Mar/Apr 2026
BOND UPDATE: Local bonds
In 2019, our voters approved a School Construction Bond to build new schools and renovate and expand old ones. Bond funding is kept separate from the rest of the district’s budget, including our levies that need to be renewed every four years. As the saying goes: Bonds are for Building, Levies are for Learning. Learn more at bethelsd.org/bond
NEW Bethel High School (2026)
The NEW Bethel High School is an enormous undertaking that was fully funded by the 2019 School Construction Bond. Thank you, voters! Get ready to explore the state-of-the-art dedicated welding classroom, the modern culinary classroom, and the impressive 500-seat theater, complete with an orchestra pit! Spanning almost 300,000 square feet, this massive project is on schedule to officially open its doors this fall!
NEW Cedarcrest Middle School (2028)
Originally planned as a modernization and expansion under the 2019 Bond, careful planning and additional state funding will now allow for a full rebuild of Cedarcrest Middle School. The new three-story building will be nearly 123,000 square feet, featuring 39 classrooms and capacity for 850 students, up from the current 700. Construction is set to begin this summer, coinciding with Bethel High School students moving into their new building. Cedarcrest students will temporarily relocate to the old BHS for two years. The new Cedarcrest is scheduled to open in the fall of 2028. Thank you, voters!
build local schools
2006 BOND
In 2006, voters approved a bond that built Liberty Middle, Frederickson Elementary, and Nelson Elementary; rebuilt Spanaway Elementary, Clover Creek Elementary, and Shining Mountain Elementary; expanded Spanaway Middle School; modernized Spanaway Lake High School; built our Central Kitchen and Transportation Center; as well as improvements around the district to technology, safety and security, HVAC, roofing, fields, grounds, parking lots, bus loops, septic systems, cafeterias, and more.
2001 BOND
In 2001, voters approved a bond that built Graham-Kapowsin High School and Cougar Mountain Middle School, rebuilt Kapowsin Elementary, modernized Thompson Elementary and Spanaway Middle School, acquired sites for future schools, as well as heating/ventilation, safety, roofing and other projects across the district.
Thank you. Those two words carry tremendous weight as I reflect on our community's recent support of our two replacement levies.
For those who voted yes, thank you for believing in our students and our mission. Your trust in the Bethel School District is not something we take lightly.
For those who voted no, we respect your perspective, and now is our opportunity to show you that we are responsible stewards of your tax dollars. We are committed to earning your trust through transparency and results.
Transparency is easy when it’s a bond project. Just look at the stunning new Bethel High School that will be opening this fall. This long-awaited facility will serve students for decades to come. Levy-funded work, however, is less visible from the outside but equally vital. Levies support the people who make opportunities for students possible, from coaches to counselors, and educators who nurture growth every single day.
I invite you to see this work for yourself. Whether you follow student achievements in this publication, attend a school performance or sporting event, or join us at a School Board meeting, your involvement strengthens our shared pride in this district.
Thanks to voter support, years of good financial stewardship, and clean audits, Bethel remains financially stable despite statewide funding challenges. Because of you, we are in a strong position. And that is something our entire community can take pride in.
This is our community's school district. And we are honored to serve it.
Brian Lowney, Ph.D. Superintendent
Brian Lowney
A group of Frontier Middle School employees received Citizen LifeSaving Awards for their quick thinking, teamwork, and calm response that helped save a colleague’s life. The recognition followed an incident in which a teacher collapsed at school and required immediate medical attention.
When the emergency occurred, staff members immediately stepped in to help. Rick Ingham, Chari Wright, and Angel Pompa rushed to the teacher’s side, saw she was not breathing, and began CPR. Kortnie Kanton called 911, while Amy Wingerter and Melissa Pace alerted the front office for additional support. Karen Arteaga quickly retrieved an Automated External Defibrillator (AED), which was used alongside continued CPR efforts.
First responders arrived soon after and transported the teacher to the hospital. Hospital staff later confirmed that the actions taken by Frontier employees directly saved the teacher’s life.
Deputy Josh Miller, who is one of our levy-funded School Resource Officers, nominated the FMS team for their heroic actions. Miller teaches CPR to staff members, and it was that knowledge that helped save the teacher’s life.
“You guys all did something to help save this individual’s life," Miller said. "You guys should be proud of yourselves for that, and we’re going to honor you with this award.”
This event highlighted the importance of emergency preparedness and the
EP&O Levy saves lives
powerful impact of staff members who are trained and ready to act when it matters most.
