FUSD Newsletter - August 2026 Edition

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The 2026–2027 school year is officially underway, and it has been wonderful to see our schools filled with the energy, excitement, and enthusiasm that students and staff bring each day.

Over the past few weeks, students across Flagstaff Unified School District have been settling into their classrooms, reconnecting with A Great Start to the 2026–2027 School Year August 11, 2026 friends, building relationships with teachers, and establishing routines for a successful year ahead. From our youngest learners to our graduating seniors, classrooms throughout the district are already buzzing with learning and discovery.

We are grateful to our dedicated teachers, support staff, administrators, and families for helping make the start of the school year such a positive experience. We are excited for all that this school year will bring and look forward to celebrating the many accomplishments, milestones, and memorable moments still to come.

Following our great start to the 2026-2027 school year, I am proud to share that the FUSD Governing Board officially adopted the State 48 Graduate Profile as our district’s official “North Star” at their public meeting on August 11. This framework, shaped by the collective voices of thousands of Arizonans, provides a common language for the capabilities we seek to develop in each FUSD learner from “Day 1 to Diploma”. By establishing this shared vision, we are committing to a sustained, multi-year journey to ensure our graduates are prepared to navigate a rapidly changing world.

To bring this vision to life, the Flagstaff Unified School District (FUSD) is launching a monthly spotlight series to explore the framework’s 8 Essentials, beginning this September with Foundational Knowledge and Literacies. This Essential is much more than the memorization of facts; it represents the academic and practical skills students need to confidently understand and communicate within our world. Competencies in this area include the ability to read, write, and speak effectively across all subjects, apply mathematical and scientific reasoning to everyday situations, and recognize how history, arts, and culture shape our collective understanding. Our goal is to foster a mindset where students do not just consume information but learn to connect ideas across subjects in new and meaningful ways.

In our schools, you will see Foundational Knowledge and Literacies in action through our focus on High Quality Teaching and Learning of essential standards in all content areas. FUSD is specifically focusing on Teacher Clarity to help students succeed.This means our teachers are setting clear learning intentions so students know exactly what they are supposed to learn and providing success criteria so they understand what high-quality work looks like. By making learning relevant, we help students see how their schoolwork connects to their own lives and the real world. Our teachers are also working together in Professional Learning Communities (PLCs) to find the best ways to support each student’s learning.

Mastering these foundational skills is the critical first step toward every student’s unique “Path to Purpose” towards their 4 Futures. For those choosing Enrollment, it ensures readiness for college-level coursework without the need for remediation. For those entering Employment, Enlistment & Service, or Entrepreneurship, these literacies provide the foundational knowledge required to navigate high-demand fields, lead with integrity, and launch value-driven enterprises.

To help your student navigate by the FUSD’s new "North Star," you can ask questions that focus on the Foundational Knowledge and Literacies spotlight for September. This Essential is about more than just facts; it is about having the academic and practical skills to understand and communicate in a rapidly changing world.

By asking these questions, you are helping your student see that every day in FUSD is a step toward being future-ready, regardless of which of the 4 Futures they choose to pursue. Thank you for your partnership as we orient ourselves toward this North Star, ensuring every student has the knowledge and skills they need to thrive. 

FUSD employees kicked off the 2026- 2027 school year with a week centered on connection, professional learning, and preparing to support students across the district.

More than 1,100 employees gathered at Flagstaff High School for the district-wide Welcome Back event, where State 48 was introduced as a North Star for the year ahead. The initiative is designed to connect efforts across FUSD and create a shared vision for how staff support students, families, colleagues, and the community.

“State 48 is about who we are as a district and, ultimately, how we want our students and staff to experience FUSD,” said Dawn Anderson, Executive Director of Talent Management and Organizational Management. “It is about being intentional in how we show up for our students, our colleagues, our families, and our community.”

That focus continued through professional development throughout Welcome Back Week.

Certified staff participated in Teacher Clarity training designed to make learning more understandable Team FUSD Kicks Off the 2026-27 School Year with Connection and Learning August 25, 2026 and meaningful for students. PK-12 staff explored the research behind Teacher Clarity, developed learning intentions and success criteria, and worked on ways to incorporate both into daily instruction.

Secondary educators also focused on the responsible use of generative AI, including how it works, ways to use it as a professional tool, and how to design learning experiences that use AI to deepen student thinking rather than replace it.

