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At Sinagua Middle School, the Cross Categorical 1 classroom, taught by Mr. Braedon Tye, is built on one guiding belief: every student can grow when given the right support.

Cross Cat serves students with diverse learning needs by using a wide range of individualized strategies to help each child reach their academic and personal goals. Because every student has unique strengths and areas for growth, instruction is intentionally designed to meet students where they are. Visual supports are a cornerstone of the classroom and include visual schedules, task graphics, symbol-supported reading materials, and vocabulary visuals. A token economy system helps reinforce positive behavior choices, while lessons are differentiated to meet students within their zone of proximal development. Some students thrive using digital tools, while others prefer paper-and-pencil tasks—flexibility is key.

“Each of our students has a different set of strengths,” Mr. Tye shares. “Our job is to figure out what works for them and build from there.”

Teaching strategies in Cross Cat include Applied Behavior Analysis (ABA) approaches, multi-sensory learning experiences, and a balance of individualized and group instruction. ABA strategies help keep students engaged and ensure that strong scaffolding is in place as they work toward more rigorous academic content. Multi-sensory learning brings lessons to life by incorporating touch, movement, and hands-on interaction. When learning new vocabulary, students may act out words or physically connect with materials to deepen understanding. Social-emotional learning activities often take place in group settings, while subjects such as ELA are frequently individualized to best support student needs.

Recently students engaged in a hands-on unit on Earth’s ecosystems. Students researched different habitats, answered guiding questions, and created their own dioramas. Using their AAC devices, they proudly shared their learning with classmates. With thoughtful scaffolding in place, students completed much of the research and creative work independently—demonstrating both growing skills and confidence.

Growth happens every day in the classroom. One especially meaningful success story involves a student who began the year disengaged from peers, staff, and learning tools. Through collaboration with Janis Doneski-Nicol, FUSD’s Assistive Technology Specialist, the team implemented strategies to increase engagement by incorporating her interests, improving access to her AAC device, and building in supportive breaks. Today, she independently uses her device to communicate her needs and participate in learning activities.

“It may not always look like big progress from the outside,” Mr. Tye shares, “but when you’ve been working with these students since day one, the growth is incredible. The difference is night and day.”

Cross Cat is grounded in a caring, compassionate, and empowering classroom culture. With support from occupational and physical therapists, a speech-language pathologist, administrators, and dedicated staff, every student is encouraged to use their voice in unique and meaningful ways.

Mr. Tye extends sincere thanks to the related service providers, administrative team, cafeteria staff, custodial team, and fellow teachers who continue to support Cross Cat and make a lasting difference for students.

I appreciate the understanding and flexibility our community demonstrated during our blast of winter weather in February which resulted in school delays and one day canceled. FUSD will utilize the first make-up days designated on its calendar, Monday, April 20, to account for the school day canceled due to winter weather on February 18. 

As Superintendent, I firmly believe that strong public schools are the cornerstone of a thriving community and a successful nation. This conviction is deeply personal. I was raised with a profound appreciation for the opportunities public education provides, thanks to my grandfather. Growing up in rural Iowa, he continually showed his interest and support for the education my siblings and I were receiving, always reminding us of how fortunate we were. His own story shaped his perspective. Born in Slovenia (formerly part of Yugoslavia), his formal schooling ended in the third grade when World War I disrupted his village and he was needed to help sustain his family. After immigrating to the United States in his teens, my grandfather felt compelled to give back to his own local community and served as a Justice of the Peace and School Board President. It was that experience that made a public education champion of my grandfather for the remainder of his life. His experiences impressed upon me the transformative power of education and his example serves as one reason that I am so proud to be a champion for public schools in Flagstaff. I feel it is my duty to champion the public education promise.

I am grateful for the trust our families place in our dedicated team of teachers, support staff, and administrators for your children' s education and well-being. This responsibility carries the profound weight of empowering individuals to pursue their dreams, shaping the future workforce, and fostering engaged citizens.  Investing in our K-12 students is not simply an expenditure; it's a strategic investment in the future of Flagstaff, our state, and our nation's democracy and economy. By providing a high-quality, equitable education to all students, we empower them to reach their full potential and contribute meaningfully to our communities.

