Scan the QR code to experience a show from the world’s first student drone performance team come to life. AUGMENTED REALITY COVER
From the classroom to the cosmos, our students are pushing the boundaries of possibility. Public education is the catalyst from which our future is born.
ST. VRAINNOVATION is produced in-house by St. Vrain Valley Schools’ Department of Communications.
OUR TEAM
Liz Allen Communications and Design Manager
Caroline Chutkow Executive Director of Communications
Diego Cordero Communications Intern
Aaron Ford Senior Web Development and Systems Administrator
Jane Lim Communications Department Secretary
Kerri McDermid, Ed.D. Chief Communications and Global Impact Officer
Colin Rickman Director of Communications and Engagement
Owen Willis Communications Intern CONTRIBUTORS
Acadia Gurney Teacher, Sunset Middle School
Eunice Peinado Universal Preschool Specialist
Please contact communications-group@svvsd.org with any questions or comments.
Copyediting support provided by Claude.AI
FROM THE PUBLISHER
Welcome to ST. VRAINNOVATION, a publication celebrating the impact of education in our community. Public education plays one of the most significant roles in the advancement of our nation. To ensure the success of our children, economy, and our future, it is essential that we prepare students to meet the challenges they will face.
Please join us in celebrating the incredible achievements of our students, staff, and community. Together, we are advancing our future.
Sincerely,
Don Haddad, Ed.D. Superintendent
ST. VRAINNOVATION and other district initiatives are generously supported by these and many other community sponsors.
Learn more about our district partners and sponsors at stvra.in/partnerships
Photos, left to right: Silver Creek Class of 2024 graduate Cynthia Reyes visits her former elementary school to the cheers of younger students during St. Vrain’s “Grad Walk” tradition;Freshman Charles Jow and sophomore Reef Freger perform in Niwot High’s band at the annual district Band Night; and Bridget Moe works math problems on the board at Blue Mountain Elementary.
Bond and Finance Update Time
Our most precious educational resource is time.
Bytes and Beats
In St. Vrain, musical excellence meets cutting-edge technology, creating a unique pathway for innovation.
180 Days of Transformation
Elementary school teachers reflect on their students’ growth.
STEMpowered
St. Vrain’s STEM emphasis is driving Colorado’s future in emerging industries.
Pomp, Circumstance, and Purpose
With the highest graduation rate in the Denver Metro Area, St. Vrain is advancing the future for all students.
Portals to Possibility
School libraries open doors to student success.
Math is for Everyone
St. Vrain’s 2024 Teacher of the Year makes math engaging for every student.
Liftoff!
St. Vrain is home to the world’s first student drone performace team.
Virtually Possible
Virtual school opportunities in St. Vrain redefine what is possible.
This is What a Champion is Made Of
Get to know nine St. Vrain students who embody a champion mindset.
The Science of Teaching
Teachers in St. Vrain are building pathways to lifelong learning.
Global Citizens in the Making
St. Vrain’s four International Baccalaureate programs transform curious young minds into globally-prepared leaders.
The Right Ingredients
Get to know the planning, precision, and people behind school nutrition.
For this edition of St. Vrainnovation magazine, we invite you to experience our stories coming to life with augmented reality.
To begin:
1. Look for the AR symbol throughout the magazine.
2. Scan the QR code to load the AR viewer. No special app needed. The experiences will load momentarily in your browser.
3. Point your camera at marked pages and watch as the story comes to life.
Exceleration
Innovation, dedication, and assistive technology help ensure that every student excels.
The Proof is in the Pudding
St. Vrain Valley students gain the experience to succeed in industry and beyond.
Five Reasons for Preschool
Why St. Vrain’s preschool programs lead the way.
The St. Vrain Advantage
We are providing current and future generations a strong competitive advantage so that all students can achieve success in a globalized world.
Para español, visite stvra.in/magazine o escanee el código QR.
THANK YOU, ST. VRAIN COMMUNITY
November 2024 marked a historic moment for our schools and community as voters overwhelmingly approved Ballot Issue 5C, demonstrating once again the extraordinary commitment our community has to advancing public education and creating a stronger future for all students. This $739.8 million investment represents far more than building improvements and new schools—it represents our shared vision for excellence and our collective dedication to providing every student with the competitive advantage they will need to thrive in our rapidly evolving world.
MAJOR BOND PROJECTS INCLUDE:
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As we move forward with implementing these vital investments across our system, we will keep our community informed of our progress. Your investment in St. Vrain Valley Schools through the passage of 5C will catalyze unprecedented levels of student achievement and success, further strengthening our position as a premier public education system in Colorado and across the nation.
Photo: Architect rendering of the new high school to be constructed, courtesy of Hord Coplan Macht. Designs are preliminary.
The 2024 bond will include the construction of 5 new schools in areas of high growth, including a high school, career and technical education (CTE) center, elementary school, PK-8 Montessori school, and PK-8 school.
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36 projects tied to improving innovation, CTE, and STEM spaces, including an expansion to the Innovation Center
94 critical infrastructure projects , including electrical and plumbing
91
91 projects focused on repurposed and updated educational spaces
37 critical roofing projects
88
88 safety and security initiatives to improve access control, camera coverage, and communications
100+
Over 100 HVAC units are included for replacement, improving air quality and energy efficiency
Note: this is not a comprehensive list of bond projects. For a map and dashboard of planned projects, please visit stvra.in/2024bond or scan the QR code.
Bond and Finance Update
How Funds are Used
Since 2010, the district has called or refinanced bonds to lower interest rates, saving taxpayers more than $89 million over the life of the bonds. For example, savings on combined principal and interest payments over the life of the 2016C bonds amounted to more than $42 million compared to what was originally approved by taxpayers per ballot language. Bond spending is overseen by an accountability committee of community members and the district.
FINANCIAL ACCOLADES
• S&P bond rating of AA+, Moody’s bond issuer rating of Aa2, and Moody’s series issuance rating of Aa1
• Enrollment has grown by 5,687 since October 2010
• Fortune 500-level corporate sponsors and community partnerships
• National financial awards—annual financial reporting, consecutively since 2005; budgeting beginning in 2024
• Awarded approximately $71 million in competitive grants
OUR MOST PRECIOUS EDUCATIONAL RESOURCE
BY DON HADDAD, ED.D. SUPERINTENDENT, ST. VRAIN VALLEY SCHOOLS
“W
E MUST USE TIME AS A TOOL, NOT AS A COUCH,”
President John F. Kennedy once remarked, capturing a truth that resonates deeply in today’s rapidly evolving educational landscape. In our increasingly interconnected and competitive global economy, time stands as one of our most precious resources—a truth that Apple’s visionary Steve Jobs also recognized when he observed, “The most precious resource we have is time.”
As I reflect on these profound statements and their implications for public education, I am reminded that our schools serve as the foundation of our nation’s future success. The time we invest in our children’s education today directly shapes the possibilities of tomorrow. This investment—or lack thereof—ripples through every aspect of our society, from economic development and public safety to innovation and our collective quality of life.
Yet across our nation, we find ourselves at a critical crossroads. While many countries are expanding instructional time and deepening their commitment to education, some school systems in the United States are moving in the opposite direction. The trend toward four-day school weeks, particularly in Colorado where approximately 70% of school districts have adopted this shortened schedule, should give us all pause. Some advocates of the four-day week have often cited
increasing instructional time during the four days. However, research on adolescent attention spans and fatigue factors among teachers, staff members, and students contradicts the claim that longer days can effectively mitigate the loss of instruction and critical face-to-face touchpoints.
Further, while St. Vrain requires all students to remain enrolled full-time until they formally graduate, numerous seniors in Colorado high schools are enrolled as part-time students during their final year. In some cases, this occurs because students can complete the minimal graduation requirements in less than four years. When combined with vacations, weekends, and other school breaks, this results in many students being short-changed in terms of their right to a high-quality comprehensive education. This reduction in educational time comes at precisely the moment when our students need more opportunities, not fewer, to develop the skills and knowledge necessary to compete in our complex, highly competitive globalized world.
In St. Vrain Valley Schools, we have taken a fundamentally different approach. We believe that every minute of educational opportunity is invaluable, and we have committed ourselves to maximizing the time we have with our students in innovative and meaningful ways. Our strategy isn’t simply about just adding more
time—it’s also about reimagining how we use that time to create richer, more engaging learning experiences that prepare our students for future success.
Consider our Project Launch program, which extends learning opportunities through the entire month of June. This initiative isn’t merely an extension of the traditional school year; it’s a reimagining of how summer learning can work. With smaller class sizes and focused instruction, students engage in hands-on, project-based learning that deepens their understanding and builds crucial skills. This program provides twenty additional days of high-quality, continuous learning and interaction with teachers and peers—time that compounds in value throughout a student’s educational journey.
Our commitment to maximizing learning time extends beyond the traditional school day through our Advancing Academic Achievement (AAA) after-school program. This initiative provides targeted support in reading, writing, and mathematics, ensuring that students who need additional assistance have access to high-quality instruction and individualized attention. This program transforms what might otherwise be unstructured after-school hours into valuable learning opportunities that help close achievement gaps and accelerate academic growth.
Even our approach to inclement weather demonstrates our dedication to maintaining educational continuity. Rather than defaulting to traditional snow days that completely interrupt learning, we’ve implemented an innovative shortened online learning model. This approach allows students to maintain their connection with teachers and classmates through 1.5-2 hour virtual sessions, complemented by teacher office hours for individualized support. With over 90% participation during these online learning days, it’s clear that our families value this opportunity to keep their children engaged in learning, while still enjoying the traditional aspects of a snow day.
This isn’t just about making up for lost time—it’s about preparing our students for a future where virtual collaboration and digital literacy are essential skills. As remote work and online learning become increasingly prevalent in both higher education and the workforce, these experiences provide our students with valuable practice in the very modalities they’ll need to master for future success.
Our commitment to maximizing instructional time has yielded remarkable results. Over the past decade, we’ve seen our overall graduation rate increase, as well as our Hispanic student graduation rate, to the highest in the Denver Metro Area at 94.3% and 90% respectively. This progress occurred while we simultaneously increased our graduation requirements to among the highest in Colorado. We’ve also experienced a nearly 80% increase in Advanced Placement exam participation with higher scores, and a nearly 600% increase in concurrent enrollment college classes completed by our students in just the past decade.
As we look to the future, we must recognize that maximizing time in education is critical and strengthens opportunities for growth, discovery, and advancement. Every minute we invest in our students’ education is an investment in our collective future. When we reduce educational time—and important connections between our students and their teachers—we aren’t only limiting learning opportunities, we are potentially diminishing the future competitive advantage of our workforce, our communities, and our nation.