“When students know what they are learning, why it matters, and how they will succeed, they don’t just follow a lesson or complete a task— they own their learning journey,” said Heather Zeigler, Assistant Director of Learning, Technology, and Innovation.

Zeigler also recognized the facilitators, administrators, and instructional specialists who participated in train-the-trainer sessions and brought Teacher Clarity learning back to their school sites, helping provide a consistent experience across the district.

Non-instructional staff came together for a professional development day focused on service, community, safety, and the ways operational staff contribute to student success. A committee representing several departments identified learning opportunities relevant to a wide range of roles.

Kyle Christian, Payroll Coordinator and facilitator of the Non-Instructional Professional Development Day, said the goal was to help staff strengthen their knowledge while connecting with colleagues they may not regularly work with.

“I think our biggest priority, if even unspoken, was how to make sure that each of us are creating a safe, supportive, relevant, and open environment for our community,” Christian said.

He also emphasized the important role support and operational staff play in the student experience, even when their work happens behind the scenes.

“We have a great group of staff here that have proven their resiliency time after time through obstacles and changes,” Christian said. “We contribute each and every day whether we see that impact or not.”

Christian recognized the Professional Development Committee, maintenance and technology staff, presenters, volunteers, and Flagstaff High School staff who helped make the day possible.

Welcome Back Week was supported by employees across the district who contributed to planning, technology, logistics, and facilitation. Anderson also recognized Jaime Festa-Daigle for her partnership and leadership, Chad Geston from Northern Arizona University for helping introduce State 48, and the Flagstaff High School team for hosting the district-wide event.

As the school year gets underway, the message to staff is one of appreciation and optimism.

“I am excited about this year and about what we can create together,” Anderson said. “More than anything, I want our staff to know that they are seen, they are valued, and they are an essential part of what makes FUSD who we are.”

With students back in classrooms, FUSD staff are carrying that shared focus forward—working together to create strong learning experiences and a welcoming, supportive community for every student and family.

This summer, Flagstaff Unified School District (FUSD) launched a new paid summer internship pilot program in partnership with the Greater Flagstaff Chamber of Commerce Foundation. While FUSD Career and Technical Education (CTE) students have participated in work-release opportunities and virtual internships during the school year for many years, the structured, paid summer internship model was new this year.

The pilot was designed to benefit students, local employers, and the Flagstaff community by creating meaningful connections between classroom learning and the workplace.

“A goal of mine in conjunction with campuses is for each student to find purpose, passion and a pathway that will allow them to be successful post-secondary,” said Patti Pastor, Career Exploration Coordinator and Instructor.

Through the program, students gained workplace readiness and professional skills, explored local career pathways, earned paid work experience before graduation, and had the opportunity to receive work-based learning credit through the Arizona Department of Education.

The program also provided benefits to participating employers. Local businesses had the opportunity to mentor young professionals, help develop a future workforce pipeline, and build stronger connections with local youth and schools. For the Flagstaff community, the program strengthened the school-to-career pipeline with the long-term goal of retaining talented young people in the community.

Students interested in participating completed a creditbearing Work-Based Learning application process that included FUSD and Arizona Department of Education documentation. Because interest exceeded the number of available internship sites, applications were competitively evaluated using a rubric jointly managed by Cynthia Hudspeth of the Greater Flagstaff Chamber of Commerce Foundation and Patti Pastor.

Eight business placements were established during the inaugural summer pilot. Participating host sites included the Flagstaff Chamber of Commerce, Little America, High Country Humane, Northern Arizona Roofing Services, Warner’s Nursery, Hopi Tribe Economic Development Corporation, and Best Western.

Each host site was vetted for workplace safety, meaningful job responsibilities, mentorship, and a structured training plan. The participating businesses exceeded expectations in their commitment to mentoring students and providing meaningful workplace experiences. Several students were even offered continued employment following their internships.

For some participants, the summer internship was their very first job. While CTE programs already provide students with opportunities to develop professional skills through school-based enterprises and other work-based learning experiences, applying those skills in an actual business setting brought classroom learning to life.

Students worked alongside business mentors and developed valuable skills in professional communication, teamwork, critical thinking, self-management, digital literacy, and creative problem-solving. “It was remarkable to see participating students step outside their comfort zones and thrive in new professional environments,” said Pastor.

As the program grows, FUSD and its community partners hope to expand the number and variety of internship opportunities available to students. Pastor’s goal is to double the number of summer internships next year, creating more opportunities for students to explore careers aligned with their interests and goals.

