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On Friday, April 17, the Kinsey Inquiry and Discovery School community came together to celebrate a major milestone with the official groundbreaking of its new campus. The day reflected not only the start of construction, but also the pride, connection, and shared vision that define the Kinsey community.

The celebration began with Native American blessings led by traditional practitioners from the Navajo, Hopi, and Apache tribes. Principal Ellen Herman shared that this moment carried deep meaning for the school community. “Beginning the day with blessings from traditional practitioners was incredibly powerful. It grounded us in respect—for the land, for the cultures that have long been connected to this place, and for the responsibility we carry as educators,” she said. “For our Kinsey community, where many of our students come from Native backgrounds, this was more than ceremonial—it was a meaningful acknowledgment of identity, belonging, and connection.”

Back on campus, students were actively involved in the celebration throughout the day. Classrooms explored the significance of the new building through videos, discussions, and reflection activities about their hopes for the future. The school came together for a picnic lunch with music, creating a sense of unity and excitement. Students also took photos with construction equipment and symbolic dirt piles, reinforcing that they are part of this moment and the future of the school.

The level of engagement from both students and staff stood out. “Students were curious, excited, and full of questions about what the future will hold,” Herman shared. “Some of the most memorable moments were the simple ones—students smiling in their class photos with the construction equipment, conversations about what they want in their new classrooms, and the shared joy during our picnic.”

In the afternoon, the official groundbreaking ceremony brought together district leadership, Governing Board members, community partners, representatives from Northern Arizona University and Coconino Community College, and the project’s architects and construction teams. The event highlighted the collaboration and commitment that made the project possible. Herman reflected on the significance of the moment, sharing, “It was a powerful moment of shared vision and gratitude. Breaking ground together symbolized not just the start of construction, but the realization of a vision built on collaboration, trust, and belief in our students.”

For the Kinsey community, breaking ground marked an important transition from vision to reality. “Breaking ground was both symbolic and deeply personal. It marked the transition from vision to reality—from imagining what could be, to actively building it,” Herman said.

Looking ahead, the new campus will expand opportunities for students and families, supporting Kinsey’s hands-on, collaborative, and community-connected approach to learning. “The new school will allow us to expand our place-based and project-based learning in ways that are more visible, more connected, and more impactful,” Herman shared.

As the day concluded, the focus remained on what matters most. “This day was not just about a building—it was about people. It was about a community coming together to celebrate what we’ve built and what we are continuing to build together,” Herman said.

At Knoles Elementary, the Beacon program is helping students with autism and other disabilities thrive through individualized support, meaningful inclusion, and a strong sense of community. During Autism Acceptance Month, the work of Beacon teachers Lesley Littlefield and Natalie Rimer—highlights how intentional support and collaboration can transform both learning and relationships across a school.

For Littlefield, Autism Acceptance Month is a time to celebrate and educate. “It’s a month in which we get to celebrate our Beacon students and teach others to celebrate and accept neurodiversity,” she said. “It’s about breaking down stereotypes and creating an environment where we can learn from each other.”

Rimer emphasized the importance of giving students a platform to shine. “Autism Acceptance Month is a time to uplift our students and bring awareness to their unique skillsets,” she said. “It gives them a chance to showcase their talents and all the hard work they put in every day—things most people don’t get to see.”

The Beacon program provides a small, supportive classroom setting where students receive individualized instruction tailored to their needs. With the support of paraprofessionals, students build academic skills while also developing social, communication, and daily living skills. The program is divided into Beacon 1 and Beacon 2, serving lower and upper elementary students, with instruction adjusted each year based on student needs.

Students in Beacon demonstrate a wide range of strengths that teachers say deserve greater recognition, from artistic talent and strong memory to technology skills and unique personal interests. The program provides a space where these abilities are celebrated. Communication is also a key focus, with students using AAC devices, visual schedules, and icons to express themselves, helping them build stronger connections and friendships both in and out of the classroom.

Behind the scenes, strong staff support plays a critical role in student success. Program Specialist Laura Bond works closely with teachers and paraprofessionals to ensure they have the tools they need. “At Knoles, staff training is individualized to meet team needs,” Bond explained. “I spend much of my day in specialized programs modeling strategies, giving immediate feedback, and problem-solving with staff.” She also provides classroom support when needed, allowing staff time to regroup while maintaining consistency for students.

Collaboration between specialized programs and general education is another key to success. Bond emphasizes a mindset shift when it comes to inclusion. “Instead of asking when to include students, we ask how to make it meaningful,” she said. This approach includes shared academic experiences, participation in school events, and even “reverse inclusion,” where general education students join Beacon classrooms—building understanding on both sides.

During these reverse inclusion opportunities, general education students join Beacon classrooms to learn and connect alongside their peers. Recently, Mr. Jack Field’s 5th grade class partnered with Ms. Lesley’s class to share theirDragonfly research projects, work on coloring pages, and explore hands-on fine motor bins together. These shared activities helped build understanding, friendships, and a sense of belonging for all students involved.

Principal Pete Galvan emphasized that inclusion is central to the school’s mission. “Inclusion isn’t a place; it’s a feeling,” he said, noting that the school models inclusive language, promotes peer connection opportunities, and uses professional development like Universal Design for Learning to make instruction accessible to all students. He also highlighted the importance of visible representation, adding, “When we highlight all students, we show that diversity is our school’s greatest strength.”

