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Puente de Hózhó Elementary School brought its community together once again for its annual Cultural Performance, a cherished tradition that highlights the school’s commitment to cultural learning, celebration, and connection. This year’s event, which welcomed more than 500 parents, guardians, and family members, showcased months of preparation and the pride students take in sharing their cultural traditions with others.
Preparation for the Cultural Performance begins long before students step on stage. Over the summer, a dedicated committee of staff members works diligently to plan the schedule, organize facilities, develop the program, design rehearsal calendars, and coordinate communication with families. Once the school year begins, each class practices for 30 minutes each week with a cultural choreographer, learning the movements, meaning, and cultural significance behind each dance.
The performances themselves highlight the diverse cultures represented at Puente de Hózhó. The school partners with experienced choreographers who work directly with students in both the Diné and Spanish language programs. Diné language students learn traditional Navajo dances that honor their cultural heritage, while Spanish language students participate in dances that represent various regions and traditions of Mexico. Together, these performances serve as a vibrant reflection of the school’s dual-language mission and the cultural richness of its community.
For students and families alike, the Cultural Performance is more than just a performance—it is a joyful celebration of identity, learning, and community. Students look forward to learning the dances each year and take pride in sharing what they’ve learned with their classmates, the school community, and the greater Flagstaff community. The event has become the school’s largest family gathering of the year and stands as a testament to the strong connections that define Puente de Hózhó.
The learning that takes place during this process is profound. Students experience the value of trying new activities, dedicating themselves to consistent practice, and feeling the accomplishment that comes with mastering a new skill. They gain a deeper understanding of cultural practices—both their own and those of others—and have the opportunity to share those traditions in a meaningful, community-centered setting. Families, in turn, engage more deeply with their children’s learning and with the school.
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Puente de Hózhó extends its heartfelt appreciation to the choreographers who guided this year’s performances: Mr. Jones, Clayson Benally, and Mr. Sergio Padilla. Special thanks also go to PdH staff members Alyson Bottke and Gabby Spiguzza, whose leadership and organization were instrumental in bringing the event to life. Principal Joe Caslin also acknowledges the entire Puente de Hózhó staff for their flexibility, dedication, and commitment to providing such enriching learning experiences for students.
This year’s Cultural Performance once again affirmed the spirit of Puente de Hózhó—honoring tradition, celebrating diversity, and bringing families together through shared learning and community pride.
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As we close the month of November, a month traditionally centered on giving thanks, I am filled with immense gratitude for our entire Flagstaff Unified School District (FUSD) community. This season serves as a perfect time to pause and reflect on the incredible collective effort that makes our schools such vibrant places for learning and growth. Our success is not built by one person, but by the daily commitment of our dedicated teachers and staff, the curiosity and hard work of our students, the engagement of our families, and the steadfast support of our community partners. Thank you for your partnership in our shared mission to provide an exceptional education for every child.
This gratitude is especially profound when I see the tangible results of our collaboration. Nowhere is this more visible than in our recent construction projects - Mount Elden Middle School renovation, new Killip Elementary, Camp Colton’s lodge, and the soon-to-open Marshall Elementary. These state-of-the-art facilities are a direct result of our community’s overwhelming support for the district’s Bond programs, and stand as shining testaments to what we can achieve together. This pride extends to our classrooms, where the diligent work of students and staff is reflected in the continued improvement of our A-F Letter Grades. Furthermore, we just concluded a successful fall season of athletics and activities, where our students demonstrated remarkable teamwork, perseverance, and sportsmanship. I am also grateful for the efforts of individuals and organizations who have recently stepped up to address food insecurity during this challenging time for our students and families.
These successes are not isolated moments; they are the product of a community that consistently shows up for its children. As we look toward the upcoming Thanksgiving break, I want to reiterate my deepest appreciation for your trust, your collaboration, and your support of FUSD. It is this powerful partnership that fuels our progress and ensures we can continue to provide outstanding opportunities for all students. I wish you and your family a restful and joyful holiday season filled with warmth and gratitude.
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Each year, students in the FCCLA Interior Design STAR event face a brand-new design challenge created around an imaginary client. This year’s scenario invites young designers to create a flagship retail storefront for Bloom & Root, a boutique plant shop and lifestyle brand devoted to helping people connect with nature through curated houseplants, artisanal pottery, and natural living goods. The flagship store must reflect the company’s earthy, organic aesthetic while serving as a model for future expansion.
To meet this challenge, Coconino High School students received an architectural floor plan and dimensions and were tasked with transforming a blank space into a functional, beautiful retail environment. Their designs must highlight biophilic principles, incorporate eco-conscious and durable materials, and demonstrate thoughtful customer flow and operational efficiency. In March, students will present scaled floor plans, wall elevations, and detailed boards showcasing their furniture, fixtures, finishes, and equipment to a panel of judges.
“With every competitor designing for the same client, students really have to push their creativity,” said Laura Locke, CHS Interior Design teacher and FCCLA adviser. “They must show not only technical skill but a deep understanding of who their client is and how a well-designed space can support that client’s mission.”
To help students better understand their imaginary client, CHS partnered with Plantae, a thriving houseplant boutique in downtown Flagstaff. Plantae’s owner, Chelsea Thomas, welcomed students into the shop and offered an inside look at how a real plant-focused retail business operates. For many students, this experience helped transform the competition from a hypothetical project into a tangible design problem.
“One of the toughest parts of the competition is space planning,” Locke explained. “Students start with an empty floor plan and have to decide where every function belongs. Seeing a real retail environment—how much room is needed for displays, storage, checkout, and customer movement—gives them insight they just can’t get from a scenario on paper.”
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During their visit, students stepped into the role of professional interior designers, observing layout strategies, materials, lighting, and merchandising techniques. They asked questions, took measurements, and analyzed how Plantae’s design choices supported both the customer experience and back-of-house operations.
Locke emphasized the value of this hands-on approach: “FCCLA competition is all about applying learning to authentic situations. Experiences like this help students build confidence and prepare for real-world careers. We’re incredibly grateful to local businesses like Plantae for opening their doors and enriching our students’ learning.”
This year’s STAR Event challenge—paired with guidance from community partners—has empowered CHS interior design students to think deeply, design creatively, and approach their projects with professional-level insight. As they prepare for competition in March, their appreciation for both the plant-loving ethos of Bloom & Root and the generosity of the Flagstaff community continues to take root.