Mark Twain once stated that “Out of the public school grows the greatness of a nation.” This profound truth reminds us that our public schools are much more than building structures where learning takes place, they serve as the engines of progress and possibility for our society. The time we invest in education today directly shapes the opportunities available to our children tomorrow.
In St. Vrain Valley Schools, we will continue to advocate for and implement innovative approaches that maximize high-quality, innovative learning time and opportunities for our students. We understand that in our rapidly advancing world, maintaining the status quo equates to falling behind. Through our commitment to extending learning opportunities, implementing innovative programs, and maintaining educational continuity, we are ensuring that our students receive every possible advantage to succeed in their future endeavors.
Time remains an extremely precious resource—and in education, it is a critical foundation upon which we build the future. Accordingly, let us leverage it wisely, purposefully, and ambitiously to create the important educational experiences our students deserve and our future demands.
BY KERRI MCDERMID, ED.D.
BY COLIN RICKMAN
BYTE—THE DIGITAL HEARTBEAT OF OUR MODERN WORLD. BEAT—THE PRIMAL FORCE THAT MOVES US. TOGETHER, THEY FORM A SYMPHONY OF INNOVATION ACROSS ST. VRAIN VALLEY SCHOOLS.
SILENCE. IN THE QUIET MOMENTS, YOU MIGHT THINK THE WORLD STANDS STILL. Yet listen closely, and you’ll hear the steady drumbeat of your own heart —nature’s original percussion section. This primal rhythm has driven humanity’s connection to music since our earliest days, serving as a universal language that transcends cultures and time. But beyond its role in communication and art, our drive to capture, understand, and innovate through sound has been a catalyst for some of humanity’s most transformative technological breakthroughs.
THE ECHO OF INNOVATION
When Thomas Edison unveiled the phonograph in 1877, he wasn’t just creating a music player—he was revolutionizing how humanity preserved and transmitted knowledge. This remarkable device, capable of both recording and playing back sound, would become the cornerstone of a technological paradigm shift that extended far beyond entertainment. The ability to capture and analyze sound waves would eventually transform fields from architecture to oceanography, with scientists using acoustic principles to design better concert
PHOTOS
ST. VRAIN VALLEY SCHOOLS
halls and map the ocean floor. Scientists also realized that the ability to capture and analyze sound could transform medical diagnosis, leading to enhanced tools for auscultation—the practice of listening to internal body sounds that remains crucial to modern medicine.
This pattern of music driven innovation has repeated throughout history. The development of magnetic tape recording in the 1930s and 1940s didn’t just transform the music industry—it laid the groundwork for magnetic resonance imaging (MRI), now an indispensable diagnostic tool in modern medicine. During World War II, these same magnetic recording principles proved crucial for military intelligence, advancing the fields of cryptography and secure communications.
The evolution of multi-track recording, pioneered by musician Les Paul in the 1950s, introduced the world to layered sound recording. This breakthrough changed how we think about capturing and processing multiple streams of information simultaneously, influencing fields far beyond music, including aerospace and medical fields, to modern video game design, where complex layers of sound create immersive virtual worlds.
Even the humble MP3, developed to compress music files for digital sharing, sparked a renaissance in data compression algorithms that would transform everything from satellite communications to medical imaging. Perhaps most notably, the iPod’s innovative interface and storage solutions paved the way for the smartphone evolution, fundamentally changing how we interact with technology in our daily lives.
A NEW SYMPHONY BEGINS
Today in St. Vrain Valley Schools, this profound connection between music and technological innovation is being reinvented for the next generation. As one of the top music education programs in the United States and a nationally recognized center for innovation, the district has created something extraordinary: a Music Innovation Pathway that builds upon this rich historical legacy while pushing the boundaries of what’s possible.
The district’s credentials in music education are significant. St. Vrain has earned the Best Communities for Music Education designation from the NAMM Foundation for four consecutive years—the only district in Colorado to achieve this distinction. In the 2023-2024 school year alone, St. Vrain students represented an impressive 37% of the high school All-State Choir performers and 15% of the middle school All-State Choir performers, making it the highest all-state choir performing district in Colorado.
But what happens when you combine this musical excellence with cutting-edge technology? In St. Vrain, the intersection of these disciplines has created a unique laboratory for innovation, where mechanical engineering meets acoustics, materials science blends with electronics, and algorithm development dances with pattern recognition. This fusion creates new possibilities for creative expression, language, composition, and storytelling, all while developing crucial entrepreneurial skills in marketing, branding, finance, and business management.
THE NEXT MOVEMENT
What started two and a half years ago with an eight-minute conversation between Innovation Center leaders has blossomed into a transformative program driven by student creativity and vision. Starting with just three students and district music teachers like Kyle Liss at Frederick High School and Tom Burrish at Northridge Elementary School, they began mapping out how music touches every aspect of education, community, and business, looking to pioneering programs at Berklee College of Music and the University of Colorado Colorado Springs for inspiration.
“I see this as an opportunity to expand the incredible offerings in our high schools to help find those students who maybe don’t have a musical home otherwise, or who for a number of valid reasons do not connect with traditional band, orchestra, or choir classes,” shared Kyle Liss, Orchestra Director at Frederick High School. “When we give students the
“When we give students the space and tools to explore music through technology and innovation, they often discover talents and passions they never knew they had.”
-KYLE LISS, ORCHESTRA DIRECTOR, FREDERICK HIGH SCHOOL
space and tools to explore music through technology and innovation, they often discover talents and passions they never knew they had.”
The true architects of St. Vrain’s Music Innovation Pathway have been the students themselves. Through extensive research and stakeholder interviews, they developed a powerful mission: to use music and sound in new ways to add and change value for human solutions. Today, that mission is being carried forward by SymphoNation, the student Music Innovation Leadership Team, under the guidance of Project Manager Mr. Liss, who is also a professional musician with a long history in the industry.
For the students on the leadership team, this work represents more than just another school activity. Julian Finch, a junior at Frederick High School and current team member, has experienced firsthand how the program is reshaping traditional ideas about music education. “Music just means a lot to me and I’ve had a lifelong relationship with music, but this group is redefining it,” shared Julian. “This team is creating a pathway that is opening up a lot of opportunities for other students.” The team meets weekly to develop new projects, analyze stakeholder needs, and explore ways to produce value for both the local community and businesses.
Edward Crotser, a freshman at Silver Creek High, and Annika Gallaher, a sophomore at Longmont High, explore new music technology during a Music Innovation Leadership Team meeting.
INNOVATION IN ACTION
The program’s projects span an impressive range, from elementary school engagement to cutting-edge artificial intelligence (AI) applications. One standout example is BEMO, an AI emotional support chatbot developed by students for emotional regulation through music. The project, which competed at the World Artificial Intelligence Competition for Youth (WAICY), demonstrates how students are carrying forward the historical connection between music innovation and human wellbeing.
“BEMO was a really cool way of integrating music with AI that’s beyond just creating music,” explains Annika Gallaher, a sophomore at Longmont High School. “It was designed to help people identify their emotions. It can help them to regulate how they’re feeling and better understand their emotional health.”
Photo:
Even the youngest learners are experiencing the transformative power of music technology. In a groundbreaking collaboration with the preschool program at Timberline PK-8, Innovation Center students used biodata sonification devices— technology similar to what NASA uses to study the sun—to help preschoolers explore the living world through sound. “The plants, like tomatoes on the vine, actually had more sounds, were more active, and had more biochemical processes happening than other tomatoes that were not on vines,” explained Lynn Eckart, Innovation Outreach Facilitator and Music Innovation Program Manager at the Innovation Center. “You could actually hear the decay process happening.”
This spirit of innovation also continued through the district’s summer Composing Innovation MusicTech Camp, where students explored the intersection of music and technology regardless of their prior experience. The camp had both elementary student and secondary student programs and offered four distinct pathways—vocal performance, creative innovation, audio alchemy, and music production —each led by industry professionals. Students collaborated on original compositions, worked with digital tools, and gained hands-on experience with emerging technologies.
“I was amazed by what the students were able to accomplish,” shared Claire Schultz, a junior at Erie High School who worked with students during the
camps. “They were able to think about music and the ways that they were going to use their compositions to express something to people. In only two or three days they were able to produce songs that were incredible.”
The program has also forged meaningful industry partnerships, including a collaboration with eTown, the nationally renowned Boulder-based nonprofit, and Future Arts Foundation. Over eight weeks, students worked with University of Colorado Denver professors and other industry professionals to write, arrange, record, and perform original music in eTown’s professional space. These experiences exemplify how the program is creating real-world connections between music education and industry innovation.
Perhaps most significantly, the program is making music more accessible to all students. The team has redesigned the district’s Gifted and Talented music identification rubric, presenting it to the Colorado Department of Education as an exemplar for making music education more inclusive.
“The team has given me hope for how to make music more accessible, since we think about how to use music in all different kinds of ways,” added Claire. “It’s really important to be part of a group that’s making changes to hopefully help other people in the future have access to music even if it’s through plant music or something not traditional, but it can make everyone feel connected.”
Learn more about the collaboration with eTown and the student music production experience.
THE FUTURE SCORE
As emerging technologies continue to reshape our world, St. Vrain’s Music Innovation Pathway stands as an exemplar of the enduring power of human creativity and expression. “As we move forward, humanity has to be at the forefront of everything that we do,” Eckart added. “As more around us becomes automated, as AI and quantum change the game substantially, we are keeping everything human-centered and focused, prioritizing people first. It’s our designers, our creatives that are going to be the future of what we’re doing and why we’re doing what we’re doing.”
The soundtrack of tomorrow is being composed today, note by note, line by line, innovation by innovation, in classrooms where young minds are free to imagine what others have yet to hear. From preschoolers discovering the songs of living plants to high school students developing AI-powered emotional support tools, the program is creating harmonies between technology and humanity, innovation and tradition, individual expression and community connection. In doing so, it’s writing a new score for the future of education—one where every student has the opportunity to find their voice and contribute to the greater symphony of human innovation.
Photos, left to right: Katherine Zajicek, a 2024 St. Vrain Virtual High graduate, Annika Gallaher, Longmont High sophomore, and Claire Schultz, Erie High junior, lead a biodata sonification lesson with Timberline PK-8 preschoolers; 2024 Niwot High graduate Yunwen (John) Hu leads a music innovation station during a Mobile Innovation Lab visit to Niwot Elementary; Ashlee Matsunaga, a Frederick High sophomore, performs an original song at eTown Hall; 2024 Longmont High graduate Luis Macías records his original song at eTown. eTown images courtesy the Innovation Center
Listen to the full playlist of student-created music at stvra.in/musicplaylist
Creative Content Student Team: Hunter Robertson, Eleanor DiCarlo, and Ben Elston.
