Click HERE to download the PDF version of this newsletter.

Flagstaff Unified School District recently celebrated Music In Our Schools Month (MIOSM), a nationwide recognition of the vital role music plays in education, with performances and events showcasing the incredible talent, dedication, and growth of student musicians across the district.

Throughout March, students from elementary, middle, and high schools came together for a series of collaborative concerts across Flagstaff. These performances highlighted not only students’ musical abilities, but also their creativity, teamwork, and commitment to their craft.

Recognized nationwide by the National Association for Music Education, Music In Our Schools Month emphasizes the importance of a well-rounded education. Across FUSD, this was evident as students took the stage in band, orchestra, choir, and solo performances, including honor recitals at Flagstaff High School and Coconino High School, as well as a special faculty recital featuring music educators.

“It’s been amazing,” shared Sinagua Middle School Director of Bands, Guitar, and Pop/Rock Owen Davis. “It’s been so inspiring to see collaborative concerts in choir, band, and orchestra, and to watch teachers perform and show that we are still active musicians practicing what we teach.”

One of the most impactful aspects of the month was the opportunity for younger students to perform alongside older peers. “Seeing young ensembles collaborate with middle and high school students is incredibly rewarding,” Davis said. “They get to hear what’s next and experience that level of music-making firsthand.”

Students embraced the opportunity to perform, sharing their hard work with families and the community. The experience built confidence and sparked excitement for future growth. “I had students come up to me and share how excited they were after seeing the high school band perform challenging music,” Davis added.

Organizing these performances required months of dedication by music directors and weeks of preparation by students. The result was a series of performances filled with energy, pride, and what Davis described as a bit of “controlled chaos”—a reflection of the scale and excitement of bringing so many student musicians together.

Families and community members responded positively, with many sharing how impressed they were to see students performing alongside older musicians. Memorable moments included a large combined performance of Star Wars music featuring multiple schools on stage at once—an exciting and unforgettable experience for both performers and the audience.

In recognition of the impact of music education, the Flagstaff Unified School District Governing Board also approved a proclamation at its March 24 meeting recognizing March as Music In Our Schools Month, with students and teachers performing during the meeting.

Thank you to our students, families, and dedicated music educators for making Music In Our Schools Month such a success. Events like these continue to highlight the power of music to inspire, connect, and enrich the lives of our students.

As we move through the spring semester, our focus remains on providing an exceptional educational experience for every student. In the spirit of transparency and partnership, I want to share important information on two key topics: our budget planning for the upcoming school year and our steadfast commitment to ensuring our schools are safe and welcoming spaces for all students and families. Navigating these challenges requires careful planning and a clear focus on our core mission, and we are dedicated to moving forward with integrity and respect for our students, staff, and community.

The Flagstaff Unified School District is currently facing a significant budget challenge primarily driven by declining student enrollment and inadequate state funding for public education. To address this and ensure we can offer competitive compensation to retain our excellent staff amidst Flagstaff's rising cost of living, we must make strategic adjustments. While we are reducing some teaching positions to align with next year’s projected enrollment, we anticipate managing these changes entirely through natural attrition, such as retirements and resignations. Additionally, we are thoughtfully restructuring some support and administrative roles to improve efficiency. These are difficult decisions, but they are necessary..

On a separate but equally important note, we are aware of community concerns regarding potential immigration enforcement actions in Flagstaff. I want to reassure every family that FUSD schools are, and will continue to be, safe, welcoming, and supportive learning environments for all students. Our policies firmly protect student privacy and safety. FUSD does not collect information on immigration status, student records are protected by federal law (FERPA), and a child’s right to a public education is guaranteed regardless of their background. We encourage you to continue sending your children to school each day, where they will have access to all services and be cared for by our dedicated staff.

We understand that discussions about budget changes and community safety can create uncertainty for both students and families. Our commitment to supporting the academic and emotional well-being of your children is our highest priority. If your student is feeling anxious or has questions, please do not hesitate to reach out to your school’s counselors or trusted staff members for support. Thank you for your continued trust and partnership as we work together to ensure FUSD remains a strong, stable, and caring district for every child we serve.

Mount Elden Middle School (MEMS) has been named a 2026 Arizona School to Watch, a prestigious recognition that highlights middle schools demonstrating academic excellence, strong systems of support, and a commitment to meeting the needs of every student.

The Arizona Schools to Watch program, part of a national initiative led by the National Forum, recognizes schools that are transforming middle grades education through innovation, collaboration, and a strong focus on student success.

For the Mount Elden community, this recognition reflects years of intentional work to build a school where students feel supported, connected, and empowered to succeed. Over the past several years, staff have focused on strengthening both academic systems and a culture of belonging, ensuring that every student is known and supported.

“Our staff and students are receiving the recognition they truly deserve,” said Principal Tammy Nelson. “Over the past five years, we have been on a continuous journey of excellence, thoughtfully evaluating our systems and structures to provide the very best middle school experience in Flagstaff.”

A key part of that work has been creating a safe, inclusive, and supportive environment through restorative practices, shared accountability, and ongoing feedback from students and families. This focus on relationships is evident across campus, where students consistently identify trusted adults and describe a strong sense of belonging.

