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On December 17, 2025, Summit High School welcomed students, families, and staff for a meaningful Certificate of Completion Ceremony honoring perseverance, resilience, and achievement.

“The Certificate of Completion ceremony represents perseverance, resilience, and achievement for Summit High School students,” said Principal Rochelle Bronson. “Many of our students take a nontraditional and often challenging path toward graduation. They work incredibly hard to complete credits, overcome barriers, and stay committed, even when recognition along the way is limited.”

During the ceremony, 10 students earned their Certificates of Completion, celebrating the successful completion of graduation requirements. Students were also recognized for outstanding achievements, including highest GPA and strong attendance, highlighting the dedication it takes to stay focused and show up every day.

Bronson shared that celebrating this milestone matters because it recognizes the full journey students have taken. “Celebrating this milestone is important because it honors the long road our students have traveled,” she said. “The ceremony allows students to feel proud of themselves, strengthens their connection to the school community, and gives families the opportunity to celebrate together in a more personal, intimate way before the larger graduation ceremony.”

The event brought together multiple moments of recognition, blending celebration and Summit pride. Families watched as graduates received their certificates, followed by academic and attendance awards. Then came the fun, school-spirit recognitions that brought laughter and connection to the room. Students received lighthearted awards designed to celebrate their personalities and contributions, such as Most Likely to Be a Millionaire, Best Comedian, Friendliest, Best Couple, and more.

“Recognition is something many Summit students have not consistently experienced in their academic journeys,” Bronson said. “This ceremony was intentionally designed as a celebration of them, their effort, growth, and resilience.” To ensure every student felt seen and appreciated, each student received a small token of recognition, including items like gift cards and Summit water bottles.

After the ceremony, graduates and their families were invited to stay for a shared lunch, creating time for conversation and meaningful connection in a relaxed, supportive environment.

Bronson also shared appreciation for the people who made the day possible. “I would like to thank our Summit staff and leadership team, who worked together to plan, organize, and support this event,” she said. “We are also grateful to the families who showed up to support their students. Your presence made the day even more meaningful.”

As Bronson summed it up, “This ceremony reflects Summit High School’s commitment to honoring growth, resilience, and success in all its forms. It was not just a celebration of completion, but a celebration of belonging, perseverance, and hope for the future.”

As parents and guardians, we often greet our students at the end of the day with the standard question: "How was school?" And all too often, we receive the standard one-word reply: "Fine." Here at the Flagstaff Unified School District (FUSD), we value the strong partnership between our classrooms and your homes, and we know that understanding a child’s daily experience is key to their success and well-being. To help move past the one-word answers and unlock deeper conversations, I encourage you to try a new approach by asking specific, open-ended questions that invite your child to reflect on the distinct moments of their day.

Changing the prompt can change the entire dynamic of the conversation. Instead of a broad inquiry, try specific questions that target different emotions and activities, such as, "What was the most surprising thing you learned today?" or "What was the hardest thing you did today?" You can explore their social world by asking, "Who did you help today?" or "Who had the best snack at lunch?" Even asking "When did you feel the most bored?" or "If you could swap seats with anyone in your class, who would you pick and why?" can provide fascinating insights into their classroom environment and peer relationships.

By shifting our curiosity to these specific moments, we do more than just get a recap of the schedule; we build stronger connections and show our students that every aspect of their school life matters. Whether you ask "What made you laugh the most today?" or "If you could give your teacher one suggestion, what would it be?", you are encouraging your child to think critically and communicate openly. I hope you find these suggestions helpful in turning routine check-ins into meaningful opportunities to listen, learn, and grow together.

Just as asking the right questions helps you understand your student’s experience, asking for your feedback helps our district understand how to better serve our students and families. In that spirit, we will be launching our Family Engagement Survey at the end of February. We are eager to hear your thoughts so that FUSD can continuously improve our processes, services, and resources to support your student’s education. Your honesty and participation are vital to enhancing our partnership with families, and we look forward to learning from you in the weeks to come.

On December 19th, students at Cromer Elementary were given a unique opportunity to explore the night sky without ever leaving campus. In collaboration with the Meteor Crater Education group, the school hosted a blow-up planetarium that transformed science learning into an immersive, hands-on experience.

