confirmed or rejected the NAR settlement by then, so we’ll know for sure what lies ahead.
As I wrote last week, the inevitable
I can’t take credit for this idea. Last year Pro Builder magazine had an article in its May/June issue about new ideas in kitchen design, and one in particular caught my attention: adding a “back/ messy” kitchen.
Nowadays, especially with open floor plans, the kitchen has become a center of entertaining. Guests gather around the host or hostess as they prepare and deliver various courses of food.
A back kitchen allows for dirty dishes to be out of sight immediately. This keeps the kitchen area clean and attractive — and quiet — throughout the evening. There could even be a second dishwasher in the back kitchen.
The back kitchen could also be where prepared courses are staged for bringing out during the party. Think of it as a “butler’s pantry” that is off the kitchen instead of between the kitchen and the dining room.
Most people nowadays have both a walk-in pantry and what’s being called a “Costco closet” for those bulk purchases so many of us are making these days. A larger pantry big enough to satisfy both needs could be attached to the back kitchen instead of the main kitchen, cleaning and simplifying the main kitchen design. Another feature which makes a lot of sense is to have seating on two sides
(adjoining, not opposite) of the kitchen island instead of just one. This facilitates guests talking to each other, while still including whoever is at work on the business side of the island.
Open floor plans typically show the kitchen open to the family room, but not the formal dining room. How about an Lshaped open floor plan in which the dining room is open to the kitchen on the side, with the family room open to it at a 90degree angle?
Here’s a floor plan from Pro Builder showing this concept, in which ‘A’ is the island with 2-sided seating, ‘B’ is the pantry/Costco closet, ‘C’ is the back kitchen, and ‘D’ is a barn door for closing off the back kitchen/pantry.
effect of the NAR settlement will be that many or even most buyers will call listing agents directly instead of hiring an agent to represent them as a buyer. Only time will tell how that process will shake out.
If I worked solely as a buyer’s agent, I would be very nervous about what the future holds for me.
Buyer agents will still be able to earn a commission by selling new homes. Because the new home market is so competitive, builders are unlikely to reduce the commissions they currently offer to agents. Most builders, I have found, offer a 3% commission to agents who bring them a buyer, although that commission is applied to the base price,
not to the price after adding upgrades of flooring, appliances, counters, etc.
The challenge for real estate agents has always been getting buyers to call them before registering at a builder’s sales office, because most builders will not pay agents who did not register along with their buyer. We tell buyers to visit as many new home communities as they wish but not give their names until they are serious and want us to represent them. Then we can go with them on a return visit where they and we register together. That way, the buyer has the advantage of professional representation, and we are compensated for being their agent.
This column and the ’Back Kitchen’ article appeared in last Thursday’s Denver Post.
For most of 2023, the number of closed transactions fell while the number of active listings surged until some of them either expired or were taken off the market for the holidays. Starting in January there was a marked increase in sales, combined with more sellers putting their homes on the market.
The charts at right are from Denver’s MLS and cover the 15-month period from January 2023 through March 2024 for REcolorado listings only, limited to a 20mile radius of downtown Denver.
The second chart shows how sharply the median days a listing was active on the MLS rose through most of last year, peaking at over 30 days in January but plummeting, just like last year, in February and March. Meanwhile, the median sold price, which had been slumping slightly during the last half of 2023, turned sharply upward in January, February and March.
From studying current MLS data, this trend is continuing in April.
Of course, the real estate market varies greatly from city to city and from neighborhood to neighborhood. If you’d like to monitor the market in your city or your specific subdivision, any of our broker associates or I could create what we call a “Neighborhood Alert” for you. You define the area you want to monitor, and we pro-
gram the MLS to send you an email notification every time a home in that area is listed, goes under contract, sells or expires. With our help, you’ll be the neighborhood expert where you live — or perhaps in a neighborhood where you want to buy. Call us; our phone numbers are below.
Grants will create 46 sites with a total of 290 ports
Colorado will spend $21 million to expand fast charging networks for electric vehicles throughout the state, with new grants awarded for 46 sites encompassing 290 charging ports, state o cials announced. e expansion will boost Colorado’s existing public fast chargers by nearly 30%.
Private companies and governments will build the fast chargers
other cars are plugged in at the same time.
State and federal EV boosters are scrambling to assure consumers about “range anxiety” — fear of running out of battery charge before nding a convenient charging station — and vehicle pricing. EV sales have stagnated after climbing quickly in some states, with observers citing continuing high prices despite
is necessary to meet consumer demand.”
“Colorado is building one of the most comprehensive EV charging networks in the country,” Colorado Department of Transportation Executive Director Shoshana Lew said, in the release announcing the grants. “We believe that nearly every Coloradan will have access to DC fastcharging within a matter of years.”
e new charging stations will be funded jointly by federal money from the Infrastructure Investment and Jobs Act, and the state Community Access Enterprise. Future rounds of grant funding will continue to build out the public charging network, with an emphasis on guaranteeing charging access in communities disproportionately impacted by historic air pollution.
Most of the charging stations should be online by the end of 2025, state o cials said. is story was printed through a news sharing agreement with e Colorado Sun, a journalist-owned nonpro t based in Denver that covers the state.
Starting in June, hundreds of thousands of low-income Colorado families will get $120 per child to pay for groceries during summer break. e program, called Summer EBT, aims to help parents of children who attend preschool through 12th grade in public schools pay for food when free school meals are unavailable or harder to access. State o cials expect families of more than 300,000 children to bene t.
A Colorado law passed during a special legislative session in November enabled the state to join the new program, which is mostly funded by the federal government with a small contribution from the state. Nearly three dozen states are o ering the program this year.
In recent years, Colorado has taken several steps to reduce the number of children who go hungry in the state. Starting this school year, the vast majority of Colorado students can get free school meals regardless of family income because of a
universal meal program approved by voters in 2022. A program similar to Summer EBT was in place during the pandemic, but it expired last summer.