More than emergency response
School safety and security can be seen in other ways too, not just emergency situations. One key factor is the people who work with and build relationships with students each and every day.
Thanks to our voters, our Educational Programs & Operations Levy pays for our School Resource Officers. SROs are Pierce County Deputies who are assigned to our district. This isn’t a free service provided by the county. SROs are fully funded by levy dollars.
Superintendent Brian Lowney said SROs are essential to school safety. "Our SROs serve a dual purpose that goes far beyond emergency response. They are building meaningful relationships with our students and staff, fostering trust and strengthening
the fabric of our school community."
Our district's location creates some unique safety challenges. All of our schools are far from any major cities, which means longer wait times for emergency help.
"The Bethel School District is not near a city, so having assigned SROs within the district allows for quicker response times to solve problems, rather than having to wait for a deputy that's already busy with other 911 calls,” said Deputy Alan Horne, an SRO in Bethel.
School Resource Officers do more than respond to emergencies. They work to prevent problems before they begin. That includes regular training with staff, evaluations and detailed reviews to assess our schools’ readiness and make adjustments.
That way, everyone knows what to do during an emergency, just like the lifesaving staff at Frontier Middle School.
The unsung heroes helping students succeed
In every one of our schools, there are adults whose work rarely comes with fanfare but consistently shapes the daily experience of students. Paraeducators are woven into the fabric of our classrooms, stepping in wherever needed and ensuring students feel supported, safe, and ready to learn.
Their responsibilities are as varied as the students they serve. Paraeducators provide one-on-one academic support, assist with small groups, help students regulate emotions, supervise common areas, support specialized programs, and collaborate closely with teachers and administrators. They are often the steady presence who notices when a student is struggling and quietly helps them get back on track.
At Cedarcrest Middle School, humanities teacher Elizabeth Strissel sees firsthand how essential that
support is.
“Paras are really, in my mind, the unsung heroes of any school district, and especially ours. They just do so much for kids," she said.
“The best part of the job is the kids. I'm 71 years old and this is the greatest job I've ever had.”
That impact shows up in countless small but powerful ways – a student gaining confidence because someone took extra time to explain a concept, a classroom running more smoothly because additional support allows a teacher to differentiate instruction, or a child feeling understood during a difficult day.
For some, the work extends beyond classroom walls. At Spanaway Middle School, Stan Bardoni has been a
-Stan Bardoni, Paraeducator, SMS
familiar and beloved presence for decades, serving as a crossing guard and coach. Generations of students have been greeted by his wave and steady watch at the start and end of each school day.
“The best part of the job is the kids,” Bardoni said. “The kids are wonderful. My grandkids live [out of the area] so these are my grandkids. I’m 71 years old and this is the greatest job I’ve ever had.”
At Challenger High School, paraeducator Loretta Hobson describes her role as one centered on teamwork and flexibility.
“I see my role mostly as assisting,” she said. “Whether that means admin needs help or security needs an extra set of eyes, but mostly in the classroom with students. It’s helping out wherever it’s needed. It’s building relationships with the teachers, the students.”
That willingness to step in wherever and whenever necessary makes paraeducators invaluable members of every school community.
Building community through arts and science
At Elk Plain School of Choice, education is defined by more than just curriculum. As the only K-8 school in the district, Elk Plain offers a unique environment where students grow from their first days of kindergarten to the brink of high school within the same supportive walls.
"What makes it really special is we have the opportunity to have these students here with us for nine years,” said Principal Ashley Swindahl. “By the time you're in eighth grade you're still walking by your kindergarten teachers."
That nine-year journey of consistency and creativity is rooted in the school’s integration of the arts and sciences into daily instruction. Swindahl said that the school also prioritizes hands-
on learning and creativity to help students better retain information and develop essential life skills. Elk Plain features hour-long specialist periods that allow for a robust rotation of subjects, including art, music, science, and an elementary theater program that teaches public speaking and leadership from a very young age.
program. This meets the essential physical education standards through
“When I'm older I will most definitely bring my kids here because this is such an amazing school.”
-Levi, 8th grader
One of the most distinct departures from the traditional school model is the absence of a standard PE program. In its place, Elk Plain offers a comprehensive dance
a creative lens, encouraging students to move their bodies while exploring artistic expression.
The impact of this specialized focus is evident in the students themselves. Eighth-grader Levi said the school’s unique offerings, such as theater and debate, helped him overcome shyness and gain practical technical skills, including building sets for one of the school’s plays. "Before that class I didn't know how to use things such as drills or nails, but now I've grown and improved,” he said. “It brings me joy to be able to see other people enjoy my own creation."