The idea for the event was rooted in both timing and purpose. With winter break approaching and third graders set to begin an astronomy unit upon returning, the planetarium offered an exciting preview of upcoming learning. “In collaboration with the Meteor Crater Education group, we decided that the planetarium would be an engaging way for students to learn and pique their interest in this topic before heading into their Winter Break,” said Principal Jessica Reeder.

As students stepped inside the inflatable dome, their reactions were immediate and enthusiastic. Many were amazed by the visuals and additional objects the Meteor Crater team brought to enhance the experience. Despite having been told what to expect, students quickly realized the experience was far more impactful than they had imagined, leading to heightened curiosity and engagement.

The visit also tied directly into classroom instruction. Fifth graders were able to make connections to space concepts they had studied earlier in the semester, while third graders used the experience as a springboard for their upcoming astronomy unit. Teachers across grade levels integrated student questions into science and reading blocks, extending the learning beyond the presentation itself.

Beyond content knowledge, the planetarium reinforced broader educational goals at Cromer Elementary. The school has emphasized a growth mindset throughout the year, and the experience encouraged students to think beyond their everyday surroundings. “We have been discussing a growth mindset all year, and the planetarium helped our kids see how much there is to dream about and think about beyond what we see every day,” Reeder explained.

The event aligned with Arizona science standards and sparked continued interest in space and astronomy. Teachers reported students asking deeper questions after the presentation, and families shared that children went home excitedly recounting what they had learned.

Looking ahead, Cromer Elementary hopes to host more hands-on learning opportunities and is even considering programs that include families. Experiences like the planetarium not only support science education, but also inspire students to explore new interests, imagine future possibilities, and see learning as something that extends far beyond the classroom walls.

Congratulations to all of the Flagstaff Unified School District 2026 Coconino County Teacher of the Year and Rookie Teacher of the Year nominees! Thank you for the care, commitment, and professionalism you bring to our students and school communities every day. We’re proud to celebrate the impact you make across FUSD.

On January 14, Leupp Elementary School gathered students, staff, and families for its 2nd Quarter Awards Assembly, a time intentionally set aside to celebrate student accomplishments and academic progress. Parents, grandparents, and guardians were invited to join the celebration so the school community could collectively recognize the growth and success of Leupp students.

Throughout the assembly, students were honored with a wide range of awards recognizing academic achievement, character development, student growth, and literacy progress. Principal Ryan Chee shared that selections are made by grade-level teachers, who work closely with students each day and are best positioned to observe effort, growth, and achievement over time.

The event also reinforced Leupp’s identity as a No Excuses College-Bound school, anchored in the school’s motto: “Every Student, Every Day, No Excuses.” Principal Chee emphasized Leupp’s commitment to providing the highest-quality educational experience through research-based practices that help students reach their full potential. At the same time, the assembly reflected Leupp’s intentional balance of high expectations and cultural presence, demonstrating that academic excellence and cultural identity go hand in hand.

Families played an important role in the celebration, with approximately 50–75 parents, grandparents, and family members in attendance. Their presence brought added meaning and encouragement for students, and many shared gratitude for the opportunity to pause, reflect, and recognize their child’s progress and achievements.

Principal Chee also highlighted the importance of public recognition and the impact it can have on students. Celebrating accomplishments builds confidence and motivation, not only for award recipients, but for their peers as well. Teachers consistently set goals, communicate expectations, and celebrate progress daily, and the assembly served as an extension of that culture of encouragement.

Attendance was another key message woven throughout the event. Principal Chee shared that students must be present to fully engage in learning alongside their peers, because new learning happens every day through new concepts, vocabulary, strategies, and ideas. Daily attendance creates opportunities for consistent growth and ensures students can make progress with the support of their teachers and school community.

Leupp’s culture was celebrated throughout the assembly through Navajo singing, language, and teachings. Students engaged in Navajo language during the pledge, personal pledges, songs, and cultural instruction. Principal Chee shared that creating this space allows the school to raise expectations across all academic areas while honoring who students are, reinforcing that Leupp students are Navajo and always will be.

“Leupp Elementary is a wonderful place for learning,” Principal Chee shared. “Students continue to make strong gains and progress toward goals set by our teachers and staff. The collective effort of educators, supportive parents, grandparents, and guardians makes Leupp a strong and thriving learning community. We remain committed to excellence, ‘Every Student, Every Day, No Excuses.’”