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Innovation Station at Mount Elden Middle School has become one of the most engaging and inclusive learning spaces on campus, giving students opportunities to design, build, and problem-solve through hands-on, real-world projects. David Pischke says the structure of the program allows a wide range of students to succeed, noting that “each project is creative and hands-on with a specific goal, so students can meet expectations at their level while still being challenged.”
Pischke is especially proud of the diversity of learners who thrive in the class. The program maintains an equal number of girls and boys, includes many neurodiverse students, and offers a space where English Language Learners can excel through visual and mathematical work. Each semester also features at least one competitive engineering challenge for students who enjoy that type of environment.
All projects incorporate tools and skills used in everyday life and in many careers. Pischke often reminds students that they’re gaining practical abilities they’ll use long after middle school. Strong emphasis is placed on planning before building—drafting, budgeting, applying engineering principles, and organizing ideas. Students then design solutions to real problems, from wiring parallel LED circuits to budgeting and constructing trebuchets built for maximum launch distance.
Although Pischke teaches the core concepts, students take the lead in engineering their solutions, learning through experimentation and what he calls “safe mistakes” that build resilience and problem-solving skills. One of his favorite moments each semester is watching students make their first cut on the miter saw and seeing their confidence grow instantly.
Students’ enthusiasm shows in the way they stay focused and never ask when class will end—a quiet but meaningful sign that they are fully engaged. Teachers across the school are consistently impressed with what students accomplish, especially those who may struggle in traditional classrooms but thrive in hands-on environments. Many discover new passions while using math, science, writing, and research to complete their projects.
Pischke believes the relationships built in Innovation Station are just as important as the projects. Reflecting on a meaningful conversation with an eighth grader, he said, “The positive relationships I build with students are my version of a successful program.”
Looking ahead, Pischke hopes Innovation Station continues to spread across the district. Middle school is a time when students begin to understand their strengths, and he wants as many as possible to discover whether this type of creative, technical, real-world work inspires them—or helps them find a different direction that suits them even better.
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Sechrist Elementary School welcomed families and friends to campus on October 24 for a cherished tradition that has been part of the community for generations: Grandparents and Special Friends Day. Dating back to at least the 1970s—and possibly to the school’s opening in the 1960s—the event remains one of Sechrist’s most treasured celebrations. Principal Heather Overton shared that it plays a vital role in building the close-knit culture the school values. “Whether students have a neighbor or a family member who flies in from out of town, they are so proud to have their visitors here,” she said. “Families and friends take part in the activities and celebrate the learning that has happened since the beginning of the year.”
This year’s celebration featured a variety of classroom experiences that allowed students to share their learning. Kindergarteners performed music in the courtyard, first graders presented a performance and crafts, and second grade families read together and enjoyed hands-on activities. Third graders led interviews and trivia, fourth graders showcased their skills in a lively Battle of the Books competition, and fifth graders shared their State Cookie Project with treats tied to U.S. geography. The school choir held an open practice, and Food Services prepared a special brunch.
Beyond the activities, the event deepens engagement by inviting families to see learning firsthand and fostering conversations at home. District office staff often attend to serve as special friends, ensuring every student feels included. “Everyone feels welcome,” Overton noted. “It sparks greater involvement and models a shared love of learning.”
Overton shared that the Battle of the Books is always a highlight and that seeing students grow through the years is especially rewarding—from first-time kindergarten visitors to fifth graders reminiscing about past celebrations. “In all my years in education, I have never seen such an inclusive event,” she said.
Grandparents and Special Friends Day continues to be a meaningful tradition that strengthens the partnerships supporting student learning. FUSD extends its appreciation to the students, families, special friends, volunteers, and staff who help make this event a cornerstone of the Sechrist experience—honoring community, connection, and a love of learning.
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November is Native American Heritage Month — a time to honor, celebrate, and reflect on the cultures, traditions, and contributions of Native American communities.
At Flagstaff Unified School District, we are proud to learn alongside Indigenous students, families, and staff whose histories, languages, and perspectives continue to enrich our schools. Their presence reminds us of the deep connections between education, community, and the land we share.
This month and every month, we celebrate the voices, leadership, and achievements of Native American students, staff, and families who help shape our district and inspire us all.
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As we enter the holiday season, many families begin looking forward to travel and time together. At Flagstaff Unified School District, we understand the importance of those cherished moments and we also know how essential consistent school attendance is to every student’s success.
Family Vacation & Attendance Guidelines
FUSD allows students up to three (3) excused Family Vacation days per school year. Any vacation days beyond those three will be recorded as unexcused absences, which may impact a student’s academic progress.
Additionally, it is important to know that excused vacation days still count toward a student’s total number of absences. In Arizona, a student is considered chronically absent when they miss 10% or more of the school year—about 18 days, depending on the calendar. Family Vacation days are included in that total, so planning ahead helps keep students on track.
Families can help support attendance and learning by:
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Planning ahead using the district calendar and trying to schedule travel during holiday breaks or long weekends. (View the school calendar here.)
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Timing travel so you leave after school or return before classes begin, helping to prevent missed instructional time.
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Staying informed through ParentSquare and school newsletters to avoid trips during important classroom activities, projects, or testing days.
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Connecting with your child’s teacher in advance if you anticipate an absence, so you are aware of key learning they may miss.
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Taking advantage of scheduled closures like Thanksgiving, Winter, and Spring Break to enjoy family time without impacting attendance.
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Using weekends and short days creatively—a Friday afternoon through Sunday trip may give your family a getaway while keeping your child in school.
Why Every Day in School Matters
Even a few missed days can make a difference. Being in school every day helps students:
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Keep up with learning so they don’t struggle to catch up on lessons or fall behind in key skills.
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Build confidence and routines that support long-term success in school and future opportunities.
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Participate in classroom activities like discussions, labs, group projects, and hands-on learning that can’t be replicated at home.
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Strengthen friendships and social skills through daily interaction, teamwork, and problem-solving with peers.
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Stay connected to trusted adults who support academic, social, and emotional growth.
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Access important school resources including meals, counseling, tutoring, and enrichment programs such as arts, music, and PE.
Thank You for Your Partnership
We know families work hard to support student learning and attendance. Thank you for keeping school days a priority and for helping ensure that every student has the best opportunity to grow, achieve, and thrive.
If you have questions about attendance or need support, please contact your school office.