Colorado families are eligible for Summer EBT cards if they receive public bene ts such as SNAP, Medicaid, or Colorado Works, or if their children qualify for free or reducedprice school meals.
Most families will automatically receive a letter in May for each child eligible for Summer EBT, with preloaded cards arriving in the mail shortly after. To access the money on the card, families must set up a personal identi cation number. ey can do this by calling 888-328-2656, entering the card number, and following the prompts.
Families who believe their child is eligible for Summer EBT, but who didn’t receive an eligibility letter can contact the Summer EBT Support Center at 800-536-5298 (text 720741-0550) or email cdhs_sebt_supportcenter@state.co.us.
Chalkbeat is a nonpro t news site covering educational change in public schools.
is school year has been overwhelming for teachers like Joel Mollman.
As an English language development teacher at Hamilton Middle School in Denver, Mollman has had to take on more work to keep up with the growing number of students who need help learning English.
In previous years, for example, his
school might have only received three students a month who needed to be screened for English uency. is year, he screens at least three new students each week — a process that takes one to two hours per student.
“It could quickly take up two of my mornings where I could be in classrooms,” Mollman said.
Across the state, English language development teachers describe similar scenarios.
As many schools have experienced
an in ux of new students with limited English skills all year, their roles have been changing.
Traditionally, these teachers are tasked with screening new students, teaching English as a second language, administering English uency tests, and coaching other classroom teachers.
Now they must also support many students who are new to the country in much larger classes than typical.
As of the end of February, seven of
Colorado’s districts — Denver, Aurora, Cherry Creek, Greeley, Adams 12, Je co and Mapleton — told Chalkbeat they had enrolled more than 5,600 students new to the country after October count.
Some schools, in particular ones where there haven’t traditionally been large numbers of English learners, have relied on their English language development teachers to be
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the main support for children new to the country. Some of the teachers describe helping students and their families navigate a new country, and even taking in a child whose family was living in a car, during a bout of chickenpox.
Often, they say, certain parts of their job have fallen to the wayside, and state advocates say that in small districts, even screening students to identify their English needs, a crucial step, gets skipped.
Cynthia Trinidad-Sheahan, president of the Colorado Association for Bilingual Education, said districts don’t have the manpower, and often don’t know what to do.
“ e expertise is lacking with some of the districts,” Trinidad-Sheahan said. “How do we get training to the teachers that are in these rural districts? And it’s not just on the paraeducators and teachers. e administrators leading these buildings do not have a clear understanding of language acquisition.”
Teachers start by testing for English fluency
When a student who is suspected of not being uent in English is enrolled in school, the district is required to screen them to identify their language level and needs for services. at screening is supposed to happen within two weeks of enrollment.
In a typical year, that occupies time in the beginning of the school year for English language development teachers. is year, with some schools receiving new students every week, that process has taken up a lot more time.
At Hamilton Middle, where Mollman is also team lead for the school’s multilingual team, he’s taken on the role of screening all students this semester. O cial state numbers show 40% of Hamilton’s 700 students have been identi ed as English learners.
In addition to administering the tests, Mollman has to block o a few hours per week to do the paperwork for the district. at requires entering scores and other information into the computer, and three school sta members to sign o .
Last semester, another English language development teacher on his team was sharing the load, but with so many new students, that teacher had to take on another class, giving up one of her free periods. Mollman now does all the screening. Each Monday, he starts his week preparing for testing, double-checking the schedules given to new students
to make sure they’re in the right classes, tracking down Chromebooks if they haven’t received them, and sometimes making calls as he tries to gure out what pro ciency the new students have in their native language.
Kayli Brooks, a teacher at Tollgate Elementary in Aurora, said screening new students didn’t consume her job only because her school was able to get help from Aurora district leaders who stepped in to do that work.
But she recalls how many of the students arrived just before the annual testing window for ACCESS tests, the tests English learners take each year to measure their progress in English uency. ose students had to take both tests within days or weeks.
“Every o ce or room was lled with testing,” Brooks said. She said it was heartbreaking to pull students and have them realize they had to take yet another English test they wouldn’t be able to do well on.
It’s hard to find time to help more students
Both Brooks and Mollman said that in their schools, giving students a block of English language instruction — a legally required practice — has not stopped.
But other help for students and sta has.
Brooks, for instance, said she used to pull groups of students such as those new to the country out of class for extra English instruction
where she would let them practice speaking. She used to cater those sessions to phrases and vocabulary the students might encounter in other content classrooms such as science or social studies so they might feel more able to participate.
“All of that stopped,” Brooks said. “It came to an absolute screeching halt.”
In recent weeks, as the number of new students has slowed, she started back on a rhythm of reconvening some small groups of students. “ ey are so happy,” Brooks said. “ ey want to learn. I taught them last week some basic advocacy: I need water. I need the bathroom. I need food.”
Still, she isn’t doing as much as she would like. And she hasn’t been able to help other classroom teachers in her school. At Tollgate, she said, about 60% to 75% of students are considered level 1 English learners, which means they don’t have any English uency.
“We have a little over half of every classroom lled with students who don’t speak English, so half of their students are understanding what they say,” Brooks said. “Our team wants to — and should be — supporting teachers and having professional development around this. It’s just been such an overwhelming time that it’s not something that’s happening.”
Trinidad-Sheahan said districts need to allow English language development
students at the dual language Montessori school. In a typical year, her students are already close to fully bilingual. Because of the school model, and being a magnet school, most students by fourth grade have been in the school since kindergarten.
But this year, because of the large numbers of migrant students in Denver, the school has had to accept new students. It means Prosch is now working with students who have just arrived in the country and speak no Eng“We don’t have any materials for students who don’t speak English,” she said.
teachers to coach other teachers so the responsibilities for teaching students gets shared.
At the schools seeing an in ux of emerging bilingual students, she said, instructional coaches should be teachers with experience in teaching English learners. Mollman said at his Denver school, his team is trying to help other content teachers, but “we’re still trying to gure out the best way to do this.”
