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On Tuesday, December 16, Marshall Magnet Elementary School celebrated a long-anticipated milestone with a ribbon cutting ceremony marking the opening of its new school building. The noon celebration was intentionally scheduled during the school day so all students and staff could participate, reflecting what Marshall values most—shared experiences, connection, and student voice. The event was livestreamed to ensure families and community partners could join in the moment as well.

The ceremony opened with a powerful Land Acknowledgement led by the Puente de Hózhó Navajo Prince and Princess, Walter Fitch and Mia Sandoval, grounding the celebration in respect and place. The Marshall choir followed with a moving performance of The Star-Spangled Banner, Lift Ev’ry Voice and Sing, and We Won’t Stop Dreaming, a song intentionally chosen to honor new beginnings. For Principal Janelle Reasor, the Land Acknowledgement and final choir song stood out most—along with the students themselves, who brought pride, energy, and joy to every moment of the celebration.

Remarks were shared by Erik Sather, President of the Flagstaff Unified School District Governing Board, and Michael Penca, Superintendent of Flagstaff Unified School District. Speakers reflected on the years of planning that led to this moment, honoring the legacy of the original Marshall building while emphasizing the community’s commitment to providing students with a modern learning environment built for the future. Voters were thanked for supporting the 2022 bond, an investment that helped turn a shared promise into reality.

Students were fully engaged throughout the event, responding enthusiastically when Principal Reasor shared—unscripted—that the team had put “167%” into creating a space for them, prompting cheers and laughter from the crowd. Each student received a commemorative gift, including a brand-new Marshall T-shirt designed by local artist Rod Cooley, along with a bracelet marked “Est. 2026,” stickers, and a cookie to remember the day.

After a long construction process, opening the doors brought a mix of emotions—gratitude, pride, excitement, and even a bit of disbelief that the day had finally arrived. For the Marshall community, the new building represents what the school has always stood for: connection between art and science, past and future, community and young minds. That philosophy is woven throughout the design, from carefully selected biomes that honor Arizona’s natural beauty to flexible indoor and outdoor learning spaces that encourage collaboration, creativity, and adaptability.

Principal Reasor shared excitement about how those flexible spaces will continue to shape learning as the school settles in, creating new opportunities for teachers and students alike. She also expressed pride in the intentional design process that honored Marshall’s diversity while treasuring the legacy of the original school and launching into a new one.

The celebration concluded with a moment students will long remember—a collective countdown led by students and staff, followed by the ribbon cutting and a burst of confetti. Experiencing the milestone together during the school day made the moment especially meaningful and student-centered.

The project was made possible through the collective efforts of many partners, including DLR Group, CORE Construction, the FUSD Bond Oversight Committee, district leadership, staff, families, and students.

As Marshall Magnet Elementary School looks ahead, the ribbon cutting marked neither a beginning nor an ending, but a continuum—carrying forward memories and traditions into a new space that will shape the next generation of dreamers, thinkers, and leaders.

As we have reached the end of the first semester, I want to take a moment to reflect on the progress we've made together during the 2025-2026 school year. Our hallways have been filled with the energy of learning, collaboration, and discovery. From the academic growth demonstrated in our classrooms to the outstanding sportsmanship on our fields and the creativity showcased on our stages, our students have consistently risen to the occasion. I am immensely proud of their hard work and resilience. None of this would be possible without our dedicated teachers, administrators, and support staff, whose commitment to student success is the foundation of our district, and the partnership of our FUSD families.

The winter break offers a well-deserved opportunity for rest and rejuvenation, and we are already looking forward to building on our momentum in the new year. We are excited to welcome all students back to school on Monday, January 5, 2026. The second semester is a crucial time for academic focus as we prepare for state assessments, and it is also rich with culminating events. I anticipate a season filled with inspiring spring concerts, thrilling athletic championships, and the celebrated milestones of promotion and graduation ceremonies that await our students in just a few short months.

I extend my deepest gratitude to our entire community for your continued support of our schools, our staff, and our students. Your partnership is what truly makes the Flagstaff Unified School District a special place to learn and grow. I hope that the upcoming break provides you and your family with joyous moments. Let us all take this time to recharge so we can return ready for another successful and impactful semester. I wish you all a safe and happy holiday season and look forward to seeing you in 2026.

At Kinsey Elementary, learning begins with the world right outside the classroom door. Through a deeply embedded place-based and project-based learning model, students engage daily with Flagstaff’s natural environment, community culture, and local expertise—transforming academic standards into meaningful, real-world experiences.

Rather than treating place-based learning as a supplement, Kinsey has made it the foundation of instruction. Lessons are intentionally designed around students’ lived experiences, with outdoor learning integrated across grade levels and a dedicated weekly Discovery Day supporting career exploration, STEAM, and cultural learning. As Principal Ellen Herman explains, “At Kinsey, place-based learning and project-based learning are not add-ons—they are the instructional framework that guides everything we do.”