Wishing you and your family a wonderful start to the holiday season!
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The Student Wellness Committee is looking for new members! This is a great opportunity for FUSD staff, families, and community members to support the well-being of our students. The next meeting is December 4, 2025, at 3:00 PM in the FUSD Boardroom. If you’re interested or have questions, please contact Steve Rhode at 928-527-6010. We’d love to have your voice on the committee. |
For more than a decade, the Kinsey Inquiry and Discovery School Fall Festival has brought joy, creativity, and togetherness to the school community. As the largest annual event on campus, the festival continues to draw families of all ages for an evening of fun, connection, and celebration.
This year’s Fall Festival was no exception. Staff once again poured their heart into planning engaging activities, offering families everything from classic games to innovative student-created experiences. A standout attraction was the pair of escape rooms designed by one of Kinsey’s Discovery Day classes—an impressive showcase of student creativity and problem-solving. The always-popular costume contest returned as a highlight for all ages, giving students, siblings, and even adults a chance to show off their festive spirit.
For Principal Ellen Herman, the festival is much more than a night of activities. It is a powerful example of how community events strengthen relationships between students, families, and staff. “This event brings all ages to the school to have fun together,” she shared, emphasizing the importance of these shared experiences in building a welcoming and connected school culture.
One of the most memorable moments came during the Lantern Walk. With support from the kindergarten team, families crafted lanterns before gathering on the Kinsey Trail for a peaceful twilight walk through the woods. “It was a beautiful scene, and it really spoke to our school vision of providing outdoor experiences that connect us to our beautiful place,” Herman said. The evening concluded with warm cider and cookies, creating an atmosphere that captured the spirit of the Kinsey community.
Looking ahead, the school continues to welcome new ideas to keep the Fall Festival fresh and reflective of community interests. Principal Herman shared that the team is always exploring creative approaches from across the community and beyond to enhance future family engagement events.
Kinsey also extends heartfelt appreciation to the volunteers who helped make the evening such a success, including members of NAU’s Gamma Phi Beta, whose support contributed to a smooth and enjoyable experience for families.
With its blend of tradition, creativity, and community spirit, the Kinsey Fall Festival remains a meaningful event for students, families, and staff—one that brings the school community together year after year.
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Flagstaff High School and Coconino High School faced off on October 29 in their annual flag football rivalry game. The matchup brought students, staff, and families together for a fun evening of competition and community. |
The MIT-e Program at Sinagua Middle School offers students an exciting opportunity to learn at an accelerated pace, explore real-world challenges, and develop strong problem-solving skills. Designed for students ready to go beyond grade-level expectations, MIT-e fosters curiosity, independence, creativity, and perseverance. Students who thrive in the program enjoy digging deeper into content, thinking critically, and tackling challenging work in a fast-paced environment.
MIT-e students engage in hands-on engineering and science experiences that mirror what real professionals do. Projects like “Solving a Water Crisis” and the Future Cities challenge allow students to research global issues, design innovative solutions, and build sustainable models. They also learn coding in Scratch, create 3D models in TinkerCad, and complete engineering challenges such as constructing hydraulic systems, bridges, robotics prototypes, and energy-efficient vehicles. Partnerships with GORE engineers and community scientists give students valuable mentorship and authentic insight into engineering careers.
Throughout the program, students learn by analyzing systems, testing ideas, refining their designs, and working collaboratively. Instead of being given answers, they are guided with questions that help them explore, reason, and persist through challenges. This structure helps students build confidence, communication skills, and the ability to work effectively in teams.
As students move from sixth to eighth grade, their growth becomes evident. Sixth graders build strong foundational skills, and by eighth grade, students are completing high school–level coursework and taking on leadership roles within the school. Many go on to pursue honors, AP, and advanced STEM opportunities in high school, equipped with the confidence and experience gained in MIT-e.
“Students often say MIT-e is the highlight of their day because the learning is hands-on, meaningful, and fun.” said Ms. Sara Ogden, 7th grade MIT-e teacher. Families value the challenge, support, and opportunity to earn high school credit while still in middle school. They also appreciate the sense of community students develop with peers who share similar drive and curiosity.
Success in MIT-e extends beyond grades. It shows in students’ ability to understand the world more deeply, think creatively, and apply learning to new situations. As they complete high school requirements early, many students find greater flexibility later on to pursue advanced coursework or early college opportunities. Looking ahead, the program hopes to continue growing with student leadership, community partnerships, and opportunities for former MIT-e students to mentor future classes. The MIT-e Program remains committed to inspiring the next generation of innovative thinkers and problem solvers.
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Digital Citizenship is an essential part of every FUSD student’s education. In alignment with the Children’s Internet Protection Act (CIPA), E-rate requirements, and current academic standards, all K–12 students receive at least two lessons each year focused on internet safety and responsible online behavior. These lessons help prepare students for success in an increasingly digital world.
To support and celebrate this important learning, the FUSD LTI Department hosted its second annual Digital Citizenship Week Sticker Contest, inviting students from across the district to illustrate what digital citizenship means to them. Winners were selected at the high school, middle school, and elementary levels, and their artwork will be professionally printed and shared with students as daily reminders to stay safe, kind, and responsible online.
This year’s high school winner is Isabella Soto, a talented graphic designer in Kayley Quick’s class at Flagstaff High School and a two-time contest winner. Isabella shared a thoughtful reflection on the role of digital citizenship, noting that while the internet plays a major role in our daily lives, it can only become a space of kindness and acceptance when users choose thoughtfulness, respect, and civility. She believes that creating positive online environments can inspire people to extend that same kindness in the real world, reminding us all that compassion has a ripple effect beyond the screen.
At the middle school level, Alexander Leathers, a seventh grader in Mrs. Stearns’s/Mr. Kuzara’s Digital Media class at Mount Elden Middle School, earned top honors. After learning about various aspects of digital citizenship, Alexander was inspired to create a design that highlights the lasting impact of what we share online. His message emphasizes that because online posts can remain visible indefinitely, it is especially important to lead with kindness.
The elementary winner, Serenity Fitchett, is a fifth grader in Mrs. Fisher’s class at Marshall Elementary. Encouraged by her art teacher, Mrs. Skelton, Serenity created a design focused on staying safe online. She shared that her artwork was inspired by wanting others to understand the importance of not talking to strangers on the internet and recognizing that online spaces can be risky if we are not cautious. Serenity is known among her peers as a leader in kindness and safety, serving as a positive role model both in person and online.