180 Days OF TRANSFORMATION
BY LIZ ALLEN & NINE OF ST. VRAIN’S OUTSTANDING TEACHERS
PHOTOS BY OWEN WILLIS, EUNICE PEINADO, CAROLINE CHUTKOW, COLIN RICKMAN, & LIZ ALLEN
EVERY SCHOOL YEAR TELLS A STORY OF TRANSFORMATION. At the elementary level, students undergo remarkable growth during their 180-day journey. Across district schools, educators witness these transformations daily, from the first tentative steps into preschool to the confident stride out of fifth grade.
Here are reflections from teachers at each level, showcasing the range of academic, social, and emotional development that occurs as students build their foundation for lifelong learning and growth.
PRESCHOOL
HANNAH SIGG
NIWOT ELEMENTARY
Transformation should really be the name instead of preschool—that’s what it’s all about. These kids come to us, many having never been away from mom and dad, and in 180 days, we see them walk out as these independent, confident little learners. It’s just great to watch them develop their first sense of identity outside their family nucleus. They arrive as “the little brother of” or “the little sister of,” and then they discover this is their space, these are their friends, these are their teachers. It’s their first time in class, and they experience so many firsts, so everything is special. I like to say that this is the Disneyland of school, everything is magical. Their backpack, their clothes, writing
their name for the first time, it’s all special, and watching them learn something for the very first time, seeing that little light bulb go off in their head—that’s magical.
There’s this idea about preschool that all we do is play all day, but it is some of the most important learning that occurs. We are incorporating so many academic and social skills, we’re doing pre-literacy skills, working on our letters so they can start reading in kindergarten, they are working on math skills. They may come in only counting to three and leave counting to 33. There’s so much happening in those little bodies and minds. This is truly the foundation of their whole school journey, and preschool is where we get to set the tone for their love of learning.
KINDERGARTEN LESLY LOYA INDIAN PEAKS ELEMENTARY
By the end of the year, these little ones have not only learned to read and write sentences, but they’ve also learned how to be members of our school community, and they absolutely love it. It’s amazing to watch them start holding conversations with people throughout the school and take such pride in sharing things with adults. We work really hard to help them become independent, to become self-sufficient, and they just beam with pride when they master new skills.
Kindergarten is this magical time when kids start to build their bond with school. It’s when they learn to love coming to school, and those first experiences are so important. What makes kindergarten special is how willing these children are to work hard and do their best. They just take such pride in their work and love to show it off. They’re learning those most basic skills here, but these are the building blocks they’ll use for the rest of their education. Watching them discover that they’re capable, that they can do things on their own, that’s what makes kindergarten so special.
FIRST GRADE MONICA ERNST CENTENNIAL ELEMENTARY
The transformation we see in first grade is just remarkable, they grow so much. At the beginning of the year, we often have to explain why we’re
learning something. But by the end, they’re making those connections themselves and really owning their learning journey. They almost feel like different little people by May. They learn to figure out what’s a ‘kid-sized problem’ they can handle on their own versus when they need an adult. We really focus on helping them build their tool belt of strategies to solve problems. When they don’t understand how to solve an equation, they learn they can get a number line, use cubes, or try a bar model. When they come across a challenging word, they can break it down, look at the suffix and root word, and sound it out phonetically. These are foundational skills they’ll use their entire lives.
We focus on building grit and stamina, helping them stick with challenging tasks. They learn it’s okay to not know something, it’s okay for something to be hard, what matters is not giving up. That’s a huge lesson that even adults struggle with. Watching them develop this confidence while building their academic and social skills is just amazing.
One of the things I love most about teaching first graders is their incredible excitement about learning new things that they’ve never seen before. They also love to be at school with their peers and they really enjoy having that social interaction with one another.
SECOND GRADE WENDY PARKER
LYONS ELEMENTARY
As a second grade teacher, I have the opportunity to be involved in a very transformational time during my student’s educational experience. They enter my classroom, as very dependent learners, often very reliant on direct instruction with a centric view of their experiences. As the year progresses, I guide my students in developing critical thinking skills and watching them grow into proficient readers. One of the greatest joys of second grade is being a part of their journey when the “lightbulb” clicks and they discover the excitement of learning.
Teamwork and collaboration is a new skill for many of these young learners. At Lyons Elementary School, our community garden gives us the ability to bring all the students into a cooperative learning project. As a part of our school science and leadership focus, students
are responsible for planting and harvesting produce throughout the school year. By tending to this garden, they get to experience what it means to be part of a successful program, providing opportunities to develop empathy, compassion, and a sense of pride in what they are doing for others. They are literally getting their hands dirty while enjoying the fruits of their success. We are able to donate thousands of pounds of produce to our local LEAF food bank each year. The joy these students achieve in being part of a successful community, while discovering their own passion for learning is the most impactful transformation I have the privilege of facilitating.
THIRD GRADE KATIE GOLDSBERRY LONGMONT ESTATES ELEMENTARY
The biggest transformation I see in third graders is their growing sense of confidence and belonging. They come in during the fall full of mixed emotions—anxious, excited, hopeful, nervous—wondering how the year will feel. Will they be comfortable being uncomfortable? Will they feel safe? Will their classmates be kind?
As the year progresses, something beautiful happens. They become part of our classroom family, where they each play an integral role, and they know their value here. That sense of belonging builds their confidence as learners, and sets the stage for them to make all their academic growth. We learn new things, make mistakes, but they know they’re safe and can grow from them.
Third grade is special because it’s their first year as “big kids”, since they’re technically an intermediate grade now. They shoulder this extra responsibility with pride because it gives them a stronger sense of identity. What’s wonderful is they’re in this sweet spot where they still find joy in stories and magic, but they’re developing these new independent skills. They can work for longer periods, and they take such pride in what they produce.
Their student identity really develops in third grade. They’re starting to recognize their preferences, verbalize where they need to grow, and understand themselves as learners. By day 180, you see remarkable academic growth, but that comes because they feel confident and know they belong here. It’s really a sweet spot in their development.
FOURTH GRADE JESSICA MOORE COLUMBINE ELEMENTARY
In fourth grade, we see such dramatic changes over the course of the year because we meet kids where they’re at. Fourth grade is when students are becoming deeply aware of differences, whether it’s going to different groups for reading or having different learning needs or just physical appearance. We help them see the beauty in their differences and become comfortable with that. We prioritize creating an environment where everyone can learn at high levels. A big part of that is learning to name their feelings and developing strategies to regulate themselves and advocate for themselves, skills they’ll need every day of their lives.
A huge part of our year is giving students concrete structures they can rely on: frameworks for writing, protocols for thinking through problems, strategies for studying and retaining information. We help them understand that when learning feels hard, when there’s a heavy cognitive load, that’s actually an exciting place to be. We help them see that learning isn’t just about “working hard”—though effort and commitment definitely matter—but that it is a science. There are strategies and concrete approaches for how to learn, how to prepare, how to get information to stick in their brain with practices like retrieval practices, metacognition, and feedback from teachers and peers. These aren’t just tools for fourth grade, but can help that hard work translate into long-term meaningful learning they can use again and again throughout their educational journey.
By day 180, we see this profound transformation in how they view themselves. They develop a sense of selfefficacy and realize, ‘I can do this! I can learn, I can come up with great ideas, and I have really important contributions to make to my learning and my community.’ They become skilled at self-advocacy, asking questions, and reflecting on their own learning process.
FIFTH GRADE CHRISTINA STAMPER CENTRAL ELEMENTARY
Day one, they’re still very much elementary schoolers, but by the end of the year, they’re ready for middle school, and that transformation is amazing to
watch. It’s similar to kindergarten in a way, both are these huge transition years. Fifth grade is special because it’s their last year of being ‘little,’ really. They develop this wonderful confidence in themselves as learners, becoming willing to take risks and advocate for themselves. They learn to think about their own thinking, that metacognitive piece is huge. They start asking themselves, ‘Do I understand this? If not, what’s my next step? What question do I need to ask?’
This year becomes this sort of cocoon where they get to be the big kids for a while, figuring out who they are before heading off into the bigger world of middle school. They really come into their own as little people, developing their personalities and confidence.
supportive, creative community.
Watching that transformation happen year after year is truly special.
What’s special about teaching fifth grade is watching them build that foundation of knowing what they know, knowing when they need help, and having the confidence to ask for it. They might not be the oldest ones in their next school, but they leave us with this wonderful sense of who they are and what they’re capable of achieving.
STEM COORDINATOR
JODI GARNER
NORTHRIDGE ELEMENTARY
One of the best parts of teaching STEM across grade levels is getting a front-row seat to students’ growth—not just over a single school year, but throughout their entire elementary journey. It’s amazing to see students take their first steps into the design-thinking process and gradually learn how to apply it to real-world challenges. Over time, students transform into confident problem-solvers, ready to tackle big ideas with creativity and out-of-the-box solutions that reach far beyond the classroom.
Something that inspires me is watching students discover their unique strengths while also recognizing and celebrating the talents of their classmates. They start to see challenges as opportunities to learn, adapt, and grow.
It’s incredible to see them develop essential skills like resilience, collaboration, and critical thinking—skills that will benefit them long after they leave the classroom.
My favorite part of all is the sense of community students build along the way. They cheer each other on, celebrate wins together, and keep pushing forward as a team. By the end of the year, they’ve grown both as individuals and as a
SPECIALS
AMBER BARTELS
BLUE MOUNTAIN ELEMENTARY
As a Specials teacher, I have the unique opportunity to get to know my students from Kindergarten through 5th grade. Each grade has different music standards that students need to learn. It’s vitally important that students have a great understanding of these standards because we build on them with each consecutive year.
On day one we start with relationship-building activities. We start here so students know they can trust one another, and because I want them to feel comfortable taking musical risks. Students who feel safe around their classmates and teacher also demonstrate more creativity in the music room.
My favorite way to teach music is through composition and improvisation. Students compose and improvise in small chunks, typically just four to 16 beats, and with very clear guidelines so they can find success and demonstrate mastery of the music standard we’re working on. Giving students the opportunity to be the composer is also just really fun and more engaging.
From day one to day 180, my students grow to see themselves as musicians and as composers. They often begin the year viewing music as something only professional musicians can create, and by day 180 they are confident and create beautiful music with ease.
Freshman Zoe Lennartz and senior Paul Stephenson construct a robot as part of the Erie Engineering Student Association.
Visit the Champions story (p. 38) to learn more about Vanicia.
ST. VRAIN
VALLEY
SCHOOLS’ EMPHASIS ON SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH IS DRIVING COLORADO’S FUTURE IN EMERGING
INDUSTRIES.