This approach comes to life through authentic projects that challenge students to think like scientists, designers, and problem-solvers. A recent fourth-grade biomimicry project asked students to study plant and animal adaptations and apply those ideas to inventions that could benefit society. After learning from community presenters—including examples such as drones designed to support families in remote areas of the Navajo Nation—students developed solutions to local challenges, from conserving water in Flagstaff to designing tools that support people with disabilities.

Flagstaff itself serves as an extended classroom. Students investigate erosion by visiting real sites, connect canyon formation to observable landforms, and learn directly from biologists, rangers, historians, and researchers. These experiences deepen understanding while exposing students to future career paths they may not have previously imagined.

Student voice plays a critical role in shaping learning. Projects are driven by student-generated questions, allowing multiple perspectives to surface and giving every learner—including quieter students—a meaningful way to contribute. Teachers support collaboration by embracing the creative process of hands-on learning: try, test, adjust, and repeat. This environment helps students build resilience, confidence, and teamwork skills both indoors and outdoors.

Students share their learning with authentic audiences through Discovery Day showcases, family nights, class-to-class presentations, and community exhibitions. Presenting to families and partners motivates students to refine their work, communicate clearly, and take pride in learning that has impact beyond the classroom.

As Kinsey has deepened this model, the results have been clear. Student engagement is high, confidence has grown, and classroom culture is stronger and more joyful. Principal Herman reflects, “Students talk about feeling ‘like real scientists,’ ‘real explorers,’ and ‘real problem-solvers.’”

On November 14, students from Puente de Hózhó Elementary School and Coconino High School came together for the International Baccalaureate (IB) Day of Service, creating a meaningful, cross-campus experience centered on service, reflection, and community connection.

The IB Day of Service has its roots in Arizona and has been recognized by the Arizona Legislature in recent years. Puente de Hózhó IB Coordinator Jillian Hernandez shared that while service can happen any day, there is something especially impactful about coming together statewide. The purpose, she explained, is for students “to plan, organize, and carry out meaningful service,” helping them understand who they are within their communities and how they can grow into global citizens who care for themselves, their communities, and the world around them.

That purpose was reflected in the collaboration between Coconino High School IB students and Puente de Hózhó elementary students. High school students visited Puente classrooms to guide younger learners through brainstorming and writing letters for community helpers and first responders. Each grade participated by writing to firefighters, police officers, EMTs, doctors, nurses, and others who support the community. Some students even chose to write to Arizona Game and Fish staff, recognizing their efforts in helping remove bears from a tree on the Puente playground. Hernandez shared that the goal was for students to make connections to all the people who help in our community while also connecting to older students.

The interaction between the two age groups left a lasting impression on Puente’s younger learners. Hernandez noted that “younger students often look up to older students with stars in their eyes,” imagining who they might become one day. Coconino High School students embraced their role as mentors, patiently working with small groups and offering individualized support. “Teaching younger students how to write is a patient and time-intensive endeavor,” Hernandez said, adding that the high school students helped younger learners express their ideas. Even after the day ended, elementary students continued talking about the visit and how special and cared for they felt.

Engagement was high across both campuses. Hernandez observed that younger students were in awe that high school students would take time to visit, while the older students modeled the values of the IB Learner Profile. “They were caring, knowledgeable, and risk takers,” she shared, noting how thoughtfully they supported even the youngest writers.

The Day of Service also helped students build empathy, leadership, and global-mindedness. “Participating in service projects helps students understand that we are interdependent in our community,” Hernandez explained. By partnering across campuses, students learned that “you are never too old or too young for service” and that meaningful action can happen both locally and globally.

The impact extended beyond the classroom into the Flagstaff community. When the letters were delivered, recipients expressed heartfelt gratitude and, in some cases, surprise. Hernandez hopes students took away an important lesson: “Small actions can make a big impact.”

Looking ahead, Hernandez hopes to expand the collaboration beyond a single day. She shared her vision for students from both campuses to work together on multiple projects throughout the year, involving families and community members to identify needs and problem solve creatively to make a lasting impact in Flagstaff and beyond.

The IB Day of Service served as a reminder that when students of all ages come together with intention and care, service becomes a bridge—connecting campuses, strengthening community, and empowering students to see themselves as compassionate changemakers.

We hope our students and families enjoyed a safe, restful, and joyful winter break filled with time to recharge and reconnect. As we welcome everyone back, we want to extend a sincere thank you for a strong first semester of attendance. Your commitment to showing up each day made a meaningful difference for students across our schools.

A new semester is a fresh start, and January is an important time to reestablish routines that support student success. Being at school every day, arriving on time, and staying engaged from the very first week helps students build momentum, strengthen connections with teachers and peers, and stay on track academically. Even missing a few days can make it harder for students to catch up, so starting strong now sets the tone for the months ahead.