“Students and families spoke highly of the strong communication and sense of safety on campus,” said Bruce Potts, lead site evaluator for the Arizona Schools to Watch program. “It was especially impressive to see students take ownership of their learning and value opportunities like T-Bird Time for additional support.”

One of the ways Mount Elden supports students academically is through “T-Bird Time,” a dedicated intervention and enrichment block built into the school day. During this time, students receive targeted support, strengthen key skills, and can connect directly with teachers for additional help—all without missing core instruction.

Collaboration among staff also plays a critical role in student success. Through Professional Learning Communities, teachers work together to align instruction, analyze data, and support students both academically and socially. This shared approach helps ensure that every student is supported by a team of educators.

“Professional Learning Communities have been instrumental in driving student success at Mount Elden Middle School,” Nelson said. “This structure has strengthened collaboration and increased our ability to make decisions that directly support student growth.”

Student voice is another important part of the school’s culture. Through opportunities like Student Council, listening circles, and extracurricular activities, students are encouraged to share their perspectives, stay engaged, and build connections with their peers and teachers.

“At Mount Elden, our staff prioritize relationships,” Nelson added. “When students feel cared for and connected, they develop a deeper commitment to their learning and their school. Many of our staff describe Mount Elden as a second family.”

This recognition places Mount Elden Middle School among a select group of schools across Arizona and the nation leading the way in middle grades education. The school will be recognized at the National Schools to Watch Conference in Washington, D.C. this June, as well as at the Arizona Middle Grades Summit this fall.

Puente de Hózhó Elementary proudly hosted its 2nd Annual Diné Spelling and Spoken Bee, themed “Nizhóní Nihizaad – Celebrating the Beauty of Our Language.” This meaningful event reflected the school’s mission of building a bridge of beauty between speakers and learners of Diné, while empowering students to grow as multicultural and multilingual learners in today’s world.

The event also brought Puente de Hózhó’s core pillars to life in a meaningful way. Students engaged in bilingual learning as they confidently communicated in Diné through both speaking and writing, while storytelling, self-introduction, and traditional knowledge reflected the richness of the arts and humanities. The inquiry-based format encouraged critical thinking, confidence, and strong communication skills, aligning with International Baccalaureate (IB) practices. At its heart, the event celebrated community and culture, deepening students’ connections to their families, clans, and heritage.

The day began with kindergarten students leading the Pledge of Allegiance in Diné, setting a respectful and inspiring tone. Students in grades K–5 participated, with 12 students showcasing their knowledge and skills. Each participant introduced themselves by sharing their name, clans, gender, hometown, and place of residence, followed by answering questions about family members, age, birthdate, and clan relationships—all entirely in Diné.

Students responded to questions from teachers and were evaluated on both their speaking and writing abilities. Scoring was based on a 100-point scale that included traditional dress or attire, courage and confidence, and accuracy in speaking and writing the Diné language. The event encouraged students to challenge themselves, be creative, and have fun while deepening their connection to language and identity.

This celebration was made possible through the generous support of the PdH Diné Parent Committee, whose dedication helped create a memorable and enriching experience for all involved.

We are proud to recognize this year’s winners:

Congratulations to all participants for their dedication, courage, and enthusiasm. Events like this continue to honor and celebrate the beauty of the Diné language while bringing Puente de Hózhó’s school pillars to life in a powerful and meaningful way. 

Coconino High School freshman Julie Brown recently represented her school and community at the Arizona Poetry Out Loud State Finals, held March 7 at the University of Arizona Poetry Center in Tucson. Selected as one of just nine students from across the state—and the only freshman in the competition—Julie’s journey to the state stage reflects both her talent and her appreciation for poetry.

Poetry Out Loud is a national recitation program that begins in the classroom and advances through regional and state competitions, with top students moving on to the National Finals. The program challenges students to memorize and perform poetry while building confidence, interpretation skills, and a personal connection to literature.

For Julie, advancing to the state competition was both unexpected and meaningful.

“I was very surprised and proud of myself,” she said. “I was immensely grateful to be chosen to go to state, especially because I was the only freshman at the competition.”

Julie selected three poems for the competition: “Christmas Bells” by Henry Wadsworth Longfellow, “If I Had Known” by Alice Moore Dunbar-Nelson, and “Not Dead, but Sleeping” by Clara Ann Thomson. Each piece offered a different message and opportunity for expression, with Julie focusing on sharing themes of hope and connection.

“‘Christmas Bells’ tells a story about happiness shrouded by doubt and despair, only to be brightened by hope,” Julie said. “I wanted the audience to see that even in the hardest parts of life, there can be hope and faith that it will get better.”

Julie also embraced creativity in her performance choices. For “If I Had Known,” she added a British accent to make the poem her own, describing it as a piece she discovered through Poetry Out Loud and enjoyed bringing to life. While she prepared

“Not Dead, but Sleeping” as an additional selection—particularly as a potential tiebreaker during earlier rounds—she was not able to perform it at the state competition. Still, she shared that the poem remains especially meaningful to her.

“It gives hope to those who need it most,” she said. “I hope it will be a comfort to anyone I share it with.”