The pursuit of public education excellence is a goal we should all share. Every parent wants a bright future for their children. Every employer seeks skilled and capable workers. Every community benefits from informed and engaged citizens. With our educators, families, and community members working together, we can uphold the promise of public education in Flagstaff, ensuring that all students have the opportunity to reach their full potential, contribute to our community, and achieve their American Dream. I am committed to leading this effort and look forward to partnering with you on this vital mission.

February is Career and Technical Education (CTE) Month — a time to recognize the opportunities CTE programs provide for Flagstaff Unified School District (FUSD) students and to celebrate the educators, partners, and students who make these experiences possible. This year, the City of Flagstaff also joined in the recognition, with Becky Daggett proclaiming February as CTE Month during the City Council meeting on February 3, highlighting the importance of these programs for students, workforce development, and the local economy.

For Tom Safranek, FUSD’s Director of College & Career Development, CTE Month is both a celebration and a chance to highlight the impact of these programs across the district. “CTE Month is a time when we can celebrate and highlight all things CTE,” Safranek shared. “From raising community awareness of the benefits of CTE for students and the local economy, to celebrating student accomplishments and reconnecting with alumni, it’s also an opportunity to acknowledge the hard work and dedication of our CTE instructors, aides, and support staff.” He added that CTE remains “one of the shining examples of the excellent opportunities that FUSD provides for students.”

FUSD’s CTE programs help students explore career pathways while gaining skills that translate directly into life after high school. Through access to industry-standard equipment and strong partnerships with local businesses and organizations, students engage in job shadowing, employment opportunities, and career exploration experiences. “Programs use top-of-the-line equipment and partner with local businesses and community organizations to provide opportunities in employment, job shadowing, and more,” Safranek explained. “Students also have opportunities to earn industry-recognized credentials, compete with peers from around the state and nation, and develop employability and leadership skills.”

FUSD offers a wide range of CTE pathways, including Automotive Technologies, Welding Technologies, Agriscience, Business Management, Cabinetmaking, Culinary Arts, Digital Photography, Film and TV Production, Engineering, Early Childhood Education, Graphic Design, Law and Public Safety, Sports Medicine and Rehabilitation, Entrepreneurship, and Interior Design. Across these programs, students participate in school-based enterprises, business simulations, internships, and real-world job experiences that build both technical expertise and confidence.

Hands-on learning is central to CTE. Students work on collaborative projects, solve real problems, and engage in experiences that mirror professional environments. “Students participate in activities ranging from school-based enterprises and business simulations to real-world jobs and internships,” Safranek said. “These experiences provide valuable skills that benefit them both now and down the road.” Many programs also offer industry-recognized certifications, ranging from ASE and AWS credentials to certifications in Adobe, Microsoft, and more. “Every program offers at least one industry-recognized certification,” Safranek noted.

Career and Technical Student Organizations such as SkillsUSA and FCCLA further support students in developing leadership, communication, and teamwork skills. “All CTE programs utilize project-based learning and require students to engage in both individual and collaborative work,” Safranek shared. “CTSOs help students build leadership ability, employability skills, and confidence through competitions, presentations, and community service.”

FUSD continues to prioritize access and opportunity in CTE programming. “FUSD enrollment data has consistently shown that CTE programs are among the top elements of our district in providing equal access and opportunities for students,” Safranek said. Looking ahead, the district remains focused on aligning programs with workforce needs. “We monitor employment and economic outlooks, consult with business and community partners, and maintain industry advisory councils,” he explained. “It’s a constant process of evaluation to keep programs current and to establish new ones when the need and market are there.”

As FUSD celebrates CTE Month — alongside recognition from the City of Flagstaff — the district recognizes the students discovering their passions, the educators guiding them, and the community partners helping bring learning to life, all working together to ensure students graduate ready to discover their path and succeed in a rapidly changing world.

Flagstaff Unified School District is proud to celebrate Patti Pastor, Career Exploration Coordinator and Instructor, for her nomination for a 2026 ATHENA Award. The annual awards event, held Friday, February 13, recognizes women who demonstrate leadership, community service, and a commitment to supporting and uplifting others.