Students interested in future summer internship opportunities can connect with their CAVIAT counselors, FUSD CTE teachers, or Patti Pastor during the early part of the spring semester to learn about eligibility requirements and application windows.

The success of this pilot demonstrates what is possible when schools, students, employers, and community organizations work together to create meaningful pathways from education to careers.

What a great way to kick off the new school year at Flagstaff High School! Students and families came together for Eagle Days to tour the campus, pick up schedules and technology, learn about clubs and activities, shop for FHS gear, and reconnect with friends they hadn’t seen all summer.

Eagle Days helped students start the year feeling prepared, connected, and excited for all that’s ahead. We loved seeing so many Eagles back on campus and ready to soar!

Coconino High School welcomed staff back to campus on August 3 with a morning full of school spirit, connection, and a little fun. Administrators kicked off the day by making pancakes for staff, while performances from the CHS Band and Dance Team brought plenty of Panther energy to the celebration.

The dance team’s performance also featured a surprise appearance from Principal Tiffany Crawford, who joined the students and danced along with the team. Along with the festivities, Crawford shared important information and updates with staff to help prepare them for the year ahead.

The Welcome Back event offered a fun and engaging start to the 2026–2027 school year as CHS staff reconnected and prepared to welcome students back to campus.

As students return to school this fall, it’s a great time for families to review important safety habits for walking, biking, riding the bus, and traveling throughout our community.

The Safe Routes to School program, in partnership with MetroPlan Flagstaff, encourages students and families to choose active transportation whenever possible. Walking, biking, taking the bus, and other forms of active travel help create safer streets, healthier neighborhoods, and a more connected community.

In addition to supporting physical health, active transportation can reduce traffic congestion, improve air quality, support local businesses, and help students become more confident and independent.

Families are encouraged to review these important safety reminders with their students:

• Walk against traffic if sidewalks are unavailable.

• Cross streets only at intersections or marked crosswalks.

• Avoid distractions, including cell phones and headphones, while walking.

• Wear bright or reflective clothing when walking in low-light conditions.

• Children under the age of 10 should walk with an adult or older sibling whenever possible.

• Ride in the same direction as traffic.

• Use designated bike lanes or share the road responsibly.

• Watch for car doors opening near bike lanes.

• Use hand signals to communicate turns.

• Ride predictably and follow all traffic laws.

• Always wear a properly fitted helmet.

• Use a white front light and a red rear light or reflector when riding in the dark.

Families who use Mountain Line public transportation should also be aware that several route changes took effect at the beginning of August. Updated schedules and route information are available through the Mountain Line website and mobile app.

To learn more about Safe Routes to School, including information about walking school buses, bike trains, and other transportation resources, visit MetroPlan Flagstaff’s Safe Routes to School webpage.

FUSD’s Little Ropers Child Enrichment Center is welcoming a new director and inviting families to learn more about the program at an upcoming Open House on Thursday, September 10, from 5–6 p.m.

Ivy Shortman, the new director, previously worked as a teacher at Little Ropers and brings a strong connection to the center, its staff, and families.

“I am most excited about having the opportunity to help Little Ropers grow while creating a positive, welcoming environment for our children, families, and staff,” Shortman said.

Little Ropers serves children from 6 weeks through 5 years old, with dedicated infant, toddler, and preschool classrooms. The center currently has openings in each age group, providing an opportunity for additional families to join the Little Ropers community.

A four-star Quality First program, Little Ropers provides a nurturing environment focused on children’s social, emotional, physical, and developmental growth. Children learn through play and participate in a variety of age-appropriate experiences throughout the day, including circle time, arts and crafts, music, outdoor play, walks, and activities in the gym.

Learning is guided by a center-wide lesson plan that is adapted for each age group and individual developmental needs. For preschool students, activities also help build the skills and confidence children need as they prepare to enter kindergarten.

Little Ropers teachers complete required certifications and training and continue their professional learning through regular staff meetings and trainings. The center also maintains smaller staff-tochild ratios than required in several age groups to provide children with additional attention and support.

Families can also take part in parent-teacher conferences to learn more about their child’s development, progress, and experiences at the center.

Little Ropers is open Monday through Friday from 7 a.m. to 4:30 p.m. and continues to serve families during the summer. The program is tuition-based, with rates based on the child’s age. Children do not need to be potty trained to enroll.