Advancing through each level required both dedication and flexibility. As she progressed from the school level to regionals, Julie was asked to prepare an additional poem, and by the time she reached the state finals, her focus shifted to refining accuracy and delivery.

“I knew I needed to focus on doing my best with accuracy,” she said. “I practiced in almost all of my spare time, deciding on gestures and how to deliver certain lines. It was stressful with my schedule, but I made it work.”

Through the experience, Julie gained more than performance skills. She built confidence in public speaking, connected with peers who share her passion, and found new ways to apply what she learned to her academic and personal life.

“I’ve gained more confidence in public speaking and met so many amazing people who share my passions,” she said. “I’ve been able to apply what I’ve learned to my success in school and in the things I love to do.”

Julie encourages other students to consider participating, emphasizing both the experience and its lasting impact. “Just go for it,” she said. “It’s such a fun and memorable experience that’s worth your time. You’ll meet amazing people, deepen your understanding of poetry, and gain a new respect for it.”

Looking back, Julie is grateful for the opportunity and the support she received along the way.

“I have loved every step of the way,” she said, “and I’m so grateful to all the people who supported me on this journey.”

On February 23, students at Thomas Elementary School took learning beyond the classroom through an immersive virtual reality (VR) field trip through Act One. Fifth grade students in Mrs. Jeffers’ and Mrs. Harrison’s classes explored Hispanic heritage in a dynamic, engaging way that brought art, music, and culture to life.

As part of the experience, students virtually traveled to Chicago, where they met a street artist and explored the stories behind his murals, and to Tucson, where they watched a female mariachi band perform in Spanish. The experience allowed students to see firsthand how art and music reflect culture, identity, and community.

The VR field trip supported Thomas Elementary’s focus on innovative, student-centered learning by using technology to create meaningful, real-world connections. Prior to the experience, students built background knowledge by learning about murals, mariachi music, and key cultural concepts. During the trip, they were fully immersed—curious, engaged, and excited to explore.

“The level of engagement was incredible,” shared Mrs. Harrison. “Students were not only excited in the moment, but they’ve continued to reference the experience in their writing, discussions, and artwork. It really helped bring their learning to life.”

The impact extended well beyond the day of the event. Students have continued to reference the experience in their writing and class discussions, and their enthusiasm has carried into other subjects. In art class with Mrs. Chapman, teachers have noticed increased creativity and engagement as students connect what they learned to their own work.

The experience was especially meaningful for Thomas Elementary’s diverse student population, with many students identifying as Hispanic or speaking Spanish at home. For these students, the field trip provided a powerful opportunity to see their culture represented and celebrated in a new way.

Feedback from both students and staff has been overwhelmingly positive. Students continue to ask when they can participate in another VR field trip, and teachers have noted stronger connections to content and increased engagement across classrooms. Many students have also shared their experiences at home, sparking conversations with their families about what they are learning in school.

This VR field trip highlights the power of innovative learning experiences to deepen understanding, inspire curiosity, and help students feel connected to both their learning and their identity.

Flagstaff Unified School District students and educators were recognized for their innovation, leadership, and impact in STEM at the 2026 STEMMY Awards, held March 19 at Lowell Observatory. Hosted by Flagstaff STEM City, the annual event celebrates individuals and organizations expanding opportunities in science, technology, engineering, and mathematics. Student and Teacher award recipients each received a $500 award.

This year, Sechrist Elementary School kindergarten teacher Stefani Whitcomb was named the 2026 STEMMY Award winner in the Teacher category, and Coconino High School Automotive Technology teacher Brian Locke was recognized as a finalist. Both educators demonstrate how hands-on learning can spark curiosity and build lasting skills.

In Whitcomb’s classroom, STEM comes to life through creativity, exploration, and joyful discovery. Her students engage in design challenges, observe patterns in nature, and collect simple data through drawings and early writing. Through songs, storytelling, and hands-on learning, she creates an environment where every student sees themselves as a scientist, engineer, and problem solver. Her classroom serves as a living laboratory where curiosity is celebrated and students build confidence by planning, testing, and improving their ideas.

At Coconino High School, Locke’s Automotive Technology program connects STEM learning directly to real-world application. Students apply math, engineering, and problem-solving skills in tangible ways, often recognizing concepts from their academic classes through their work in the shop. His program includes an electric vehicle training system from Switch Vehicles—one of only four in Arizona and the only one in Northern Arizona—made possible through partnerships with APS, CAVIAT, and other community supporters. Under his leadership, the program has also earned Automotive Service Excellence (ASE) certification, one of only nine high school programs in the state with this distinction.

FUSD students were also well represented among the Student STEMMY finalists, including Chloe Ramos (Coconino High School), Kayla Gonzales (Flagstaff High School), and Riyana Patel (Coconino High School), each demonstrating leadership and a commitment to expanding STEM opportunities.

Chloe Ramos has taken her passion for STEM beyond the classroom through global learning and advocacy. As a participant in The Knowledge Society (TKS), she has explored emerging technologies such as artificial intelligence and gene editing, including research on solar panel waste. She has represented her team at the national level, meeting with elected officials in Washington, D.C., to advocate for STEM education and robotics programs, and helped lead outreach efforts like the “Diné People are the Future” STEM Fair at Leupp Elementary School.