This year, Autism Acceptance Month also featured a gallery walk assembly, where Beacon students showcased their work from units like birds and animal classification. The event gave the broader school community a chance to see student achievements firsthand while building connections through shared learning experiences.

Through the dedication of its staff and the strength of its students, the Beacon program at Knoles Elementary is helping shape a school culture rooted in empathy, acceptance, and belonging—one where every student has the opportunity to succeed and be celebrated.

The Leupp Elementary soccer team is having an exciting season filled with learning, teamwork, and plenty of fun. Led by Coach Denise Clah, students are building skills on the field while also growing in confidence and sportsmanship.

For Coach Clah, working with elementary students is especially rewarding. “What I enjoy most about coaching elementary students is how genuinely excited they are to learn and try new things,” she shared. “One day a student is unsure or hesitant, and the next they’re beaming because they mastered a new skill or pushed past fear. Being part of those moments is incredibly rewarding.”

This season, the team’s focus goes far beyond just playing the game. Coach Clah emphasizes growth, confidence, and enjoyment for every player. Students are learning important foundational skills like coordination, movement, and basic soccer techniques, while also developing teamwork, communication, and decision-making skills.

Just as important as physical skills are the life lessons students gain through the program. Players are encouraged to support one another, share the ball, and celebrate each other’s efforts. Whether winning or losing, the team practices respect, positive attitudes, and good sportsmanship.

Coach Clah describes her team as “positive, hardworking, supportive, and fun-loving,” noting how they continue to encourage one another and keep trying, even when faced with challenges.

As a first-year coach, Clah is also growing alongside her players, with a strong focus on creating a safe and welcoming environment. “My goal is for players to leave the season thinking: I can try hard things. I belong on this team. I’m proud of who I am,” she said.

With that mindset, the Leupp soccer team is already achieving success—on and off the field. Their dedication, energy, and teamwork are something the entire school community can be proud of.

On April 10, Mount Elden Middle School (MEMS) transformed math into an exciting, school-wide event as more than 170 students gathered for the annual MEMS Math Battle. Now in its second year, the competition continues to grow, inspiring students to engage with math in new and meaningful ways.

The MEMS Math Battle is a dynamic competition where students face off in a variety of challenges, both individually and in teams. In addition to individual success, grade levels compete against one another to determine which group performs best overall. The event also helps identify students who will go on to represent MEMS at Northern Arizona University’s county-wide middle school math competition.

The idea for the Math Battle came from a desire to bring more excitement to math at MEMS. “We came together last year to find out how we can get students more involved and excited about math,” said Pre-Algebra and Algebra 1 teacher Nicholas Armitage. Inspired by NAU’s middle school competition, staff created a similar experience tailored to their own students.

Throughout the event, students build a wide range of skills, including teamwork, critical thinking, and real-world problem solving. Activities like math bingo and team-based challenges encourage collaboration while pushing students to apply what they’ve learned in creative ways. These experiences help students see math beyond the classroom and understand its real-life applications.

One of the most impactful outcomes of the Math Battle is the boost in student confidence. Many participants enter unsure of how far they will go, but quickly surprise themselves. “It’s a great feeling when they go farther than they expected. Their faces light up—you can really see their confidence grow,” Armitage shared.

This year’s event saw record participation, with over 170 students signing up—far surpassing last year’s 100 participants. The strong turnout reflects a growing enthusiasm for math across the school and highlights the success of the event in making learning both engaging and fun.

The Math Battle was made possible through the efforts of dedicated staff and administrators, including Morgan Coverdale and administrators Tammy Nelson and Lawrence Watson, who supported the planning and logistics.

As the MEMS Math Battle continues to grow, it stands as a powerful example of how creativity and collaboration can transform learning. By combining competition, teamwork, and real-world thinking, the event is helping students build both skills and confidence—one problem at a time.

Flagstaff Unified School District (FUSD) proudly celebrated student achievement at the Native American 4.0 GPA Achievement Banquet on April 22 at the High Country Conference Center. The annual event, hosted by the Native American Education Support Program (NAESP), honored students across all grade levels who have earned a 4.0 grade point average, recognizing their dedication, perseverance, and academic excellence.

The evening began with a warm welcome from Superintendent Michael Penca, followed by an invocation from Candice Lewis of the Johnson O’Malley (JOM) Indian Education Committee (IEC). Guests also heard from Darold Joseph of Northern Arizona University’s (NAU) Institute for Native-serving Educators (INE), who shared the history and importance of the program. Students played a meaningful role throughout the ceremony, including Ciera Tsosie, who shared the significance of color, and Kylie Culliflower, who led the pledge.

Throughout the night, students were recognized for their outstanding academic accomplishments, with honorees ranging from freshmen to seniors. The celebration reflected not only individual achievement, but also the strong support systems surrounding each student, including families, educators, and community partners, who help make this success possible.

In closing remarks, Michele Cahinimptewa encouraged students to continue striving for excellence while using their talents to uplift others, and Joab Wadsworth of the Indian Parent Committee (IPC), delivered the benediction. A message shared during the evening captured the spirit of the event: academic success brings with it a responsibility to serve, lead, and give back to the community.