Shortman hopes to welcome more families while maintaining the warm, personal atmosphere that makes Little Ropers feel like a community.

Families interested in learning more are invited to attend the Little Ropers Open House on Thursday, September 10, from 5–6 p.m. Tours will be available, and families can meet the team, explore the classrooms, ask questions, and learn more about what Little Ropers has to offer.

Learn more about Little Ropers or apply: www.fusd1.org/little-ropers-home

As we settle into the new school year, we would like to remind families that Every Day Counts. Regular attendance plays an important role in student success, and we appreciate your partnership in helping students build positive attendance habits from the beginning of the year.

Students who attend school consistently are more likely to stay engaged, build meaningful relationships, develop confidence, and achieve academic success. Even a few missed days can make it harder for students to keep up with instruction and stay connected to their school community.

We understand that circumstances sometimes make it difficult for students to attend school. If your family is experiencing barriers related to transportation, health concerns, or other challenges, please reach out to your child’s school. We are committed to working together to support every student.

If your child will be absent or late, families must call their school’s attendance office or absence hotline and provide the reason.

• Coconino High School: (928) 773- 8211

• Cromer Elementary: (928) 773-4159

• DeMiguel Elementary: (928) 773- 4009

• Flagstaff High School: (928) 773-8110

• Killip Elementary: (928) 773-4089

• Kinsey Elementary: (928) 773-4069

• Knoles Elementary: (928) 773-4120

• Leupp Elementary: (928) 686-6266

• Marshall Elementary: (928) 773-4038

• Mount Elden Middle School: (928) 773-8261

• Puente de Hózhó Elementary: (928) 773-4099

• Sechrist Elementary: (928) 773-4029

• Sinagua Middle School: (928) 527- 5510

• Summit High School: (928) 773-8198

• Thomas Elementary: (928) 773-4119

If a student is not in class, they are initially marked with an Unverified Absence (UNV) until parent or guardian communication is received. Students who are late are marked Tardy Unverified (TU) until the school receives verification. Absences not verified by a parent, guardian, or school administrator will remain Unexcused (UE).

Acceptable reasons for an excused absence include:

• Illness

• Doctor appointments

• Mental or behavioral health appointments • Homelessness

• Bereavement

• Family emergencies

• Family vacations (up to 3 days per school year before becoming unexcused)

• Time necessary to process for the armed forces

• Out-of-school suspensions

In some cases, school administration may require documentation.

This year, FUSD is utilizing ParentSquare Attendance Plus to improve communication between families and schools regarding attendance.

Families will receive automated ParentSquare messages about absences, attendance trends, and available interventions or support when concerns arise. Families can respond directly to these messages to communicate with school staff.

ParentSquare Attendance Plus does not replace the school’s absence reporting process at this time. If your child will be absent or late, please continue to call your school’s attendance office or absence hotline in advance.

For secondary schools, automated phone calls, emails, and text messages will be sent twice each day for unverified absences or tardies—once in the morning and once in the afternoon.

For elementary schools, families will receive one automated notification each morning.

If we do not receive parent or guardian communication within 48 hours, unverified absences will be marked unexcused.

Families will also be notified if their child is trending toward chronic absenteeism, defined as missing 10 percent of enrolled days for any reason, so we can identify ways to partner and improve attendance. Referrals to the Coconino Juvenile Courts for supportive, not punitive, measures may also be made.

Parents and guardians can review their child(ren)’s absences in ParentVUE by logging into the website or app and selecting Attendance from the menu.

If your child is sick, guidance on when it is recommended to keep them home is available on our Health Services page, or families may connect with their school nurse.

Mental health is just as important as physical health. If your child is struggling, please contact your school counselor or visit our Parent and Student Supports page for resources.

For bus transportation questions, please contact our Transportation Department at (928) 527-2300. All secondary students can receive a free Mountain Line pass for the school year. Students who need a pass can visit the Mountain Line office at 216 W. Phoenix Ave. or call (928) 779- 6624.

Families may also wish to connect with neighbors or friends to arrange carpools when possible.

Thank you for partnering with us to build strong attendance habits! 

Every student learns differently, and Resource classrooms play an important role in helping students build skills, access grade-level learning, and grow as confident, independent learners.

Resource classrooms are specialized learning spaces where certified special education teachers provide targeted, small-group instruction aligned with gradelevel standards and each student’s Individualized Education Program (IEP). Instruction is tailored to each student’s strengths, needs, and goals, helping students develop the skills they need to successfully access the general education curriculum.