Kayla Gonzales has played a key role in growing the TeachSTEM program, where high school students bring engaging STEM lessons to younger students. Known for her confidence and ability to connect with others, she helps create meaningful learning experiences that build understanding and excitement around STEM concepts. Her leadership has extended beyond the classroom, including presenting at a statewide Career and Technical Education conference and conducting research on mental health and early childhood development.

Riyana Patel has emerged as a leader in robotics and STEM outreach through her work with the CocoNuts team. She has developed advanced technical skills while also serving as a role model and advocate for inclusivity in STEM. Riyana has expanded access by organizing outreach events in low-income communities and on the Navajo Nation, and by creating hands-on activity kits for younger students.

FUSD is proud to see its students and educators recognized among the region’s top STEM leaders. Their work reflects the district’s commitment to creating learning environments where students can explore, innovate, and build skills for future success.

On February 20, Killip Elementary School welcomed students to a fresh and exciting experience—the first Farmer’s Market hosted within Flagstaff Unified School District. Organized by Chartwells Food & Nutrition Services, the event was created to connect students with healthy foods while extending nutrition education beyond the classroom and cafeteria.

The idea for the Farmer’s Market grew out of Chartwells’ Farm to School program, with the goal of giving students hands-on opportunities to explore fresh produce and build lifelong healthy habits. Killip was selected as the first site due to its participation in the Community Eligibility Provision (CEP) and its ability to host the event indoors during the winter season.

A dedicated team helped bring the event to life, including NAU Master of Public Health dietetic interns Ramsi, Kendal, and Talissa from Northern Arizona University. They worked alongside Chef Kelsey, Mr. Gutierrez, Alicia Yaeger-Booth from Killip, and Carlos Murillo-Hernandez, with additional support from twelve district office volunteers who helped guide students through the experience.

Students were invited to “shop” for fruits and vegetables using “veggie bucks,” selecting items they could take home and share with their families. Along the way, they learned fun facts about produce, where their food comes from, and how to make healthy choices. Each student also received a recipe card to encourage trying new foods at home.

The event was made possible through generous donations from the Flagstaff Family Food Center, Sprouts Farmers Market, and Safeway, ensuring a wide variety of fresh, nutritious options were available.

The response from the Killip community was overwhelmingly positive. Teachers brought their classes to the market during recess to participate, and students quickly embraced the experience. One standout moment included groups of students enthusiastically cheering for “carrots” as they entered the gym, while others asked if the Farmer’s Market could become a weekly event.

Beyond the excitement, the Farmer’s Market supported important goals around student learning and wellness. It reinforced nutrition education in a real-world setting, encouraged students to try new foods, and helped build confidence in making healthy choices. The event also strengthened connections between students, staff, and community partners, aligning with FUSD’s commitment to student well-being.

Following its success at Killip, there are plans to expand Farmer’s Markets to additional elementary schools, with the goal of hosting events quarterly beginning in the 2026–2027 school year.

FUSD extends its sincere thanks to Chartwells, staff, volunteers, and community partners for making this meaningful and memorable experience possible for students.

Students at both Sinagua Middle School (SMS) and Mount Elden Middle School (MEMS) are gaining an early start on their academic journeys through opportunities to earn high school credit while still in middle school. These programs are designed to challenge students, build confidence, and open doors to advanced coursework in high school and beyond.

At Sinagua Middle School, students can earn high school credit in Algebra 1, Spanish 1, and Navajo 1, with additional opportunities available through specialized programs. Students in the MIT-e program may earn credit in Biology, while those in the Puente de Hózhó program can earn Spanish 1 immersion credit. SMS Principal Chris Koenker shared that while some courses, like Spanish and Navajo, are open to all students, others—such as Algebra—are typically part of an accelerated pathway that can begin as early as sixth grade.

At Mount Elden Middle School, students currently have access to Algebra 1 and Spanish 1, with Navajo 1 being added next school year. Principal Tammy Nelson explained that students are recommended for these courses based on prior academic performance, including success in prerequisite classes and demonstrated readiness through strong work habits and organization.

Across both schools, student readiness plays a key role in success. Students enrolled in high school credit courses are expected to demonstrate responsibility, organization, consistent attendance, and a willingness to fully engage in their learning. These expectations mirror what students will encounter in high school, helping them build the skills needed for long-term success.

Earning high school credit in middle school offers significant advantages. By completing foundational courses early, students can access more advanced classes in high school, including honors, dual enrollment, and career and technical education (CTE) pathways. This flexibility allows students to explore their interests more deeply and better prepare for college and career opportunities.

“This is a great opportunity for students to experience the expectations of high school while still in middle school,” said SMS Principal Chris Koenker. “The skills students build in these courses—organization, responsibility, and perseverance—carry forward and create even more opportunities as they move into high school.”

Principal Tammy Nelson echoed that impact, adding, “Taking high school credit courses in middle school not only opens up more options for students in high school, but it also helps instill the habits and skills needed for success in post-secondary education.”

As student interest continues to grow, both schools will continue to evaluate and expand offerings based on student needs. For families, these programs represent an exciting opportunity to support their child’s academic pathway early—setting the stage for success in high school and beyond.