BY CAROLINE CHUTKOW
PHOTOS BY LIZ ALLEN, CAROLINE CHUTKOW, & COLIN RICKMAN
INSTEAD OF RISING WITH THE MORNING SUN , Erie High School junior Vanicia Thomas can often be found soaring above it before school begins. At just 16, she already holds her student pilot license from the Federal Aviation Administration (FAA). While many of her peers are eating breakfast and preparing for their school day, Vanicia fits in training hours with her instructor as she works towards obtaining her private pilot license. Ever since she can remember, Vanicia has wanted to fly. Inspired by her greatgrandfather, a Navy fighter pilot, she’s always known that the skies were her future. Her time in Erie High School’s Academy of Engineering and Aerospace has only confirmed her dreams. This four-year program offers two engineering pathways— one focused on aerospace and the other on
robotics—where students navigate rigorous courses such as Creative Engineering, CAD (computer-aided design) Drafting, Aerospace Engineering, and Robotics, which culminate in senior capstone projects tasking students with designing solutions to address realworld challenges sponsored by organizations like NASA.
Vanicia’s engineering journey also started early. As an eighth grader at Soaring Heights PK-8, she walked next door to Erie High to attend Intro to Engineering. “It was during that time when I realized all the things that were possible. I wouldn’t have found my true potential without the opportunities given to me,” she shared. While her passion for flying remains strong, she also plans to pursue an engineering degree, seeking a comprehensive understanding of how it all fits together.
Photo:
Erie’s focus program covers various types of engineering including mechanical, electrical, computer, and civil. “No matter the disciplines, the core of engineering is the same,” said Katie Spendlow, Engineering Teacher at Erie High. The program offers students a comprehensive four-year experience, providing a solid foundation in engineering while incorporating career-building opportunities like industry certifications. Upon graduation, students earn both a traditional high school diploma and an engineering diploma, along with valuable industry credentials that strengthen their résumés for future employment.
While Vanicia always knew her focus, senior Mason Waldau entered the program with an open mind, most excited by the creative possibilities. “I’ve always loved how the engineering design process lets you bring ideas to life,” Mason shared. Over time, he’s honed his skills in manufacturing, competing at the state and world championships of VEX Robotics. Mason also leads as President of the Erie Engineering Student Association (EESA), a student-driven club sparked by the strong interest in STEM at Erie High. Students gather after school to work on self-directed projects that range from cybersecurity to robotics and design. “EESA is really versatile and fun,” Mason shared. “We’re always learning new skills, like operating the 3D printer and laser cutter. What I love most about engineering is the collaboration. Everyone’s unique expertise comes together during projects and seeing that evolve into a final product is an amazing experience.”
Across St. Vrain, focus programs like Erie’s Academy of Engineering and Aerospace are preparing students for future careers in highdemand fields. By offering certifications
and building skills that are applicable in today’s industries, St. Vrain is setting students up to thrive in an increasingly complex global environment. With over 50 focus program offerings available at the high school level alone, students can choose personalized learning experiences that align with their interests and current industry trends, empowering them for postsecondary success.
Across St. Vrain, focus programs like Erie’s Academy of Engineering and Aerospace are preparing students for future careers in high-demand fields.
Photo: Tyler Noble, Class of 2023, launches his group’s rocket to qualify for the American Rocketry Challenge as part of his Senior Design class in Erie High’s Academy of Engineering and Aerospace.
ENERGIZING THE FUTURE
Mead High School’s Energy Academy is the only program of its kind in Colorado, providing a specialized curriculum focused on energy education for high school students. This unique program combines rigorous academics with hands-on learning opportunities related to various energy sources, including solar, wind, and geothermal energy. Students engage in real-world projects that prepare them for careers in the growing energy sector.
Like Erie High School’s aerospace pathway, Mead’s Energy Academy opens doors to unique opportunities. After completing his core science requirements in his first two years of high school, senior Hunter Humphrey dove deeper into specialized subjects like AP Environmental Science, Energy in Society, and Energy Storage and the Grid, with the latter earning him 3.0 college credits through Aims Community College. Through the program, Hunter and his classmates have connected with energy industry partners, local legislators, and innovative researchers at universities. “I’ve learned that energy isn’t just about power,” explained Hunter. “Energy shapes every aspect of society and human life.”
Senior Savanah Bayer participates in a lab exploring thermal energy as part of Mead High’s Energy Academy.
His experiences studying everything from solar farms to emerging energy technologies have sparked his interest in pursuing a combination of energy studies and cybersecurity in college. “Everyone should take one year of Energy Academy,” he encouraged. “Even if you don’t think you’ll like the program, it will be beneficial. I’ve met so many people, discovered new interests, and had experiences that I wouldn’t have gotten otherwise.”
LEADING THE WAY IN QUANTUM
St. Vrain monitors job market trends to align curriculum and work-based learning opportunities with the rapidly evolving workforce. Recently, as quantum computing has emerged as a significant area of job growth, St. Vrain joined Colorado’s Quantum Tech Hub, one of 31 designated tech hubs nationally, as the leading K-12 partner in this government-funded initiative aimed at driving technological innovation and job creation. Through St. Vrain’s participation in the initiative, students and staff will have direct access to multimillion-dollar quantum labs and experts, enhancing the district’s curriculum and workforce development programs.
“St. Vrain Valley Schools’ role in this initiative demonstrates the district’s commitment to providing advanced educational opportunities and preparing students for the future, particularly in cutting-edge industries like quantum information technology,” said Joe McBreen, Assistant Superintendent of Innovation for St. Vrain Valley Schools. “This positions students to be at the forefront of an evolving landscape, shaping the industries of tomorrow.”
right: Erie High senior Mason Waldau works at a 3D printer during Erie Engineering Student Association club.
Photo:
Photo,
“St. Vrain’s Quantum Tech Hub participation positions students to be at the forefront of an evolving landscape, shaping the industries of tomorrow.”
-JOE MCBREEN, ASSISTANT SUPERINTENDENT OF INNOVATION
St. Vrain will also play a crucial role in workforce development through internships, apprenticeships, project teams, mentorships, classroom speakers, and site visits to leading quantum companies. McBreen added, “Like investing in ‘bricks and mortar’ for school buildings, this commitment to the Elevate Quantum effort represents a long-term, foundational investment in our workforce and economic development, securing a prosperous future for Colorado and our nation.”
From Erie’s young pilots to Mead’s energy innovators to tomorrow’s quantum pioneers, St. Vrain Valley Schools is positioned to lead Colorado in creating a robust talent pipeline. These innovative programs are developing skilled, passionate, local talent, benefiting students and the broader community for decades to come.
INDUSTRY-LEADING FOCUS PATHWAYS
AGRICULTURE, FOOD, & NATURAL RESOURCES
• Agrisciences: CETC
ARTS, A/V TECHNOLOGY, & COMMUNICATIONS
• Interior/Fashion Design: NHS
• Journalism & Broadcasting: EHS, IC
• Multimedia & Video/Audio Production: CETC, IC
• Virtual & Digital Design: IC
• Visual & Performing Arts: All Schools
• Visual & Performing Arts Academy: SHS
BUSINESS MANAGEMENT & ADMINISTRATION
• Business: FHS, MHS, SCHS
• Entrepreneurship: IC
• High School of Business: LHS
• P-TECH in Business: LHS
EDUCATION & TRAINING
• International Baccalaureate: NHS
• Pathways to Teaching (P-Teach): IC
GOVERNMENT & PUBLIC ADMINISTRATION
• Leadership Academy: SCHS
• District Student Senate: All Schools
HEALTH SCIENCES
• Athletic Training: CETC
• Biomedical Sciences Academy: FHS
• Bioscience and Neuroscience: IC
• EMT Certification: CETC
• Medical & BioScience Academy: LHS
• Medical/Clinical Assistant: CETC
• P-TECH in Biochemistry: FHS
• Nurse Aide: CETC
HOSPITALITY & TOURISM
• Hospitality: MHS
• ProStart/Culinary Arts: CETC
INFORMATION
TECHNOLOGY
• Artificial Intelligence: IC
• Computer Science: All Schools
• Cybersecurity: IC
• Information and Communication Technologies: IC
• P-TECH in Computer Information Systems: SHS
• P-TECH in Cybersecurity: SCHS
• Robotics: IC
• Virtual and Augmented Reality: IC
LAW, PUBLIC SAFETY, CORRECTIONS & SECURITY
• EMT/Paramedic: CETC
• Police Academy: FHS
• Pre-Law: CETC
MANUFACTURING
• Advanced Manufacturing Academy: CETC
• Welding Fabrication: CETC
SCIENCE, TECHNOLOGY, ENGINEERING & MATHEMATICS
• Academy of Engineering and Aerospace: EHS
• Aeronautics: IC
• Bioscience and Data Science: IC
• Energy Academy: MHS
• Mobile Innovation Lab: IC
• Robotics: IC
• Science and Environmental Leadership: LMSHS
• STEM Academy: SHS
TRANSPORTATION
• Automotive Technology: CETC
SCHOOL/PROGRAM ACRONYM KEY
• CETC: Career Elevation & Technology Center
• EHS: Erie High
• IC: Innovation Center
• FHS: Frederick School
• LHS: Longmont High
• LMSHS: Lyons Middle Senior High
• MHS: Mead High
• NHS: Niwot High
• SCHS: Silver Creek High
• SHS: Skyline High
Scan the QR code or visit stvra.in/hsoptionsfocus to learn more about St. Vrain’s focus pathways
Pomp, Circumstance, and Purpose
BY KERRI MCDERMID, ED.D. PHOTOS BY COLIN RICKMAN
WITH THE HIGHEST GRADUATION RATE IN THE DENVER METRO AREA, ST. VRAIN IS ADVANCING THE FUTURE FOR ALL STUDENTS.
FROM HIS VANTAGE POINT ON THE GRADUATION STAGE EACH YEAR, Frederick High School Principal Dr. Russ Fox sees more than a sea of mortar boards and tassels. Underneath each cap—many decorated to reflect each student’s past and future journeys that bookend this moment in their lives—is a familiar face beaming back the pride, joy, and optimism that underlie the emotions of the day.
He sees Jose, who overcame English language barriers; Ruby, who balanced school with supporting her family; and Kylie, whose community service and rigorous academic record earned her a prestigious college scholarship. He sees the hard work, the challenges overcome, and the support from families, teachers,
counselors, staff, and the community, who each play a role in this pivotal milestone for students across St. Vrain Valley Schools.
A high school diploma remains a crucial stepping stone for success in today’s competitive world. Graduates typically enjoy higher earning potential, lower unemployment rates, and access to a broader range of career opportunities compared to non-graduates. Beyond economic benefits, high school completion is associated with better health outcomes, increased civic engagement, and improved quality of life. Moreover, the skills and knowledge gained during high school years provide a foundation for lifelong learning, whether one’s path leads to higher education or directly into the workforce.