FUSD extends heartfelt appreciation to all students who participated in this year’s contest and who continue to practice responsible and thoughtful online behavior. Their creativity and leadership help make FUSD a community of strong digital citizens.
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Knoles Elementary is excited to welcome Mr. Jack Field, a first-year teacher whose enthusiasm and creativity are already shining in the classroom. Originally from Los Angeles, Jack moved to Northern Arizona University to earn his degree in elementary education. After completing his student teaching at Thomas Elementary, he was thrilled to begin his teaching career at Knoles. “I was excited to land my first teaching position here at Knoles Elementary,” he shared.
Mr. Field says his favorite part of teaching 5th grade is watching students grow more independent and curious. This year, he’s enjoyed hands-on activities like painting pumpkins and team-building games. “I’m excited to keep adding more fun, hands-on projects as the year goes on,” he said.
He appreciates the warm community at Knoles, noting, “My favorite thing about Knoles is how kind, welcoming, and supportive everyone is.” Inspired by teachers who challenged him growing up, he hopes to help his students build confidence, work together, and explore their curiosity. His guiding quote: “A tree falls the way it leans. Be careful which way you lean.”- The Lorax
Outside of school, Mr. Field enjoys training for triathlons, reading, camping, and shares a fun fact—he has a twin sister. Looking ahead, he’s excited to grow as an educator and explore new ways to support and engage his students.
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Music has always been a cornerstone in Mr. Jeffrey Koyiyumptewa’s life, and now he’s bringing that same energy and excitement to students as Killip’s new music teacher. A Flagstaff native and skilled percussionist, Jeffrey comes to the classroom with a rich blend of performance experience, community involvement, and a deep commitment to helping young learners discover the joy of making music. A trained percussionist,
Jeffrey has experience with a wide range of instruments, including drum set, marimba, timpani, and even fun novelty instruments. His background includes teaching elders through the University of Arizona’s New Horizons Band program, working with the FHS marching band, and providing private lessons.
Jeffrey’s journey into teaching began with a personal love for musicianship. “I always enjoyed developing my musicianship on a personal level and wanted to share what I learned as a classroom teacher,” he explains. At Killip, he has quickly grown fond of the welcoming culture, adding that he appreciates “the community, staff, and the AC.”
In the music classroom, Jeffrey creates a lively and engaging environment through singing, dancing, rhythm reading, and music games. He enjoys watching students discover new sounds and develop musical confidence, and he also leads the school’s afterschool orchestra program. He hopes to help students build a deeper appreciation for music from many cultures and experience the joy of creating music together.
He also believes music has benefits far beyond performance. Students gain listening skills, teamwork, emotional expression, working memory, and a space where curiosity and creativity are encouraged.
Outside of school, Jeffrey enjoys spending time with family at Hopi, exploring Flagstaff’s hiking trails, gaming with friends, and visiting local favorites such as Bookmans, downtown music spots, and restaurants like El Tapatio, Gloria’s, White Dove, Fratelli’s, Fat Olives, and Hiro’s Sushi. A fun fact students enjoy: his last name contains every vowel.
Killip Elementary is proud to have Mr. Jeffrey Koyiyumptewa inspiring young musicians and enriching the school community each day.
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The Flagstaff Unified School District is pleased to introduce Rosanna Lopez as our new Digital Media Specialist—a role dedicated to capturing the heart, spirit, and everyday excellence of our schools.
Rosanna’s connection to Northern Arizona runs deep. Originally from Phoenix, she moved to Flagstaff in 2007 to study photography and journalism at Northern Arizona University. Since then, she has built a wide-ranging photography portfolio including everything from night skies and delicious dishes to candid moments that showcase people at their most genuine.
Rosanna joined FUSD in 2021 and has been an invaluable part of the Knoles Elementary community for the past several years. She has served in a variety of roles, including lunch aide, Preschool Paraprofessional, Beacon Paraprofessional, and most recently, Administrative Assistant. Through each position, she built strong relationships with students, staff, and families, and developed a deep understanding of the vibrant stories happening across our district every day.
In her new role, Rosanna is most excited to be “where the students are”—immersed in classrooms, events, and celebrations to document the incredible learning taking place. Her goal is to capture meaningful moments that highlight student curiosity, creativity, and joy.
One of Rosanna’s favorite things about FUSD is the opportunity for growth. “We teach our students to have a growth mindset and to shoot for the stars,” she shared. “I feel like I have that opportunity in this new role.” She looks forward to using her passion for storytelling to elevate the voices and experiences of students districtwide.
Outside of work, Rosanna can often be found behind a camera, cooking at home, camping with her children, or chasing Arizona sunsets along her favorite Sedona trails. And many may be surprised to learn that she spent more than 15 years practicing martial arts and holds a first-degree brown belt in Kenpo Karate.
Rosanna brings creativity, curiosity, and a genuine love for our students to this role. We are thrilled to welcome her to the Communications & Public Relations Team and can’t wait to see the moments she captures throughout the year.
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FUSD is proud to highlight Carlos Valenzuela, a dedicated educator and support professional whose diverse experience and people-centered approach make him a valuable addition to the HR team. Carlos joined FUSD while finishing his degree in elementary education—a moment he recalls fondly. “I was going a little stir-crazy at home as a full-time student, and I was so grateful for the chance to join FUSD in a part-time role while completing my remaining courses,” he shared.
With more than 11 years in education, Carlos began his journey at age 17 as a Kid’s Club associate. Since then, he has served in a wide range of roles across BASIS Ed., Edupoint Educational Systems, NAU’s Educational Technology Consortium, and the Laveen Elementary School District. His work has included coordinating after-school programs, supporting district staff with student information systems, providing technical training, and assisting more than 83 Arizona districts with state reporting and online registration.
His passion for human resources grew naturally from this work. “I found myself most energized by helping people thrive in their work,” he explained. “Seeing how the right support, training, and communication can strengthen entire organizations inspired me to pursue HR.” In his new role, Carlos looks forward to supporting employees from day one and contributing to a welcoming, collaborative culture.
A Phoenix Valley native, Carlos jokes that leaving behind “115-degree summers we casually survive” has been one of the many perks of moving to Flagstaff. In his free time, he enjoys reading, gaming, and learning to garden—recently harvesting his own squash, rosemary, and mint. He also loves visiting local favorite White Dove Café, especially on snowy mornings. And a fun surprise: Carlos is a competitive Yu-Gi-Oh! player who has competed in tournaments across Arizona and California.