In other years, at his school teachers may have paired new students with other students who also speak the same language. But with so many new students, including some who speak Spanish and others who speak Arabic, it’s not always possible. He’s also trying to get teachers to adapt how they grade students who don’t yet speak English. But it’s all a challenge.
“Some teachers are very good at adapting,” Mollman said. “Some have really struggled with it and we haven’t quite found the solution.”
Even teachers who have experience working with students learning English as a new language say they’ve felt unprepared at times this year.
Dakota Prosch, is an English language teacher at Academia Ana Marie Sandoval in Denver, where she teaches fourth, fth, and sixth grade
More international routes are in the hopper
BY JESSE PAUL THE COLORADO SUNTurkish Airlines has announced that it will begin ying from Denver to Istanbul on June 11.
At 6,130 miles, or between roughly 12 and 13 hours in the air, the ight will be the longest scheduled passenger route to and from the Mile High City, eclipsing the 5,788-mile ight between Denver and Tokyo’s Narita International Airport operated by
United Airlines.
Turkish Airlines is a Star Alliance partner airline, like United. at means passengers will be able to transfer to United Airlines ights once they arrive in Denver.
In Istanbul, passengers from Denver will be able to connect to destinations through Europe, Africa and Asia. e ight will be operated three times weekly — Tuesdays, ursdays and Fridays — on an Airbus A350-900 aircraft. A fourth frequency, on Sunday, will begin on July 9. e announcement comes as international ight options from Denver International Airport have proliferated in recent years. Flights to Paris,
Dublin and Zurich have all been added recently, and United Airlines and Lufthansa have added frequencies to London, Munich and Frankfurt.
Denver International Airport CEO Phil Washington said that the airport is trying to land ights to Amsterdam, Ethiopia’s Bole Addis Ababa International Airport and other parts of Japan.
“We are being very, very ambitious in terms of trying to increase our global connections around the world,” he said.
Denver Mayor Mike Johnston said the new route will lead to 350 new jobs in Denver and have a $20 million economic impact.
In February, the district provided some materials used at newcomer centers, but Prosch wishes she had gotten those resources sooner. For at least 30 minutes a day, she pulls aside the new students to work with them on some English development.
“ ere’s essentially two classes in one,” Prosch said. “I cannot deliver the same instruction.”
Most of her students are usually analyzing text. She tries to have her new students do that too, but many are just trying to learn what a sentence is and “how to put their tongue between their teeth” to learn the sounds di erent letter combinations make.
Still, Prosch said, “they’re really awesome kids and I’m really glad to have them.” It’s a sentiment echoed by other teachers.
Lawmakers are discussing a plan that
would give some school districts additional funding for the students new to the country who have enrolled after October count when school funding is set.
Mollman agrees that more resources would help.
Right now, he said, schools like his are making tough decisions, such as choosing between bringing in a second English language development teacher or another science teacher. At his school, this year, they added a new ELD teacher to relieve a class that had more than 40 students.
“It was a pretty easy decision this year, but that then impacted one of our teams more severely than others,” Mollman said.
But, even without funding, teachers say their roles have to adapt to meet the needs of students.
“ e goal is to ensure all of our students are successful regardless if they’re language learners or not,” Mollman said.
Chalkbeat is a nonpro t news site covering educational change in public schools.
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Hexagon Illusion
To solve this maze, start at either ‘S’ found in the top left and right corners, and maze-out to either ‘W’ for win found in the lower left and right corners.
In the middle of a nothing-in-particular phone call, my dad in Indiana suddenly asked me: “Where is Columbine High School?”
“Four or ve miles southwest of here — why?” I said from our westfacing back porch in Denver’s south suburbs on a beautiful spring day in 1999.
My hyperactive dad, who had been watching a cable news channel while we talked, replied: “Somebody is shooting kids there.”
Within seconds, two air ambulance helicopters thundered low and fast directly over our house and streaked southwest.
STAFF COLUMN
Scott Gilbert
I was a copy editor at the Rocky Mountain News in Denver, and as I watched the helicopters race toward Columbine, I knew that I should expect to be called in early for my night shift at the newspaper. I wanted to see our young sons before getting ready for work, so I got o the phone and trotted the block and a half to their elementary school.
In those pre-smartphone, lesswired days, the sta at our sons’ school didn’t yet know about the attack a few miles away. I walked past the open door of the teachers’ lounge, where a teacher I liked was nishing his lunch break. “What brings you here?” he asked. When I told him the little I knew about what was happening at Columbine, he responded, “ at will de nitely be on Channel 9 tonight.”
Word of the attack reached the school administrators about that same moment, and a lockout began. I was a familiar volunteer at
the school, and I was allowed to stop by our sons’ classrooms to see them for a few minutes before I returned home to prepare for work. I wanted to listen to breaking news about Columbine while getting ready for work, so instead of showering, I lled the bathtub and placed a radio on the bathroom oor so I could hear updates. I was sitting in the tub when the Je erson County sheri con rmed that several kids had been murdered, and I broke into a series of uncontrollable sobs.
Work that rst night was frantic, with uid news stories changing as reporters and editors tried to distill reliable information from the deluge of impressions, sights and interviews, plus the gut-punching images from our photographers. e ensuing nights at the newspaper were a slog through the bad non-dream of Columbine, including a night when I worked the “makeup” editing shift in the composing room, making sure through multiple editions that yearbook photos of the children who had been killed were paired with the right captions: Cassie Bernall is the girl with the wide smile and hair parted on the side; Corey DePooter is the boy with the pronounced straight eyebrows; Rachel Scott is the girl who looks like my sister as a kid ...
at was the night I ate a mayonnaise-heavy sandwich that had sat atop my warm computer terminal for hours before I was able to take a break, and the resulting case of brutal food poisoning felt bizarrely welcome because I needed so badly to puke my guts out.