As we move into the second semester, we appreciate families continuing to prioritize attendance whenever students are healthy and able to attend. Consistent attendance supports not only academic growth, but also social connections, confidence, and a sense of belonging at school.

We are excited to welcome students back and look forward to a strong start to the new semester. Thank you for your continued partnership in helping our students show up, stay engaged, and succeed — because every day truly counts.

In November, families exploring middle school options for their students were welcomed into two Flagstaff Unified School District campuses during showcases at Sinagua Middle School and Mount Elden Middle School. These events offered families an opportunity to step inside the schools, meet staff, and learn more about the academic programs, extracurricular activities, and supportive environments available to students as they transition to middle school.

At Sinagua Middle School, families learned about the school’s strong focus on offering multiple pathways for student success. Sinagua provides unique academic programs such as the Puente de Hózhó (PDH) Program and MIT-e, both of which emphasize hands-on learning, cultural connection, and meaningful student engagement.

Families were also introduced to Sinagua’s robust Career and Technical Education opportunities, including robotics and woods, which allow students to begin exploring practical skills and potential career interests at an early age. These programs are supported by the school’s expansive facilities, as Sinagua is housed in a former high school and offers spacious classrooms and specialized learning spaces.

Fine arts and performing arts are a major part of student life at Sinagua. Students can participate in band, orchestra, rock band class, guitar class, choir, and visual art, providing many creative outlets for self-expression and collaboration. Beyond the school day, Sinagua offers a wide range of after-school activities, including sports, drama, student council, crochet club, Dungeons & Dragons club, and more, helping students find a sense of belonging and connection.

Families visiting Mount Elden Middle School experienced a campus culture built on strong relationships, trust, and care. Students are supported by empathetic, kind, and dedicated teachers and staff who work collaboratively in teams to help students feel safe, supported, and challenged academically.

Mount Elden’s academic programming focuses on helping students reach their goals while also exposing them to new subjects and experiences they may not have encountered before. Hands-on learning opportunities, including the Innovation Station and life skills programming, encourage creativity, problem-solving, and independence.

Learning at Mount Elden is further enhanced through thoughtfully planned field trips that connect classroom instruction to real-world experiences. Students also have access to a variety of extracurricular activities, including a strong music program, student council, National Honor Society, NAU Day, Black History Month celebrations, and additional enrichment opportunities that support leadership, curiosity, and community connection.

Together, the middle school showcases highlighted how both Sinagua and Mount Elden provide welcoming environments where students are supported academically, socially, and personally. Families interested in learning more are encouraged to visit https://sms.fusd1.org/ and https://mems.fusd1.org/. 

Registration for the 2026–2027 school year opens on Wednesday, February 11, 2026. Families can learn more about online registration at https://www.fusd1.org/registration and are encouraged to contact their school of choice directly for assistance.

The Sechrist Elementary School Holiday Concert took place on Friday, December 19, during the school day, giving all students the opportunity to enjoy the performances together. First grade students presented The Mitten, bringing the story to life through song and narration, while the beginning band, intermediate band, and choir showcased their musical growth. The concert was a joyful, schoolwide celebration of creativity and the holiday season.

The Exceptional Student Services (ESS) Department proudly recognized Cromer Elementary School teacher Sarah Stenberg with the Exceptional Educator Award on Wednesday, December 10, 2025. This award celebrates educators who bring the ESS vision to life by helping students build self-confidence, independence, social connections, and self-advocacy skills that support a self-determined, fulfilling life.

Sarah was honored for her compassionate, steady approach and her unwavering belief in her students’ potential. She consistently held students to high expectations while recognizing and supporting their individual needs. Through clear communication, she ensured students understood classroom expectations and thoughtfully guided them through challenges, helping them develop the ability to self-monitor their behaviors.

She also modeled a calm, accepting attitude for everyone who entered her classroom, creating an environment where students felt supported and seen. In addition to her work with students, Sarah provided invaluable mentorship to paraprofessionals, emphasizing the importance of maintaining high standards and promoting the best outcomes for all learners.

Her impact extended beyond her own classroom. Sarah successfully helped students transition back into general education settings, equipping them with the skills, confidence, and tools they needed to thrive at Cromer and in future learning environments.

FUSD and the ESS Department celebrated Sarah Stenberg for this well-deserved honor and expressed their gratitude for her exceptional commitment to students, colleagues, and the Cromer community.

Leupp Elementary School students had a magical week of reading as the library transformed into a cozy Winter Wonderland! Students curled up in their pajamas with blankets, pillows, snacks, and their favorite books—creating the perfect atmosphere to celebrate the joy of reading. A big thank you to the families who joined their students to read. Your presence made the experience even more special for our students.