FUSD is grateful to have Carlos Valenzuela on the HR team and appreciates the kindness, expertise, and enthusiasm he brings to the district each day.
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On October 30, Flagstaff High School and Coconino High School brought their annual rivalry to NAU’s Walkup Skydome. Fans packed the stands as both teams delivered a spirited, competitive game that showcased the talent and sportsmanship of FUSD student-athletes. It was a great night of tradition and community. |
Flagstaff Unified School District is pleased to share the A–F School Letter Grades for the 2024–2025 school year. These state-issued ratings offer families and educators a clear snapshot of school performance across a variety of academic measures, including student achievement, academic growth, and readiness indicators.
This year, FUSD earned an overall B rating as a district. School-level results show meaningful gains across the district, including a significant increase in the number of A-rated schools. Four schools—Flagstaff High School, DeMiguel Elementary School, Marshall Elementary School, and Sechrist Elementary School—earned an A rating, doubling last year’s total.
Several schools improved their ratings from the previous year, including Killip Elementary School, Marshall Elementary School, Mount Elden Middle School, and Sechrist Elementary School. These improvements reflect focused efforts across FUSD to strengthen instruction, support students, and maintain positive, engaging learning environments.
In addition to letter grades, progress in specific academic areas was notable. Multiple elementary schools increased the percentage of students reading proficiently in third grade, and Sinagua Middle School saw gains in eighth-grade Algebra readiness, with more students scoring in the Highly Proficient range on state assessments. Several schools also made strides in reducing chronic absenteeism, an important factor in student achievement and long-term academic success.
2024–2025 FUSD School Letter Grades
- Coconino High School – B
- Cromer Elementary School – C
- DeMiguel Elementary School – A
- Flagstaff High School – A
- Killip Elementary School – B
- Kinsey Inquiry & Discovery School – B
- Knoles Elementary School – C
- Leupp Public School – C
- Marshall Elementary School – A
- Mount Elden Middle School – B
- Puente de Hózhó Elementary School – B
- Sechrist Elementary School – A
- Sinagua Middle School – C
- Summit High School – B
- Thomas Elementary School – D
As part of its ongoing commitment to continuous improvement, FUSD will continue focusing on expanding high-quality instruction, supporting literacy and mathematics growth, strengthening interventions for students who need additional support, and ensuring instructional alignment across grade levels. The district is also researching updated curriculum materials and developing tools to better monitor student progress throughout the year.
FUSD is proud of the progress reflected in this year’s results and remains committed to supporting every learner. Thank you to our dedicated educators, staff, families, and community partners for working together to help all students thrive.
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Students across FUSD have been celebrating Native American Heritage Month with special Navajo Taco Days in their school cafeterias—bringing a beloved traditional dish to lunch tables districtwide. At Knoles Elementary School, the celebration was even more vibrant on November 13 as students enjoyed an exciting performance from Hopi Dancers. The experience brought culture, community, and creativity together, giving students a chance to learn, connect, and celebrate the rich Indigenous traditions that shape our region. |
Killip Elementary’s Literacy STEM Night brought joy, curiosity, and community connection to campus with this year’s theme, “Page Turners and Problem Solvers.” The event blended literacy resources with hands-on STEM experiences, creating a night of discovery for families across the school community. According to Kris Penca, Killip’s STEM Coordinator, more than 150 students and their families attended, making it one of the school’s most successful events of the year.
Penca shared that STEM Night is designed to help students see themselves as capable scientists, engineers, and problem solvers, while also allowing them to meet a diverse group of STEM professionals from the community. The combination of STEM challenges and literacy resources gives students a well-rounded experience that supports learning in multiple ways.
This year’s STEM theme, “Structure,” encouraged students to explore how things are built and why they work. Activities included constructing bridges, houses, and sandcastles; coding simple robots; driving a complex robot; building rockets; making animal prints; creating maps; and participating in the classic marshmallow-and-toothpick tower challenge. Penca noted that one of the highlights of the evening was watching students drive the CocoNuts robot, many of them laughing and celebrating as they learned how to maneuver it.
The night also featured new additions, such as a well-loved pasta bar and an expanded group of STEM professionals who brought even more hands-on experiences for students to explore.
Strong community partnerships played a major role in bringing the event to life. Northern Arizona University’s education department facilitated building challenges, while Lowell Observatory and Meteor Crater Alliance guided students through rocket-making and launching. The Coconuts robotics team set up a rocket station and brought their large robots for students to drive. The Arizona Trail Association helped students create animal footprints, Safe Routes to School led a mapping activity, and CORE and DLR Group supported the tower-building challenge.
On the literacy side, Killip Elementary was supported by several dedicated partners: United Way, The Literacy Center, the PALS Mobile Library, and The Hope Tutoring Program. These organizations shared resources, reading opportunities, and support programs aimed at helping children and families strengthen their literacy skills at home and in the community.
Looking ahead, Penca said the school plans to continue expanding STEM experiences in classrooms, inviting guest speakers from diverse backgrounds, and incorporating excursions that bring learning into real-world environments.
Killip’s Literacy STEM Night once again highlighted the power of hands-on exploration, strong community partnerships, and joyful learning at Killip Elementary.
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Flagstaff High School students, staff, alumni, and community members gathered on October 30 to celebrate a moment years in the making: the official dedication of the Rick Smith Athletic Field. The ceremony honored not only a legendary coach, but a community leader whose influence continues to shape generations of Eagles.
Superintendent Michael Penca welcomed guests and recognized Governing Board members in attendance. He reflected on the extraordinary accomplishments of Rick Smith’s teams, which earned four consecutive state football championships from 1981 to 1984 — a “dynasty” and defining point of pride for the school and community.
But Penca emphasized that Smith’s impact reached far beyond those victories. “Rick’s legacy is about so much more than wins and losses,” he said. “It’s about the character he instilled in his student-athletes — lessons of discipline, perseverance, and teamwork that have served them for a lifetime.”
Smith’s leadership extended well beyond the sidelines. He served in law enforcement, contributed to NAU’s High Altitude Training Center, helped establish the Flagstaff Sports Hall of Fame, and led organizations including AYSO and the Northern Arizona Healthcare Foundation. His work strengthened youth sports, community health, and local programs across Northern Arizona.