All that was 25 years ago. Now, low- ying helicopters still ash me right back to the moment just after my dad told me about the at-
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tack in progress. ese days, I still can’t talk about the Columbine attack for more than a few seconds before my voice breaks. Our little suburb has its markers of the tragedy — the trauma center where the most grievously wounded children were own, the pawnshop where a paralyzed girl’s mother asked to see a revolver and then hurriedly inserted a bullet that she used to kill herself at the counter — and I see those places many times each week and remember.
But I got o light. I got o easy. I’m an outgoing person who is always getting to know more people, and here in Denver’s south suburbs, that means I’ve gotten to know many people who were hit intimately by the Columbine attack, people who were there, people who helped save terribly wounded children, people who tried to save children who died, people who lost dear ones, people whose dear ones survived but were damaged in ways that can’t be undone. Every year I know more people with lifetime memberships in that undesired club.
People I trust tell me good things have been forged from the pain of that horrible day. I want to believe they’re right.
Scott Gilbert is an editor in our newsroom who worked for the Rocky Mountain News in Denver at the time of the Columbine attack.
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25 years later, the tragedy is a study of recovery, resilience and triumph
BY MICHAEL DE YOANNA EDITOR IN CHIEF
Twenty- ve years have passed since that April day that etched sorrow into the hearts of Columbine High School. Two armed students took the lives of 12 of their peers and a cherished teacher and then their own lives. e reverberations of that tragic day have rippled through the years, leaving a sad narrative of killers and victims often repeated in the mainstream media.
But what that narrative misses is Columbine’s story of recovery, resilience and triumph.
It is in the school’s very fabric, where the emphasis is that every individual, from the principal to the rst-day freshman, matters.
As Columbine sophomore Madison Price told us, “It’s just the kind of thing that you can feel.”
It’s kind of a soft nding for a
newsroom that spent months parsing through stories of grief and perseverance in our interviews with survivors, past and present school o cials, teachers, security experts and even media critics.
Our newsroom sought the answer to a simple question: How has the 1999 Columbine shooting changed the school over the years — and everything else?
On one hand, nothing has changed. Gun violence is rampant in the United States. Take, for instance, the stunning tally of deaths and injuries provided by the Atlas of American Gun Violence, tracking incidents across the country down to the neighborhood level. Such an atlas is only necessary because of the almost-daily barrage of headlines chronicling shootings. Yet some are so large and horri c that everyone knows them by name, like Sandy Hook, Marjory Stoneman Douglas, and Robb Elementary in
Uvalde, Texas.
e specter of violence is woven into the lives of children in schools at an early age.
And schools across the country have increased security measures in the years since the Columbine shooting, which took the lives of students Cassie Bernall, Steven Curnow, Corey DePooter, Kelly Fleming, Matthew Kechter, Daniel Mauser, Daniel Rohrbough,Rachel Scott, Isaiah Shoels, John Tomlin, Lauren Townsend and Kyle Velasquez, and teacher William “Dave” Sanders.
e Je erson County School District, which oversees the high school, points to classroom doors that lock from the inside. ere are single-point entry systems at schools that ensure students, sta and visitors pass through controlled checkpoints. Add to that security cameras, once a rarity, metal detectors and scanners.
Much of the changes are meant
to ferret out people carrying guns. Yet our reporting did not take us to the raging debates over guns, like whether background checks are enough or if teachers should be armed.
Instead, we explored how chaos among rescuers during the Columbine incident led to improved coordination today, working to bridge gaps to make all schools safer.
And we looked at the media’s role during and after the shooting. One harsh takeaway from University of Colorado Boulder professor Elizabeth Skewes was that news coverage of shootings can desensitize Americans and even be harmful to survivors. Knowing that helps explain the goals of Je erson County schools at the district’s recent media day for press organizations looking to report on the 25th anniversary of the tragedy.
In the days following the shooting at Columbine High School, its principal, Frank DeAngelis, started leaving his shoes untied. e loss of his students and a teacher, who was also a friend, left him feeling he had no control over his life.
“People would say, ‘Tie your shoe!’ and I said, ‘ at’s the only thing I have control over,’” he said. But piece by piece, and with the help of his community, DeAngelis started his journey toward healing. It was just like tying his shoes, one lace over the other.
He still thinks of the tragedy every day — reciting the names of the victims who were killed before he gets out of bed. But his journey to heal hasn’t been lonely. In the years following the tragedy, he has leaned on his community and channeled his energy to help others — and still does, even in retirement.
DeAngelis started working at Columbine in 1979, right after he graduated from college. Before he became the principal, DeAngelis had been a history teacher, football coach and baseball coach there. He worked closely with students, and enjoyed that his role gave him the chance to get to know so many of them — in the cafeteria, on their sports teams and on the stage.
On the day of the shooting, like so many others, he said, his life changed forever.
After the tragedy, he led the school until every student in the area who was in class on April 20, 1999 — down to the preschoolers — graduated. “Because they were impacted by it,” he said. “Even though they were not there, they saw everything.”
Reporters who went to that event heard many of the same things we learned in our reporting, which often involved initially-reluctant sources opening up to trust our reporters and editors with their stories. ey wanted us, and our readers, to know that the shooting doesn’t de ne Columbine. Instead, what de nes it is a kind of indomitable spirit that emerged and evolved with intentionality since 1999. It plays out for many every April 20, the anniversary of
His leadership in those years is a common theme among students and sta connected to the school. ey say DeAngelis helped the community to heal, and they call his leadership a model for how to live. ey consider him a bedrock for the community and say he brought people together in the wake of tragedy.
the shooting, in the school’s Day of Service, now in its eighth year.
“We have turned that day into something so positive,” teacher Mandy Cooke told us. “And that is what I am most proud of — is making sure that our current students know how to be better humans in the world, instead of this awful, tragic thing that happened to us.”
And Cooke knows. She was a student at the school in 1999 and is among three survivors we interviewed who returned to the school to help it turn the page of the adversity to a brighter chapter.