Pastor has dedicated her career to helping students discover their interests and prepare for life beyond high school. In her role with FUSD, she supports career exploration for students in grades 6–12 and helps connect juniors and seniors with workforce development opportunities, guest speakers, and industry experiences that bring career pathways to life.

Through her work, students gain exposure to real-world professions, postsecondary options, and the skills needed to pursue their goals. Pastor collaborates with local businesses, higher education partners, and community organizations to create meaningful learning experiences—from campus tours to hands-on opportunities that help students envision their future paths.

Her ATHENA nomination highlights the impact she has made not only within FUSD, but across the broader Flagstaff community. Colleagues and partners recognize her as a passionate advocate for students, a connector between education and industry, and a leader who consistently invests in the success of others.

FUSD congratulates Patti Pastor on this well-deserved recognition and celebrates the dedication she brings to empowering students, supporting families, and strengthening our community.

Fifth grade students at Cromer Elementary recently wrapped up an engaging CKLA (Core Knowledge Language Arts) unit, The Deep Blue World—Oceans, blending science and literacy to deepen their understanding of marine ecosystems, oceanography, and conservation. The unit guided students through topics such as ocean zones, biodiversity, food webs, and human impact on ocean health while strengthening reading, writing, and research skills.

Students explored key ocean features including continental shelves, trenches, ridges, and currents as well as studied the five ocean zones: Sunlight, Twilight, Midnight, Abyssal, and Hadalpelagic. Along the way, they examined how organisms adapt to each environment and how ecosystems depend on the balance of marine life.

To showcase their learning, students created dioramas and posters illustrating the different ocean zones and animals that inhabit them. They also developed interactive digital slide presentations to share research and insights with families, bringing their learning to life in both visual and multimedia formats.

Students used curriculum resources and online materials to research topics directly connected to their learning. Through the process, they strengthened presentation skills, collaboration, and critical thinking as they worked in teams to determine the most important facts to include.

“Students learned about the parts of the ocean over several weeks and collected information through different activities before moving into the project phase,” shared teacher Jessica Reeder. “They used that learning to create both the visual components and the digital slides to support their presentations.”

The unit supported academic growth across multiple areas, including science, literacy, technology, and critical thinking, while also giving students a voice in how they presented their learning.

“It allowed students to creatively transfer their knowledge into a product that represents them and highlights the areas of learning that were most meaningful,” Reeder said. “When students feel engaged and part of their learning, academic growth naturally increases and they feel more confident and successful in school.”

The project-based approach encouraged students to take ownership of their learning and build confidence as they shared their work with others.

“We loved having families in our building to see the students’ work,” Reeder added. “We are so proud of our fifth grade Wildcats and everything they accomplished throughout this unit.”

This February, Mount Elden Middle School students honored Black History Month through a vibrant and meaningful art project inspired by the groundbreaking artist Jean-Michell Basquiat. Through color, symbolism, and layered design, students explored themes of identity, perseverance, and excellence while learning about Basquiat’s powerful contributions to contemporary art.

Basquiat is known for his expressive style, bold lines, and iconic crown motif. He used his artwork to challenge Western art history and to center Black figures as protagonists—depicting them as saints, heroes, and kings. At a time when representation in fine art was limited, Basquiat intentionally created space for Black identity on museum walls. As he once said, “The black person is the protagonist in most of my paintings. I realized that I didn't see many paintings with black people in them.” His work continues to spark conversation about representation, ambition, and artistic voice.

Students began the project by creating colorful abstract backgrounds using watercolor techniques. They experimented with blending, movement, and vibrant color combinations to create expressive foundations for their work. On a separate sheet of paper, they drew and watercolored an animal or character that reflected personality, symbolism, or imagination. The variety of subjects showcased the creativity of Mount Elden’s young artists. Some students chose cats of different varieties, while others illustrated powerful animals symbolizing strength. A few created imaginative scenes, including dinosaurs inside caves, and several invented playful, childlike characters entirely from their own imagination, demonstrating fearless originality.

After carefully cutting and gluing their animals or characters onto their abstract backgrounds, students enhanced their compositions with oil pastels. They added bold lines, dynamic shapes, vibrant color, and strong black accents—an essential element in Basquiat’s expressive style. The final and most symbolic step was adding a crown.