While Elk Plain is not a traditional neighborhood school, anyone can apply to attend. "Any kid can be an Elk Plain kid," Swindahl said. While the school often has a waitlist, the goal remains to make this specialized, "bouquet of experiences" available to any student in the community interested in a more creative, academic path.
Rolling dice to level up real-life skills
On any given afternoon at Frontier Middle School, you might find a group of students gathered around a table, rolling dice, imagining dragons, and setting off on epic quests. But beneath the fantasy adventure is something a little more unexpected: a lesson in reallife skills.
School counselor Nick Rogen started Frontier’s Dungeons & Dragons club not just because he loves fantasy stories, but because he saw the game as a powerful way to help students grow.
“What’s cool about it, especially as a counselor, is that I can mold the story into something where they’re using actual social skills. So I’ve coupled it with Character Strong, which is our social-emotional curriculum," Rogen said.
Before each campaign begins, Rogen introduces students to concepts from Character Strong then, as the adventure unfolds, students get a chance to practice those skills in real time through the game.
“A good thing to do is put yourself in their shoes," Rogen said. "As adults, we’ve all been to meetings that you kind of just suffer through. They maybe teach you skills, but then you’re expected to just know how to apply those skills, and applying skills can be tough and scary. So I thought it would be cool to be able to practice those skills in a safe way, and the kids don’t even really know they’re doing it.”
In Dungeons & Dragons, players must work together to solve problems, navigate conflicts, and make decisions as
a team. That collaboration naturally builds communication, empathy, and confidence –skills that are just as useful in the real world as they are in a fantasy setting.
Rogen compares the concept to something he once read in a cookbook. A chef described how to sneak vegetables into meals that kids already love, making healthy food more appealing. Rogen says the club works in much the same way.
Students think they’re simply playing a fun game, but along the way they’re also learning how to listen to others, think creatively, and support their teammates.
For seventh grader Vix, who has played Dungeons & Dragons since fifth grade, the club has been a way to grow more comfortable around other
“The more we played and the more everyone talked, I got more comfortable being around people I didn’t know. I would talk a lot more than I used to. I would feel more included. Every time I go to D&D, I’m excited to see my friends and see Mr. Rogen, because he’s an awesome Dungeon Master!” Vix said.
Rogen says that sense of connection is one of the most important parts of the club. Students who may not have known each other before suddenly find themselves working side-by-side to defeat monsters, solve puzzles, and complete quests – all while growing their stable of social skills.
One student's road from classroom to career
At the Pierce County Skills Center, students can do more than just learn about careers -- they can actually build them. Few examples illustrate that better than Caelyn, a senior in her second year in the Automotive Technology program whose accomplishments are already turning heads across the industry.
Caelyn first enrolled in the program as a junior and quickly found herself excelling both in the classroom and in competition. That year she competed in SkillsUSA, a national organization
Her success in SkillsUSA was just the beginning. Over the past two years in the program, Caelyn has received an astonishing 22 job offers and six scholarships. That is a testament not only to her work ethic, but also to the real-world skills students gain at the Skills Center.
“There were moments when I struggled and wondered where I was going next, but there was always this little voice of Mr. G or Mr. Anderson in the back of my head telling me, ‘you can’ or ‘you should,'" Caelyn said.
“In my position, I get to work alongside our senior techs working on basically anything, from small generators all the way to fire trucks and super heavy machinery," she said. "I’ve done things as small as oil changes all the way to up to full engine rebuilds on my own.”
By the time she completes the program, Caelyn will be fully certified to work on engines ranging from light-duty vehicles to high-horsepower industrial equipment.
“I've done things as small as oil changes all the way up to full engine rebuilds on my own.”
-Caelyn, Pierce County Skills Center
that hosts career and technical education competitions designed to showcase and develop students’ workforce skills. She advanced from regionals to state and ultimately to the national competition.
“She did especially well in Customer Service. She ended up going to Nationals and taking seventh in the entire nation. It’s just unbelievable. She’s just really, really good,” said Rob Anderson, one of Caelyn's PCSC Automotive Instructors.
That encouragement helped lead to an opportunity many aspiring technicians only dream about. Caelyn was offered a job at Cummins, a global leader in diesel engine manufacturing, through its Technician Apprentice Program, making her the youngest female diesel technician ever hired by the company.