We found a community guided by those who became united in shared pain with a erce determi-
nation to heal.
In that regard, no name came up more often than former Principal Frank DeAngelis, who led the school, its sta and generations of students out of the shadows of tragedy.
“People said that Columbine really needed me — I needed them,” he said.
For many, he is a beacon of hope, even in his retirement, as he aids others a ected by similar hardships.
Now, as it has been for decades, Columbine is just another high school. People look forward to football games. ey’re studying for tests. Students are discovering
One Je erson County School District sta member said the community would not have recovered without DeAngelis — and that his impact goes far beyond Columbine.
who they are and who they might be when they become adults.
To Cris Welsh, a student at the time of the shooting who is now a teacher at Columbine, it’s all very ordinary, except for one thing.
“We exist to extend the notion that one can recover,” he said. “ at the awful things that happened to us are outside of our control, but how we respond to those awful things is totally within our control.”
Columbine is a symbol of hope, he said, not only to itself but well beyond.
“If you are determined to overcome the things that happen to you, you can do it,” he said.
BY NINA JOSS NJOSS@COLORADOCOMMUNITYMEDIA.COM
On a mild Monday afternoon, Mandy Cooke was walking on a path near the high school where she teaches social studies. Nearby, a few students were warming up for track and eld practice. e team’s coach spotted his colleague and shouted, “ ere’s Mrs. Cooke!” and the students waved.
It was like any high school in America. e school’s colors — navy and white — accented the track as teens ran, stretched and laughed. Behind them, the word “Rebels” was painted on a shed near the eld. A coach blew a whistle and the kids came into a huddle, as others walked through the nearby parking lot with backpacks on.
But unlike other high schools in America, this scene happened close to a memorial with the names of 12 students and a teacher who were killed in a mass shooting on April 20, 1999.
Cooke sometimes gets concerned reactions when she tells people she works at Columbine High School.
“I still have teacher friends who are like, ‘I don’t know how you
walk into that building,’” Cooke said.
She probably gets asked this question more than some other teachers, as Cooke is a survivor of the shooting. She was a sophomore at Columbine in 1999.
Twenty- ve years later, she works alongside several other survivors, hoping to support and care for students in the same way teachers and sta supported and cared for them in the wake of the tragedy.
Cooke works with friends she grew up with, including fellow teacher Cris Welsh and Noel Sudano, a school counselor.
Cooke and Welsh went to preschool together, and Cooke took piano lessons from Sudano’s mom. ey all attended Dutch Creek Elementary School and then graduated together from Columbine in 2001. All three now live in the same neighborhood, where they are raising their own kids.
A similar call led them all back to their high school.
For Welsh, who teaches social studies, there was no other choice.
“I wanted to be there for my students in the same way that teachers had been there for me — I wanted to kind of pay that for-
ward,” Welsh said.
In a time of “total, complete chaos,” he said, the teachers at Columbine represented stability. He drew a lot of strength from his relationships with his teachers in the months and years that followed the tragedy.
“ ey had gone through exactly what we had gone through,” he said. “ ey showed us kindness, and consideration and compassion at a moment where so much of that seemed to be lacking in the world … I think, in each of us, there was a desire to extend that to another generation in what, regrettably, seems like an increasingly unstable world.”
Sudano said the adults at school were willing to show students their humanity, which was healing for her. One teacher, who was usually rather intimidating, gave her a hug a few days after the shooting.
“I just remember thinking, ‘Oh my gosh, this helps me understand the magnitude of what we went through,’” she said. “And, it also helped me feel that safety of like — even this authority gure, we’re all in the same situation, and we can all depend on each other.”
ese connections, the trio said,
were a critical part of the healing journey for not just them, but many of the Columbine survivors.
“Our generation grew up where we could only process through genuine communication with each other,” Welsh said. “And I think it made a big di erence.”
He said he wonders if social media — with its inherent social pressures and opportunities for criticism and damaging words — has prevented some victims of school shootings from processing their experiences e ectively.
“I would not want to have posted my opinions and ideas and emotions online for the world to see” after the shooting, he said. “I wanted friends, not the world.”
Because of the closeness and familiarity of being among people who understood what she had gone through, Cooke said she remembers never wanting to leave the Littleton area after she graduated.
“I was so comfortable because we bonded and came together, and I knew I was protected there,” she said. “And then, I knew going to school in Fort Collins, I wasn’t.”
Cooke started college at Colorado State University. She said the rst page of her psychology textbook was about the Columbine shooting.
“Going out of that bubble was very di cult for me,” she said.
Sudano had a similar experience as an undergraduate student at DePauw University in Indiana, where she learned “very quickly how just saying the word ‘Columbine’ triggered all sorts of reactions.”
Cooke, Welsh and Sudano said the students who attend Columbine are generally aware of the history, but mostly don’t think about it unless adults mention it. For them, Columbine is just their school. Going there is “not something that seems abnormal to them until people around them tell them that it is abnormal,” Sudano said.
“I think their rst thought is not the shooting,” Welsh said. “ eir rst thought is, you know, the history test that I just made them take.”
So, for all three, working at Columbine is not strange. In the decades since the tragedy, they have come to know it as a tight-knit, service-oriented — and otherwise completely regular — high school.
“It was a high school, it always has been,” Welsh said. “If there is any special nature to Columbine, it has been the family or community atmosphere that we have created. It’s been the desire to aid and support and service others. If there is a di erence between us and other high schools, that’s it.”
Welsh said Columbine has been portrayed in many negative ways by the media. He, Cooke and Sudano said they want people to see Columbine as a wonderful place
“It is such a hub in our community for everybody, kids and adults,” Cooke said. “( ey) go to basketball games, go to football games. It’s just such a rallying point for me, that I don’t think of the shooting every single day.”
“We have a job to do,” Welsh added. “I can’t be thinking about my students and getting ready for the AP test or whatever it is we’re focused on at the moment if I’m constantly obsessing about the past. I’m not saying it’s not there, to a certain extent, but you don’t walk in and immediately have ashbacks to April 20.”