Flagstaff Unified School District is grateful to Pilot for a $10,000 grant that will expand STEM learning opportunities for students at Mount Elden Middle School and Sinagua Middle School. The donation comes as Pilot celebrates the completion of a full curb-to-counter upgrade of its Bellemont travel center, part of the company’s $1+ billion New Horizons modernization initiative focused on enhanced amenities and an updated guest experience.

“The Flagstaff Unified School District (FUSD) is incredibly grateful to Pilot for their generous $10,000 grant, which will directly empower our students at Mount Elden and Sinagua Middle Schools to excel in STEM education,” said Superintendent Michael Penca. “These funds will allow the Innovation Station and robotics programs at our middle schools to acquire cutting-edge resources to foster creativity and problem-solving skills in our students.”

Pilot’s investment will directly support middle school STEM programming, helping our schools grow hands-on experiences where students can design, build, test, and improve their ideas over time. These types of learning opportunities do more than reinforce classroom concepts. They help students develop teamwork, perseverance, and confidence as they tackle real-world challenges and discover new interests in science, technology, engineering, and math.

Pilot also shared that its community giving is guided by its Miles of Good initiative, which focuses on three pillars: education, safety, and veterans. FUSD appreciates being part of that commitment to community and the message it sends to our students—that local partners believe in them and are willing to invest in their potential. We are thankful to Pilot for supporting our middle school learners and helping ensure Mount Elden and Sinagua students have access to engaging, future-ready STEM opportunities.

Flagstaff Unified School District (FUSD) joined school districts and organizations across Arizona throughout January in celebrating School Board Recognition Month 2026.

“FUSD’s governing board members dedicated countless hours of service to support our students, staff, and schools,” said Superintendent Penca. “As elected officials, they represented the voices and priorities of our community, and this month gave us an opportunity to thank them for their leadership and commitment.”

School board members played a vital role in connecting community values to the work of public schools—championing local control, setting direction, and helping ensure every student had the opportunity to succeed.

FUSD is proud to recognize our Governing Board:

“While January was a time to emphasize our gratitude, we know that school board members’ contributions reflected their commitment year-round,” Penca said. “School Board members are dedicated individuals who serve their communities to improve student outcomes and advocate for the best opportunities for all of our students and staff.”

Learn more about the FUSD Governing Board at www.fusd1.org/governing-board.

Students across Flagstaff Unified School District celebrated the 100th Day of School on January 16, 2026, marking 100 days of learning, growth, and progress this year. Classrooms districtwide joined in with fun activities focused on counting, creating, and reflecting on how far students have come. We’re sharing a few highlights from DeMiguel Elementary and Knoles Elementary, where students even enjoyed a special visit from Zero the Hero—helping make the milestone extra memorable with plenty of smiles and excitement.

Flagstaff High School’s Advanced Placement (AP) Academy is redefining rigorous academic programming at the high school level. Rather than a collection of disconnected advanced classes, the AP Academy is a cohesive, four-year experience built on structure, mentorship, and a strong sense of belonging. Designed to mirror college expectations while maintaining the support of a close-knit school community, the program supports students’ academic and personal growth.

What sets the AP Academy apart from other AP and Honors options in Flagstaff is its intentional design. Students opt into one of three tiered pathways, similar to choosing a college major, and commit to a coordinated sequence of Honors and AP courses over four years. This approach emphasizes long-term growth and sustained engagement rather than short-term performance in isolated courses. As Principal Dr. Libby Miller explains, “The AP Academy is not about stacking AP classes—it’s about creating a shared experience where students feel supported, challenged, and connected to a larger purpose in their learning.”

The program balances rigor with strong support systems. Students meet high College Board standards while benefiting from coordinated instruction, particularly through the AP Capstone Project. Students pursuing the “Distinguished Scholar” designation complete a year-long, research-based project during their senior year. With guidance from teachers and community mentors, students conduct original research, manage long-term deadlines, and present their work at the annual Capstone Symposium.

The cohort model is central to the AP Academy’s success. Students move through challenging coursework together, learning to collaborate rather than compete. They share strategies for managing workloads and meeting long-term goals—habits that closely mirror college learning environments.