Basquiat frequently used a three-pointed crown in his paintings. While the symbol did not have one fixed meaning, it often represented greatness, resilience, ambition, and recognition. At times, it resembled a crown of thorns to acknowledge the hardships faced by those he portrayed. At other times, it boldly declared royalty and self-worth. Through their own artwork, students reflected on what it means to “wear a crown.” For some, it symbolized confidence. For others, it represented perseverance and personal growth.

Art teacher Laura Abrams shared that she was determined to see this project through despite interruptions from snow days and testing schedules. Ensuring that every student had the opportunity to complete their artwork was important, as the unit combined artistic technique, cultural learning, and meaningful reflection. Her dedication allowed students to fully engage in the creative process and take pride in their finished pieces.

This Black History Month project did more than teach art skills. It encouraged students to take creative risks, explore symbolism, and celebrate identity. By combining watercolor, collage, oil pastel, and meaningful imagery, Mount Elden students created powerful visual statements—each one uniquely imaginative and proudly crowned. 

Flagstaff Unified School District is proud to celebrate its four schools that earned an A rating for the 2024–2025 school year. Flagstaff High School, DeMiguel Elementary School, Marshall Elementary School, and Sechrist Elementary School. This achievement reflects the hard work and dedication of students, staff, and families across each campus. To recognize their success, the district provided each school with a banner to proudly display and celebrate their accomplishment with their community.

Flagstaff High School and Coconino High School faced off on February 11 at Coconino High School for a highly anticipated girls basketball rivalry game, bringing strong energy and community support from both sides. The teams battled throughout the matchup, showcasing competitive play and school pride in front of a lively crowd. Flagstaff came away with the win, 73–41, in another chapter of the longstanding crosstown rivalry.

Flagstaff Unified School District high schools recently welcomed incoming ninth grade families for their annual 8th Grade Family Nights, offering students and caregivers an opportunity to step onto campus, meet staff, and learn what to expect as they transition into high school.

At both Coconino High School and Flagstaff High School, families connected with administrators, counselors, and teachers while exploring academic programs, athletics, fine arts, Career and Technical Education pathways, and student support services. Classroom presentations, campus tours, and program overviews gave families a firsthand look at course offerings, extracurricular opportunities, and the many ways students can get involved and feel supported in their high school journey.

Events also highlighted key programs such as AP and IB pathways, dual enrollment opportunities, world languages, performing and visual arts, JROTC, and counseling services. Families had time to ask questions, explore classrooms, and begin planning for course selection and registration.

Online registration for the 2026–2027 school year is now open for all FUSD students.

If a student would like to attend a high school other than their assigned boundary school, families must first complete online enrollment at the boundary school. After that step is complete, a Boundary Exception Request Form must be submitted to the requested high school.

Families who were unable to attend can still explore school programs, course information, and updates online:

School websites include course catalogs, registration information, program highlights, and contact information for counseling and administrative teams. Families are encouraged to reach out directly to their high school with questions about enrollment, course selection, or student supports as they prepare for the transition to ninth grade.

In Ms. Michelle Despain’s class at Knoles, 5th graders explored robotics during IgKnight Club, putting their creativity and problem-solving skills to the test! Students designed and built their own robots, then programmed them to complete specific missions on a mat, earning points for each success. They even built gear-powered attachments to help their robots tackle challenges. This hands-on experience lets students explore engineering, coding, and teamwork—all while having fun bringing their robots to life.

Students from Flagstaff High School (FHS) and Coconino High School (CHS) recently showcased their talent at the Arizona Music Educators Association (AMEA) regional events, demonstrating outstanding skill, dedication, and musicality.

Nearly 600 students from 19 northern Arizona schools auditioned for the honor band, orchestra, and choir. Out of these, approximately 226 students were selected, including 42 FHS students, with six serving as section leaders. 