The decision to name the field in Smith’s honor followed a thoughtful, community-centered process. Individuals from across the district submitted nominations highlighting his decades of service and impact. A formal naming committee — made up of district and community representatives — reviewed submissions, evaluated proposals against district criteria, and gathered stakeholder input. Their recommendation moved forward to the FUSD Governing Board, ensuring the final decision reflected community support and district values. Superintendent Penca thanked the nominators and committee for “ensuring this name will lend dignity and stature consistent with the District’s mission.”
FHS Athletic Director Jeannine Brandel closed the ceremony by reflecting on what the dedication means for the school today. Though she joined FHS after Smith’s coaching tenure, she said she felt his legacy from the moment she arrived.
“We’ve done more than unveil a new name for this field — we’ve honored a legacy,” Brandel said. “Every time a player steps onto this field, they’ll walk in the footsteps of someone who believed in hard work, teamwork, and integrity.”
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She thanked everyone who contributed to the dedication and reaffirmed the values that define the Eagle community. “May this field continue to be a place where excellence, community, and compassion take root,” she shared.
Brandel ended with a message that echoed across the stands: “Once an Eagle, Always an Eagle.”
The dedication of the Rick Smith Athletic Field stands as both a celebration of the past and a commitment to the future — ensuring that Coach Smith’s legacy of character, commitment, and community continues to inspire Eagles for generations to come.
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As we approach the winter months, the Flagstaff Unified School District (FUSD) would like to remind families of our procedures for weather-related schedule changes. These plans are in place to ensure the safety of students and staff traveling to and from school and to provide families time to plan ahead.
When making decisions to delay or cancel school, FUSD considers multiple factors including current and forecasted weather conditions, road closures, the safety of travel routes, the impact on instruction and scheduled activities, and the time required to mobilize buses and communicate with families.
How You’ll Be Notified
If a Delayed Start or School Cancellation occurs, notifications will be posted on www.fusd1.org and all official FUSD social media platforms as soon as a decision is made.
Families and staff will also receive phone calls, emails, and text messages at 6:00 a.m. on days when a schedule change is in effect.
Delayed Start
- School will begin two hours later than the regular start time for each school site (see chart below).
- Morning buses will run two hours later than normal.
- Afternoon dismissal and bus routes will follow the regular schedule.
- If a Delayed Start occurs on a Friday (Early Release Day), early release is canceled and school will follow the full-day schedule.
- Morning FUSD preschool classes are canceled when a two-hour delay is in effect.
- Please do not drop students off early unless they are already scheduled for FACTS before-school care.
Breakfast: On delayed start days, breakfast will still be available for students two hours later than normal. If breakfast is typically served in the cafeteria at your student’s school, breakfast will be available in the cafeteria as normal. If your student’s school does not serve breakfast in the cafeteria (i.e. breakfast is served in the classroom), we ask that students go to the cafeteria to receive breakfast. Meals are not delivered to classrooms on two-hour delay days.
FACTS Program: The District’s FACTS before and after school program will operate at each elementary school for FUSD students (ages 5-12) already scheduled for FACTS when we have a delayed start. On the delayed start days, the FACTS Program will open at 7:30 a.m. and stay open until the start of school. FACTS will be closed on all Snow Cancellation Days. For more information on FACTS, please visit their website www.fusd1.org/facts or call (928) 527-6180.
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School Cancellation
If school is canceled, all classes and school activities are canceled for students.
Snow make-up days have been designated on the 2025-2026 school calendar. Days will be made up in the following order: April 20, 2026, and May 8, 2026
Transportation and Alternate Bus Stops
Transportation: To view bus arrival information, sign up for Here Comes the Bus at herecomesthebus.com/parents/get-started. You’ll need the District Code (83662) and the 16-digit code found on the back of your student’s bus pass.
Alternate Bus Stops: Winter bus stop locations are subject to change in the Munds Park, Mountainaire, Kachina Village, and Mt. Elden Lookout Road areas. Families that live in these areas will be notified of bus stop changes the night before or the morning of by 6:00 a.m. Any additional information will be shared with these families as needed.
After-School Activities
When necessary, after-school activities may be canceled due to weather predictions that could impact the safety of participants. Communication will be shared with families when after-school activities are canceled.
Two-Hour Delayed Start Times by School
Cromer Elementary: 9:50 a.m.
DeMiguel Elementary: 9:50 a.m.
Killip Elementary: 9:50 a.m.
Kinsey Elementary: 9:50 a.m.
Knoles Elementary: 9:50 a.m.
Leupp Elementary: 10:30 a.m.
Marshall Elementary: 9:50 a.m.
Puente de Hózhó Elementary: 11:00 a.m.
Sechrist Elementary: 9:50 a.m.
Thomas Elementary: 9:50 a.m.
Mount Elden Middle School: 11:00 a.m.
Sinagua Middle School: 11:00 a.m.
Coconino High School: 10:50 a.m.
Flagstaff High School: 10:50 a.m.
Summit High School: 11:00 a.m.
We recognize that weather-related changes can impact family routines and childcare arrangements. We encourage families to plan ahead now for the possibility of delayed starts or cancellations during the winter season.
If you have any questions, please contact your school office.
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Flagstaff High School
Flagstaff High School’s Día de los Muertos celebration brought families, students, and community members together for an evening filled with culture, remembrance, and joy. Hosted by the FHS Hispanic Culture Club, the event transformed the campus into a vibrant gathering space where tradition and community connection took center stage.
Guests were welcomed with a lively, colorful performance by Puente’s Ballet Folklórico de Colores, whose dancers set the tone for an evening grounded in heritage and celebration. Families also enjoyed traditional foods—including homemade tamales and Pan de Muerto—prepared by parents and community members.
Throughout the evening, students shared mini altar projects honoring loved ones who have passed, offering touching glimpses into the stories behind this cultural tradition. Families were invited to add names and messages to FHS’s memorial pages, creating a collective space of remembrance that grew throughout the night.
A highlight of this year’s celebration was the high level of interactivity. Rather than simply observing displays or performances, guests participated directly—dancing, engaging in games, sampling traditional foods, and learning from students about Día de los Muertos customs. This hands-on approach created an atmosphere that was both festive and deeply meaningful.