On Friday, December 12, families filled the halls of DeMiguel Elementary School for the Lobo Learning Showcase, an interactive, student-led celebration that highlighted creativity, confidence, and connection. The event marked the culmination of the semester’s Lobo Learning Clubs and welcomed 126 families to experience learning alongside their children.

Lobo Learning Clubs are interest-based clubs offered during the school day for students in grades two through five. Students meet every other week for 45 minutes and stay in the same club for the semester, giving them time to deeply explore topics they are passionate about. As Principal Ginni Biggs shared, “This is our second year offering Lobo Learning Time at DeMiguel, and we recently celebrated our third family showcase, which has become a highlight for our school community.”

The purpose of Lobo Learning Clubs is rooted in access and student voice. “The purpose of Lobo Learning Clubs is to give all students access to enriching extracurricular experiences that are driven by their personal interests,” Biggs explained. Through family feedback surveys, the school learned families wanted more opportunities like this for their children, and hosting clubs during the school day ensures every student can participate, regardless of after-school availability. These experiences foster creativity, collaboration, leadership, and confidence—skills that extend well beyond the classroom.

Clubs span a wide range of interests, including drama, gardening, yoga and mindfulness, watercolor painting, ceramics, coding, random acts of kindness, student leadership, Lego, board games, astronomy and rocket club, American Sign Language, morning announcements, line dancing, chess, graphic novels, outdoor recreation, and more. Teachers choose clubs based on their own interests, while students review digital descriptions and select their top three choices before placements are made.

The Lobo Learning Showcase itself takes place during the final club session of the semester and invites families to join their students in the learning. “Rather than a traditional presentation, families actively participate in the learning,” Biggs said. “The experience is interactive, joyful, and very student-led, allowing families to truly see what their children have been working on and learning throughout the semester.”

Throughout the showcase, students led hands-on activities that brought learning to life. In Outdoor Recreation Club, students and parents played spikeball together. In American Sign Language, students performed for their families and then taught them how to sign their names and sing and sign “We Will Rock You.” In Drawing Club, students and parents drew portraits of one another. According to Biggs, “Having students lead the learning builds confidence, reinforces ownership, and highlights their expertise and growth.”

Events like the Lobo Learning Showcase strengthen bonds across the school community by creating shared experiences centered on joy and learning. “The showcase creates a shared experience where families, students, and staff come together around learning and joy,” Biggs said. “Most importantly, it celebrates students’ interests and talents, helping them feel seen, valued, and proud of their work and interests.”

As Lobo Learning Time continues to grow, it has become a defining part of DeMiguel’s culture. “Students look forward to it, teachers enjoy sharing their interests, and families appreciate seeing their children thrive in new ways,” Biggs reflected. “It’s a powerful reminder that learning happens everywhere, especially when students are curious, engaged, and having fun.”

During the holiday season, Summit High School created a space where generosity, creativity, and connection took center stage through its Gift and Craft Event, offering students the opportunity to thoughtfully give to their families and loved ones.

The event was intentionally designed to ensure every student could participate in the joy of giving. “For many students, access to gifts and materials can be a barrier,” shared Principal Rochelle Bronson. “This event was about dignity, inclusion, and creating joy—making sure every student could experience the pride and happiness that comes from giving.” By removing financial and resource barriers, Summit created an environment where students could focus on meaning, care, and connection.

Allowing students to choose or create gifts for others shifted the focus from receiving to giving. “By allowing students to choose gifts for others, the focus shifted from receiving to giving,” Bronson explained. “Students connected with one another through shared conversations, creativity, and collaboration.” Throughout the event, students proudly shared stories about who their gifts were for and why they mattered, reinforcing empathy, generosity, and kindness as core community values.

The event was made possible through the collective generosity of Summit staff and community supporters. According to Bronson, staff members donated gifts, craft supplies, wrapping paper, and gift bags from home, along with additional community donations. “Staff members also volunteered their time and creativity to help students craft, wrap, and personalize their gifts,” she said, transforming the event into a hands-on, relationship-driven experience.

Students had the opportunity to create a wide variety of handmade items, including bath salts, sugar scrubs, ornaments, jewelry, and decorated sweaters in preparation for Ugly Sweater Day. These options allowed students to express creativity while making personalized, heartfelt gifts for the people they care about most.

Providing wrapping paper, gift bags, and supplies was a critical part of ensuring equity and full participation. “Providing wrapping paper, gift bags, and supplies ensured that every student—regardless of resources—could fully participate,” Bronson noted. “This removed any stigma or barriers and allowed students to leave with gifts that felt complete, thoughtful, and ready to give.”

Moments of pride and joy were evident throughout the event. “Many students expressed excitement and pride as they selected or created gifts, often sharing stories about who the gift was for and why it mattered,” said Bronson. She added that smiles, laughter, and moments of quiet focus stood out as students carefully wrapped their gifts, with several students sharing how meaningful it felt to be able to give something special to their families.