In St. Vrain Valley Schools, a high school diploma carries exceptional value. The district boasts the Denver Metro Area’s highest graduation rate at 94.3% and lowest dropout rate at 0.4%—achievements made even more remarkable by St. Vrain’s rigorous graduation requirements. Students must earn 24.5 credits, including four years of English and three years each of math, science, and social studies. Additional requirements in financial literacy, physical education, practical arts, fine arts, and health ensure that every St. Vrain graduate is fully qualified to apply to four-year universities—a standard that sets them apart from many Colorado districts, where basic graduation requirements often fall short of college admission criteria.
The quality and value of a St. Vrain diploma is widely recognized among state and national universities, and has led to a unique partnership with Metro State University of Denver that will foster a pathway to higher education for all district graduates. Under this collaboration, MSU
Denver will provide students from St. Vrain Valley Schools early access to admissions support, financial aid, campus events, and career readiness. Coined “First in the Flock”, this initiative is designed to streamline access to higher education and empower students with the resources and support they need to succeed.
“At MSU Denver, we believe that every student deserves the opportunity to pursue their dreams and achieve the social and economic mobility they desire,” said President Dr. Janine Davidson. “This partnership with one of the strongest and most innovative districts in the state represents our shared commitment to empower students to create brighter futures for themselves and their communities.”
While graduation and postsecondary pathways and success are the ultimate goal, there is a significant amount of work behind the scenes to get every student across the finish line. St. Vrain has implemented a robust graduate tracking system that is supporting school teams with early insight
Photo: Principal Dr. Russ Fox addresses the Frederick High School Class of 2024.
2024 Colorado Graduation Rates
St. Vrain leads the way with on-time graduation rates alongside the most rigorous credit requirements.
into students that need interventions and support, as well as celebrations of students who are on-track to graduation each year of their high school education.
At Frederick High School, these strategies are centered around early interventions and partnerships with families.
“We know our most at-risk students are often the ones who have the most demands on their time, whether that be from jobs, child care responsibilities for their siblings, transportation challenges, or other needs outside of school,” said Dr. Fox. “We restructured our interventions to provide that level of support during the school day, which also leaves open the opportunity for students to get engaged after-school in activities and athletics, which we also know has a significant impact on their success.”
While programs like e-Credit Recovery have one of the largest impacts on supporting students who have fallen behind in credits work toward their on-time graduation, administrators, counselors, and teachers at Frederick are also focused on front-loading interventions that will bolster student success to avoid credit deficiencies. Through this program, St. Vrain offers hybrid credit recovery program that allows students to recover credit by retaking only the concepts in which they were previously unsuccessful through a blended learning model.
“One of the most impactful things we’ve done at Frederick is to build a strong web of support for our freshmen students to ensure their success and ability to stay on track toward graduation,” added Dr. Fox. “Almost all of our freshmen are involved in an intervention or pre-
intervention during the day, whether that is guided study, one-on-one tutoring, Fast Math to reinforce Algebra I principles, or P-TECH guided study.”
A critical part of the graduation support team is the role of the high school counselor. At Mead High School, the approach to advancing student success is focused on building strong relationships to gain insight into each student’s unique talents, interests, challenges, and strengths. This personalized understanding allows counselors to provide tailored academic guidance, career exploration, and emotional support. They help students navigate course selection, college applications, and personal obstacles, fostering both academic achievement and personal growth.
“We really work on meeting our students individually, starting with freshman interviews and then continuing that through their four years at Mead,” said Maura BradyMcMullen, former counselor at Mead High School, now lead counselor for St. Vrain. “We strategically do that because the students get to know who we are and we can get to know them, their hobbies, career interests, what they need to not only stay on track to graduate, but to ensure they will be prepared for any postsecondary pathway they choose.”
The foundation of this personalized approach lies in Colorado’s Individual Career and Academic Plan (ICAP) process, which St. Vrain has transformed from a state requirement into a powerful tool for student success. Through ICAP, students engage in structured selfdiscovery and planning that spans their entire high school
journey. They explore career interests, set academic goals, investigate postsecondary options, and develop financial literacy skills—all while documenting their growth and aspirations in a dynamic digital portfolio.
In St. Vrain, ICAP transcends its basic requirements. Counselors leverage these regular check-ins as opportunities to build meaningful connections with their students. During these sessions, conversations often expand beyond academic planning to encompass students’ broader life experiences, challenges, and dreams. Whether discussing course selection for the upcoming semester or exploring career pathways, these interactions allow counselors to better understand the whole student.
This deep understanding proves invaluable when students face obstacles or need guidance. Counselors can draw upon their knowledge of each student’s unique circumstances to provide targeted support and interventions. For instance, a counselor who knows about a student’s passion for technology might connect them with relevant STEM opportunities or industry certifications. Similarly, understanding a student’s family obligations or work schedule allows counselors to help them balance these responsibilities with their academic goals.
“For me, it isn’t just getting students across the finish line, it’s more about what comes after graduation and have we done all that we can to prepare them for their future,” added Brady-McMullen. “I share with students all the time that no one should peak in high school.”
St. Vrain’s commitment to postsecondary success is evident in its diverse array of pathway programs. From P-TECH partnerships that blend high school, college, and industry experience to robust Career and Technical Education programs that include leading industry certifications, apprenticeships, and internship opportunities, students can explore and prepare for various futures while still in high school. The district’s more than 50 focus program pathways are bridges to real opportunities, carefully designed to align with students’ interests and the demands of an evolving workforce.
As these futures unfold, they lead back to that powerful moment on the graduation stage—where each student’s journey, challenges, and triumphs converge. Their decorated caps each tell stories of determination, growth, and promise. They represent not just academic achievement, but the cultivation of dreams and the foundation for what lies ahead. Each tassel turn marks not an ending, but a beginning and a symbol of the collaborative effort of families, educators, and communities who believe in the potential of every student who walks across that stage.
“I think the most rewarding part of this work is when you see it—when you see the belief in a kid before they see it, and then they come around to recognizing it in themselves and then realizing it at graduation,” shared Dr. Fox. “I’m always taken aback by how many students come up to the stage either choked up or teary eyed— it’s a reminder of not only what this accomplishment means to the community around them, but how much this moment means for them personally.”
Photo: Gabriella Jima, Class of 2024, turns her tassel at the end of Frederick High’s graduation ceremony.
P R
AUGMENTED
REALITY STORY
Scan and hover over our young reader to go on a journey through the transformative power of libraries.
TALS
to Possibility
SCHOOL LIBRARIES OPEN DOORS TO STUDENT SUCCESS
BY LIZ ALLEN
PHOTOS BY COLIN RICKMAN & LIZ ALLEN
PUTTING THEIR LUNCH TRAYS AWAY, Annalee Johnson and Elliot Rounds hurry up the stairs at Coal Ridge Middle School, rounding the corner to pause at an otherwise innocuous door, anticipation palpable. Because whenever they walk through that door, they might find themselves farming on Mars, or in turn-of-the-century Paris uncovering who stole the Mona Lisa. Perhaps they’ll end up deep in the Amazon, or launched into their own future, skilled software engineers working on early wildfiredetecting artificial intelligence.
The door doesn’t lead to the TARDIS or the Room of Requirement—it’s the school library, equally powerful at transporting students into new worlds of possibility. The twin goals of library programming throughout St. Vrain are to create a lifelong love of reading and develop information literacy skills. Rows of books power student perspective and imagination, while technology and research skills prepare students for the future, and the space itself transforms to fit every student’s needs.
PORTAL 1—
DESTINATION: DISCOVERY
These transformative library experiences begin with discovery. In tandem with the district’s rigorous literacy programming that ensures students learn how to read, libraries across St. Vrain help students find books that spark their curiosity, imagination, and empathy. “Books can act as both mirrors, where they can see themselves, and windows, where they can discover the larger world,” says District Librarian Helen Robbins. “We want students to realize that books are fun, and for them to find these windows and mirrors that they want to read.”
At Mead Elementary, the kindergarten class is no stranger to the idea that books are fun. They take their seats for storytime, listening intently as librarian Sandy LaFever leads them on a journey. They gasp, laugh, and exclaim with each turn of the page, and their hands shoot into the air with questions and stories once the book is done. But storytime is only the start of their library adventure.
Afterward, they spread out, searching through the shelves of books until they find one to check out, then settling into a cozy nook to read. “Building a lifelong love of reading really comes from allowing the students to to pick the books they want to read,” says LaFever. She encourages students to check in with their parents and families about books they are unsure of, while also ensuring that the library is well-organized by type, subject, and difficulty, so students can find books that are both appropriate for their reading level and relevant to their interests. “They are looking at labels and becoming independent, and that independence helps their development immensely, but they also get this spark of excitement when they discover a new book,” adds LeFever.
Back at Coal Ridge Middle School, librarian Lesha Baker organizes a “Book Tasting” event for the sixth grade students each year, continuing their process of discovery. The library transforms into a restaurant, where atop brightly colored tablecloths, each table has a different menu
“Gone are the days of the library as a shushing room—instead it’s a space that transforms to meet the needs of the community.”
- HELEN ROBBINS, DISTRICT LIBRARIAN
featuring descriptions of the books on the table, offering a sampling of each genre. “At the end of the class period, after they have visited each table they can check out books, and more often than not, they’ve found a new genre they hadn’t before realized they were interested in,” says Baker. Once students have discovered the types of books that spark their curiosity, the bookstore-style organization of the library helps guide them. “The most effective piece of our library is that we organize fiction books by genre, so students can find their favorites easier,” says Baker. “It makes the students really feel empowered and that the library is for them.”
Photos, left to right: Librarian Sandy LaFever reads to kindergartners at Mead Elementary. First grader Nyra Singh enjoys solo reading time in one of the library’s flexible seating spaces.
The library also helps students and teachers discover resources beyond print books. The district hosts a robust digital collection, with nearly 40,000 unique titles, where students and teachers can access e-books, audiobooks, and magazines, catering to many different learning styles. District Library Services also operates as a lending library by providing teachers with hands-on learning kits for their classrooms, including skeletal system models, robotics kits, and technology, helping bring discovery into the classrooms no matter the subject.
PORTAL 2— DESTINATION: BELONGING
The library may serve as a launching pad to a myriad of possibilities, but a successful library is also a space where students want to be. “There’s something for everyone here,” says Annalee, back at Coal Ridge Middle, “Whether you need a place to work on projects, hang out with friends, or just to relax and read.” She and Elliot point out their favorite features: overstuffed armchairs
by a window perfect for curling up with a good book, stationary bikes, giant chess sets, studios for podcasting and green-screen broadcast production, and more.
“Gone are the days of the library as a shushing room,” says District Librarian Helen Robbins. Instead, it’s a space that transforms to meet the needs of the community. At Silver Creek High School, the library shifts from a quiet place for students to work or read, to a makerspace, a classroom, a book club, a poetry club, a co-working space for group projects, an after-school tutoring hub, a help desk for technology, and so much more. “We’re a place for students who need a space, and it is a space where every student is welcome,” says Silver Creek Librarian Kristin Holtz.