Flagstaff High School extends gratitude to all who made the evening possible: Ballet Folklórico de Colores for their performance; the Hispanic Culture Club for planning; parents for contributing homemade dishes; and FHS Spanish teachers and students for creating the thoughtful altars. Thank you as well to school administration and the many families and community members who joined in celebration.
The result was an unforgettable evening that honored culture, brought families closer, and showcased the strength of the FHS community.
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Coconino High School
Coconino High School’s annual Día de los Muertos Exhibition brought students, families, and staff together for a vibrant evening of cultural learning, creative expression, and community celebration. This year’s event highlighted interdisciplinary collaboration across Spanish, Structured English Immersion (SEI), Art, Culinary Arts, and student clubs.
Spanish and SEI students created beautiful mini ofrendas honoring family members, pets, and influential figures. Guests took time to read the heartfelt stories displayed alongside each altar. SEI students also explored cultural traditions through writing, composing reflections and original calaveritas after studying the poetic form.
Spanish classes expanded the exhibition in new ways. One class created an “Altar for a Cause,” honoring Hispanic individuals who experienced social injustice—first responders, immigrants, farmers, and others impacted by inequity. Two additional students developed independent projects highlighting cultural celebrations around the world. IB Spanish HL 12 students added striking artistic elements with Catrinas crafted entirely from recycled materials.
The arts played a major role. Under the direction of Art Teacher Kelly Woodruff, more than 70 students created ceramic sugar skulls that added color and craftsmanship. Culinary Arts Level III and Baking and Pastry students contributed a favorite tradition—Pan de Muerto—beautifully decorated to honor departed loved ones.
MEChA continued its tradition of creating the school’s main altar, serving as a gathering place for remembrance. The evening also featured a performance by Ballet Folklorico de Colores, always warmly welcomed by CHS families.
Coconino High School extends its gratitude to the many partners who made the event possible, including prize sponsors Walmart on Huntington, Safeway on Cedar, Dairy Queen, Las Gorditas Mexican Restaurant, and Dutch Bros, and dedicated jurors Ms. Viera Soto, Mrs. Reyes, and Mrs. Khatibi. Staff also thank the families who attended, contributed food, and supported students’ creative work.
CHS Spanish Teacher Brisa Torres captured the spirit of the evening: “It was wonderful to see families looking closely at each mini-altar and reading about the loved ones our students chose to honor. This celebration is meaningful for our community every year.”
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Are eggs good for you?
Eggs are a common food used worldwide, eaten as part of a meal or as an ingredient. They are known to be a nutrient-dense food with about 6.4 grams of protein, 4.6 grams of fat, and various nutrients, such as choline, phosphorus, calcium, potassium, and vitamins A, B, and D (1).
However, many have questioned whether eggs are considered “healthy”. The cholesterol content in a single egg is 177 mg, which is more than half of the recommended daily amount of 300 mg (1).
What is cholesterol? Cholesterol is a “waxy substance” the body uses for building cells and making hormones (2). The liver supplies the body with all the cholesterol it needs, aka blood cholesterol. Dietary cholesterol is the additional cholesterol that comes from eating foods that contain saturated and trans fats, like meat, poultry, dairy, palm oil, palm kernel oil, and coconut oil (2).
High amounts of cholesterol in the blood have been known to increase a person’s risk of cardiovascular diseases and build up of cholesterol in the arteries that feed the brain and heart (2). This could result in blood clots or a blocked artery.
Interestingly, new studies have shown that cholesterol is actually less of a risk factor for heart disease compared to saturated and trans fats, which eggs contain very little of! One study found that eating more than 4 eggs per week had no significant effect on blood pressure or blood lipids compared to those eating less than 4 eggs per week (1).
In conclusion, eating an egg a day should be safe for individuals who do not have prior health complications. If you are trying to limit the amount of saturated and trans fats you eat, you could eat your eggs poached, hard-boiled, or cooked in a little olive oil rather than with butter or cheese.
This article was written by Jocelyn Henry, NAU student and FUSD Food Services Intern.
References:
Myers, M., & Ruxton, S. (2023). Eggs: Healthy or Risky? A Review of Evidence from High Quality Studies on Hen’s Eggs. Nutrients, 15(12), 2657. https://doi.org/10.3390/nu15122657
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The FUSD Foundation continues its mission of enriching education and empowering educators through community-supported grants. This year’s recipients embody creativity, innovation, and a deep commitment to supporting student growth. Their projects—funded through Micro Grants, the Debbi Grogan Memorial Fund, and other Foundation initiatives—bring new opportunities, resources, and experiences into classrooms across FUSD.
Below is a highlight of each educator and the project made possible through Foundation’s support.
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Sara Owen — Districtwide Preschool Programs
Project: Calming Classroom Lighting for General Education Preschools
To create a more supportive sensory environment for young learners—many with unique sensory and neurological needs—Sara Owen will replace harsh fluorescent lighting with calming, adjustable lighting across general education preschools. This project enhances focus, reduces anxiety, and creates more welcoming classrooms for all preschoolers.
Award: $500
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Nadège Neta — Coconino High School
Project: Reading Library for SEI Students
To support pre-emergent and beginning English learners, Nadège Neta is building a classroom library with high-interest, age-appropriate books designed specifically for emerging readers. The collection will help students develop vocabulary, build confidence, and foster a love of reading.
Award: $400
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Katie Krause — Marshall Elementary School
Project: The Hero Project
For seven years, Katie Krause’s students have interviewed WWII veterans and community elders, transforming their stories into illustrated children’s books. With this year’s grant, students will continue this powerful oral-history project—interviewing a 104-year-old WWII veteran or completing a Route 66 oral-history series. Funds will support professional printing of student-created books.
Award: $500
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Amy N. Begay — Puente de Hózhó Elementary School
Project: Revitalizing Navajo/Diné Language Through Rosetta Stone
Amy Begay will implement Navajo Rosetta Stone lessons for first- and second-grade students to strengthen Navajo language usage and cultural identity. Students will engage in weekly technology-based language lessons, blending digital literacy with heritage learning.
Award: $500
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Francy Solarte Soto — Coconino High School
Project: “Imagine Reading a Printed Book Again” Literature Circles
To expand her Free Voluntary Reading Program, Francy Solarte will purchase sets of novels for English language learners to use in literature circles. The program builds reading comprehension, writing skills, and emotional well-being through student-selected, joyful reading experiences.