Flagstaff High School students selected for the Regional Honor Orchestra include Asa Gray, DoJo Coleman, Elizabeth Shenouda, Julia Overhiser, Kate Gregory, Sophia Howard, Baylee Cruz, James Janik, Natalie Tsosie, Ava Reel, Lizzy Green, Maddox Pond, Ryland Coffee, Thalynn Yazzie, Liam Lagro, Brendan Skelton, Lane Smith, and Wes Kelly.

For the Regional Honor Band, FHS students include Ashlyn Ellenberger, Ashton Miller, Astrid Purcell, Benjamin Garippa, Eleni Owens, Ethan Miller, Gabriel Trilling, Gretchen Ebers, Guage Robinson, Hayden Gurney-Rowe, Jackson Cahill, Joanna Steinberg, Joseph Tucker, Joshua Nielsen, Juliet Coffman, Luke Dolle, Olivia Umphrey, Samuel Kaltenstein, and Tyson Green.

The Regional Honor Choir selections from FHS are Kiki Babbitt, Abby Garcia, Dalylah Shaffer, Charlotte Plot, Leilah Poulson, Selah Rost, and Violet Woodcock.

Meanwhile, Coconino High School students also achieved success at AMEA events. At the High School Solo & Ensemble Festival on January 17, CHS students performed a variety of solos and ensembles. Orchestra students Abigail Barriga Ruiz and Judah Denny performed a violin duet, earning Level II awards, while band student James Broadbent performed a tuba solo, earning a Level III award.

CHS students auditioned for the High School All-Regional Festival on January 24 in Lake Havasu, and 14 students were accepted into the Northwest Regional Band and Orchestra. Students selected for the Regional Orchestra include Abigail Barriga Ruiz, Arianna Barlow, Christy Branstetter, Jo Schneider, Judah Denny, Riley Lyndon, Weston White, Claire Cardon, Griffin Robinson, and Clayton Smith. Regional Band selections include Kyra Ball, Alexandra Padilla, Shawn Swain, James Broadbent, and Levi Haws.

These events highlight the incredible talent, hard work, and dedication of northern Arizona’s student musicians. Congratulations to all FHS and CHS students for their achievements, and for representing their schools with pride!

February is a busy time for many of our students and families. Extracurricular competitions, performances, college visits, and travel opportunities are exciting parts of the school year, but they can also lead to missed classroom time if we’re not planning ahead.

Consistent attendance supports student learning, confidence, and connection to school. This time of year is especially important, as teachers continue building essential skills and preparing students for the academic milestones of spring.

If your family has upcoming activities or travel planned, we encourage you to:

February can also bring seasonal illnesses and disruptions to routines. Establishing consistent sleep schedules, preparing the night before, and reinforcing daily attendance expectations can help students stay on track.

We know some absences are unavoidable, and we appreciate your partnership in supporting your child’s success. Being present each day helps students stay engaged, build strong relationships, and continue making meaningful academic progress.

Thank you for helping us ensure every student shows up ready to learn because every day counts.

Students at Leupp Elementary spend each day learning, exploring, and celebrating who they are as individuals and as a community. From hands-on classroom lessons to time spent laughing and playing with friends, students are engaged in meaningful learning that reflects both academic growth and cultural connection. The school’s environment honors the traditions, identities, and experiences of its students, creating space for culture to be seen, shared, and valued alongside learning. These everyday moments capture the spirit of Leupp—where students feel a strong sense of belonging while building knowledge, confidence, and pride.

The Flagstaff Unified School District (FUSD) is interested in understanding your feelings about your child(ren)’s experiences during the 2025-2026 school year.  We invite and value your feedback as we seek to continuously improve our processes, services, and resources to support students’ education and enhance our partnerships with families.

Results will be used to help us prepare for the next school year. If you have children at more than one FUSD school, we ask that you complete this survey once for each school. This helps us gather school-specific information. The survey is anonymous and should take less than 15 minutes to complete.  Please complete a separate survey for each FUSD school your child(ren) attends. The survey will close on Friday, March 20, 2026. 

FUSD changed its Arrival/Dismissal schedule beginning with the 2025-2026 school year.  Questions 19-21 will enable FUSD to to understand the impact of this change on students’ sleep schedules. These questions are optional.

Scan the QR code or visit bit.ly/FUSDFamilySurvey25-26 to complete the survey.