The district extends its gratitude to the many individuals and organizations who helped make the evening possible, including JOM IEC Members, NAESP staff, Title VII IPC Members, FUSD, tribal stakeholders, and the High Country Conference Center.

FUSD is proud to recognize the following students for achieving a 4.0 GPA this school year:

Freshman: Braxton Atene, Chloe Barton, Remy Cardani, Mathew Clay, Jonathan Corbell, Lottie Hill, Melanie Lee, Owen Mailboy, Viola Martinez, Desirae Nutumya, Natalie Salyer, Sariah Scharfenberger, Sophia Thomas.

Sophomores: Makayla Begay, Elizabeth Green, Haley Luman, Uutsiyma Masaumptewa, Anabah Peter, Dasia Yazzie.

Juniors: Sadie Balenquah, Drake Denetdeel, Delila Fuson, Madison Jeffers, Michael Phelps, Drake Powell, Kaiya Rock, Rachael Sims, Rivas Tuni, Maiya West, Jocelyn Williams.

Seniors: Kelise Begay, Kylie Colliflower, Lelani Gonnie, Graciela Guevara Adakai, Keilila Hamren, Rainee Saganey, Noah Schossow, Ciera Tsosie, Nikolai Vanzile, Emalie Yazzie, Katelynn Yazzie. 

This celebration serves as a powerful reminder of the incredible accomplishments of FUSD students and the bright futures ahead of them.

Congratulations to all of this year’s 4.0 GPA honorees.

Thomas Elementary School is proud to celebrate 5th grade student Alicen Sullivan, who was nominated and selected as the Arizona State Board of Education’s Student of the Month for March.

Alicen was recognized during the Board’s meeting on March 30 in Phoenix, where she had the special opportunity to address board members with a short speech. In a meaningful and personal moment, Alicen shared about her culture and her school—speaking in both English and Navajo.

Nominated by her principal, Katrina Collins-Hernandez, Alicen said receiving the award meant a great deal to her. She shared that she never expected the recognition and felt incredibly happy and honored. Surrounded by her grandparents, parents, brother, teacher, and principal, Alicen celebrated the moment with the people who support her most.

“This award makes me feel like a leader,” Alicen said. She believes a good leader is someone who is responsible, helps younger students understand the rules, and shows kindness to everyone.

Principal Collins-Hernandez shared, “What truly distinguishes Alicen is the way she carries herself every day, with authenticity, compassion, and high expectations for herself and others. She has an extraordinary ability to positively influence those around her simply through her actions.”

She added, “Alicen is a natural leader who supports others both emotionally and academically. Her peers see her as someone they can trust and turn to, and she consistently leads with kindness, empathy, and integrity.”

Alicen credits her parents as her biggest inspirations, sharing that they are her heroes because of all they have taught her. Their support has helped shape her into the student and person she is today.

Looking ahead, Alicen is excited to begin her next chapter at Sinagua Middle School, where she looks forward to meeting new teachers and making new friends.

In the future, Alicen hopes to become a pediatrician. Inspired by her love for her younger cousins, she wants to combine her passion for helping children with a career in medicine.

Thomas Elementary and the entire FUSD community are incredibly proud of Alicen and this well-deserved recognition. Her leadership, kindness, and dedication make her a shining example of student success.

This spring, families across Flagstaff experienced something truly special as students from Flagstaff High School and Coconino High School joined together for a collaborative production of Hadestown. The production came together through collaboration between Flagstaff High’s Theatre Director Emily Murray, Coconino’s Assistant Director Billy Miller, and music director Stephanie Galloway, whose work across both schools helped unite the cast and crew. This marks the first time the two schools have combined their theatre programs for a single musical, creating a unique and memorable experience for students and the community.

The idea for the collaboration was rooted in student interest and opportunity. As Flagstaff High School Lead Director Emily Murray explained, “The students are what inspired the collaboration! There is a real hunger for quality theatre experiences.” With Coconino’s theatre program continuing to rebuild and Flagstaff’s well-established program, both schools recognized that working together would allow them to share resources, knowledge, and talent in a way that would benefit everyone involved.

The choice to produce Hadestown came after music director Stephanie Galloway was inspired by a production she saw in London. With its continued success on Broadway and availability for student performers, the musical offered an exciting challenge and a chance to bring something new to Flagstaff audiences. Students rose to the occasion, embracing the complexity of the show’s music, storytelling, and staging.

Despite coming from two different school communities, students quickly formed strong connections. Early in the process, they bonded over a shared goal of creating a high-quality production, encouraging one another and building new friendships along the way. Any initial nerves faded as students found common ground through their passion for theatre. As Murray noted, “Creating a theatre community where students feel seen, supported, and have a sense of belonging is essential.”

Students took on major responsibilities both on stage and behind the scenes. In addition to performing, they served as student directors, stage managers, and leaders in costume, makeup, and technical crews. One standout achievement was the creation of a student-built revolving stage—an ambitious feature that required problem-solving, perseverance, and teamwork. Rather than relying on expensive equipment, students designed and constructed their own solution.

The rehearsal schedule required careful coordination, including transportation between schools and a later start to ensure all students could participate. The commitment was significant, and students balanced rehearsals with academics and other responsibilities, gaining valuable experience in time management, collaboration, and dedication.