“Our library serves as the hub of our learning environment,” says Silver Creek High School Principal Erick Finnestead. “It’s truly the cornerstone of educational exploration and student support. It is where our community comes together.” This is apparent even on a Friday afternoon, with students still filling the space
well after the final bell has rung. The Colorado Department of Education recently recognized both Silver Creek and Coal Ridge Middle School libraries with its Highly Effective Schools Through Libraries (HESTL) award. The recognition celebrates excellence in planning, instruction, leadership, management and environment, acknowledging outstanding school library programs and professionals. The Silver Creek team of Holtz, Media Clerk and Assistant Librarian Tina Fredo, and Principal Erick Finnestead, along with Coal Ridge Librarian Lesha Baker, were specifically recognized for creating libraries that benefit every learner in the school community. “For me, success means that students are here every day, knowing that it is a place for them,” adds Holtz.
The library is a place where student voice is prioritized. At Silver Creek High, student aides help create displays and recommendations, and surveys ensure the space reflects student preferences in both curation and physical space. Additionally, every year the library engages the entire school community through “Literary March Madness”, where students and staff complete brackets of 16 books selected from the top check-outs and perpetual favorites, and the school votes weekly to determine the top book and the students with the best brackets win prizes.
Similarly, at Mead Elementary the library’s commitment to community extends beyond the school day. Families can check out books during summer hours, and throughout the year, the library hosts author visits and special events. During last fall’s event, “On Parade: A Celebration of Public Education,” students proudly displayed their favorite book covers on the “Mead Reads” float, celebrating their shared love of reading. “By nurturing that love of reading as a foundational part of our culture, we’re helping our students develop a lifelong passion for learning,” says Principal Betsy Ball.
PORTAL 3—
DESTINATION: FUTURE READINESS
This sense of belonging supports an equally important mission: equipping students with the skills they need to succeed. The library acts as a key learning space, where students develop
“We’re an information location, first and foremost, where students learn how to be critical thinkers and good digital citizens.”
- KRISTIN HOLTZ, LIBRARIAN, SILVER CREEK HIGH
information literacy, digital literacy, and research and collaboration skills.
“We’re an information location,” says Holtz. Students from all grade levels and subjects learn to use research databases, how to choose books and find relevant and legitimate sources, web literacy skills, “and how to be critical thinkers and good digital citizens,” says Holtz. These are skills that extend beyond writing a paper for one course and into the rest of students’ lives, especially in our rapidly changing technology landscape.
“We collaborate with everyone in the building,” adds Fredo. “We reach out to the different disciplines and all the teachers. We bring them all in to be a part of the library.” Whether through guest speakers, hands-on science and technology activities, research support, “we want to inspire curiosity in every student and encourage them to grow and use their critical thinking skills to reach their goals.”
“Young people are so creative and they are so important to our future,” says Holtz. “They need a place where they can discover, and grow, and be supported along the way, and that’s what the library is here for.”
Each day across St. Vrain Valley Schools, students step through library doors into worlds of possibility. Whether they’re discovering new perspectives through books, developing critical skills for their future, or finding their place in a welcoming community, these portals to possibility await every student. And like any good travel story, the magic isn’t in the destination—it’s in the transformation that happens along the way.
By the Numbers
IMPACT OF THE LIBRARY
387,009
total physical materials were checked out from St. Vrain libraries in the 2023-2024 school year.
minutes were read by St.Vrain students through the Sora digital library collection in the 2023-2024 school year.
18,371,580 39,357
unique titles are in the Sora digital collection available to students, with 139,358 total copies.
“Young people are so creative and they are so important to our future. They need a place where they can discover and grow, and be supported along the way, and that’s really what the library is here for.”
- KRISTIN HOLTZ, LIBRARIAN, SILVER CREEK HIGH SCHOOL
Photo: Silver Creek High senior Sydney Evans explores the library’s collection of books.
ST. VRAIN VALLEY SCHOOLS
Math is for
BY ACADIA GURNEY MATH TEACHER AT SUNSET MIDDLE SCHOOL
AND 2024 ST. VRAIN TEACHER OF THE YEAR
PHOTOS BY OWEN WILLIS
IAM A FIRM BELIEVER THAT EVERYONE CAN BE SUCCESSFUL IN MATH.
Math has a myth: You are either good at it, or you’re not. Much like the math questions themselves, getting it right or getting it wrong as the only two options is the myth that I’d like to dispel as a teacher. Students come into my classroom with a range of experiences that translate into their perception of what type of math student they are, fed by that very myth. What is the reality? Math is not binary. Students are working on challenging concepts and their understanding is constantly changing and shifting. Though an answer may be wrong, the problem solving that went into that answer is never wrong. It represents the best part of a math student and the realistic nature of learning something challenging. The challenge I face as a teacher is ensuring that all my students see that through the work, they aren’t just learning math, they are learning to be critical thinkers that understand progress comes with effort and perseverance.
Creating an environment from day one that encourages students to give their best effort and reminds them it’s okay to make mistakes
is imperative to me. Building relationships with students is crucial, so they know I am here to support them in their educational journey. Relationship-building starts before students enter my classroom. I take time to study and familiarize myself with my students’ names by reviewing rosters and practicing the correct pronunciation for each. This simple gesture lays a solid foundation for rapport-building and sets the stage for a cohesive classroom community. At the beginning of the school year, our warm-up activities are carefully designed to stimulate student engagement and collaboration through games like “Which One Doesn’t Belong”, “Notice and Wonder”, and “Same but Different”. These low-stakes exercises not only foster critical thinking but also empower students to voice their opinions and ideas, which are essential for cultivating a positive classroom culture. Throughout the academic year, I make it a point to greet students warmly as they enter our classroom, offering them a moment of connection and an opportunity to share how they’re feeling before class begins. When students know I care about them, they also know I care about their learning.
Learning through real world examples is another way that helps connect students to the content. Students may not always see that the concepts they are working on in the classroom
have real life applications. My favorite topic to teach for seventh grade math is our circles unit. We talk a lot about when/where students see circles in their everyday life. For example, when it comes to pizza and circle vocabulary we talk about when you order a 12-inch pizza, that is the diameter, the circumference is the crust, the radius is how large a side of the slice of pizza is and the area is the actual pizza. I try to include visual and auditory examples too. We listen to the Pi song, see who can remember the most digits of Pi, and talk about what it means to be an irrational number. We always have a Pi day party on March 14 where we do a variety of Pi related activities. If the weather is nice, we will go for a walk and find and measure the circumference and diameter of many circular objects. It helps students see circles in their everyday lives.
An activity we do in class is a percent project. Most people use percentages on a daily basis, so it is important that students understand how to apply these concepts to the real world. With this project, students are given a budget and criteria for items that they purchase. They are then tasked with staying within a budget while purchasing five items, each from a different category, and each with
Watch Acadia’s 2024 Teacher of the Year video
Photo, left: Acadia Gurney works with seventh grade student Cece Fisher on a math problem at the whiteboard in her classroom at Sunset Middle.
Photo, bottom: A student raises his hand to answer a question during Acadia’s math class.
its unique discount. For instance, a clothing item might have a 25% discount, while an electronic item might have a 12% discount. Additionally, students are required to calculate the sales tax for each item that they purchase. The goal is that students spend as much money as possible without exceeding their budget, while also staying within the parameters of the project. This project is one of my favorite things we do all year and defines my teaching style because it provides real-life application and makes math relevant to students. It also allows choice and voice for students. I firmly believe that students are willing to take risks with learning when they are invested in the content, and these examples allow students to see math in their everyday lives.
Math is truly for anyone and everyone. When the material is accessible, engaging, and relevant to students, their belief in their math ability will increase. Focusing on growth, problem solving, perseverance, and critical thinking is the most important step in engaging in math problems. Learning is a lifelong process and encouraging students to learn, and try their best is essential.
LIFTOFF!
ST. VRAIN’S FLIGHT TO INNOVATION WITH THE WORLD’S FIRST STUDENT DRONE PERFORMACE TEAM
BY OWEN WILLIS PHOTOS BY OWEN WILLIS & COLIN RICKMAN
AS THE SUN SETS ON THE CITY OF LONGMONT’S FOURTH OF JULY CELEBRATION, the first of 300 drones takes flight, drawing awe-filled cheers from the crowd. Faces light up with wonder, and families watch with anticipation. This incredible show, fully choreographed by students, is the result of many weeks of meticulous planning. Drone shows are complex performances. So while the show lasts only 15-minutes, it requires a talented team of students with expertise in project management, marketing, design, animation, and aeronautics. Each of the 30 students on the world’s first student drone performance team, hosted at the Innovation Center of St. Vrain Valley Schools, plays a key role. Here’s how the team brings their vision to life, from planning to performance, and beyond.
T-MINUS THREE MONTHS UNTIL LIFTOFF
Student leaders initiate conversations with venue staff. “We meet and begin initial communications with clients who are interested in sponsoring a show,” shares Abi Reichert, a senior at Longmont High and a project manager on the Drone Performance Team. “For off-site shows, we do site recons, check for any obstacles, identify the best viewing spots, and review Federal Aviation Administration (FAA) parameters that are required to hold a show in that area,” she adds. One of the most important components to each show is coordinating with the venue to ensure the show can take place in an area that allows for the staging of 300 drones, a 250-foot safety zone radius with no obstructions, as well as enough viewing area to allow for a large audience
Watch the student Drone Performance Team produce a show.
The student Drone Performance Team is a launchpad for future innovators, equipping students with real-world experience and skills in project management, communication, technical expertise, animation, and more.
from a safe distance. For their inaugural Fourth of July show in Longmont, students worked with city officials.
T-MINUS SIX WEEKS
The student animators collaborate to develop a storyboard that will transform into an aweinspiring display for the audience. Using a computer animation program, they meticulously map out each moving part of the show, requiring hours of work and strong attention to detail.
In addition to utilizing designs that previous shows have displayed, students create new animations tailored to the unique requests of each client, such as American flag animations and firework designs with the Fourth of July show.
T-MINUS TWO WEEKS
The student pilots run a test show at the Innovation Center and invite the clients to preview it before the actual show takes place. This provides an opportunity to test the designs and gather feedback to ensure a seamless experience on the day of the show. Additionally, the students communicate directly with the FAA on a weekly basis to ensure they have clearance for the show. This helps students develop real-world skills, such as client management and customer service.
T-MINUS 24 HOURS
With just one day remaining until liftoff, the team focuses on final preparations. Batteries are charging, checklists are printed, and the weather forecast is closely monitored to ensure ideal flying conditions. These steps help ensure the team is fully prepared for the show.