If you have a child starting kindergarten next school year, now is the perfect time to explore all that Flagstaff Unified School District has to offer. Each of FUSD’s 10 elementary schools provides a unique learning experience, guided by its own pillars—from inquiry and STEM to arts, bilingual education, and strong community connections. Families are encouraged to learn more about each school’s distinct focus and find the right fit for their child by visiting: https://www.fusd1.org/fusd-schools-contact-information

Kindergarten registration for the 2026–2027 school year is now open. Families must submit a Boundary Exception Form if enrolling outside their home boundary. Beginning April 1, schools will begin reviewing and approving boundary exception applications. Applications submitted by April 1 will receive priority consideration, while those received after April 1 will be processed in the order received as space allows. (Please note: Puente de Hózhó Elementary School follows a unique enrollment process.)

Learn more and register online: www.fusd1.org/kindergarten

Flagstaff Unified School District students recently joined peers from across Northern Arizona for the Youth Experiencing Success (YES!) Leadership Summit, hosted by United Way of Northern Arizona. The event brought together approximately 115 ninth-grade students from Flagstaff High School, Coconino High School, Northland Preparatory Academy, and Blue Ridge High School for a full day focused on leadership development, self-discovery, and connection.

Designed specifically for students at a pivotal point in their high school journey, the YES! Leadership Summit centered on helping participants explore their strengths, better understand their potential, and connect with positive role models. As Kristen Strauss, United Way Manager of Youth Programs and Education Initiatives, shared, “The summit was designed to help students explore their strengths, understand their potential, and connect with local role models.” She emphasized that leadership is not defined by titles or positions, adding, “Leadership isn’t a title, a trophy, or a spot on student council. It’s a mindset—and it belongs to all of them.”

Throughout the day, students engaged in interactive sessions led by inspiring speakers who challenged them to think deeply about themselves and their role in their schools and communities. Jamar Root from TeenTruth facilitated a candid discussion about bullying and insecurity, encouraging students to identify real challenges they face and collaborate on solutions. Myles Gant from UpToIt guided students through a reflective “Album of My Life” activity, helping them explore personal experiences, identity, and the moments that shape who they are.

These experiences were designed to build confidence and reinforce that leadership comes in many forms. “We wanted students to know that there are so many skills necessary for leadership,” Strauss said. “Having the confidence and skills to stand up for yourself and what you believe in is important, and those traits already exist within them.”

The impact of the day was clear. Students left with a stronger sense of self and a deeper understanding that their voice matters. “The goal of the summit was for students to walk away a little taller,” Strauss shared, “with the knowledge that anyone can be a leader and that it starts with better knowing yourself and the power your uniqueness brings.”

Opportunities like the YES! Leadership Summit reflect a shared commitment to supporting the next generation of leaders. “When our youth thrive, our communities thrive,” Strauss added. “By investing in leadership development opportunities, we are helping shape the future of our community.”

As we enter the spring season, our students will be participating in important state and district assessments. These tests are an opportunity for students to show what they’ve learned this year and for schools to better understand how to support their continued growth.

Being present every day, especially leading up to and during testing, is essential. Daily attendance helps students stay on track with instruction, build confidence in what they’re learning, and feel prepared when it’s time to test. Missing class time before testing can make it harder for students to fully engage with the material and do their best.

Being present on testing days is also critical. When students test with their class in a familiar environment, they are more comfortable and set up for success. Missing a testing day can lead to make-up sessions, which may feel more stressful and disrupt regular learning routines.

We encourage families to review the district testing schedule and plan ahead to ensure students are present, well-rested, and ready to do their best: https://www.fusd1.org/testing-calendar

Consistent attendance plays a critical role in student success. Thank you for your partnership in helping your child be present, prepared, and confident this spring.

On March 18, Coconino High School and Flagstaff High School met for a Girls Beach Volleyball matchup that brought out strong competition and school pride. With solid serves, quick saves, and nonstop energy, both teams showcased their skill, making it a fun and competitive evening on the sand.

The Debbi Grogan Memorial Fund, through the FUSD Foundation, supports fine and performing arts opportunities for students across the district. These grants honor Debbi Grogan’s legacy by ensuring all students—regardless of background or financial means—have access to meaningful, high-quality arts experiences. Recent recipients reflect a shared commitment to creativity, equity, and student growth through music and performance.

Coconino High School came alive with music, art, and student expression during Cocochella 2026, a school-wide celebration that continues to grow as one of the most unique and engaging events on campus. The event showcased the depth of student talent while creating meaningful opportunities for connection and belonging.

Cocochella began as a vision to elevate the arts at CHS and provide a platform for students whose talents are not always in the spotlight. What started as a small arts showcase has evolved over the past three years into a dynamic, student-centered experience. By bringing multiple creative disciplines together during the school day, Cocochella ensures all students have access to and can participate in the celebration.

“Cocochella is really about giving students a platform to showcase their skills and abilities in front of their peers,” said Principal Tadd Ragan. “We celebrate our athletes in many ways, and this creates that same opportunity for students in the arts.”