Assistant Director Billy Miller highlighted the collaboration, noting, “Seeing CHS students be part of a high-level FHS production—both onstage and behind the scenes—has been a highlight,” with strong performances and meaningful friendships formed along the way.

This collaboration not only resulted in a powerful performance but also strengthened connections across the district. By bringing students together in a shared creative space, the production provided a meaningful opportunity for growth, expression, and community building. For families who attended, the show was more than just entertainment—it was a celebration of what students can achieve when they work together toward a common goal.

Educators from across the region were recognized for their dedication, leadership, and lasting impact on students during the Coconino County Teacher of the Year Awards on April 9. The annual event brought together schools and communities to celebrate the individuals who go above and beyond in support of student success.

This year’s top honors included Adrian Alvarez of Grand Canyon School, who was named Teacher of the Year, and Gabrielle Neilson of Flagstaff High School, who received Rookie Teacher of the Year. Their commitment to excellence in the classroom reflects the passion and purpose shared by educators throughout Coconino County.

Several outstanding individuals were also recognized with Lifetime Achievement Awards, including Dave Dirksen and Erin Celona of Summit High School, honoring their years of service and meaningful contributions to education.

In addition, the Ambassadors for Excellence were celebrated for their leadership and positive influence within their school communities. Honorees included Logan Brumm and Danielle Marinelli of Flagstaff High School, Jade Crowley of Cromer Elementary, and Kevin English of Williams High School.

Flagstaff Unified School District is especially proud of the educators recognized at this year’s event. Their dedication, innovation, and commitment to supporting students embody the values of our district and help create strong, thriving school communities.

On April 2, the Sinagua Middle School boys basketball teams took to the court and delivered an exciting performance that showcased both talent and determination. From the opening tip-off to the final buzzer, players demonstrated strong teamwork, constant hustle, and a clear passion for the game.

Throughout each matchup, the teams worked together seamlessly—moving the ball, communicating on defense, and supporting one another through every play. Their effort didn’t go unnoticed, as both players and spectators could feel the energy and commitment on the court.

Beyond their skills, what stood out most was their sportsmanship. The athletes represented Sinagua with respect and positivity, showing that success isn’t just about winning, but about how the game is played.

At Killip Elementary School, STEM education is more than a subject—it is a mindset woven into every classroom, lesson, and student experience. As a Cognia STEM-Certified school, Killip has intentionally shaped its academic program to ensure students engage in meaningful, inquiry-based learning that prepares them for the future.

Principal Joe Gutierrez and STEM Coordinator Kris Penca share that the Cognia STEM Certification has helped guide the school’s approach by encouraging teachers to integrate STEM practices across all disciplines. This means students are not only learning science, technology, engineering, and math in isolation, but applying these concepts through reading, writing, and problem-solving in authentic ways. At the same time, school leaders actively collaborate with community partners and families to expand and enrich STEM opportunities.

Inside the classroom, STEM learning is intentionally cross-curricular. Lessons are designed to promote high-level thinking through inquiry, discussion, and purposeful writing. Students are regularly asked to explain their thinking, often using sentence frames like “I think ___ because ___,” helping them build both reasoning and communication skills. Teachers also align instruction with Arizona’s science standards, ensuring students are actively engaging in practices such as analyzing, designing, and evaluating to deepen understanding across subjects.

This hands-on approach is visible across grade levels. Second grade students are currently designing and building carnival games using LEGO materials, applying engineering and design thinking as they test and refine their creations. In fifth grade, students are constructing wooden boats, combining science, math, and problem-solving skills in preparation for testing their designs on the Verde River. These real-world projects give students the opportunity to see their ideas come to life while learning through trial, iteration, and collaboration.

Beyond the classroom, Killip students have access to a wide range of STEM experiences that bring learning to life. Each week, students visit the school’s makerspace, where they explore coding, robotics, and hands-on engineering challenges. Students also engage in project- and problem-based learning, designing solutions to real-world problems while working through the engineering design process. After school, additional opportunities such as robotics club, garden club, dance, and music allow students to further explore their interests and creativity.

One standout example of Killip’s hands-on STEM learning involved fifth grade students partnering with a fourth-year medical student to build microscopes from scratch using 3D-printed parts. After constructing their microscopes, students worked with a pathologist to create wet mounts of their own cheek cells and examine them under the microscope. This experience strengthened their understanding of scientific concepts and introduced them to real-world careers in the medical field.

Killip’s approach to STEM is rooted in the belief that certification is not simply a label, but a framework that transforms how students experience learning every day. Through this approach, students are encouraged to ask questions, investigate real-world challenges, and apply their knowledge in meaningful ways, building critical thinking, creativity, collaboration, and problem-solving skills.

By connecting learning to real-life applications and community-based challenges, Killip ensures that education feels relevant and engaging. Whether students are designing solutions to environmental issues or exploring how math and science apply to everyday life, they are building a strong foundation for future academic pathways and career exploration.

At Killip Elementary, STEM education is preparing students not just for the next grade level, but for a lifetime of curiosity, innovation, and opportunity.

Students from Flagstaff Unified School District recently had the opportunity to step beyond the classroom and into the heart of state government, visiting the Arizona State Capitol alongside Superintendent Michael Penca and Governing Board President Aaron Cirzan. The experience offered students from Flagstaff High School and Coconino High School a firsthand look at the legislative process and the role public education plays in shaping policy.