Cooke said the employees are in a place where they are ready to never forget, but still move on with their lives. She is a mother and wants to spend her time and energy focusing on her kids.
“I’m in a really good place in my life,” she said. “I don’t want to be sad.”
instead of the site of a national tragedy.
e Columbine community remembers and honors the victims, but they do it in a way that is forward-thinking and hopeful, they said.
Her kids — who are in fth and seventh grade — look forward to going to Columbine someday. It’s a place where students study for history tests and do chemistry experiments. ey laugh in the hallways and are late to class. Students change in the locker rooms for practice after school and look forward to things like football games and prom.
Columbine is like any high school in America, only it is stronger than it was before 1999. To Welsh, the school is a symbol of hope.
Sudano said she wants people to know that Columbine is “a school that’s thriving.” e employees say they don’t let the shooting de ne their experience there.
“We exist to extend the notion that one can recover,” he said. “ at the awful things that happened to us are outside of our control, but how we respond to those awful things is totally within our control … If you are determined to overcome the things that happen to you, you can do it. ere are people out there who have done it, and you need to look to them.”
In her home in Parker, Cindy Woodman gazed at trinkets that people sent to her daughter, Crystal Woodman Miller, following the 1999 shooting at Columbine High School. On the walls and a large wooden bookshelf — surrounding the ornaments, small sculptures and decorative boxes — paintings showcase columbine owers.
When Cindy looks at the knick knacks in her “Columbine Room,” named for both her favorite ora and the high school, they sometimes remind her of the day that would change their lives forever.
“Just to walk through there every single day is just a quick reminder, but it’s not that it puts me in pain or agony — it’s a happy reminder that I still have Crystal,” Cindy said.
Although the interview with Columbine survivor Crystal was conducted through FaceTime, her emotion was felt as she nodded in agreement with her mother and delved into the intricacies of how her life was in uenced after she went to school on April 20, 1999.
“I am so much of who I am today because of what I went through,” Crystal said. “ ough I am not de ned by Columbine, I am more of the woman, the mom, the wife, the friend, the philanthropist, the speaker, the author that I am today because of what happened that day.”
Crystal’s perspective
After the tragedy, Crystal had a decision to make: Fall apart or forge ahead. She chose the latter, and embarked on a journey that has spanned decades, where she helps the “survivors community.”
At the beginning of her journey, following the shooting, Crystal started sharing her story and eventually found her voice.
“As school shootings and mass shootings became more commonplace, I saw myself really starting to respond and just be there for others and to just be a resource for others,” Crystal said. “My work has been toward that e ort for almost 25 years, and so I want to continue to walk with this community and link arms with them and let them know that they’re not alone.”
Over the last several years, she’s been a speaker at schools and communities impacted by shootings. In addition, she’s assisted in opening a therapy retreat for survivors of mass shootings.
Additionally, Crystal has written three books: “Marked for Life,” which is about her journey, and two children’s books: “A Kids Book About School Shootings”
we’re giving them the language and the space to do so,” Crystal said. “We want to give them tools when they face their little fears and anxiety and we want to empower them to use their voice.”
Crystal said she has shared pieces of her story with her children and will continue to do so until they’re ready to hear it completely.
Cindy’s perspective
Cindy said the weeks and months following the shooting were hard for Crystal and their family, but over time, she saw Crystal overcome.
“I went through my tough times after that, but Crystal was always strong. She would amaze me,” Cindy said.
Crystal listened to Cindy’s words through Facetime during the interview happening at her home.
“I thank God that we still have her,” Cindy said while looking at her daughter, on the other side of the screen, with tears in her eyes.
Like Crystal, Cindy said the Columbine shooting in uenced a lot of elements in her life.
“I am a di erent person today than I would’ve been had I not gone through that, and I think overall I am a better person because of that,” Cindy said. “I think one of the biggest things I mostly just learned is that I need to give myself grace.”
More to know
As a survivor of the Columbine shooting, Crystal said she has been “asked every question under the sun” about that day.
and “A Kids Book About School Shootings: For Survivors.” Her children’s books o er tools and advice for both students who survived a shooting or other trauma and parents and other adults to help them talk with children.
Crystal said among other things in her life, her experience at Columbine has impacted her perspective as a mother.
“Because of my perspective on life and how I view each day as a gift, I love being a mom and I love that I am given the opportunity in life to be able to raise and shape these young people to go far beyond anywhere I’ve been,” Crystal said.
As a mother, Crystal said she takes on the joy and responsibility to teach her children “what it looks like to live courageously in a crazy world.”
“I know what it’s like to have fear so rip your life that you can become paralyzed, and I want my kids to not have to walk through that,” Crystal said.
Crystal was thinking of her children and her perspective as a teenager in 1999 when writing her books. She wanted to re ect how she would address things with her children and how issues were addressed when she was younger.
“We want to make sure kids are talking about the hard things and
“I think the thing that I like to tell of (is) the hope and the goodness,” Crystal said. “I like to tell of the stories of resilience and the stories who’ve gone on to be impacted greatly, but have gone on to make an impact greatly.”
For Crystal, it’s hard to visit communities and see that these tragedies keep happening.
“It’s so heartbreaking that this continues to be an epidemic that has swept the world,” Crystal said. “ at there’s countless … people who’ve had to now experience this — people who know the pain, who know the heartache.”
Crystal believes various elements have led to this point including families, culture, the media, guns and mental health.
“Just talking about one facet isn’t the end date of a much deeper, much greater conversation,” she said. “So, we really need to come to the table not screaming and yelling at each other because I think we’re closer on the issues than we are apart.”
In a room of her home in Parker, dubbed the “Columbine room,” Cindy Woodman admires one of many paintings of her favorite flower the columbine. Also in the room are various trinkets and knick knacks sent to her daughter Crystal Woodman-Miller, who survived April 20, 1999.