T-MINUS SIX HOURS
The team arrives at the launch site and places each drone in its programmed position. Before launch, each drone must be calibrated and taken through safety checks by the student pilots to ensure a safe takeoff. They run an additional test flight of 12 drones to confirm that all systems are working and communicating properly.
“Before each show, we run a ‘four corners’ test where we fly drones on the corners of each grid,” explains Ben Champe, a junior at Longmont High and one of the pilots on the student Drone Performance Team. “This lets us check that each drone is taking off correctly and going to the right spot in the sky. We also make sure none of the drones are getting too close or doing anything unexpected.” In addition to the four corners test, the team performs final checks of safety zones in the final hours leading up to the show.
THREE, TWO, ONE…LIFTOFF!
As the first drone takes flight, crowds gather as each of the meticulously-coordinated designs lights up the sky. A highlight for many members of the team is seeing a live reaction to the months of hard work that made the show possible.
“I like seeing the end result of our hard work, the show itself. It’s really awesome to see my work and the work of my friends up in the air,” shares Connor Campise, a sophomore at Erie High School and one of the animators on the Drone Performance Team.
As the final drone descends and applause fills the air, the team celebrates a successful show.
BEYOND LIFTOFF
Beyond the excitement of the performance, the program provides students with opportunities to gain real-world skills that prepare them for the workforce. From technical expertise and project management to animation, video creation and marketing, students gain hands-on experience that translates directly into professional opportunities.
The real-world preparation and experience have already paid off for the program’s alumni. Kaven Dewey and Quinn Sharp, Niwot High Class of 2024, helped launch the program and learned directly from employees at Firefly Drone Shows, a drone performance company in Michigan. They were also contracted as students to help with professional drone shows. Their experience exemplifies how the program is opening doors to future careers, even before graduation.
“After we went to Firefly and trained with them, Quinn and I were offered jobs to come work with them this summer,” Dewey shares. “It was a really fun opportunity to travel and get realworld, professional experience.”
The team has also partnered with BrightFlight Drone Shows. Staff members from BrightFlight have been key mentors as the program has taken off. This partnership has benefited both the Innovation Center, as well as BrightFlight.
“It is a really beneficial relationship for both of us,” shares Tom Dolan, owner of BrightFlight. “We were able to teach the students about the technology, FAA authorization, weather, animation, and then are able to have these students come work for BrightFlight.”
LOOKING AHEAD
In the 2024-2025 school year, the team is on track to perform over 30 shows, including at least one show at each high school. Beyond high schools, the team also works with elementary students to help design elements of the show, encouraging younger students to explore creativity and technology. By collaborating across grade levels, the team is fostering a passion for STEM and inspiring the next generation of innovators.
The Drone Performance Team is a launchpad for future innovators, equipping students with real-world experience and skills in project management, communication, technical expertise, animation, and more. Leading the way in hands-on, cutting-edge education, the team exemplifies the Innovation Center’s mission to inspire and prepare students for success in emerging industries. As Dolan says, “drone shows are just the tip of the iceberg for the Innovation Center.”
Photos, left: A member of the student Drone Performance Team maps out flight details before a show; Drones liftoff as part of a test flight to confirm systems are working properly; Longmont High junior Reese Wieder places and calibrates drones before a show.
Photos, below: Longmont High senior Steven Merrill monitors drones during a flight test; Ben Champe, Longmont High junior, and Drone Performance Team Coordinator Danny Hernandez high-five; Time-lapse of drones taking off during a performance.
ST. VRAIN VALLEY
VIRTUALLY POSSIBLE
VIRTUAL SCHOOL OPPORTUNITIES IN ST. VRAIN REDEFINE WHAT IS POSSIBLE.
STORY & PHOTOS BY COLIN RICKMAN
Photos, top row: LaunchED Virtual Academy senior Carl Richter works on a competition robot with his World Champion team; Killian and Graham Hofmann, third and fourth grade students at LaunchED Virtual Academy explore STEM programming. Photo, middle row: Arianna Garcia, a LaunchED senior, is a member of the districtwide Student Advisory Council. Photos, bottom row: Lorelei and Seraphina Hofmann, seventh and fourth grade students respectively, thrive in LaunchED’s programming; Cade Campise holds his diploma after crossing the stage at St. Vrain Virtual High’s 2024 graduation ceremony.
ACROSS ST. VRAIN VALLEY SCHOOLS, “POSSIBLE” IS REDEFINED EVERY DAY.
Through schools like LaunchED Virtual Academy and St. Vrain Virtual High School, students are exploring what learning can become. Both schools offer an educational experience that moves beyond the traditional walls of a classroom, making it possible for students to excel, whether they’re chasing dreams, overcoming personal challenges, or exploring new talents. Here, education adapts to the lives of students.
The differences between LaunchED and St. Vrain Virtual High School reflect the district’s commitment to offering choices that fit students’ diverse needs. LaunchED is a fully online program for kindergarten through twelfth grade with a structured daily schedule that includes synchronous learning—live, interactive classes that keep students connected to teachers and peers. LaunchED students are part of an online school day with regular “class time” and teacher interactions, creating a virtual yet highly social learning environment. Students also have opportunities for in-person activities, providing a balance between online learning and community interaction. For students who thrive with structure but need the flexibility of learning from home, LaunchED offers a powerful alternative.
In contrast, St. Vrain Virtual High School operates as a self-paced program for high school students, allowing them to work independently while meeting course milestones at their own speed. Students attend an in-person campusstyle learning center to connect with teachers
and peers for support, but their learning schedules are largely self-directed. This flexibility makes St. Vrain Virtual a natural fit for students who balance unique circumstances or external commitments, such as health needs, work, or extracurricular passions. St. Vrain Virtual empowers students to move through their courses on their terms, helping them develop the independence and timemanagement skills they’ll need in college and beyond.
ADVANCED LEARNING MEETS POSSIBILITY
These distinctions come to life through students’ and families experiences. Bill Hofmann remembers the moment possibility became real for his family through LaunchED. Mid-move from North Carolina to Colorado, and facing unexpected delays with their new home, the Hofmann’s needed stability for their four children, all of whom have specific learning needs. When Bill learned about LaunchED, he was intrigued by its promise of both structure and flexibility. “We needed a way to keep our kids on track while everything else in our lives was up in the air,” he shares. “LaunchED made that possible, and more. It wasn’t just remote learning, it was a way for our kids to feel connected, engaged, and supported, even when we couldn’t be in a physical school.”
As the Hofmanns settled into Colorado, LaunchED’s approach to learning began to resonate in unexpected ways. The program’s virtual model allowed Bill’s children to thrive in a familiar environment, while teachers tailored learning experiences to each child. Monthly
in-person clubs like the STEAM Stars brought together the best of both worlds, as the family could engage with other students and teachers while continuing to learn from home. “The care and focus on each child’s individual progress amazed me,” Bill adds. “For our family, LaunchED is where learning meets possibility.”
FLEXIBILITY MEETS POSSIBILITY
St. Vrain Virtual High School serves as a bridge for students like Cade Campise, who had to leave a traditional school setting when health issues disrupted his routine. With the flexibility of a self-paced virtual program and the support of teachers who understood his needs, Cade found that he could complete his studies on his own terms, graduating on time while managing his health. “St. Vrain Virtual was a life raft for us,” recalls his mother, Laura. “When things felt unsteady, the program gave us the structure and reassurance we needed.”
Cade echoes his mother’s appreciation. Now a college student at Xavier University, he reflects on how his virtual high school experience gave him the skills to navigate a self-paced college environment. “I learned to set my own goals, to work independently, and to find motivation within myself,” he says. “For me, St. Vrain Virtual made something possible that I didn’t think could be.”
GROWTH AND OPPORTUNITY MEETS POSSIBILITY
In addition to personal growth, students in these virtual programs find new opportunities to connect with peers, pursue leadership roles, and explore career interests. Arianna Garcia, a LaunchED senior, represents her school on the district’s in-person Student Advisory Council. For Arianna, the online format allowed her to balance academics with newfound responsibilities. “I discovered a way of learning that matched my rhythm,” she shares. “LaunchED helped me grow in ways I hadn’t expected. I’ve gained confidence and found a voice I didn’t realize I had.”
“LaunchED is a program that makes big dreams possible, even if they don’t fit the typical school schedule.”
-CARL RICHTER, LAUNCHED CLASS OF 2025
Carl Richter, another LaunchED senior, had a different set of goals in mind. A VEX Robotics World Champion (2024) and competitive robotics team member, he appreciated a school schedule that could adapt to his intensive practice hours. LaunchED became a key part of his journey, offering him more time to pursue his passions while staying on track academically. Carl says, “It’s a program that makes big dreams possible, even if they don’t fit the typical school schedule.”
POSSIBILITY REDEFINED
For students at these schools, traveling in the rodeo, living part-time abroad, or pursuing an acting career can be the norm while still being a part of a thriving school community. It’s a reality, shaped by educators who reimagine what school can be. St. Vrain’s virtual offerings ensure that every student has a path to success. Both LaunchED and St. Vrain Virtual High School bring together the rigor of classroom learning with the adaptability of a digital model, creating a flexible yet engaging experience for students from all walks of life.
Virtually possible is more than a phrase in St. Vrain; it’s an invitation for students to pursue their unique paths with support and flexibility. As education continues to evolve, St. Vrain Valley Schools lead with a vision of foundation coupled with innovation. With virtual school options, St. Vrain is helping to shape the future of education, a future where learning fits into the lives of students and supports their goals, no matter how unique. These schools are redefining what’s possible.
CHAMPION
This is What a CHAMPION Is Made Of
ST. VRAIN VALLEY SCHOOL STUDENTS
EMBODY A CHAMPION MINDSET.
BY LIZ ALLEN PHOTOS BY COLIN RICKMAN
WHAT ARE THE TRAITS OF A CHAMPION?
Character, teamwork, strength, resilience, leadership, commitment, passion, and creativity—to name a few. While we most often see these traits play out on our athletic courts and fields, every day across St. Vrain Valley Schools, our students are embodying champion mindsets in their classrooms, in afterschool robotics practice, in extra-curricular leadership roles, on the stage, and in their communities.
HERE ARE NINE OF ST. VRAIN’S CHAMPIONS.
AUGMENTED REALITY STORY
Hover over each student to hear their stories.
Learn more about the Science of Learning Collaborative.
THE
Science
OF TEACHING
TEACHERS IN ST. VRAIN ARE BUILDING PATHWAYS TO LIFELONG LEARNING.
RICKMAN
TEACHERS ARE THE ARCHITECTS OF LEARNING,
laying foundations of curiosity and building structures of understanding that will stand the test of time. In St. Vrain Valley Schools, this work focuses on crafting environments where students engage, think critically, and solve problems. To accomplish this goal, our educators need expertise in their subjects and a deep understanding of how students learn.