The visit was part of Education Finance Reform Group (EFRG) Day at the Capitol, where FUSD joined districts from across Arizona to advocate for public education. As a partner district in EFRG, FUSD collaborates on key issues such as school funding, enrollment trends, staff salaries, and facilities—ensuring that the needs and successes of public schools are shared with state legislators.

Students selected by school principals and staff represented a diverse cross-section of their campuses, bringing student voice and perspective to the experience. For senior Aislynn Arnold of Flagstaff High School, the opportunity carried special meaning. She shared that the group intentionally included representation from different backgrounds and student groups, calling it “an honor to be a part of that.”

Throughout the day, students observed legislative sessions from the House and Senate galleries, gaining a deeper understanding of how laws are debated and passed. Junior Vicente Cervantes Roman noted how eye-opening it was to witness the speed of decision-making. “It was surprising how fast they vote on things—it only took about a minute, but those decisions can impact people’s lives,” he said.

The visit also included time to meet directly with legislators. Students connected with Senators Wendy Rogers and Theresa Hatathlie, learning about their collaboration on a proposed Turquoise Alert system. This interaction highlighted the cooperative nature of the legislative process and gave students insight into how ideas move forward through bipartisan efforts.

For many students, this was their first visit to the Capitol, making the experience even more impactful. Arnold reflected on learning how bills must move between the Senate and the House before becoming law, noting how interconnected the process is. “It helped me see a visual of what actually happens,” she said, adding that the experience strengthened her interest in pursuing law in the future.

Beyond the legislative chambers, students explored the Capitol grounds and the Wesley Bolin Memorial Plaza, where monuments commemorate significant moments in Arizona and U.S. history. A highlight for many was the Navajo Code Talkers memorial, which students described as powerful and meaningful, especially in recognizing representation at such an important civic site.

Superintendent Penca emphasized the value of giving students direct exposure to government. “This allowed them to see the government in action rather than just reading about it,” he shared. “I hope this experience inspires them to use their voices to advocate for the needs of Northern Arizona communities.”

The day also created opportunities for connection and reflection. Penca noted how proud he was of the students for representing their schools and the district with professionalism and curiosity. From meaningful conversations to shared moments—including a memorable lunch stop at In N’ Out along the way—the trip left a lasting impression.

Experiences like this play an important role in preparing students for engaged citizenship. As Cervantes Roman shared, “It opens your eyes… you get to see how things work behind the scenes, not just what it looks like on the outside.”

Through opportunities like the Capitol visit, FUSD continues to empower students with real-world learning experiences—helping them build the knowledge, confidence, and voice to shape their communities and their futures.

Flagstaff Unified School District is proud to celebrate Nicole Taylor, SEI English Teacher and English Learner Specialist at Flagstaff High School, for being named a recipient of the Excellence in Education Award at the 18th annual Viola Awards.

This recognition highlights Taylor’s exceptional dedication to supporting multilingual learners and creating inclusive, engaging classroom environments where all students feel valued and empowered to succeed. Through her work, she not only helps students build strong language and academic skills, but also fosters confidence, connection, and a sense of belonging that extends beyond the classroom. Her impact is felt across campus, making a lasting difference in the lives of her students and colleagues alike.

FUSD also proudly recognizes Physical Therapist Julie Bouck, who was named a finalist for the Excellence in Education Award. Bouck supports students across the district by helping them develop the physical skills and confidence needed to fully participate in their education, ensuring every student has access to learning.

Together, these recognitions reflect the incredible talent and commitment of FUSD staff. Congratulations to Nicole Taylor on this well-deserved honor, and to Julie Bouck on being recognized as a finalist.

DeMiguel Elementary celebrated Earth Day with a variety of hands-on activities that encouraged creativity, environmental awareness, and teamwork across all grade levels. In Ms. Immenthun’s class, students got their hands dirty in the best way—creating seed bombs using recycled paper shreds and wildflower seeds. They also expressed their ideas through Earth Day poetry, with many students creating concrete poems that used shape and design to represent their environmental messages.

Across campus, students took part in activities that connected them to nature and their community. From campus cleanups and pinecone collection to planting flowers and watercolor art, each grade level contributed in its own way. Third graders learned from an environmental scientist guest speaker, while fifth graders planted flowers as a thoughtful Mother’s Day project. Younger students participated in “Planet Protectors” activities and even a book swap to promote reuse.

The day was a meaningful reminder that even small actions can make a big difference. Through art, writing, and hands-on projects, DeMiguel students celebrated Earth Day while learning how to care for the world around them.

On April 22, Coconino High School edged out Flagstaff High School in a tightly contested rivalry softball game, securing a 2–1 win. Both teams delivered strong defensive performances, keeping the score low and the pressure high throughout the game.

Coconino capitalized on key opportunities to take the lead, while Flagstaff fought hard to stay within reach until the final inning. The one-run difference showcased just how evenly matched the teams were.

The game was a great display of competitive spirit and sportsmanship, adding another exciting chapter to the long-standing rivalry between the two schools.

As we enter the final stretch of the school year, we want to remind families that attendance remains just as important as ever. Learning is still happening every day, and these last weeks matter.

Learning is still happening – Teachers are continuing instruction, reviewing key concepts, and wrapping up important projects.

