Lisa Gonsalves, Executive Director, Independence Academy Charter School

As Executive Director, my vision for Independence Academy Charter School (IACS) has been to build a place where strong academics, meaningful opportunities, and a supportive culture grow together. That means holding high expectations while giving students access to hands-on learning, the arts, and programs that challenge them at different levels. It also requires listening to families and staff, so that as the school grows, it continues to reflect the community we serve.

Several priorities support that vision. At the top of the list is recruiting and retaining strong educators, alongside investing in their professional development, strengthening our operations and financial planning, and improving our facilities as enrollment grows. Every decision I make weighs two things: students’ daily experience and the school’s long-term stability. The same test applies as we consider future opportunities, including a possible high school: will this help IACS serve students well while remaining strong and sustainable?

Students do not all learn in the same way, and they are not all engaged by the same things. Independence Academy is an expeditionary, public charter school, which gives us more say over how we teach and operate. Our model pairs strong academic expectations with hands-on, project-based learning and opportunities in the arts, STEM, and other areas of interest. Rather than relying on textbooks alone, students explore ideas through discussion, creative work, and real-world applications, which gives them more than one way to connect with what they are learning.

We also match support and challenge to each student’s needs. Smaller classes help teachers get to know their students and adjust instruction, and our special services team provides extra help for those who need it. Our programs give students different ways to stretch: RISE offers accelerated learning for students ready for greater challenge, CREATE integrates the arts into learning, and SOAR gives students meaningful ways to explore the world around them. Across all of them, students read in every subject and take part in Socratic discussion, wrestling with open questions and building on one another’s ideas. Our goal is for every student to feel known, supported, and challenged to grow.

We start with what students need to know and be able to do, then ask how to make that learning meaningful. In practice, that means building a strong foundation in core academic skills and giving students opportunities to apply them through projects, discussion, the arts, and connections across subjects. Rigor is essential, but so is helping students understand why their learning matters.

Beyond academics, we want students to leave us able to think critically, communicate clearly, work well with others, and take responsibility for their learning. Teachers adapt instruction and support to meet each student’s needs along the way. Ultimately, the curriculum should prepare students for their next academic step and give them the confidence and skills to handle challenges beyond the classroom.

Teachers and staff make Independence Academy’s student-centered culture real every day. They get to know students as individuals, recognize their strengths and needs, and work together to provide the right balance of support and challenge. That collaboration reaches beyond any single classroom: teachers and our special services team share perspectives and coordinate their efforts, so students experience one connected school community.

My role is to create the conditions for that work to thrive. I want staff to have a voice in decisions, room to grow and lead, and the support they need to do their jobs well. When we listen to one another and stay focused on students, we build a culture where staff feel invested and students feel known.

Academic performance matters, but it does not tell the whole story of a student’s growth. We also look at how students apply what they have learned: the questions they ask, the ideas they bring to discussions, and the work they produce through projects, performances, and other hands-on experiences.

Because teachers get to know students over time, they can see growth in confidence, communication, collaboration, and independence, not just in coursework. Families and students add to that picture by telling us about their experiences. A student who starts taking academic risks, discovers a passion for the arts, or learns to work through a challenge has made meaningful progress. Noticing those moments shows us where to encourage each student and when they may need more support.

Families are essential partners in a student’s education. We keep communication open, listen to their perspectives, and create opportunities for parents and caregivers to take part in school life. Family events, student performances, and conversations with teachers and staff all build the relationships that make it easier to support students together.

We also look beyond our campus to enrich students’ experience. Community partnerships, field trips, clubs, and activities connect learning to people and opportunities across Grand Junction. Closer to home, our arts and event spaces give students a stage to share their work with a wider audience and bring local residents into the school. These connections strengthen students’ sense of belonging and help IACS play an active role in the community.

Some of our most significant milestones show that IACS has grown while maintaining strong outcomes for students and staff. Enrollment more than doubled, from 236 students in 2019 to 525 in 2026. At the same time, we have achieved 98% teacher retention and 97% student retention. We have also maintained one of the lowest student incident rates in the district, a reflection of the safe and supportive culture our team has built.

Academically, IACS has earned the district’s highest science scores on CMAS, Colorado’s statewide tests, and ranks among the top schools for elementary and middle school math and English language arts. Those results reflect the dedication of our teachers and the high expectations we set for our students.

I am also proud of the work we have done to strengthen the school’s financial future. We have secured and managed $13.4 million in capital and grant funding for buildings and other long-term needs and increased our reserves by 35% over three years. We have invested in our people as well, introducing paid maternity leave for employees. To me, these accomplishments belong together: we have expanded opportunity for students while investing in the people and resources that make their success possible.