The Gift and Craft Event reflects Summit High School’s commitment to belonging, strong relationships, and supporting the whole student. “By creating a space rooted in care, connection, and generosity, the school reinforced that students are valued beyond academics,” Bronson shared. “Especially during the holiday season, this experience reminded students they are part of a supportive community that sees, cares for, and uplifts them.”

FACTS is excited to highlight a new and meaningful collaboration with PROSE (Parks, Recreation, Open Space & Events)—a partnership sparked when a former FACTS employee connected the program with PROSE staff member Ashlee Fliney. This year marks the first time a PROSE educator has visited a FACTS site, bringing environmental education directly to students.

“The moment Ashlee stepped into our program, students were captivated,” said FACTS Coordinator Kyle Christian. “It’s powerful when kids get to learn from someone who is passionate about their work.”

During their visit, PROSE led a hands-on environmental lesson that aligned perfectly with FACTS’ mission to connect youth with their community through fun, enriching, and imaginative activities. These sessions introduce students to real-world experts, spark curiosity, and help them see new possibilities.

FACTS’ creative arts and drama projects—like the recent wilderness survival skit—also support this mission by encouraging students to try something new, communicate confidently, and explore outdoor concepts in playful, relatable ways.

While the partnership is just beginning, FACTS has seen similar benefits in past environmental programs and hopes this collaboration will nurture a long-term understanding of stewardship and responsibility. With seven FACTS sites located within a mile of a local park, students already enjoy access to green spaces like Thorpe Park, Jim Cullen Memorial Park, and Bushmaster Park—spaces that boost learning, social growth, and fitness.

PROSE has long supported FACTS through events like Lights On Afterschool, and this year the partnership is expanding, with two scheduled site visits and a third in the works.

Kyle added, “PROSE continues to show up for our students and families. Their dedication to recreation and community is a huge part of what makes Flagstaff special.”

Families can look forward to more environmental lessons, hands-on activities, and community-based learning opportunities throughout the year.

Flagstaff Unified School District is beginning the adoption process for a comprehensive K–5 English Language Arts (ELA) curriculum to ensure all students have access to a coherent, content-rich, guaranteed, and viable learning experience. This work follows Board Policy 5-207 and is guided by collaboration with educators, families, students, community members, and the Governing Board.

An ELA Adoption Committee will recommend curriculum resources that align with Arizona ELA Standards and the Science of Reading and support students in meeting or exceeding grade-level expectations. The committee will evaluate instructional quality, assessments, differentiation supports, and usability for teachers and students.

Community input is an important part of this process. Materials will be available for public review at the FUSD District Office (3285 E. Sparrow Avenue) from December 1, 2025 through February 13, 2026, between 7:30 a.m. and 4:00 p.m. Feedback may be submitted on site or through an online ELA Curriculum Adoption Feedback Form.

The curricula under consideration are Amplify CKLA and Great Minds Wit & Wisdom. Recommendations will be shared with the FUSD Governing Board for final approval.

Cromer Elementary transformed into a festive hub of creativity and connection during its Winter Wonderland Family Engagement Night. Families filled the school for an evening centered on hands-on STEAM activities, music, and meaningful time together—all wrapped in a welcoming winter theme.

The goal of the event was to bring families together in a creative, inclusive way while encouraging generosity and imagination. As Principal Jessica Reeder shared, “Our intent was to help foster the sense of giving this season with our community and families.” Throughout the evening, families created holiday cards and toys using simple materials, demonstrating how everyday items can spark learning and fun at home.

The atmosphere was energetic and joyful, with a larger turnout than in previous years. Families actively collaborated with students—designing catapults to launch marshmallows toward targets, building interactive paper-cup toys in the Toy Shop, and cheering on classmates during a performance by the Cromer Choir. These activities encouraged problem-solving, creativity, and conversation across all ages, strengthening school–home connections and building community.

Student leadership played a major role in the event’s success. Members of the 5th grade student council, science club, recess club, and choir helped design, organize, and run activities, from creating posters to setting up targets for the catapults. Their involvement showcased student ownership and pride in their school.

The evening was made even sweeter with support from community partners. CPLC Parenting Arizona hosted a booth and assisted with the catapult activity, McLaughlin Spendlove Orthodontics sponsored cookies, bags, and chapstick, and the Cromer Community Alliance provided warm hot chocolate for families to enjoy.

Feedback from families and students was overwhelmingly positive, with many sharing appreciation for the wide variety of activities and already looking forward to next year. Students were still talking about the event the following day—a true sign of its impact.