State and classroom testing is underway – Being at school helps students feel prepared, confident, and ready to show what they’ve learned.

End-of-year celebrations are coming up – Students won’t want to miss out on:

Finishing strong matters – Consistent attendance helps students stay on track and end the year successfully.

We encourage families to keep routines strong and prioritize attendance through the last day of school. Every day counts, and these final weeks are an important time for both learning and celebration.

Thank you for your continued partnership in supporting your child’s success.

On April 21, the Sinagua Middle School Drama Club brought energy, music, and creativity to the stage with their performance of The Descendants. The production featured lively singing and dynamic dancing, showcasing the hard work and dedication of the student performers.

Under the direction and support of Drama Club sponsor Stephen Strohmeyer, students spent weeks preparing for the show, developing both their performance skills and their confidence on stage. Their efforts came together in an engaging performance that entertained audiences and highlighted the talent within the program.

The production was a fun and spirited success, giving students the opportunity to express themselves through theater while bringing the world of The Descendants to life for the Sinagua community.

On March 31, 2026, Flagstaff Unified School District celebrated an exciting milestone: the completion of this year’s LETRS (Language Essentials for Teachers of Reading and Spelling) training. This group of dedicated educators spent months building their knowledge and skills to better support students in learning to read—and we’re proud to share their success with our families and community.

This year’s cohort included 33 educators, with 25 from FUSD and 8 from the Coconino County Education Service Agency (CCESA). They work with students from preschool through 5th grade and represent many roles across our schools, including classroom teachers, substitutes, special education teachers, instructional specialists, and interventionists.

Educators from 9 of our 10 elementary schools participated, helping to build a strong network of literacy leaders across the district. The group included both experienced educators and those newer to the profession, creating opportunities to learn from one another and share ideas.

One of the most powerful parts of this training was how teachers connected what they were learning to what happens every day in their classrooms. LETRS focuses on the “why” behind reading instruction—helping teachers better understand how children learn to read so they can support each student more effectively.

As Nancy Pierce, FUSD K-12 ELA/SS Coordinator, shared, “This cohort truly embraced the learning process, continuously reflecting on how to apply research-based practices in ways that make a real difference for students.”

Throughout the training, educators worked together, asked questions, and shared strategies. The mix of roles and experience levels led to meaningful conversations and new ideas that teachers can bring directly back to their classrooms.

Pierce also noted, “What stands out most is the collective commitment to ensuring every child has access to strong foundational literacy skills. That dedication will have a lasting impact in our classrooms.”

Most importantly, these educators showed a strong commitment to growing their teaching practices so they can better support all learners—especially when it comes to building strong reading foundations.

We congratulate our 2026 LETRS cohort and thank them for their dedication to our students. Their hard work is an investment in every child’s future, helping ensure all FUSD students have the skills they need to become confident, successful readers.

On Friday, April 10, Marshall Elementary School proudly welcomed students, staff, families, and community members for a meaningful celebration honoring an individual whose impact continues to shape the school community. The unveiling of a bronze bust of Mr. Billy Weldon, created by artist Mr. Neil Logan, marked a special moment of remembrance and gratitude.

A proud Purple Heart veteran and beloved Marshall crossing guard, Mr. Billy has long been a familiar and trusted presence for students and families. His dedication to the safety and well-being of Marshall students, along with his commitment to service, has left a lasting impression on generations of the school community.

The ceremony brought together a wide range of attendees, including veterans, Flagstaff High School alumni, and community members, all gathered to recognize Mr. Billy’s contributions. A flyover by Guardian Air added a powerful and memorable tribute, while the Marshall Choir delivered a moving performance that reflected the spirit and pride of the school.

Mr. Jake Bacon shared heartfelt remarks during the ceremony, highlighting Mr. Billy’s legacy and the many lives he influenced. His words, along with the presence of so many community members, underscored the deep connections and shared history that make Marshall Elementary such a special place.

Now permanently displayed at the school, the bronze bust serves as a lasting symbol of Mr. Billy’s impact. It stands not only as a tribute to his life, but also as an inspiration for current and future students who walk the halls of Marshall Elementary School.

Through this celebration, the Marshall community honored the past while reinforcing the values of service, connection, and pride that continue to guide its future.

Coconino High School hosted the City JV Track Meet on April 15, bringing together junior varsity athletes from across Flagstaff for a day of competition and camaraderie. Student-athletes showcased their hard work and determination across a variety of track and field events, representing their schools with pride. Thank you to the coaches, staff, and volunteers who made the event a success and supported these athletes as they continue to grow and compete.

Students at Summit High School recently took part in a hands-on learning experience through a collaboration with the Grand Canyon Trust’s Rising Leaders Program, connecting classroom instruction with Indigenous knowledge, food sovereignty, and traditional lifeways across the Colorado Plateau.

The Rising Leaders Program, led by Danya Gorel, works with young people ages 15–30 to build leadership, advocacy, and professional skills focused on environmental justice and community-driven solutions. Through its Seeds and Stories initiative—launched in 2021—the program has engaged more than 350 students in learning experiences such as dryland farming, seed saving, wool processing, weaving, storytelling, and traditional food practices alongside Indigenous experts.