AP Academy teachers serve as both instructors and mentors. While maintaining rigorous College Board expectations, they collaborate across disciplines to align workloads and reinforce connections between subjects. Through mentorship, especially during the Capstone Project, students move beyond content mastery to deeper, interest-driven learning.

Student choice is a key feature of the AP Academy. By selecting a pathway in areas such as English, History, Science, or Math, students pursue advanced study in subjects they are passionate about while remaining well-rounded through additional Honors and AP courses. Capstone topics range from sustainable fashion and original musical composition to medical sterilization processes and emerging dental treatments.

Throughout the four-year progression, college-level expectations are introduced gradually. Freshman year emphasizes foundational skills, while sophomore and junior years expand AP opportunities. Senior year focuses on application through Capstone projects, college and scholarship support, and real-world engagement.

Beyond academics, the AP Academy functions as a strong support network. Teachers, peers, and community mentors contribute to student success, with monthly lunch seminars connecting learning to real-world career pathways in the Flagstaff community.

Reflecting on the program’s impact, AP Academy Co-Chair Logan Brumm shared, “What makes the AP Academy special is that students don’t just leave with strong transcripts—they leave with confidence, purpose, and the skills to manage their own education.”

At its core, the AP Academy prepares students to succeed in college and beyond.

Coconino High School (CHS) is proud to be an authorized International Baccalaureate (IB) World School, offering students access to one of the most respected and rigorous academic programs in the world. CHS currently offers the IB Diploma Programme (DP) and is in the candidacy phase for authorization of the IB Career-related Programme (CP)—a significant step in expanding high-quality learning opportunities for students in Northern Arizona.

The IB distinction places Coconino High School among a small group of schools statewide. Of more than 1,000 high schools in Arizona, only 22 offer the IB Diploma Programme, with 18 located in the Phoenix area. Even more rare, just five schools in the state offer the IB Career-related Programme, all of which are currently located in Phoenix. CHS stands out as a leader in bringing IB education to students outside the metro area.

The IB philosophy aligns seamlessly with Coconino High School’s mission and Panther Pride values. Both CHS and IB emphasize academic excellence, cultural awareness, community partnerships, and the development of lifelong learners. Students are encouraged to value diversity, engage meaningfully with their community, and prepare for the challenges of an increasingly interconnected, 21st-century world.

What makes the IB Diploma Programme distinct from traditional high school coursework is its student-centered, inquiry-based approach. IB classes prioritize discussion, Socratic seminars, investigation, and critical thinking over rote memorization. Students are challenged to question assumptions and explore how knowledge is constructed across disciplines.

Through IB coursework, students develop skills that translate directly to success in college and beyond. Graduates of IB programs often transition smoothly into university environments thanks to their strong research, writing, and analytical skills. They also gain experience in strategic thinking, collaboration, and problem-solving, giving them a competitive edge in both higher education and future careers.

A cornerstone of the IB Diploma Programme is the Theory of Knowledge (TOK) course, which invites students to examine the nature of knowledge itself. Students analyze how knowledge is created in subjects such as history and science, evaluate evidence, and consider multiple perspectives. Across IB classes, students also complete independent investigations, oral commentaries, and analytical essays that foster independence and self-management.

As Academic Coordinator Lisa Pajkos explains, “The IB program challenges students to think deeply, ask meaningful questions, and take ownership of their learning. Our students don’t just learn content—they learn how to think, reflect, and apply their knowledge in powerful ways.”

As Coconino High School continues to grow its IB offerings, the program reflects a strong commitment to providing rigorous, relevant, and globally focused education preparing students not just for college, but for thoughtful engagement and leadership in the world beyond the classroom.

Mount Elden Middle School and Sinagua Middle School went head to head during the Battle for the Belt wrestling meet on January 13, 2026, hosted at Mount Elden Middle School! The gym was filled with energy as student-athletes showcased their strength, skill, and sportsmanship on the mat. Both teams competed with determination and pride, making this matchup an exciting celebration of middle school athletics and school spirit. Way to go, wrestlers, coaches, and fans for making the Battle for the Belt a memorable night!