‘We are Columbine’
During her senior year, following the shooting, Crystal said she felt the community really come together.
Crystal now lives in Edmond, Oklahoma and she explained that the teachers, administrators and faculty of Columbine High School created a camaraderie and close-
“He’s the reason today that schools all over this country are able to move forward after tragedy,” said John McDonald, who was the executive director of school safety for Je co Public Schools from 2008 to 2022.
DeAngelis recognizes that his community leaned on him for hope and survival, but said this relationship went two ways.
“People said that Columbine really needed me — I needed them,” he said. “If I would have gone somewhere else, I would always be concerned about them.”
Since retiring in 2014, DeAngelis has dedicated his life and career to helping others face tragedy in their own lives. He is a member of the Principal Recovery Network, a group of “current and former school leaders who have experi-
ness that continues to reign in the hallways of the school today.
“Our kids were on trajectory to go there,” Crystal said. “ ey were in the Columbine school district and there was a lot of pride even in my kids, sporting their Columbine sweatshirts and T-shirts, going to the football games and still showing up at Columbine because we love Columbine. ‘We are Columbine’ echoes in the halls of our school and in our hearts forever.”
Cindy said to this day, people will ask her how she and Crystal
enced gun violence tragedies in their buildings” across the country.
“You can’t determine what happens to you, but you can determine your response,” DeAngelis said. “No one would ever wish that a Columbine (would) happen, but it did. And, so, how can I go out and help others?”
In the 25 years since the shooting at Columbine, mass shootings at schools have become tragically common.
DeAngelis has reached out to other school leaders in the wake of some of those tragedies, sharing advice on things that helped him — like going to counseling, nding a support system and taking care of one’s family and spouse.
He is also part of the Je Co/ DeAngelis Foundation, a nonprofit dedicated to supporting school and community safety. DeAngelis travels around the country, sharing wisdom with rst responders,
are doing and she’s grateful for the thoughtfulness of the community.
“ at just says how wonderful the community is,” Cindy said. “ at they still remember and they still have a heart for it all and still feel the pain and joy of it.”
Crystal said it’s important to remember that not all stories are “bright and cheery and happy.”
“ ere’s a lot of pain and people are still hurting deeply so we can’t forget those who are still thinking about it every single day,” Crystal said.
administrators and students.
“I just talk about my journey and taking care of yourself,” he said. “(I talk) about where we were and lessons learned, but then also the recovery piece.”
DeAngelis lives by his own advice. He still goes to counseling to take care of his well-being. Getting help and leaning on others are the main pieces of advice he gives to people recovering after tragedies.
“You’re not in the journey alone,” he said.
Part of the foundation, the Frank DeAngelis Center for Community Safety, trains law enforcement and school safety o cials to respond to emergencies in a real school environment. e center conducts about 200 training sessions a year, he said.
DeAngelis said his Catholic faith is a large part of what drives his work. He said there is no clear reason why his life was spared, but he believes God has a plan for it.
Crystal encourages people, especially in the Columbine community, to continue to reach out and support each other.
“Don’t do it alone, and know there are still people ghting on their behalf, love them and are here for them,” Crystal said. “We don’t forget the 13 beautiful lives that were lost. We don’t forget their families. We don’t forget to remember them because we carry them with us every single day. We carry their stories. We carry their legacies.”
at’s what drove him to stay at the school for so many years, and what still drives his work in supporting and educating others today.
He said his remembrance of the 13 victims each morning helps drive him forward.
“
ey give me a reason to do what I’m doing,” he said.
He laments the world’s obsession with returning to the topic of the shooting at the school. DeAngelis said Columbine and the community that surrounds it, including its alumni, are focused on helping others, moving forward and working to make the world better.
Although he is not the principal anymore, DeAngelis is still intimately involved with the school and its community.
“I can assure you, 25 years later, our community is stronger than what it was,” he said. “Because that’s what happens when families go through troubled times or tragedy — they come together.”
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Denver Probate Court of the City and County of Denver, Colorado on or before August 12, 2024, or the claims may be forever barred.
All persons having claims against the above-named estate are required to present them to the personal representative or to Denver Probate Court of the City and County of Denver, Colorado on or before Monday, August 5, 2024, or the claims may be forever barred.
John G. Salazar Personal Representative 1526 S. Sherman St. Denver, CO 80210 Legal Notice No. DHD2071 First Publication: April 4, 2024
All persons having claims against the above named estate are requtred to present them to the personal representative or to the Denver Probate Court of the City and County of Denver, Colorado on or before Monday, August 12, 2024, or the claims may be forever barred.
TONI
All persons having claims against the above-named estate are required to present them to the personal representative or to the Denver Probate Court of the City and County of Denver, Colorado on or before August 5, 2024, or the claims may be forever barred. R.Scott Fitzke, Attorney for Personal Representatives
All persons having claims against the above named estate are required to present them to the personal representative or to the Denver Probate Court of the City and County of Denver, Colorado on or before August 19, 2024, or the claims may be forever barred. Amber Marchlowska, Attorney for the Personal Representative 390 Union Blvd., Suite 580 Lakewood, CO 80228
Wyatt, Personal Representative c/o Timothy J. Parks 1999 Broadway, Suite 1400 Denver, CO 80202 Legal Notice No. DHD 2064
All persons
Maria Del Refugio Rascon, Personal Representative
IN THE MATTER OF THE PETITION OF: Alicia Rae Blackburn, Petitioner FOR THE RELINQUISHMENT OF A CHILD,
Lilliana Allison Manning (DOB: April 8, 2024)
David Carter, John Doe, and Any and All Unknown Fathers, Respondents
And Concerning Adoption Options, Co-Petitioner.