“Resource classrooms provide students with the targeted support they need to build skills, develop confidence, and become successful self-advocates for their learning,” says Sara Martinet, Exceptional Student Services Specialist.

In a Resource classroom, students may strengthen foundational reading and literacy skills such as decoding, vocabulary, fluency, and comprehension. They may work on written expression, including organizing ideas, sentence structure, mechanics, and paragraph development. In math, students may receive support with foundational skills, computation, and breaking down multistep problems. Resource teachers Building Skills, Confidence, and Independence in Resource Classrooms August 20, 2026 also help students develop executive functioning and study habits, including organization, time management, assignment tracking, note-taking, and effective study strategies.

Collaboration between Resource and general education teachers is an important part of supporting student success. Teachers work together to share information about student progress, identify effective strategies, and ensure that accommodations outlined in a student’s IEP are implemented consistently. These supports may include visual schedules, additional time, preferential seating, movement breaks, or assistive technology. When students experience success with a strategy in one setting, teachers can work together to reinforce that strategy throughout the school day.

“I’ve taught Resource at the high school level, and now I teach at the elementary level, and there really is no comparison. I absolutely love working with elementary students and being able to see their growth sooner. I feel like I can make an impact earlier in a student’s academic journey, helping build the skills and confidence they need before they reach high school,” said Brianna Winiesdorffer, Thomas Resource Teacher.

Resource classrooms also help students prepare for greater independence. As students build confidence and develop new skills, teachers gradually reduce prompts and support, giving students opportunities to initiate, manage, and complete tasks on their own. Students may also learn to use tools such as speech-to-text, digital graphic organizers, and screen readers—skills that can continue to benefit them in high school, higher education, vocational programs, and the workplace.

Perhaps most importantly, Resource teachers help students understand how they learn best. Students learn to recognize their strengths, identify strategies that support their learning, and understand which accommodations help them access the curriculum. As students get older, they are encouraged to take an increasingly active role in their IEP meetings by sharing their goals, identifying what helps them learn, and advocating for their needs.

Resource classrooms are not a destination; they are a supportive service designed to empower students to reach their full potential. When families, Resource teachers, general education teachers, and school teams work together, students have the support and encouragement they need to make meaningful progress.

If you have questions about your child’s learning plan or would like to learn more about Exceptional Student Services, please reach out to your child’s case manager or school team. We are proud to partner with families in helping every student learn, grow, and thrive.

“My goal is for them to leave high school confident that they can figure things out and be successful, whatever path they choose,” she said.

As the three educators participate in the Impact Corps this year, they are looking forward to learning from educators across Arizona while also sharing what is working in FUSD classrooms. Their selections highlight not only their individual dedication, but also the collaboration of colleagues, families, and students who help create meaningful learning experiences throughout the district.

Stalvey summed up that shared impact with gratitude for the many people who have influenced her career.

“Everyone has a teacher or group of teachers who helped shape us, and I have the whole town of Flagstaff—amazing teachers who help make me who I am,” she said. “Thank you to you all.”

On August 6, the Kinsey Inquiry and Discovery School community came together for a special Open House and beam-signing celebration, giving students, families, and staff an opportunity to connect, learn more about the year ahead, and celebrate the future of the school.

Families were able to view renderings of the new Kinsey school building and get a closer look at what is planned for the new campus. Attendees also signed their names and messages on a beam that will become part of the new school, leaving a lasting mark on this exciting chapter in Kinsey’s history.

Following the Open House and beam signing, families and staff gathered for a BBQ filled with good food, conversation, and plenty of Kinsey school spirit. It was a meaningful way to bring the community together while looking ahead to all that is in store for Kinsey Inquiry and Discovery School.

Technology is an essential part of modern education. Much of today’s curriculum is delivered digitally, requiring reliable student and staff devices as well as the wireless and network infrastructure that connects classrooms to educational resources. Technology also supports school safety through systems such as paging, bells, cameras, and phones, and helps provide accessible learning opportunities based on students’ individual needs.

Arizona school districts receive some District Additional Assistance (DAA), also known as capital funding, through the state’s school funding formula. However, these existing DAA dollars are limited and must support a wide range of capital needs. FUSD has therefore relied on several additional funding sources—including voter-approved bonds, one-time state funding, and federal programs when available— to maintain buildings, update technology, and replace equipment.