Kinsey Elementary welcomed families and students for its annual Winter Stories family engagement night—an event rooted in culture, connection, and tradition. Hosted each winter by the school’s BRAVE Committee, Winter Stories has become a meaningful Kinsey tradition that celebrates storytelling, shared knowledge, and community togetherness.

This year’s event featured Darrell Marks, Native American Advisor at Flagstaff High School, who presented as a Navajo storyteller. Through stories passed down during the winter season, students and families experienced an important cultural tradition that honors learning, reflection, and connection.

The inspiration for Winter Stories comes from Navajo cultural teachings, which emphasize that certain stories and activities are meant to be shared during the winter months. As a culturally diverse school, Kinsey Elementary intentionally creates spaces where students can see their identities reflected and celebrated. Families are encouraged to participate by sharing their own cultural knowledge, and students are given opportunities to share what they know as well.

Second-grade teacher and BRAVE Committee member LeFanya Begay shared, “As a culturally diverse school, we wanted to cultivate a place where students can be a part of their own culture. A big part of Winter Stories is that families are also given the opportunity to share their own knowledge with students—and sometimes students share what they know, too.”

Winter Stories continues to be a powerful reminder of Kinsey Elementary’s commitment to honoring culture, strengthening family connections, and building a welcoming community where every student belongs.

Coconino High School and Flagstaff High School faced off in another exciting rivalry matchup in January 2026, bringing plenty of energy, school spirit, and pride to the pitch. Both teams battled from start to finish with determination and heart, delivering a fast-paced, competitive game that showcased the best of this long-standing rivalry. In the end, Coconino High School edged out the win with a 3–2 victory. Congratulations to the Panthers on a hard-fought win, and hats off to both teams for an exciting and sportsmanlike rivalry game!

As we move into the new term, we want to thank you for all you do to support your student’s success. One of the most powerful ways families and schools work together is through strong, consistent attendance—because Every Day Counts.

Learning is more than completing assignments. It’s the day-to-day experiences that build skills, confidence, and connection. When students attend consistently, they benefit from:

A consistent routine and early communication can make a big difference—especially during winter months.

We understand that attendance can be impacted by many factors, including illness, mental health (stress/anxiety), transportation barriers, appointments, safety or belonging concerns (including peer conflict/bullying), basic needs challenges (food, housing, clothing/laundry, school supplies), or family responsibilities.

If attendance is becoming a pattern, please reach out early. Our goal is to support families and problem-solve together, and schools can help connect you to the right people and resources.

Start at your school: Call your school office and ask to speak with the nurse, counselor, social worker, or McKinney-Vento liaison (housing support).

Academic support/tutoring: If your student needs extra help, contact your teacher or school office to ask about tutoring, intervention time, and after-school supports available at your campus. You can also find tutoring and other community resources through our Family Resource Center:

FUSD Homeless Services: Supports for families experiencing housing instability:

Thank you for partnering with us. Your support makes a difference, and we’re grateful to be part of your child’s learning journey.

The years from Pre-K through third grade are the most important time for children to develop strong reading skills. During these early years, young brains are especially flexible, making this an ideal window to build the neural pathways needed for reading success. By the end of third grade, students reach a key milestone as they shift from learning to read to reading to learn. Beginning in fourth grade, textbooks and assignments across all subjects assume students can read independently and understand complex text. When students have not yet reached proficiency, accessing grade-level content becomes much more difficult—making a strong early foundation essential.

At Flagstaff Unified School District (FUSD), helping children learn to read well is one of our most important goals because reading is the foundation for learning in every subject. FUSD is committed to providing high-quality, ongoing literacy support for all students, and we believe literacy is a shared responsibility. Educators across all roles support reading and writing development as we work to cultivate knowledgeable, critical thinkers and innovative problem solvers prepared for the future.

FUSD’s literacy approach aligns with the Science of Reading, an evidence-based framework emphasizing explicit and systematic instruction in foundational skills. A key component is phonics instruction, which teaches the relationship between phonemes (sounds) and graphemes (letters and spellings). By mastering this “alphabetic principle,” students gain the tools to decode many English words. We also build oral language skills, including vocabulary and background knowledge, which are essential for comprehension. When students can decode accurately and efficiently, they can focus on understanding what they read.