Through the program, Caelyn is not only an employee, but gets to take part in a four-year training pathway that includes both hands-on work and classroom learning.
For Caelyn, the journey is just beginning. But her story already reflects the mission of the Pierce County Skills Center: preparing students for high demand, high wage jobs and post-secondary education.
The Bethel School District is the host district of the Pierce County Skills Center which provides incredible opportunities to students in 10 local school districts.
Students thrive in Dual Language Program
Inside classrooms at Thompson Elementary, students are learning much more than vocabulary and grammar. Through the school’s Dual Language program, they are building confidence, developing academic skills in two languages, and gaining tools that can benefit them for the rest of their lives.
From the earliest grades, students begin learning academic content in Spanish while also developing their English skills. For kindergarten teacher Vanessa Tepalcingo, watching students take those first steps is one of the most rewarding parts of the job.
“They come in knowing nothing, and then you see so much growth through the year,” Tepalcingo said. “They learn their letters, their letter sounds, how to read, how to write, all their numbers. And they’re learning it all in a whole
move through the program. By the time they reach the upper grades – and eventually middle and high school – the academic expectations have grown, but so has the confidence students bring with them.
“One of the biggest improvements I have seen in students is their self-confidence. I work with fifth graders in particular, and at the beginning of the school year, students are often very nervous and afraid because they have heard that fifth grade is a challenging year, and honestly, it is,” said fifth grade teacher Keren Villanueva. “The children are
In addition, they begin to learn the content in Spanish, and then they can master it in English.”
That ability to learn and communicate in more than one language can have
“Medical research has identified that there are benefits to learning more than one language. Everything from decreasing the probability of dementia, to students being able to function and be successful in different settings because they develop the skills of working with different people.”
-
Arturo Gonzalez, Principal, Thompson Elementary
new language, which is amazing to see.”
Those early years lay the groundwork for continued growth as students
learning more complex content. However, the most exciting thing is that as the year progresses, the students grow, surpass themselves, and strengthen their confidence.
lifelong benefits, both academically and personally. Research shows the advantages of bilingual learning extend well beyond the classroom.
Stepping into your first or second year of teaching is exciting, but it often comes with a rush of nerves. That feeling, the one where you want to do well but worry about making a mistake, is exactly what our district’s teacher mentorship program is designed to prevent. It’s more than just training; it’s a commitment to teacher success that ultimately makes our entire school community stronger.
The mentorship program pairs first and second year teachers with veteran mentors, dedicated teachers whose job is to provide one-on-one support.
For high school teacher Megan Bentley-Moon, this made all the difference. "The sole focus is for me to be a better teacher, and how amazing is that?” she said. She said her mentor acted like a true cheerleader and was deeply invested in her growth. And when she faced a tough challenge, her mentor stepped right in. "I actually talked to [my mentor] about it and she came in for a whole week solid and we worked on it together until we got the culture in the classroom where we wanted it to be,” she said. “I really saw things get better from that point on.”
The strength of the mentorship program is that real, practical support is right there in the classroom, giving new teachers tools and tips that they can use immediately. This support system also ensures that new teachers gain a crucial foundation: confidence. "She pointed out my accomplishments that I didn’t always see for myself which really helped me grow in my
Mentorship program elevates all teachers
confidence,” said Bentley-Moon.
By building up new teachers, we are strengthening the whole school environment. In addition to individual coaching, the mentor program builds friendships and connections through group training sessions made just for first and second-year teachers. “I always leave feeling like I now have more tools that I can immediately use in the classroom,” said Bentley-Moon.
But this training doesn't just help the individual, it raises the bar for the entire district. Assistant Principal Valerie Budinich said this program quickly helps new teachers become contributing team members alongside their experienced colleagues. “Our
new teachers are bringing what they're learning into their teams, into our school, and continuing the learning."
That's why the mentorship program is an investment in the future of education, and a clear sign of what our district values. "I just don't know what we'd do without this program," said Budinich.
For any teacher seeking a district that will truly invest in their wellbeing and growth from day one, our teacher mentorship program is one of the ways you can see that Bethel is a supportive, inspiring, and dynamic place to start a career.
Nothing but net ... and heart
Everyone had an amazing time at this year's Pack the Gym event! Pack The Gym is a friendly competition between our Unified Basketball teams. This annual event is an amazing opportunity for students with disabilities to participate in sports alongside their general education teammates. Congratulations to all the Unified Sports athletes for putting on such a fantastic show. And a special shout out to Graham-Kapowsin High for taking first place!