Award: $500
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Molly Lesandrini — Mount Elden Middle School
Project: Art in America: Civic Engagement Through Art
All 8th grade students will explore civic identity and activism through poetry, music, and visual art. With grant funding, students will analyze cultural artworks and create their own artistic reflections on citizenship and change.
Award: $500
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Theresa Freas — Coconino High School
Project: Yoga Mat Replacement for High-Use Wellness Classes
To ensure safe, hygienic, and effective instruction for more than 200 students enrolled in CHS yoga classes, Theresa Freas will replace aging classroom yoga mats. The updated mats will enhance safety and improve the overall learning experience in a high-participation wellness program.
Award: $750
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Kaia Guscott — Flagstaff High School
Project: Harmony Director for Band, Orchestra, and Guitar
With support from the Debbi Grogan Memorial Fund, Kaia Guscott will purchase a Harmony Director system to integrate real-time pitch, intonation, and rhythm analysis into FHS music classrooms. This technology strengthens ensemble performance and deepens students’ understanding of music theory.
Award: $1,000
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Linda Stamer — Marshall Elementary School
Project: Missoula Children’s Theatre Residency: “The Jungle Book”
Marshall Elementary will host a week-long Missoula Children’s Theatre residency, offering students—many experiencing the performing arts for the first time—an immersive opportunity to build confidence, expression, and collaboration through live theatre.
Award: $4,500
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Rick McEnaney — Flagstaff High School
Project: Mentoring Sessions for String Students
Rick McEnaney will offer weekly coaching sessions for FHS orchestra students, including those from Kinlani Dorm and Leupp who may not otherwise have access to individualized musical mentorship. Students will receive support with skills development, scholarship auditions, and personalized instruction.
Award: $500
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Celebrating Innovation Across FUSD
These projects represent the heart of the FUSD Foundation’s mission:
Enriching education. Empowering teachers. Strengthening community.
Through generous support from donors, alumni, and local partners, FUSD educators continue to bring meaningful, creative, and culturally relevant learning opportunities to students across the district.
To learn more about how to support future grants—or to apply for funding—visit the FUSD Foundation at fusdfoundation.org. |
Flagstaff Unified School District is seeking community members to support two meaningful classroom projects through CommunityShare—a platform that connects teachers with local experts, mentors, and professionals who want to share their skills and make an impact. If you’re interested in helping, simply create a free profile at communityshare.org and connect directly with these teachers.
Project 1: Mentorship for Students With Special Needs (Sinagua Middle School)
Sinagua Middle School is looking for a community partner to help special needs students build positive relationships and community skills outside of school. The goal is to introduce students to supportive mentors who can help build confidence, social connections, and a sense of belonging.
Ideal partners include: youth mentoring organizations, social workers, counselors, disability-support professionals, or anyone passionate about guiding young people.
Project 2: Yoga, Mindfulness, and Childbirth Education for Pregnant and Parenting Teens (Summit High School – TAPP Program)
The TAPP program at Summit High School is seeking someone with experience in prenatal yoga, mindfulness, childbirth education, or maternal health to help students learn stress-reduction techniques and prepare for labor and delivery.
Ideal partners include: prenatal yoga instructors, doulas, childbirth educators, meditation practitioners, or maternal health professionals.
Get Involved Today
These projects—and others across FUSD—are ready for community collaboration. To learn more and sign up, visit www.communityshare.org and explore current opportunities to support students in meaningful, real-world learning.
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Throughout November, FUSD elementary schools welcomed families to campus for special “Thankful for You” feasts, giving students and their loved ones the chance to share a warm meal together. These gatherings brought students, staff, and families together in a meaningful way—celebrating community, connection, and the people who support our students every day. From smiling students proudly showing guests around their school to families enjoying time together in decorated cafeterias, the feasts were a heartwarming reminder of how much we value our FUSD community. |
Sinagua Middle School athletes delivered an outstanding performance at the Arizona Youth Cross Country Championship on November 1 in Anthem, bringing home top honors across the board. With strong finishes, determined teamwork, and incredible effort from every runner, SMS truly dominated the course. Congratulations to our talented Mustangs and their coaches for an unforgettable showing and a championship sweep! |
Flagstaff High School Theatre is proud to present this year’s fall play, The Crucible, a gripping and emotionally charged drama that brings the Salem witch trials to life on stage. Set in a small Puritan town consumed by fear, the story follows a community where suspicion spreads quickly, neighbors turn against one another, and truth becomes the first casualty of panic.
As accusations spiral, relationships fracture and loyalties are tested. At the center of the turmoil stands one man who must choose between protecting his reputation or standing up for what is right. With its tense atmosphere, unforgettable characters, and powerful themes, The Crucible invites audiences to reflect on courage, integrity, and the consequences of mass hysteria—making it a timeless and thought-provoking piece of theatre.
Please note: This production includes intense scenes, allusions to adultery, violence, and implied death by hanging. These themes may not be suitable for younger audience members.
Showtimes:
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December 4 at 7:00 p.m.
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December 5 at 7:00 p.m.
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December 6 at 2:00 p.m. and 7:00 p.m.
Tickets are available at bit.ly/FHSCrucible. Come support FHS Theatre and experience a powerful performance by these talented student actors and crew!
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On November 13, Mt. Elden Middle School hosted the 5th Annual Indigenous Dance Fest—an evening filled with cultural pride, music, and dance in celebration of Native American Heritage Month. Families and community members gathered in the MEMS Dome to enjoy performances by the Hopi Dance Group, the Navajo Song and Dance Chinle Valley Singers, Joe Tohonnie Jr. and the White Mountain Apache Crown Dancers, and student ambassadors from FHS, CHS, and across the district.
The event welcomed dancers of all ages, including those who participated in the Powwow Showcase by bringing their own music and sharing their skills with the crowd. With free entry and an open invitation for everyone to join in, the celebration highlighted the rich traditions, artistry, and community spirit of Indigenous cultures.
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Students and staff across Flagstaff Unified School District showed their Halloween spirit with creative costumes and big smiles! From spooky to silly, classrooms and hallways were filled with festive fun and community pride. Teachers joined in on the excitement, making the day extra memorable for everyone. The celebration highlighted FUSD’s sense of togetherness and joy in learning. |
FLAGSTAFF UNIFIED SCHOOL DISTRICT
3285 East Sparrow Avenue, Flagstaff, AZ 86004
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