To support strong instruction across classrooms, FUSD has implemented several initiatives. All K–5 teachers are receiving LETRS (Language Essentials for Teachers of Reading and Spelling) professional development, strengthening their understanding of how the brain learns to read and supporting effective instruction in phonics, fluency, and vocabulary. Building on the 2023 adoption of the 95 Percent Phonics Core Program for grades K–3, FUSD is also adopting a comprehensive K–5 English Language Arts (ELA) curriculum to ensure all students have access to a coherent, content-rich learning experience aligned with the Science of Reading. In addition, through universal interventions aligned with core instruction, FUSD continues strengthening its Multi-Tiered System of Supports (MTSS), using data to provide targeted support for students who need it.

Families are a vital part of this work, and simple daily routines at home can make a meaningful difference. Reading together builds a love of books and creates valuable time to connect. While children practice reading at their own level, reading more complex books aloud models fluent reading and exposes them to rich vocabulary and ideas. Families can also build a word-rich home by talking about new words and using them in everyday conversations. Ordinary moments—such as car rides, grocery shopping, or meal preparation—offer great opportunities for conversation and oral language play.

For students in grades K–2, focusing on letter-sound connections is especially helpful. Practice identifying sounds, play simple games like “I Spy” with beginning sounds, or stretch and blend words such as “cat” (/c/ /a/ /t/). When reading aloud, pointing to words on the page helps children connect spoken and printed language. For students in grades 3–5, conversations about reading deepen comprehension. Ask open-ended questions, encourage daily reading based on interests, and look for real-life reading opportunities like recipes, directions, or age-appropriate articles.

A helpful way to think about literacy is to picture reading like building a house. Oral language and phonics form the foundation and framing. If the foundation is weak, learning in subjects like science and history becomes harder as academic demands increase. By focusing on early literacy and providing strong, coherent instruction, FUSD is working alongside families to ensure every child becomes a confident, fluent reader prepared for success in school and beyond.

Flagstaff Unified School District (FUSD) kindergarten registration for the 2026-2027 school year opens on Wednesday, February 11, 2026. Incoming kindergarten families for the 2026-2027 school year may register in ANY FUSD elementary school through April 30. During this window, families can enroll at the school of their choosing right away (no approval wait time like in previous years), and we hope this creates a smoother enrollment experience. Families will still need to complete and submit the Boundary Exception Form to their desired school if it is outside of their home boundary. After April 30, enrollment requests outside a student’s home boundary will be approved as needed. Please note: Puente de Hózhó is the exception and follows a unique enrollment process. 

All FUSD elementary schools will also be hosting Kindergarten Open Houses at their school sites throughout the month of February. This orientation will allow you to see the school, meet the staff, and learn more about kindergarten. Please reach out to your school site directly for the date and time of their open house.

If you have a child entering kindergarten next school year, visit www.fusd1.org/kindergarten to find more information and register your child. 

All children who turn five years of age on or before August 31 of the current school year are eligible to enter kindergarten. (Example: A child turning 5 on August 31, 2026, can enroll for the 2026-2027 school year). A child who will turn five years of age in the month of September may be allowed to enter kindergarten based on an early entrance screening. The Educational Enrichment Department can assist in setting up a screening at (928) 527-6156. An FAQ on Early Kindergarten Entrance can also be found here.

Kindergarten registration for the 2026-2027 school year will be completed online through ParentVUE. For further instructions on how to register online, please visit www.fusd1.org/onlineregistration. 

Each of the following documents and forms will need to be submitted to complete online registration:

Interested in KinderCamp? This targeted intervention program, provided free to families, is a signature early education initiative coordinated by United Way of Northern Arizona with local school districts. It is held during the month of June and facilitates successful transition for students going into kindergarten who have minimal preschool experience and meet other eligibility criteria. In KinderCamp, students learn much more than their letters and numbers. They also get familiar with following the teacher’s directions, eating in a cafeteria setting, and working cooperatively with other students. The biggest transformation for these students, according to their parents, is their increased confidence and excitement about starting school. To have your child considered for KinderCamp, visit fusd1.org/kindercamp and select the KinderCamp Interest form. Your child’s application will be reviewed and notification of your child’s KinderCamp approval will be emailed to you by the first week of May.