Throughout the event, students had the freedom to choose their own experience. Performances took place in the theatre, while the South Commons and cafeteria were filled with interactive activities, music, and art displays. From rock bands and acoustic performances to poetry, theatre, and a student-created film, the range of talent on display reflected the diverse interests and passions of CHS students.

One of the most memorable aspects of this year’s event was the emphasis on live and immersive experiences. Students painted snowboards in real time, welding students displayed original sculptures, and the IB Theory of Knowledge Art Show remained open for students to explore during the school day. Additional experiences included the Coco Hut clothing exchange, Board Game Club activities, and music from DJ El Coyote, creating a festival-like atmosphere across campus.

Cocochella also expanded its reach this year by welcoming additional student collaborators. Flagstaff High School and homeschool students participated in a preview of the upcoming musical Hadestown, and a Northland Preparatory Academy student joined the all-horn band Breadstixx—further strengthening connections across the broader Flagstaff community.

At its core, Cocochella is about more than performances—it is about building a positive and inclusive school culture. The event creates space for students to see one another in new ways, discover shared interests, and feel a stronger sense of belonging.

“The goal is for students to see, be seen, and feel connected—whether they are performing or in the audience,” said Digital Media Teacher Billy Miller.

Students play a central role in bringing Cocochella to life. From organizing the event to hosting performances and managing behind-the-scenes logistics, Student Council and participating students take ownership of the experience.

Performers rehearse and collaborate, artists curate and present their work, and student leaders help ensure the event runs smoothly—making it truly a student-driven celebration.

The success of Cocochella is also a testament to the dedication of CHS staff, including Eric Estrada, Kelly Woodruff, Dr. Corso, Jonathan Edwards, Sherry Swelnis, and many others who support planning and execution. Together, they help create an environment where student creativity is encouraged, supported, and celebrated.

As Cocochella continues to grow, it remains grounded in its original purpose: to uplift student voices and highlight the power of creativity. For many students, the experience of performing, creating, or simply participating leaves a lasting impact—one that extends beyond high school.

By bringing the entire school together through the arts, Cocochella 2026 once again demonstrated the power of creativity to connect, inspire, and strengthen a vibrant school community.

Each month, DeMiguel Elementary School transforms into a hub of curiosity, connection, and discovery. Families, students, and community members gather under the night sky for DeMiguel’s Star Parties, an experience that brings science to life in a truly unforgettable way.

Hosted at the on-campus Walker Observatory, these free events are open to the public and invite participants to explore the wonders of the universe through both the observatory’s 16-inch telescope and additional portable telescopes set up across the grounds. Guests can observe planets, stars, and galaxies while enjoying warm beverages and the shared excitement of discovery.

What makes DeMiguel especially unique is that it is believed to be the only elementary school in the country with a permanent observatory on campus. This incredible resource allows students to move beyond textbooks and experience astronomy firsthand. Students build understanding through observation, strengthen engagement, and discover that learning science can be both meaningful and fun.

Principal Ginni Biggs shared that these evenings are about more than stargazing. They are about building community and inspiring a lifelong love of learning.

“Each month, our community gathers for star parties where students and their families can gaze at the night sky through our very own observatory telescope,” said Biggs. “These evenings provide a special opportunity for families to connect with one another while exploring the wonders of space together.”

The impact of the Walker Observatory extends beyond evening events. During the school day, it supports hands-on learning and connects directly to DeMiguel’s Astronomy Club, where students deepen their understanding of space through observation and exploration. In May, the school’s annual Space Week further enriches this learning by giving every student the opportunity to study space concepts in the classroom and experience the observatory up close.

Many Star Parties also include guest speakers who help students better understand what they will see in the night sky. Solar observing sessions provide an additional opportunity for students to safely view the sun and explore features such as sunspots and solar prominences.

The success of these events is made possible through the dedication of Mary Lara and Edwin Anderson, who lead the monthly Star Parties and inspire curiosity in students and families alike. Lara, a former DeMiguel teacher, played a key role in bringing the observatory to life in 2003 as part of her work as an Arizona Educational Foundation Ambassador for Excellence. The project reflects the strength of the Flagstaff community, with volunteers contributing time, labor, and resources to relocate and build the observatory around a telescope crafted by Kenneth Walker.

Today, Walker Observatory stands as a symbol of what is possible when community, education, and passion come together.

As Principal Biggs reminds students, “Exploring the universe starts right here at DeMiguel, where curiosity leads the way.”

Flagstaff Unified School District is proud to recognize two outstanding transportation team members, Francis Skacy and Victoria Secody, for their participation in the School Bus Rodeo hosted by the Arizona Association for Pupil Transportation on February 7.

The event brought together drivers from across Arizona, including directors, trainers, and seasoned drivers with decades of experience. Judged by Department of Public Safety (DPS) officers, the competition tested participants on their knowledge of Arizona school bus laws and CDL standards, as well as their ability to safely maneuver a full-size transit bus through tight and challenging courses.

Francis Skacy, who has been a bus driver with FUSD since 2023, delivered an exceptional performance, earning second place along with a trophy, high score certificate, and a $75 award. He described the experience as both rewarding and intense. “It tests you physically, emotionally, and mentally,” he shared. “You’re competing with highly experienced drivers, and it really pushes you to be your best.”