Reflecting on the night, Principal Reeder added, “It warmed my heart to see all of the smiles and faces. We tried something new by moving away from Polar Express to a Winter Wonderland, and it paid off for us.” With ideas already in mind for next year—such as a Winter Wonderland passport and even more festive décor—this beloved event continues to grow as a cherished Cromer tradition. 

This school year, Flagstaff Unified School District implemented a state-funded Safety Officer Program at select campuses to further support student safety, well-being, and a positive school climate. Funded through the Arizona Department of Education’s School Safety Program (SSP) Mini Grant, the initiative currently places uniformed off-duty officers at Mount Elden Middle School, Sinagua Middle School, and Summit High School. The grant-funded program will continue through May 2026.

The Safety Officer Program was designed to align closely with FUSD’s commitment to social-emotional learning, restorative practices, and creating environments where students feel safe, supported, and connected. Rather than focusing solely on enforcement, the officers serve as positive adult role models who build relationships with students and support schoolwide goals that promote belonging and trust.

Officers are trained through a collaboration between the ADE School Safety Program and Off Duty Management (ODM), which oversees officer scheduling and coordination with the district. Each day begins with communication between school administrators and the assigned officer to align expectations and ensure the officer’s presence supports the specific needs of the campus. Officers are familiar with each school’s Emergency Operations Plan and are prepared to assist in emergency situations while also helping monitor and improve overall campus safety.

Throughout the school day, safety officers are intentionally visible and approachable. They welcome students as they arrive on buses, greet them in hallways, engage in positive conversations during lunch and passing periods, and build connections through everyday interactions. Officers also teach an ADE-approved, age-appropriate Law Related Education (LRE) curriculum focused on safety-related topics, further strengthening relationships between students and staff.

The program emphasizes collaboration and early intervention. Safety officers work closely with administrators, counselors, social workers, and support staff to address concerns before they escalate. When high-need situations arise, teams meet to determine supportive, student-centered responses that balance accountability with care.

Early feedback from school staff and administrators has been positive. Educators have shared appreciation for the additional layer of support the officers provide, helping to maintain physically and emotionally safe learning environments. Administrators have noted that officers are friendly, approachable, and genuinely enjoy interacting with students, contributing to a welcoming school climate. From an operations standpoint, the program has also helped reduce the need for administrative calls for assistance, allowing situations to be addressed quickly and safely.

District leaders view the Safety Officer Program as a valuable investment in both school safety and student well-being. By fostering positive relationships and ensuring preparedness for emergencies, the program supports learning by helping students feel seen, heard, and respected. Looking ahead, FUSD plans to apply for a new three-year School Safety Program grant this winter and is hopeful to retain current officers and continue providing these supports at middle schools and Summit High School.

This fall, Coconino High School became a hub of creativity, engineering, and teamwork as it hosted two major robotics events: the FIRST Tech Challenge (FTC) High Country Qualifier on November 8 and the FIRST LEGO League (FLL) Flagstaff Qualifier on December 6. Led by science and Career & Technical Education teacher and CocoNuts FIRST Team 2486 coach Christine Sapio, the events welcomed teams from across Northern Arizona, the Four Corners region, and beyond.

FIRST is the world’s leading youth robotics community, offering hands-on STEM learning that builds confidence, inspires innovation, and develops essential skills such as problem-solving, collaboration, and leadership. FIRST programs provide age-appropriate challenges that allow students to grow both technically and personally.

FIRST LEGO League, for grades 4–8, engages students in a guided robotics experience using LEGO technology, with a focus on robot design, mission-based challenges, core values, and an innovation project tied to the season’s theme. FIRST Tech Challenge, for grades 7–12, challenges students to design, build, and program robots to compete in a new game released each fall, emphasizing teamwork through alliance-based competition.

This year’s global FIRST theme, FIRST AGE, focused on archaeology and discovery. FLL teams competed in the UNEARTHED game, completing archaeology-themed missions during fully autonomous matches while developing innovation projects connected to real-world problems. FTC teams competed in DECODE, a fast-paced game combining autonomous and driver-controlled play, where robots scored “artifacts,” completed patterns called motifs, and earned bonus points for endgame tasks.

The FTC High Country Qualifier hosted 25 teams from across Arizona, including 11 from the Reservation, while the Flagstaff FLL Qualifier welcomed 29 teams from throughout Northern Arizona. Collaboration was a defining feature of both events, with teams frequently assisting one another by sharing parts, troubleshooting issues, and offering encouragement as skills and confidence grew throughout the day.

Hosting events of this scale requires months of preparation and strong community support. This season, the CocoNuts organized an FTC kickoff event in Phoenix, hosted more than 20 workshops, and traveled to Chinle to provide coach training for RezBotics teams.

Now in its third year as the Program Delivery Organization for FTC across Arizona and the Four Corners RezBotics region, the CocoNuts are sponsoring 14 FTC qualifiers and two championship events this season. Upcoming highlights include the Four Corners Championship on February 7 in Kayenta and the Arizona FTC Championship on February 21 at the NAU Fieldhouse.