For any additional questions regarding kindergarten registration, please contact your child’s school site.

Students at Knoles Elementary are learning that writing has the power to connect hearts across continents. This winter, students in Ms. Haven Dubel’s 3rd grade, Mrs. Eilleen Hayes’ 4th grade, and Mrs. Michelle Despain’s 5th grade classes took on a meaningful writing assignment that extended far beyond the classroom—sending holiday letters to children living at the House of Hope Orphanage in Madagascar.

The project was inspired by a personal connection. Mrs. Hayes and her twin sister have partnered to support House of Hope since its founding. Today, House of Hope continues to provide care, education, and opportunity for children in Madagascar.

With many of the children at House of Hope learning to read, write, and speak English, Knoles students were invited to write holiday letters to help encourage their learning while sharing kindness and connection. For Knoles students, the assignment blended writing skills with empathy, cultural awareness, and real-world purpose.

As students carefully crafted their letters, they practiced sentence structure, descriptive language, and revision while also thinking deeply about how their words might be received by a child across the globe. The result was a powerful reminder that writing is not just an academic skill, but a way to build relationships and spread joy.

This experience gave Knoles students the opportunity to see themselves as global citizens and to understand how learning can make a meaningful impact. Through a simple letter, students discovered that their words matter and that even from Flagstaff, they can help make the world feel a little smaller and a lot kinder.

Did you know you can support Flagstaff Unified School District programs—at no additional cost to you—through the Arizona Tax Credit? It’s one of the easiest ways to invest in student opportunities right here in our community.

Arizona tax law (ARS 43-1089.01) allows taxpayers to receive a dollar-for-dollar tax credit for contributions made or fees paid to a public school to support extracurricular activities. In other words, eligible contributions can reduce the amount of Arizona state taxes you owe.

Eligible taxpayers may claim:

To claim the tax credit for tax year 2025, your contribution must be processed by April 15, 2026.

You have a choice: send your tax dollars to the State—or direct some of them back into Flagstaff to support student programs and activities that strengthen school connection, enrichment, and learning beyond the classroom.

Making a contribution is simple:

For additional details, we encourage you to watch the informational videos, read the brochure, or view the presentation on our website: https://www.fusd1.org/aztaxcredit 

Thank you for supporting FUSD students and helping enrich educational opportunities across our district. Your contribution truly makes a difference!

Puente de Hózhó Elementary kicked off the new year with a joyful New Year Cheer Lunch, welcoming families onto campus to share a special meal with their students. While elementary schools across the district previously hosted Thanksgiving lunches with families, those traditions paused during the pandemic. This January marked the first-ever New Year lunch at Puente de Hózhó, and the response was overwhelmingly positive. Due to the excitement and strong family turnout, the school plans to make this lunch an annual tradition.

By partnering with Food Services, Puente de Hózhó was able to host one of its few schoolwide events during the school day, creating a meaningful opportunity for connection. Nearly 190 families attended, filling the cafeteria with laughter, conversation, and celebration. Families connected not only with their own students, but also with one another, strengthening the sense of community that defines PdH.

The lunch also reflected the school’s values of care and togetherness. When some families were unable to attend, others invited those students to sit and eat with them—an authentic display of the compassion and inclusion that make the Puente de Hózhó community so special.

Based on the smiles, shared moments, and positive feedback from families, the New Year Cheer Lunch is poised to become a meaningful new tradition at PdH. The school looks forward to welcoming even more families next year.

A heartfelt thank you goes to the cafeteria crew—Jacob, Rosa, and Laura—and to Food Services for preparing and serving a delicious enchilada meal that made this celebration so memorable.

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.

Coconino High School and Flagstaff High School faced off in an intense rivalry matchup on January 14, 2026, bringing energy, school spirit, and pride to the competition. Both teams played with determination and heart, showcasing the best of this long-standing rivalry. In the end, Coconino High School earned the win with a 2–0 victory. Congratulations to the Panthers on a hard-fought win, and hats off to both teams for an exciting and sportsmanlike rivalry game! 

FLAGSTAFF UNIFIED SCHOOL DISTRICT

3285 East Sparrow Avenue, Flagstaff, AZ 86004

(928) 527-6000 | www.fusd1.org