Thank you for your support. We sincerely appreciate your time.

On January 28, 2026, wrestlers from Flagstaff High School and Coconino High School brought grit and skill to the mat as they competed against Centennial High School in a spirited wrestling meet. The event gave student-athletes an opportunity to test their strength, strategy, and determination in head-to-head competition.

Thank you to all the wrestlers, coaches, families, and supporters who turned out to cheer on our student-athletes. 

Sechrist Elementary recently celebrated an unforgettable Love of Reading Week, highlighting the school’s strong culture of literacy and joyful learning. Throughout the week, students, staff, families, and community members came together to celebrate the power of reading.

Sechrist welcomed parents, grandparents, district leaders, and Governing Board members as special Mystery Readers. On Monday, students were excited to hear stories from Superintendent Mike Penca, Governing Board President Aaron Cirzan, and Claudia Fletcher-Lambert, the district’s Math and Science Coordinator. Their surprise classroom visits brought enthusiasm and energy to the start of the week and reinforced the importance of reading across the district community.

The week began with books that “knocked students’ socks off,” setting an enthusiastic tone for the days ahead. Tuesday’s Game Day engaged students in interactive, literacy-based activities, and Governing Board Member Zesiger joined as a guest reader.

On Wednesday evening, families returned to campus for Book Bingo, a well-attended event filled with books, prizes, and smiles. The day also included Sechrist CARES activities, emphasizing the school’s commitment to community and connection.

Thursday brought a Disney-themed reading celebration, along with a visit from Governing Board Member Kirk as a guest reader. The week concluded on Friday with students proudly showcasing their love of reading, demonstrating the strong literacy culture present throughout the school.

Love of Reading Week at Sechrist Elementary reflects the district’s broader commitment to fostering lifelong readers and building meaningful partnerships between schools and the community. Thank you to all who participated and helped make the week a success.

Mount Elden Middle School recently welcomed Dr. Taylor, a professional writer and literacy consultant, for a hands-on visit designed to strengthen students’ reading and writing skills and support teachers’ instructional practices. The experience aligned with the school’s focus on improving students’ ability to analyze and comprehend informational text—an area identified for growth based on state assessment results.

Principal Tammy Nelson shared that the visit was part of a targeted effort to bring in evidence-based support for students and staff. “Mount Elden Middle School identified reading informational text as a key area for growth based on our state assessment results,” Nelson explained. “We aimed to equip both teachers and students with practical, transferable strategies for analyzing and comprehending non-fiction texts.”

Dr. Taylor’s work centered on helping students engage more deeply with science and history articles, biographies, and other informational materials while strengthening analytical reading and writing skills. Within one semester of implementation, the school has already seen measurable growth in its informational text data.

During his visit, Dr. Taylor trained teachers on an instructional strategy, modeled it through a live classroom lesson, and then conferenced with students to provide individualized feedback on their writing. Teachers and administrators observed increased engagement and confidence, especially among students who are typically hesitant to write. Students expanded their ideas into well-developed paragraphs and eagerly sought feedback to refine their work.

One moment stood out in particular. A student proudly shared his progress with Nelson, explaining how his writing had grown:

“I used to write a paragraph with 72 words and now I can elaborate on my topic and my paragraph is 232 words.”

The professional learning also provided lasting benefits for teachers. Through training, modeling, and coaching, staff gained practical strategies they can consistently apply in their classrooms, strengthening writing instruction and analytical thinking across content areas.

Nelson emphasized the importance of students learning from professionals outside the classroom, noting that these experiences connect learning to real-world skills while building motivation and confidence.

“This experience reinforces our commitment to meeting students where they are while maintaining high expectations for all learners,” Nelson said. “Our responsibility is to ensure every student leaves middle school proficient in reading, writing, and math.”

Nelson also credited the dedication of Mount Elden’s staff, who continue to create engaging, supportive environments where students can grow and succeed.

The Dietary Guidelines for Americans (DGAs) are updated every five years by the U.S. Department of Agriculture (USDA) and the Health and Human Services (HHS). The newest edition was released in January 2026 and will guide nutrition recommendations through 2030.