Award ceremonies highlighted student achievement and dedication. All three Flagstaff FTC teams advanced to the Arizona Championship, six of the twelve playoff teams were RezBotics teams, and the Sinagua FTC teams qualified for the Arizona Championship for the first time since 2019. Seven teams from the Flagstaff FLL Qualifier advanced to the Arizona FLL Championship, with one Arizona team later earning a spot at the FIRST World Championship in Houston.

Beyond competition results, FIRST provides lasting benefits for students. Participants build technical skills such as design, programming, and engineering while also developing confidence, communication skills, and a strong sense of community. Through FIRST, students aren’t just building robots—they’re building pathways to future success.

The Kinsey Inquiry and Discovery School Ambassador Pageant continues to be a meaningful tradition that celebrates culture, leadership, and student empowerment. Now in its third year, the pageant gives students an opportunity to proudly share their identities while stepping into leadership roles within their school and community.

“The Kinsey Ambassador Pageant is one of many meaningful events celebrated across many tribes and communities,” Principal Ellen Herman shared. “This pageant gives our students a unique platform to showcase their culture proudly while growing as leaders and role models for their peers, families, schools, and communities.”

During the pageant, students showcased their cultures through regalia and talent, sharing stories, food, dances, and music that reflected their family traditions. Students also answered questions focused on leadership and how they would serve as positive role models within their school community.

Participation in the pageant extends beyond the event itself through the Kinsey Ambassador Service Project. “Pageant winners and contestants will participate in a Kinsey Service Project as ambassadors,” Herman explained. “They take part in projects that positively impact their community and school. The purpose of the project is to help them grow as a young ambassador by taking on leadership roles that help build confidence, make social connections, develop self-awareness, and self-empowerment.”

Throughout the year, ambassadors and contestants support their school in meaningful ways, including volunteering with charitable organizations, hosting donation drives and fundraisers, and assisting with school assemblies and events. They also welcome visitors, serve as tour guides, and give presentations. This year, ambassadors will step into preschool through second-grade classrooms as helping buddies and reading partners, strengthening connections across grade levels.

This year’s contestants, Grace Hardy, Bonnie Dee, Allicia Taylor, Maya Sisay, and Nora Bilagody, represented the rich diversity of the Kinsey community. “When the BRAVE Committee planned to bring the idea of an Ambassador Pageant to Kinsey, our goal was to have students from all cultural backgrounds be part of this experience and share their traditions and culture with Kinsey and our community,” Herman said. She noted that Maya Sisay’s sharing of her Ethiopian culture inspired other students to consider participating in future pageants. “We love and appreciate how diverse Kinsey is and we want to share that with our community.”

Kinsey’s 2025–26 Ambassadors are Grace Hardy and Othell Bekay. Grace Hardy, the outgoing Miss Kinsey Ambassador, is known for being friendly, caring, and respectful. During her talent presentation, Grace shared her passion for sewing and displayed photos of skirts, bags, and stuffed animals she has created. She explained how sewing has helped her be resourceful and express herself creatively, highlighting a three-tiered skirt that represents traditional clothing worn by many Navajo women.

Othell Bekay steps into the role of Mr. Kinsey Ambassador after previously serving as the 2024–25 runner-up. With no boys participating in this year’s pageant, Othell accepted the role with pride. Known for his kindness, strong work ethic, and resilience, he continues to model positive leadership for his peers.

The Kinsey Ambassador Pageant reflects the school’s commitment to celebrating diversity, building leadership, and empowering students to make a positive impact through culture, service, and connection.

Sechrist Elementary proudly celebrated its 19th annual Turkey Drive, a beloved school tradition that began with longtime teacher Chad Davis and continues to thrive thanks to dedicated staff and enthusiastic 5th graders. Organized entirely by the 5th grade team—with help from all students through Turkey Bowling—the drive partnered once again with the Sunshine Rescue Mission and, this year, Cub Scout Pack 7033, who provided side dishes for complete holiday meals.

The goal remains simple: support Flagstaff families in need, including some within the Sechrist community. Despite snow and cold temps, students collected 167 turkeys, surpassing their goal of 151 and helping feed an estimated 500–600 individuals. One memorable moment included students loading turkeys into a volunteer’s bright yellow Jeep when icy roads prevented the usual box truck pickup.

The 5th graders took on every role—sign holding, turkey running, weighing and tallying donations, and helping younger students bowl—showing leadership and heart throughout the day. Principal Heather Overton shared, “This event shows our students the power of serving others—something we hope they carry with them for life.” She added, “Watching our community show up for one another, even in the snow, is what makes Sechrist truly special.”

Remaining turkeys and sides were distributed locally, and students later used donation data in math lessons, turning this service project into real-world learning.