Fellow FUSD bus driver Victoria Secody also represented the district well, placing 15th in a competitive field. Now in her third year with FUSD, Victoria brings a decade of rodeo experience to the competition. She shared that she enjoys the challenges each event brings and values the opportunity to continue growing her skills. While she still feels nervous at times, she has learned to overcome those nerves and stay focused.

Victoria especially enjoys the technical aspects of the competition, including practicing how to maneuver a bus in tight spaces—such as between two vehicles or through narrow alleyways—skills that directly translate to her daily work transporting students safely.

Through both their daily responsibilities and competition experience, drivers like Francis and Victoria demonstrate the importance of understanding school bus laws, maintaining safety standards, and confidently navigating challenging driving conditions—especially in Flagstaff’s unique environment.

Francis emphasized that becoming a skilled and safe driver takes commitment and practice. “It’s about studying your materials, learning the laws, and practicing repeatedly,” he said. “That’s how you build confidence and skill.”

Beyond the competition, the rodeo also provided an opportunity for drivers to connect with peers from other districts and share in a collective commitment to student safety.

FUSD is grateful for the hard work and dedication of Francis Skacy, Victoria Secody, and all transportation staff who go above and beyond to ensure students arrive safely each day. Their achievements reflect the high standards and excellence of the district’s transportation team.

Flagstaff Unified School District (FUSD) offers comprehensive Behavior Support programs (BSP) across elementary, middle, and high schools to help students develop the skills they need to succeed academically, socially, and emotionally. These programs provide structured support, guidance, and coaching that allow students to build independence, self-regulation, and confidence while preparing them for the transitions between grade levels. From early interventions in elementary school to programs like Turn It Around at the high school level, FUSD ensures students have the resources they need to stay on track and thrive.

As students grow, expectations are thoughtfully increased to match their development. In the upper elementary years, students begin learning how to follow structured schedules, manage transitions, and communicate their needs in positive and appropriate ways. “As students move into upper elementary, our expectations gradually increase,” shared Cromer BSP teacher Sarah Stenberg. “But we also recognize that students can only meet those expectations when they feel supported, so we prioritize connection first and build independence from there.”

Independence is built step by step. Students begin with a high level of support and gradually take on more responsibility as they demonstrate readiness. Through a structured level system, they work toward goals, earn privileges, and begin managing their own materials and schedules. “Independence is built intentionally over time,” Stenberg explained. “As students show self-regulation, they earn more responsibility and begin spending time in general education with support that is slowly faded.”

A key goal of the program is preparing students for success in less restrictive environments. As students progress, they spend more time in general education classrooms with paraprofessional support that is gradually reduced. Social-emotional learning is also a major focus, helping students develop skills such as emotional regulation, conflict resolution, and self-advocacy. “We want students to be able to recognize their needs, ask for help, and use strategies to stay regulated,” Stenberg said.

This support continues beyond elementary school. At Mount Elden Middle School, behavior support programs build on these foundational skills, helping students navigate increased academic expectations, multiple class periods, and more complex social environments. Students continue to receive structured support while gaining independence and confidence.

At the high school level, programs like Turn It Around at Flagstaff High School provide additional guidance to help students stay on track, meet their goals, and prepare for life beyond graduation. These programs ensure students continue to receive the support they need as they grow, both academically and socially.

Students are also encouraged to set goals and reflect on their progress. From creating vision boards to tracking daily goals, they build a sense of ownership over their learning and celebrate their growth along the way.

“At the end of the day, success looks different for every student,” Stenberg added. “Our goal is to give them the tools to be independent, confident, and successful as they move forward.”

Through a continuum of support from elementary to middle and high school, FUSD’s Behavior Support programs help ensure every student has the opportunity to grow, succeed, and thrive.

The Mount Elden Middle School community is celebrating an exciting academic achievement as 8th grade student Erin Ebers advanced to the state spelling bee after winning both her school and regional competitions.

The spelling bee is a long-standing tradition at Mount Elden that highlights the school’s commitment to academic excellence. It not only showcases strong literacy skills, but also encourages perseverance, builds confidence, and fosters a culture where students are motivated to grow and achieve.

Erin’s journey to the state level reflects years of dedication and growth. She first discovered her love for spelling bees in 5th grade, where she won her school competition and advanced to regionals. In 7th grade, she returned stronger—earning 2nd place at regionals. This year, as an 8th grader, Erin reached an incredible milestone by advancing all the way to the state competition, held on March 21 in Phoenix.

To prepare, Erin practiced regularly with her parents, who would say words aloud for her to spell. She also studied spelling patterns, but credits much of her success to her love of reading. “I need to visually see the words,” Erin shared. “Once I see them, I can remember how to spell them.”

At the state spelling bee, Erin made it to the 7th round—an impressive accomplishment at such a high level of competition. She was eliminated on the word placoderm, a type of fish, marking the end of an outstanding run.

“She maintains a healthy perspective—understanding that her self-worth is not defined by winning or losing, but by her effort, growth, and resilience,” shared Principal Tammy Nelson.