Cell phones in school –a student's perspective
Like all schools in the Bethel School District, Spanaway Lake has a cell phone policy. The general idea is as follows: phones and electronics must be kept “off and away” during class periods, with little room for exceptions. Accordingly, some students resisted, and others began adjusting to this new normal. But in the midst of this I was more focused on something a teacher had mentioned offhandedly.
A staff vote taken about the SLHS policy wasn’t entirely unanimous.
I set out on a mission to gain new insight on this policy, from the perspective of two educators who fell on different sides of this cell phone debate.
“Consistent expectations across a student’s day-to-day life typically leads to an easier time following the expectations,” English teacher Ryan Baker told me. He said that the cell phone policy was a step in the right direction for students of our generation. He expressed concerns about phones preventing focus on learning, and that consistent expectations on phone usage would help students thrive academically.
Alternatively, CTE teacher Elyssa Meitz believed our phone policy wasn’t needed. She highlighted the needs of students with differing learning styles that may benefit from having access to their cell phones.
Each teacher had unique opinions on topics related to the policy, including safety concerns and alternative ideas that still promoted engaged learning. Meitz suggested classroom
recharging stations for students to store their phones during class. She said that students would be, “more willing to put your phones away” with the knowledge they’d be recharged. It would be akin to a trade off, where students are rewarded for compliance. Meanwhile, Baker was content with the current state of the policy, but said, “I’m sure there’s a lot of great ideas in the building about tweaks we can make.”
The insight of these teachers still resonates with me, as they each showed genuine care for the wellbeing of students’ education and needs through their responses, rather than seeing the policy as a means to control. They make me hopeful that teachers will continue to advocate in good faith in favor of their students, whether that means standing with the majority, or speaking loudly in a minority.
– Millicent Freeman, Senior, SLHS
You can hear more from Millicent Freeman on our district’s podcast. She was a co-host on Episode 156 and produced Episode 157 which is all about cell phones in schools.
Millicent Freeman
Spanaway Lake High School
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SUPERINTENDENT&SCHOOL BOARD DIRECTORS
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Bethel Schools
516 176th Street East, Spanaway, WA 98387
Phone: 253.800.2000
Email: communications@bethelsd.org Website: bethelsd.org
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Bethel School District does not discriminate in any programs or activities on the basis of
veteran or military status and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination: Civil Rights Compliance / Gender-Inclusive Schools Coordinator, Debbie Carlman, dcarlman@bethelsd.org, 253.800.2019; Title IX Coordinator, Mel Boyd, mboyd@bethelsd.org, 253.800.2029; and 504 Coordinator, Melissa Munson-Merritt, mmunsonmer@bethelsd. org, 253.800.2301. All individuals may be reached at this address: 516 176th Street East, Spanaway, WA 98387. Title IX inquiries may also be directed toward the U.S. Department of Education, Office for Civil Rights (OCR). Information about the nondiscrimination and sex-based discrimination policies and grievance procedures, and how to report a concern or complaint: bethelsd.org.
El Distrito Escolar de Bethel no discrimina en sus programas ni actividades por motivos de sexo, raza, etnia, color, religión, credo, nacionalidad, orientación sexual, expresión o identidad de género, falta de hogar, estatus migratorio o de ciudadanía, discapacidad, neurodiversidad, uso de perro guía entrenado o animal de servicio, edad, condición de veterano o militar con baja honorable. Asimismo, ofrece igualdad de acceso a los Boy Scouts y a otros grupos juveniles especificados. Los siguientes empleados han sido designados para atender consultas y quejas de supuesta discriminación: Cumplimiento de los Derechos Civiles/ Coordinadora Escolar de Inclusión de Género, Debbie Carlman, dcarlman@bethelsd.org, 253.800.2019; Coordinador del Título IX, Mel Boyd, mboyd@bethelsd.org, 253.800.2029; y Coordinadora 504, Melissa Munson-Merritt, mmunsonmer@bethelsd.org, 253.800.2301. Todas las personas pueden ser localizadas en esta dirección 516 176th Street East, Spanaway, WA 98387. Las consultas sobre el Título IX también pueden dirigirse a la Oficina de Derechos Civiles (OCR) del Departamento de Educación de los Estados Unidos. Para más información sobre las políticas de no discriminación y discriminación por razón de sexo, los procedimientos de reclamación, y sobre cómo comunicar una preocupación o queja visite: www.bethelsd.org