Sechrist’s Turkey Drive continues to uplift the community—and the students who make it happen.

The recent Choir Concert at Thomas Elementary School was a vibrant celebration of student talent, confidence, and school pride. From start to finish, students sang with joy and enthusiasm as families and staff filled the room with smiles and applause.

Music teacher Jenny Jordan shared that one of the most memorable moments was the K-Pop Demon Hunters medley, where students took turns passing the microphone and singing solos. “It blew me away to see how much our kids have grown in their confidence in themselves and each other,” she said. “They were so brave and so proud of themselves.”

Principal Katrina Collins-Hernandez described the powerful sense of connection during the performance. “One of the most powerful moments for me was seeing every student fully engaged, singing with confidence, joy, and pride while families watched with huge smiles,” she said. “You could truly feel the sense of belonging and celebration in the room.”

The concert reflected Thomas Elementary’s strong commitment to the arts as an essential part of learning. Jenny noted that students are encouraged to explore creativity through choir, Empower Hour clubs, and student-led musical projects. Katrina added, “We believe the arts build confidence, creativity, and connection, and this performance showed what happens when students are given meaningful opportunities to express themselves.”

A special highlight of the evening was a personalized version of “Eye of the Tiger,” rewritten to reflect the school’s “Heart of the Tiger.” “It captures who our students are—resilient, courageous, and proud to be part of Thomas,” Katrina shared.

Months of preparation, collaboration, and teamwork made the concert possible, with students, staff, and families all playing an important role. The result was a performance that strengthened student confidence and brought the school community together. As Katrina shared, “This concert was a beautiful example of the joy, creativity, and heart that make Thomas such a special place.”

The Thomas Choir will perform next in collaboration with the Master Chorale of Flagstaff at Young At Heart on Saturday, February 28, at 3:00 pm at Sinagua Middle School.

This fall season, Flagstaff Unified School District student-athletes demonstrated extraordinary dedication, leadership, and sportsmanship across campuses and competitions. From state-level finishes to team milestones and academic recognition, our schools have much to celebrate.

At Mount Elden Middle School, cross country athletes had an outstanding season led by remarkable individual performances. Joseph Watson earned a 7th-place finish at the state meet and claimed victories at the MEMS, Sinagua Middle School, Parks, and SDFA cross country meets. Teammate AJ Escabedo finished just one spot shy of medaling at the state meet, while Bailey Phillips consistently placed in the top five at several races and emerged as a strong team captain, showing tremendous growth and leadership throughout the season. MEMS also celebrated success on the volleyball court, where Josie Turco and Genesis Carrillo-Smith stood out for their commitment, positive attitudes, and leadership, helping guide their team through a successful season.

At Coconino High School, fall athletics were marked by both competitive success and individual recognition. Varsity Football finished the season 8–5 and advanced to the 4A state quarterfinals, while Varsity Flag Football continued to build momentum in just its second year, finishing 9–4 and earning a spot in the 4A state playoffs for the second consecutive season. The Varsity Cross Country teams also represented CHS well at the 4A state championship, with the girls team finishing 6th overall and the boys placing 13th.

CHS golfers had an exceptional postseason, with the boys team winning the Division II Northwest Region tournament. Individually, Karsten McCain finished 16th overall at the Division II state championship and placed second at the regional tournament. Luke Edden also earned a second-place regional finish and qualified for the state championship, while Jazmin Boyce placed second at the Northwest Region tournament and qualified for the Division II state championship on the girls side.

Student-athletes at CHS were also recognized for their leadership and excellence through monthly honors. Eva Wilke (Volleyball) and Dylan Buckley (Football) were named October Female and Male Student-Athletes of the Month. September honors went to Wesley Shafor (Football) and Aubrey Hagaman (Flag Football), while August recipients included Gavin Moran (Football) and Aiyana Leyva (Volleyball).

In addition to athletic success, Coconino High School celebrated an impressive academic achievement, with 74 student-athletes earning spots on the 2025 SPORTS360AZ All-Academic Fall Teams. These honors spanned multiple sports, including football, flag football, girls volleyball, cross country, spiritline, and golf, underscoring the dedication of CHS athletes both in competition and in the classroom.

At Flagstaff High School, the swim team delivered standout state performances. Victoria Core captured Division II state championships in both the 200 and 500 freestyle, while Taylor Lininger earned a second-place finish in the Division II 100 backstroke, showcasing excellence at the highest level of competition.

Across all campuses, this fall season reflected the commitment, perseverance, and well-rounded excellence of FUSD student-athletes. Congratulations to all of our teams, coaches, and athletes for an inspiring and successful fall sports season.

FLAGSTAFF UNIFIED SCHOOL DISTRICT

3285 East Sparrow Avenue, Flagstaff, AZ 86004

(928) 527-6000 | www.fusd1.org