At school, Erin took advantage of additional study opportunities during lunch, supported by staff and peers who encouraged her every step of the way. This strong network of support reflects the positive and motivating environment at Mount Elden, where student effort and success are celebrated.

Erin exemplifies the school’s academic culture. As a student in honors classes, she consistently demonstrates strong study habits, a commitment to high-quality work, and a positive attitude toward learning. Her achievement is a reflection of both her individual effort and the high expectations upheld across the school.

The school community has rallied behind Erin throughout her journey. When she won the school spelling bee, the entire lunchroom erupted in applause—not only for Erin, but for all participants who showed courage in competing. Students continue to celebrate her with high-fives in the hallways, and her success has brought excitement and pride to campus. In a show of support, school leaders even traveled to Phoenix to cheer her on at the state competition.

Erin hopes her experience encourages other students to give it a try. “It’s not as scary as it seems,” she said. “It’s really a great community, and you have a lot of support every step of the way.”

Her journey sends a powerful message to her peers: taking risks and stepping outside of your comfort zone can lead to meaningful growth and success.

Congratulations to Erin Ebers on this outstanding achievement. She is a true example of the dedication, resilience, and excellence that define Mount Elden Middle School.

Coconino High School students recently showcased their talent, creativity, and technical skills at the Arizona FCCLA State Leadership Conference in Tucson, earning top honors across multiple competitive events.

Both the Interior Design and Culinary Arts chapters were recognized with the prestigious Gold Outstanding Chapter Award, highlighting a year of dedication, leadership, and impactful student engagement. This recognition reflects not only competition success but also the meaningful work students have accomplished throughout the school year.

CHS students earned an impressive array of individual awards, demonstrating excellence across a variety of career and technical pathways:

In Interior Design Level 3, Alexa Morgan and Sarabeth Hardister earned gold medals, placing second overall and qualifying for nationals, while Lucy Talbott, Eliana Tingerthal, and Xavier Hawkins secured gold medals and third place overall. Additional teams earned silver medals, showcasing the depth of talent within the program. In Interior Design Level 2, Caitlin Edden and Hailey Boehme also earned gold medals and a second-place overall finish, qualifying for nationals, while Arianna Moctezuma and Ella Tucker earned bronze medals.

Students also excelled in culinary and fashion events. Sofia Gardner-Starks earned a silver medal in Fashion Design Level 3, marking the first time a CHS student has competed in this category. In Baking and Pastry, Taylor Gottchammer earned a silver medal, while Danielle Rolfe placed second overall in Chicken Fabrication, earning a silver medal. In Cookie Display, Clover Shontz earned a gold medal and Autumn Rodriguez earned silver. Andrew Garcia also represented CHS in Culinary Arts Level 3, earning a bronze medal.

Top-performing students from qualifying events have the opportunity to represent Arizona at the national level. This summer, Alexa Morgan and Sarabeth Hardister will travel to Washington, D.C. to compete at the national conference, representing both Coconino High School and the state of Arizona.

These accomplishments reflect the hard work, creativity, and commitment of CHS students, as well as the strong support and guidance provided by their educators. The success of both chapters highlights the strength of Career and Technical Education programs in preparing students with real-world skills and opportunities for future careers.

Congratulations to all of the students for their outstanding achievements and for representing Coconino High School with excellence on the state stage.

This year’s event is scheduled on:

The 2026 Annual Community STEM Celebration is an opportunity for all of Flagstaff to engage with the STEM community. This year, the STEM Celebration will return to the Fort Tuthill Fairgrounds with both indoor and outdoor exhibits.  

The STEM Celebration offers Flagstaff residents a chance to explore the dynamic world of Science, Technology, Engineering, and Mathematics (STEM). This day will be full of hands-on activities, engaging demonstrations, and insightful conversations. At this event, attendees should expect to be introduced to STEM as potential for educational opportunities and viable career paths. Let’s come together and celebrate Flagstaff's designation as "America's First STEM Community."

Flagstaff STEM City invites everyone to join in this celebration of knowledge, innovation, and community collaboration. Mark your calendars for an unforgettable experience at the STEM Celebration.

Flagstaff Unified School District is proud to celebrate several outstanding educators recognized as finalists for the 2026 Coconino County Teacher of the Year and Rookie Teacher of the Year Awards. Congratulations to Logan Brumm of Flagstaff High School, who has been named a finalist for Teacher of the Year, and Jade Crowley of Cromer Elementary School, Danielle Marinelli of Flagstaff High School, and Gabrielle Neilson of Flagstaff High School, who have been named finalists for Rookie Teacher of the Year. Selected from a competitive pool of 42 nominated educators across Coconino County, these finalists represent exceptional dedication to students, innovative teaching, and strong connections within their school communities. Winners will be announced at the 13th Annual Coconino County Teacher of the Year Awards on April 9 at the High Country Conference Center.

FUSD also proudly recognizes all of the district’s nominees for this year’s awards. Thank you for the care, commitment, and professionalism you bring to students every day. Your work makes a meaningful difference across our schools and community.

FLAGSTAFF UNIFIED SCHOOL DISTRICT

3285 East Sparrow Avenue, Flagstaff, AZ 86004

(928) 527-6000 | www.fusd1.org