This recent workshop at Summit High School featured Hopi educator Debra Onsae and weaver Ruby Chimerica. Onsae, an educator for more than 30 years and founder of the Ita Hopi Lavayi (Our Hopi Language) Project, has partnered with the Rising Leaders Program since 2023. Chimerica, an award-winning weaver from Hotevilla-Bacavi (Third Mesa), shared her expertise in traditional weaving and cultural teachings, traveling to Flagstaff to work directly with students.

A central part of the experience was a cooking lesson where students prepared dishes such as three sisters stew, blue corn crepes, Hopi tea, blue corn mush, somiviki, and blue corn muffins. Students also learned basket weaving techniques using natural materials like sumac, agave, and yucca.

Summit High School Math teacher Ashly Smith shared, “When students learn directly from knowledge holders, it changes the way they see learning. It becomes real, meaningful, and something they carry with them beyond the classroom.” She added that experiences like these help students build connections between academic content and real-world understanding.

The cooking and weaving activities offered students an interdisciplinary learning environment where skills in math, science, history, communication, and collaboration came together naturally. Students worked in teams, engaging all their senses while building practical and cultural knowledge.

Students responded to the experience with curiosity and reflection, gaining a deeper appreciation for Indigenous food systems and the importance of food sovereignty. Many made connections between traditional practices and modern challenges such as sustainability and climate change, recognizing how Indigenous knowledge offers long-term insight into living in balance with the land.

Bringing Hopi knowledge holders directly into the classroom transforms learning into a lived experience. Rather than studying culture from a distance, students engage with it firsthand, creating deeper understanding and respect. When travel to partner communities is not possible, bringing community experts into schools helps ensure that cultural knowledge remains accessible and active.

On April 17, Thomas Elementary School welcomed the Shine Squad from Phoenix, who partnered with community volunteers to bring vibrant improvements to campus. From 12–3 p.m., the group worked on several projects, including painting a mural in the calm-down room, refreshing the basketball court, and adding four square and other active games to the playground.

The event also included support from the Art Flores Memorial Foundation, whose generous donation helped make the day possible. The foundation has also expressed interest in future collaboration, including helping bring a sensory and emotional support fitness track around Thomas Field to life.

Principal Katrina Collins-Hernandez shared her appreciation for the effort, saying, “This project is a wonderful example of what can happen when a community comes together to support our students. These improvements will create spaces where our students can feel supported, active, and inspired every day.”

In a highly anticipated rivalry matchup, Flagstaff High School’s varsity baseball team narrowly defeated Coconino High School with a final score of 9–8 on April 22nd.. The game kept fans on edge from start to finish, as both teams battled back and forth with strong hitting and determined defense.

Flagstaff ultimately came out on top in the close contest, capitalizing on key moments to secure the one-run victory. Coconino showed resilience throughout the game, keeping the pressure on until the final inning.

The exciting matchup highlighted the intensity and tradition of the cross-town rivalry, giving fans a memorable game and both teams plenty to build on for the rest of the season.

On April 21, staff across all schools in Flagstaff Unified School District wore blue in recognition of Autism Awareness Month, creating a visible show of unity and support. This collective effort highlighted the district’s commitment to celebrating neurodiversity, raising awareness, and fostering inclusive environments where every student feels seen, supported, and valued.

Flagstaff Unified School District is proud to celebrate Keilila Hamren, a standout senior at Flagstaff High School, who has been selected as a recipient of the Stand for Children Arizona Renaissance Scholarship. This highly competitive, $20,000 stackable scholarship recognizes students who demonstrate exceptional academic achievement, leadership, and a deep commitment to public service.

Originally from Kaibeto, Keilila has distinguished herself through both her rigorous coursework and her dedication to making a difference. She plans to attend the W. A. Franke Honors College at the University of Arizona, where she will pursue a degree in Chemical and Environmental Engineering—an ambitious path that reflects her passion for solving real-world challenges and giving back to her community.

As part of this recognition, Keilila will be honored at an upcoming scholarship luncheon on May 7 at Gateway Community College. In addition, her story will be featured in a professionally produced video highlighting this year’s scholarship recipients. The filming recently took place on campus, capturing a glimpse into Keilila’s daily life as a student at Flagstaff High School.

Throughout the day, videographers documented Keilila engaged in her Advanced Placement courses, including AP Calculus, AP Biology, AP Government, and AP Literature. Footage highlighted her active participation in classroom discussions, collaboration with peers, and strong relationships with her teachers. Additional scenes captured her connecting with friends during lunch and participating in her Navajo language class—offering a meaningful look at both her academic journey and cultural identity.

The filming also included in-depth interviews with Keilila and a member of the school counseling team, providing insight into her goals, experiences, and the impact she hopes to make in the future. These moments will help tell the story of a student who has not only excelled academically but has also embraced opportunities to lead, serve, and uplift others.

Keilila’s recognition is a reflection of her hard work and perseverance, as well as the support of her teachers, mentors, and family. Her journey exemplifies the power of education and the importance of creating pathways for students to pursue their aspirations.

FUSD congratulates Keilila on this well-deserved honor and looks forward to seeing all that she accomplishes in the years ahead.

Thank you to everyone who joined us for the 2026 STEM Celebration on April 25 at Fort Tuthill Fairgrounds. From hands-on exhibits to robotics challenges through the Lunar Legacy Invitational, students and families explored STEM in engaging, meaningful ways—thank you for helping make it a day of curiosity, creativity, and connection.