 

The main message for the new DGAs was to “Eat real food." While this may seem straightforward, it is important to recognize the family's face real-world changes such as food access, grocery store cost, meal preparation time constraints, and cultural food preferences that can make eating real food complicated. The family's overarching goal should be to make realistic and nourishing choices that fit into their lifestyle.

 

Several core recommendations that were carried forward from the 2020-2025 DGAs include: 

→ Foundational Food groups: Fruits, Vegetables, Whole grains, Dairy, and Oils

→ Limit Saturated Fat to <10% of calories

→ Sodium limits were kept the same

→ Emphasizing whole, minimally processed foods

 

→ The new guidelines are much shorter. The 2020 guidelines had over 160 pages while the 2025 guidelines are 10 pages long.

→ The Food Pyramid is back. The “My Plate” food visual has been used since 2011. It has now been replaced by the inverted food pyramid

→ Protein is at the front of many recommended food lists with a strong focus on animal-based protein.

 

Protein is essential for growth and development for all ages! The new guidelines suggest a higher protein intake (1.2-1.6 grams per kilogram of body weight) but research is still mixed on whether this is necessary for everyone. Protein itself is not harmful to our health, but the type of protein matters. Some animal sources of protein are higher in saturated fat, which can add up quickly if animal protein sources are included in every meal. Having a combination of animal and plant sources of protein can help balance nutrient intake and support overall health.

 

Another area of discussion is around the new recommendation of full-fat dairy. While full-fat dairy can fit into a nutritious eating pattern, it is important to be aware that it contains more saturated fat than low-fat dairy. Research continues to explore dairy and how it impacts our health, but there is no one-size fits all.

 

The DGAs can be used to guide, but should not be used as the rigorous rules to follow every day. Nutrition is personal. Nutrition is based on age, activity level, health status, culture, family values, and preferences. It is important to take an individual approach to the new DGAs and talk with a Registered Dietitian if you have questions about how to tailor recommendations to meet your body's specific needs.

On February 9, 2026, the gym was packed and the energy was electric as Coconino High School and Flagstaff High School faced off in an unforgettable Boys Basketball rivalry game! From tip-off to the final buzzer, both teams played with intensity, heart, and outstanding sportsmanship.

Coconino High School came out strong and maintained momentum throughout the night, earning a decisive 67–39 victory. 

Rivalry games always bring excitement, and this matchup was no exception. We are incredibly proud of our student-athletes for representing their schools with passion, pride, and respect. Thank you to the coaches, families, students, and fans who came out to support an incredible night of basketball! 

On January 27, Coconino High School proudly showcased its Coconino Institute of Technology (CIT) program during a special presentation led by Principal Tadd Ragan. The event was coordinated in partnership with Seth Beute, who is part of a group at Northern Arizona University called the Arizona Institute for Education and the Economy. Principal Ragan first connected with Mr. Beute last spring during a visit to Mesa Mountain View, and this collaboration created an opportunity to highlight the innovative and rigorous work taking place at CHS.

The goal of this initiative is to bring administrators from across Arizona into schools to observe and learn from exemplary programs. The presentation provided an opportunity to spotlight the strength of the CIT pathway and the powerful learning experiences our students engage in every day. Attendees included Superintendent Mike Penca, Assistant Superintendent of Teaching and Learning, Jaime Festa-Dagle, CHS Assistant Principal, Ninon Wilson, Coordinator of Math and Science, Claudia Fletcher-Lambert, Board President Aaron Cirzan, Board Member Carolyn Kidd, Northern Arizona University’s, Seth Beute, Dean of CTE at CCC, Mark Maciha, and  Executive Director and founder of AIEE, Chad Gestson. We appreciate their time and interest in seeing firsthand how CHS prepares students for future-focused careers.

The January showcase highlighted what makes the Coconino Institute of Technology such a distinctive and impactful program. CIT is an integrated pathway in science, technology, and engineering that blends honors-level lab sciences with Career and Technical Education (CTE) engineering courses. Students learn rigorous academic content while applying their knowledge through hands-on, project-based experiences.