Technology generally has a much shorter useful life than new construction and major building improvements, meaning devices and technology infrastructure require more frequent replacement. Community members serving on both the 2022 Bond Steering Committee and the ongoing Bond Oversight Committee have asked the district to identify an alternative to relying as heavily on Bond funding for these recurring technology needs.

• Elementary iPad refresh — Summer 2026: Replaced six-yearold student devices that could no longer reliably support current Understanding Technology Funding and the DAA Override August 24, 2026 educational applications or last through the school day. Funded through the 2022 Bond.

• Secondary network and wireless upgrades — Summer 2026: Replaced end-of-life infrastructure that no longer received manufacturer support or security updates. Funded through the 2022 Bond and federal E-Rate funding.

• Elementary paging, bells, classroom audio, and voice amplification — 2025: Replaced outdated systems to support school safety and classroom instruction. Funded through the 2022 Bond.

• Mount Elden Middle School voice amplification pilot — Summer 2026: Provided voice amplification in all classrooms. Funded through one-time state funds and existing District Additional Assistance (DAA) funds.

• District and school phone system upgrade — 2026: Replaced an unsupported, end-of-life system while reducing ongoing telephony costs. Funded through existing District Additional Assistance (DAA) funds.

Together, these projects show how FUSD currently relies on several funding sources to maintain and replace essential technology systems.

On November 3, 2026, FUSD voters will consider a District Additional Assistance (DAA) Override, also known as a capital override. The DAA Override is separate from the existing DAA capital funding the district receives through the state funding formula. An override must be approved by local voters and, if approved, would provide additional locally funded capital dollars for eligible district needs.

DAA Override funding could be used for eligible capital needs, including student and staff technology, curriculum materials and textbooks, library resources, classroom furniture and equipment, school buses and other vehicles, safety upgrades, and minor facility repairs and renovations.

For technology, the DAA Override could provide a more consistent source of additional capital funding for shorter-lifecycle needs such as device refreshes and network infrastructure. This could reduce the district’s reliance on future Bond funding for technology purchases, leaving more Bond funding available for longer-lived capital investments such as construction and major building improvements. Eligible network and connectivity projects could also continue to be supplemented through federal E-Rate funding when available.

The DAA Override can also fund curriculum purchases, many of which now include digital resources and technology components. As curriculum and technology become increasingly interconnected, the district’s goal is to ensure technology is used purposefully to enhance instruction and support student learning.

Families, staff, and community members can learn more about the DAA Override, what it can fund, and the upcoming election at fusd1.org/override2026.

The election is November 3, 2026. The deadline to register to vote is October 5, 2026. Eligible voters can register or update their voter registration at https://servicearizona. com/VoterRegistration/.

Puente de Hozho’s third graders are already taking learning to new heights! During their third week of school, students enjoyed a hands-on rocket launch lesson brought to their classroom by the Arizona Science Center.

Teacher Lauren Bradshaw shared, “Hands-on learning experiences like the Science Center rocket launch are valuable because they give students the opportunity to take concepts they learn in the classroom and apply them in a real-world setting.”

The lesson brought science, technology, engineering, and math together as students experimented, problem-solved, made observations, and tested their ideas. Experiences like this make learning meaningful while building curiosity, confidence, teamwork, and perseverance.

The excitement was clear, two students have already called it the best day of school ever!

When asked how high she thinks her rocket will fly, third grader Genevieve Stevens said, “I’m not really into rockets, but imagine if my rocket went all the way to space!? I think it will at least go higher than the school.”

What a wonderful way for our third graders to begin the school year, learning, exploring, and letting their curiosity take flight!

On September 24, we’re celebrating the FUSD teachers who inspire students, build meaningful relationships, and make a lasting difference.

Know a current FUSD teacher who is truly legendary? Nominate them and share your story!

Four teachers will be selected and will receive $500 from Dr. Nicholas Clement and Northern Arizona University.

Nominate a Legendary FUSD Teacher by September 11: https://ow.ly/cq8u50ZCJ84

Help us celebrate the educators who make a difference every day!

The 2026-2027 school year began with connection, learning, and a strong sense of community for 44 newly hired instructional and educational support staff who participated in FUSD’s New Colleague Orientation.

Over three and a half days, new colleagues took part in professional learning designed to help them feel prepared, supported, and ready to welcome students. Sessions covered topics including ethics and professionalism, educational technology, Synergy Gradebook, restorative practices, FUSD-adopted curriculum and Arizona academic standards, culturally responsive teaching, and creating classrooms where students feel a sense of belonging.