Attorney for Adoption Options:
Andrew T. Fitzgerald, #33996 Grob & Eirich, LLC
12596 W. Bayaud Ave., Suite 390 Lakewood, CO 80228
Phone: 303-679-8266
andrew@grobeirich.com
FAX: 303-679-8960
NOTICE OF ANTICIPATED EXPEDITED RELINQUISHMENT OF THE PARENT-CHILD LEGAL RELATIONSHIP
TO: DAVID CARTER, JOHN DOE, and ANY AND ALL UNKNOWN FATHERS
YOU ARE HEREBY NOTIFIED, PURSUANT TO C.R.S. § 19-5-103.7, AS FOLLOWS:
You have been identified by the birth mother, Alicia Rae Blackburn, as a possible biological father of her child, who was born April 8, 2024 in Colorado. Ms. Blackburn plans to relinquish her parental
rights to the child on an expedited basis in the Jefferson County District Court, State of Colorado, where the adoption agency has their office, pursuant to C.R.S. § 19-5103.5 in order to make the child available for adoption. Adoption Option’s address in Jefferson County is 14143 Denver West Parkway, Suite 100, Golden, CO 80401. In connection with this matter you are advised as follows:
1. Placing a child for adoption requires termination of the birth mother and alleged birth father(s) parent-child legal relationships. Termination of parental rights means that pursuant to a court order, all rights powers, privileges, immunities, duties and obligations existing between a parent and a child are permanently severed, except for inheritance rights, which will be severed at the time of the final decree of adoption. Upon termination of parental rights, a parent shall: (a) no longer have the right to custody of, or parenting time with the child; (b) no longer have the right to any information concerning the whereabouts, activities, health, or well-being of the child; and (c) have no say in any further decisions concerning said child.
2. As an alleged birth father, you have the right to contest the termination of any parental rights you may have to the child.
3. Failure to declare an intent to contest the termination of parental rights may likely result in a termination of parental rights to the child. In order to contest the termination of the parent-child legal relationship, you must:
a. Request and Return a Reply form to Adoption Options at their main office at 1355 S. Colorado Blvd., Suite 501, Denver, CO 80222 by Certified Mail, Return Receipt Requested, no later than twentyone (21) days after the date of this notice or before the birth mother’s relinquishment petition is filed with the court, whichever occurs later. The date of notice shall be considered either: a) the date on which this notice was delivered to you personally by an employee or representative of Adoption Options or; b) the date on the return receipt should you have received this notice by Certified Mail, whichever is applicable. Alternatively, you may return the enclosed reply form in person to Adoption Options at the address indicated above, no later than twenty-one (21) days after the date of this notice or before the birth mother’s relinquishment petition is filed with the court, whichever occurs later. The date of notice shall be considered either: a) the date on which this notice was delivered to you personally by an employee or representative of Adoption Options or; b) the date on the return receipt should you have received this notice by Certified Mail, whichever is applicable. You should bring photo identification with you for in-person submission.
b. You must also file claim of paternity pursuant to Article 4 of Title 19, Colorado Revised Statutes in the Jefferson County District Court, State of Colorado, at the address shown above and notify Adoption Options pursuant to C.R.S. § 19-4105.5(4).
c. This claim of paternity must be filed no later than twenty-one (21) days after
the date of this notice or before the birth mother’s relinquishment petition is filed with the court, whichever occurs later. The date of notice shall be considered either: a) the date on which this notice was delivered to you personally by an employee or representative of Adoption Options or; b) the date on the return receipt should you have received this notice by Certified Mail, whichever is applicable.
4.You may also waive your right to contest the termination of parental rights or deny paternity and doing so will likely result in a termination of any parental rights you may have to the child.
5.Further notices shall not be provided to you in connection with this matter and your parental rights, if any, will likely be terminated by the District Court, unless you have properly contested the matter in accordance with the above law.
Shopping H FOOD H EXHIBITS H MUSIC H RIDES H FAMILY FUN FREE ADMISSION
• Enjoy your Favorite Festival Food
• Shopping Marketplace
• Music on Four Stages
• Street Performers
• Carnival Rides for the Whole Family
• Free Kids Crafts
• Silent Disco – Dance, Dance, Dance!
• Get Dizzy in a Water Bubble
• Bungy Jumping
• Jump and Slide on the In atables
• Nurf Terf Battles (Nurf version of Paintball)
AIR ACADEMY CREDIT UNION
EAST MUSIC Stage – Live Music ALL Day
Friday 8 pm – 10 pm Sisters of Rock
Saturday 8 pm – 10 pm
Shelvis and the Roustabouts
Sunday 6:30 pm – 8 pm
Ryan Chrys & the Rough Cuts
THURSDAY, JUNE 13
1 pm – 10:30 pm: Carnival Only
FRIDAY, JUNE 14
Fri 1 pm – 10:30: Carnival
Fri 4 pm – 10:30 pm: Fesival
SATURDAY, JUNE 15
Sat 10 am – 10:30 pm
SUNDAY, JUNE 16
Sun 10 am – 8:30 pm
MAIN STAGE – Live Music ALL Day
HEADLINERS:
Friday, June 14 presented by 8:00 pm – 10:30 pm: Kory Brunson Band
Saturday, June 15 presented by 8:30 pm – 10:30 pm: Wash Park Band
Sunday, June 16 presented by 5:30 pm – 8:30 pm: That Eighties Band
parkerdaysfestival.com
CARNIVAL RIDES & GAMES: presented by
BUY DISCOUNTED UNLIMITED CARNIVAL RIDE WRISTBANDS ONLINE
Single-Day Unlimited Carnival Rides: $35 each Good any one day during the festival
Sold online through 12 noon Wed. June 12
4-Day MEGA Unlimited Carnival Rides: $89 each Good all 4 days of the festival
PURCHASE DURING THE FESTIVAL
Single-Day Unlimited Carnival Rides: $40 each
TICKETS FOR INDIVIDUAL RIDES
Food, Beverage & Ride Tickets may be purchased at Festival Ticket Booths.
CORE ELECTRIC COOPERATIVE
Community Stage – Entertainment ALL Day supported by Allegro Music
Parker Days Festival is brought to you by the Parker Area Chamber of Commerce Foundation