On April 20, Flagstaff Unified School District proudly celebrated Volunteer Recognition Day, taking time to honor the incredible individuals who give their time, energy, and care to support our schools.

Across all campuses, volunteers play an essential role in creating welcoming, engaging, and supportive environments for our students and staff. From lending a hand in classrooms to supporting school events and activities, their contributions make a lasting impact each and every day. Their presence not only enhances learning experiences but also strengthens the connections that make our school communities so special.

We are deeply grateful for the dedication our volunteers bring to FUSD. Their willingness to show up, support, and invest in our students reflects the very best of our community and helps ensure that every learner feels seen, valued, and supported.

For those inspired to get involved, there are many ways to make a difference. Through CommunityShare, community members can partner with schools to share their expertise, mentor students, and bring real-world learning experiences into classrooms. Additionally, the FUSD Volunteer Program and Axe of Service platform make it easy to sign up for opportunities across the district, whether supporting in classrooms, assisting with events, or contributing behind the scenes.

To learn more or get involved, visit:

CommunityShare: https://www.fusd1.org/communityshare

Volunteer Program: https://www.fusd1.org/volunteer

Together, our volunteers help build strong, supportive school communities—and we are thankful for the impact they make every day.

Flagstaff High School came together in celebration of inclusion, school spirit, and community support during the Special Olympics Color Run on March 28. The event brought students, staff, families, and community members to campus for a morning filled with energy and purpose.

The event welcomed all ages, encouraging friends and families to join in supporting Special Olympics athletes while enjoying a fun, high-energy course across campus.

The Color Run was organized through a strong partnership between Student Council and the Special Education department as part of Spirit Week activities. Together, students helped raise funds for the Special Olympics team through the “Minute that Matters” initiative and the annual Color Run.

The event was a meaningful success, highlighting the power of student leadership and community involvement in supporting athletes and building a more inclusive school environment.

The Flagstaff Unified School District (FUSD) congratulates you and your students for all of their achievements and success. FUSD is proud to celebrate the graduating class of 2026 from Coconino High School, Flagstaff High School, and Summit High School. 

Please review the important information below regarding this year’s graduation ceremonies.

When: 5:00 p.m. on Thursday, May 21, 2026

Where: Summit High School, 4000 N Cummings St, Flagstaff, AZ 86004

Livestream: https://bit.ly/SummitGraduation2026 

Doors open to the public at 4:00 p.m. Guests should park in the surrounding neighborhood as the Summit High School parking lot will be blocked off. ADA parking is available if needed. 

The graduation ceremony will be outdoors. Please come prepared with water, sunscreen, small hats, sunglasses, etc. Additional water bottles will be provided by FUSD. 

Guests should be respectful of those around them and abstain from bringing balloons, noisemakers (poppers, airhorns, etc.), big heads, cardboard cutouts, large hats, umbrellas, or throwing toys. If you do bring large items that may block someone’s view, please stand in the back of the audience. 

Graduates and their families can meet in the Summit High School parking lot after the completion of the ceremony. 

When: 9:00 a.m. on Friday, May 22, 2026

Where: NAU Walkup Skydome, 1705 S San Francisco St, Flagstaff, AZ 86001

Livestream: https://bit.ly/FHSGraduation2026 

Graduates should arrive at the Skydome no later than 7:30 a.m. Doors open to the public at 8:00 a.m. 

When: 3:00 p.m. on Friday, May 22, 2026

Where: NAU Walkup Skydome, 1705 S San Francisco St, Flagstaff, AZ 86001

Livestream: https://bit.ly/CHSGraduation2026 

Graduates should arrive at the Skydome no later than 1:30 p.m. Doors open to the public at 2:00 p.m.

For Flagstaff and Coconino High School graduations, guest parking will be available in the San Francisco Parking Garage and lot P62 with transportation provided by FUSD to the NAU Walkup Skydome. Guests may also park in additional designated parking lots on south campus and walk to the event. ADA parking is available in the NAU Skydome parking lot, P66. 

All guests will be guided to sit in the bleachers, accessible from the mezzanine area. ADA accommodations are available, if needed. No guests will be permitted on the floor of the dome. 

Students and guests must abide by the NAU Clear Bag Policy at this event. Please review NAU’s Clear Bag Policy here. Guests will not be permitted into the Skydome if their bag does not meet the requirements of the Clear Bag Policy. 

Students and guests must not bring any items that may disrupt the ceremony into the NAU Skydome. This includes but is not limited to balloons, noisemakers, big heads, cardboard cutouts, and throwing toys. For a full list of prohibited items at the NAU Skydome, please click here. Guests will not be permitted into the Skydome if they bring any of these prohibited items.  

The dome has limited air conditioning and can get warm. Guests may bring clear, factory sealed water bottles. Personal water bottles and hydroflasks will not be allowed.  

At the conclusion of the ceremony, graduates will be guided out to the exterior concourse of the Skydome. Graduates and their families can meet outside of the dome after the completion of the ceremony. 

FLAGSTAFF UNIFIED SCHOOL DISTRICT

3285 East Sparrow Avenue, Flagstaff, AZ 86004

(928) 527-6000 | www.fusd1.org