“Our hope is that alongside the new learning, colleagues new to FUSD come away from orientation feeling more prepared to be an impactful FUSD educator, welcome their students on the first day of school, and know where and how to get support for themselves when needed throughout the school year,” said Heather Zeigler, Assistant Director of Learning, Technology, & Innovation.

The orientation also gave participants opportunities to build relationships and experience instructional strategies they could bring directly into their classrooms. One activity, called “Love It or Hate It,” invited new colleagues to respectfully debate current educational topics by choosing a position, sharing their thinking, and listening to different perspectives. Zeigler said one of the most rewarding outcomes was seeing several participants adapt the activity for their own students during the first few weeks of school, using it to build community, encourage discussion, and ensure all students have a voice.

Months of planning go into creating the orientation each year. Zeigler recognized Learning, Technology & Innovation Coordinator Renda Fisk for leading much of that work alongside FUSD’s K-12 Instructional Coaches Erin Nelson, Cris Bowen, Sonia Salberg, Dustin Fultz, Tara Mitchell, Jordan Morales-Tapaha, and Ashley Randall. District departments, community partners, and FUSD partners who provided donated breakfasts also helped make the event possible.

Feedback from participants reflected the welcoming environment the team hoped to create. One new colleague shared, “The amount of support you have given the teachers has been wonderful. Great first week!” Another said the orientation provided “an amazing sense of belonging” and helped them feel they had a strong support system as the year began.

As FUSD’s newest colleagues settle into their schools and classrooms, Zeigler encouraged them to remember they were selected to join the district for a reason.

“Your expertise, your perspective, and your passion are exactly what our students and community need,” she said. “Lean on your Instructional Coaches, ask questions, and remember that you aren't doing this alone. Thank you for choosing to make an impact here and welcome to team FUSD!”

What do pink pigs, paper, science, and art have in common? For second-grade students at Cromer Elementary, they all came together in a creative lesson connected to their CKLA (Core Knowledge Language Arts) Aviation unit.

As Cromer’s second graders learned about aviation through their classroom lessons, they had the opportunity to take that learning into the art room for a challenge called “When Pigs Fly.” Each student created a pink paper pig, using art lines to make precise folds and creases to prepare their pig for flight. Once their pigs were ready, students added wings and got ready to test them.

But this was more than an art project, it was an experiment.

Cromer students tested their pigs in three different environments while keeping the pig itself the same. First, they launched their pigs from the ground in their classroom. Next, they tested them in the commons, where ceiling fans created a different environment. Finally, students took their pigs to the library and launched them from the balcony.

After each flight, students observed what happened and compared their results. Which environment helped their pig fly the best? What did they notice? How did the different spaces affect the flight? Students collected data from their experiments and used their observations to compare their three flights.

When the experiment was complete, students returned to the art room to reflect on their work through the Art Mantra. Were they brave? Did they try something new? Were they visionaries? Students thought not only about the results of their experiment, but also about how they approached the challenge as artists, scientists, and learners.

For Ellen Fishel, Art Teacher at Cromer Elementary, this lesson represents an exciting opportunity to connect art with the learning happening in the classroom.

“I have always wanted to bring science into the art room, and now I can do that with the CKLA curriculum. I have so many ideas, and they all tie back to what students are learning with their teachers. Teachers do so much in the classroom. I can now bring the vocabulary and the ideas they are learning into the art room so the students can connect those new ideas and learn in other spaces, like Art.”

The “When Pigs Fly” lesson is a wonderful example of how Cromer Elementary teachers create opportunities for students to connect learning across subjects. Students weren’t just making art, they were applying vocabulary, making observations, testing ideas, collecting data, comparing results, and reflecting on their learning.

Most importantly, Cromer’s second graders experienced firsthand that what they learn in one classroom can be applied somewhere else. A CKLA lesson about aviation became an opportunity to explore science through art. A paper pig became a flying experiment. And the art room became another place for students to question, create, problem-solve, and make connections.

For Cromer’s second graders, the lesson demonstrated an important idea: learning doesn’t stay in one classroom. It travels with you and sometimes, it even flies!

FLAGSTAFF UNIFIED SCHOOL DISTRICT

3285 East Sparrow Avenue, Flagstaff, AZ 86004

(928) 527-6000 | www.fusd1.org