Freshman year begins with a two-credit block pairing Honors Physics and Engineering I. In CIT Physics, students explore Newtonian mechanics, waves, and electricity while connecting theory to real-world applications. A highlight of the year is the Six Flags Roller Coaster Trip, where students see physics principles in action. In Engineering I, students are introduced to the engineering design process and gain experience with SolidWorks, 3D printers, laser printers, tools, and basic electronics.

Sophomore year continues with Honors Chemistry and Engineering II in another two-credit block. Students investigate matter and energy and examine chemical reactions in a lab-based setting. Engineering II builds on prior learning through projects such as the Great Cardboard Boat Race, basic programming, wind energy design challenges, and more. These experiences strengthen collaboration, critical thinking, and innovation.

During junior year, students complete a one-credit Engineering Capstone course centered on real-world problem solving. Students identify a real problem, research and consult with experts, design and test a solution, and present their results. Students also have the opportunity to earn SolidWorks certification, adding an industry-recognized credential to their academic portfolio.

The CIT pathway is open to incoming freshmen ready to challenge themselves in an integrated STEM environment. The application process includes taking the CIT Placement Test during the last week of February at CHS or SMS, completing the online application by March 18 at 4:00 p.m., and submitting one teacher or coach recommendation by March 20. Families are encouraged to visit the CIT website for the full list of important dates and details. All interested 8th grade students are encouraged to apply and explore the innovative opportunities available through the Coconino Institute of Technology.

Ms. Haven Dubel’s third graders at Knoles Elementary recently brought Ancient Rome to life with their annual Roman Market Project, a hands-on, immersive learning experience that has been a classroom tradition for over seven years.

The goal of the project is to give students an engaging way to review and apply what they’ve learned about Roman civilization while reinforcing literacy skills, especially identifying main ideas and key details in informational texts. Throughout the unit, students explored Roman society, trade, social classes, and daily life and the market gave them the chance to put that knowledge into action.

In preparation, students read and discussed texts about Ancient Rome, created products to sell, and wrote persuasive advertisements highlighting the main ideas behind their creations. During the market, the classroom transformed into a bustling Roman Forum, complete with marble-style pillars, hanging vines, and music from the era. Students assumed roles as Roman citizens—plebeians and patricians—navigating trade, currency, and social interactions just as people did in ancient times.

The project allowed students to move beyond isolated facts, experiencing how trade, economy, and social classes worked together in everyday Roman life. Academically, they practiced reading comprehension, persuasive writing, and content vocabulary. Socially, they strengthened skills in collaboration, communication, decision-making, and respectful negotiation.

Mrs. Dubel noted, “I was amazed by how clearly students could explain the key ideas behind their products and roles. They weren’t just participating, they were connecting everything back to the main concepts we studied. Plus, the kindness and cooperation they showed made the market feel truly special.”

Students responded enthusiastically to this hands-on approach. “The learning is always so genuine and powerful,” Mrs. Dubel said. “We made some core memories that I hope they’ll carry with them long after third grade.”

Experiential projects like the Roman Market give students the chance to live their learning, building both academic skills and confidence. By stepping into history, making decisions, and collaborating with peers, students gain a deeper, lasting understanding and have a lot of fun along the way.

Flagstaff Unified School District (FUSD) families can now begin preparing for the upcoming school year. Online registration and annual verification for 2026–2027 are open, allowing families to confirm enrollment, update information, and complete required forms.

Parents or guardians of students currently or previously enrolled in FUSD should complete annual verification through ParentVUE to confirm enrollment and update student and household information. Visit www.fusd1.org/verification for details and access to the portal.

Families enrolling in FUSD for the first time can find instructions and the online registration portal at www.fusd1.org/onlineregistration. During registration, families will upload required documentation, including student records and completed forms. If a ParentVUE account has not been established, please contact your child’s school office for an activation key.

Students wishing to attend a school outside their assigned boundary must first complete Online Enrollment at their boundary school, then submit a Boundary Exception Request Form to the requested school.

Families with questions about verification, registration, boundary exceptions, or required documents are encouraged to contact their child’s school for assistance.

FLAGSTAFF UNIFIED SCHOOL DISTRICT

3285 East Sparrow Avenue, Flagstaff, AZ 86004

(928) 527-6000 | www.fusd1.org