Teaching today is a highly nuanced and complex profession, where success depends on content knowledge and understanding the intricacies of how students learn best. This requires continuous professional development, enabling teachers to refine their methods and keep up with the evolving needs of
students. What makes St. Vrain’s educators some of the most skilled in the state is the district’s focus on robust, research-driven professional development. Led by experts within the district, the offerings prioritize pedagogical training grounded in evidence-based practices proven to work in the classroom. This allows teachers to seamlessly incorporate new strategies into their teaching and realize student growth.
THE TOOLS TO BUILD KNOWLEDGE
In St. Vrain, the Science of Learning Collaborative is a professional development offering where teachers come together to sharpen their craft. Led by Instructional Coordinator, Suzy Evans and English-Language Arts Coordinator, Shane Saeed, Ed.D this program helps
STORY & PHOTOS BY COLIN
Teaching today is a highly nuanced and complex profession, where success depends on content knowledge and understanding the intricacies of how students learn best.
teachers refine their instructional practices. The focus is on using evidence-based strategies grounded in research from “Powerful Teaching” by cognitive scientist, Pooja K. Agarwal, Ph.D. and veteran teacher, Patrice Bain, Ed.S. Utilizing teaching tools like retrieval and metacognition, our teachers build classrooms where learning is active, empowering, and enduring.
Retrieval practices along with their counterparts of spacing and interleaving require students to recall information frequently after learning, both in the short term and over time, while also integrating their learning with other content. Metacognition strategies help students think about their thinking. Teachers are helping students process new information with reflective practices and goal setting. This isn’t just remembering your math facts and moving on anymore. The math facts are the first part, next is applying them in different ways, knowing the different ways to conceptualize the facts, recalling them later on, and integrating them into different types of content all while thinking about how and why you learned them. Every lesson becomes a blueprint for how to problem solve and use that new information for the rest of your life.
BLUEPRINTS TO LEARNING
Cleveland Smith, a sixth-grade language arts teacher at Altona Middle School, transformed how his students approach writing by using a system he calls “first down goals.” With each student setting individualized steps for improvement, Smith tailors his feedback to help them build upon their current skills. “Everyone’s in a different place on the football field of writing. We figure out what you need to do to move the chains and then take it from there,” he explains. This approach not only improves writing outcomes but teaches students to think critically about their own learning.
Suzy Evans believes in the power of practical, immediately implementable strategies. “We are showcasing evidence-based instructional practices—strategies that are tested and proven to be effective—that any teacher at any grade level can put into place tomorrow,” she says. By focusing on what works, St. Vrain ensures that its teachers are equipped to foster active, engaged learners in their classrooms every day.
Dr. Saeed echoes this sentiment. “We can’t keep teaching the same way when we have students that have AI at their fingertips. We need to be changing and shifting our practices to meet the needs of what students are needing right now,” she asserts. Our focus on adaptability and forward-thinking strategies is what keeps St. Vrain educators ahead of the curve.
EXPERTISE BUILT THROUGH EXPERIENCE AND COLLABORATION
Zuleyka (Zuki) Flores, a third-grade teacher at Thunder Valley K-8, embraces the strategies she learned to use in her classroom. “The [Science Learning] Collaborative gave me tangible strategies to improve my instruction,” she says. Through metacognition exercises like “Glow and Grow,” where students reflect on what they’ve done well and where they can
improve, Flores encourages students to take ownership of their learning. “Retrieving what we learned this week helps us understand our strengths and know exactly where to grow,” she explains.
Evans and Saeed have designed the collaborative to be a space where teachers can refine their skills and share successes. As Evans notes, “What we see is this building of collective efficacy in St. Vrain. The work is really in the hands of the students in the classrooms—they are doing most of the thinking and talking.” This shift from teacherled instruction to student-driven learning is a key outcome of the collaborative’s work.
SKYSCRAPERS NEED A STRONG FOUNDATION
Teachers like Arianne Tasker, who works with first graders at Highlands Elementary, are seeing the long-term impact of early metacognitive practices. “It’s surprising how much metacognition first graders can do. They’re able to reflect on what they didn’t understand and make specific goals for the next week,” Tasker shares.
By starting these reflective practices early, Tasker is helping her students develop selfawareness and ownership of their learning. As they progress through school, this ability to reflect on their strengths and areas for
“We are showcasing evidence-based instructional practices—strategies that are tested and proven to be effective—that any teacher at any grade level can put into place tomorrow.”
-SUZY EVANS, INSTRUCTIONAL COORDINATOR
improvement will serve them well, making them more effective learners and problemsolvers.
SCIENCE COUPLED WITH CREATIVITY
When faced with the challenge of helping students master complex content, Chad Lemons, the middle school STEM teacher at Thunder Valley K-8, didn’t just stick to conventional methods. He turned to gamification to make learning more dynamic. While teaching a challenging lesson, he developed a vocabulary game that engaged students in learning terminology in a fun, competitive way. “Listening to the students’
conversations during the game, I could quickly tell who understood the material and who needed more support,” Lemons recalls. By transforming his classroom into a space where students actively engaged with the content, he fostered both understanding and excitement for learning.
This focus on engaging students deeply with the material is paralleled in Cleveland Smith’s retrieval practice techniques. “I started doing retrieval with my students, and it naturally led to spaced learning. The more we revisited material over time, the more it stuck,” he explains. By incorporating these evidencebased strategies, Smith has helped his students build long-term mastery of key concepts.
EXCELLENCE BY DESIGN
Teaching is an evolving craft that blends expertise, creativity, and continuous learning. Through initiatives like the Science of Learning Collaborative, our teachers are equipped with the tools they need to build classrooms where students are active participants in their education. St. Vrain’s commitment to professional development ensures that our students are prepared to face the challenges of tomorrow with confidence and curiosity. As architects of future success, St. Vrain teachers are building pathways to lifelong learning, critical thinking, and innovation.
Photos, left to right: Zuki Flores, Third Grade Teacher, works with students at Thunder Valley K-8; A first grade student at Highlands Elementary leads the class; Chad Lemons, STEM Teacher, assists a student problem-solving on a robotics project at Thunder Valley K-8; Patrice Bain, author of “Powerful Teaching,” works with students on writing during a visit to Cleveland Smith’s class at Altona Middle; Students work in teams at Frederick High.
By the Numbers
TEACHING IN ST. VRAIN
2,043
teachers in St. Vrain, all advancing student success.
12.7
years is the average experience of teachers in St. Vrain.
176
63.1%
of St. Vrain teachers hold advanced degrees (masters and beyond).
347
professional development courses were offered within the district in the 2023-24 school year.
7,383
professional development credits were earned by St. Vrain teachers in the 2023-24 school year. teachers have participated in the Science of Learning Collaborative since it began in 2019.
BY EUNICE PEINADO PHOTOS BY EUNICE PEINADO & CAROLINE CHUTKOW
GL BAL
CITIZENS IN THE MAKING
ST. VRAIN’S FOUR INTERNATIONAL BACCALAUREATE PROGRAMS TRANSFORM
CURIOUS YOUNG MINDS INTO GLOBALLYPREPARED LEADERS THROUGH A UNIQUE EDUCATIONAL JOURNEY THAT SPANS ELEMENTARY TO HIGH SCHOOL.
“W
HY DO WE HAVE DIFFERENT LANGUAGES?”
A first grader’s question at Alpine Elementary ripples through the classroom, sparking a discussion that stretches far beyond simple linguistics. It’s the kind of inquiry that exemplifies the International Baccalaureate (IB) approach in St. Vrain Valley Schools, where curiosity opens doors to global understanding, and students learn not just to answer questions, but to ask the ones that matter.
Photos, top to bottom: Alpine Elementary students engage in handson STEM activities; Sunset Middle students read stories they wrote and illustrated to Burlington Elementary students; A 2021 Niwot High graduate smiles on her way to recieve her IB diploma.
In the district’s four IB programs at Central Elementary, Alpine Elementary, Sunset Middle School, and Niwot High School, education transcends the traditional school model. Here, students develop through the IB Learner Traits to become inquirers, knowledgeable thinkers, communicators, and risk-takers. They learn to be principled and open-minded, while remaining caring, balanced, and reflective. These aren’t just aspirational traits, but the
foundation of an educational philosophy that transforms young learners into globally-minded citizens ready to tackle real-world challenges.
“It’s about connecting the dots for kids and showing them how different subjects overlap,” explains Hillary Simonson, IB Coordinator at Central Elementary. This interconnected approach begins in the Primary Years Programme (PYP), where reading, writing, science, and social studies weave together to help students understand complex global issues. When students see how math helps us understand the environment, or how literature connects us to different cultures, learning becomes more than memorization—it becomes meaningful.
This integration often takes shape through early language exposure. “Spanish helps our students see beyond their immediate surroundings,” notes Bob Roy, Alpine’s IB Coordinator. When a first grader learns to say ‘hello’ in multiple languages, they’re discovering that there are many ways to view and interact with the world.
The culmination of the PYP journey comes in fifth grade, where students undertake their first major research project. Recent exhibitions have ranged from advocating for anti-bullying measures with the City Council to developing local water conservation initiatives. “The fifth-grade exhibition is a highlight of our program,” Roy says. “It’s an opportunity for students to show what they’ve learned and how they are making a real impact on the world.”
For students at Sunset Middle School, their global perspective expands even further. Unique in the district for offering French, Sunset’s Middle Years Programme (MYP) challenges students to think critically about their place in an interconnected world. “Learning French gives our students a unique opportunity to explore new ways of thinking and communicating, which is at the heart of the IB philosophy,” shares Alex Armstrong, Sunset Middle’s IB Coordinator.
By eighth grade, students channel their growing awareness into action through the Community Project. “It’s about finding what matters to you and figuring out how to make an impact,” Armstrong explains. These projects become stepping stones to the even more rigorous challenges that await at Niwot High School.
The IB Diploma Programme at Niwot, established in 2001, represents a fundamental shift from traditional high school education. While regular diplomas typically focus on subject-specific knowledge, the IB diploma
requires students to explore the nature of knowledge itself through Theory of Knowledge (TOK), complete an in-depth research paper called the Extended Essay, and engage in Creativity, Activity, Service (CAS) projects that push them beyond academic comfort zones.
Senior Angeli Nguyen exemplifies this comprehensive approach. Her clean water initiative in Vietnam grew from a TOK discussion about global responsibility into a full-fledged service project. “TOK gave me a way to think more deeply about the why behind my work, and IB pushed me to take meaningful action,” Nguyen reflects. Meanwhile, classmates like Linda Marquez have focused locally, raising funds for new athletic training equipment, while Greta Stauch and Jack McGuirk have pursued creative endeavors in music and performing arts.
“The IB Diploma Programme equips students with skills that transcend traditional academics,” emphasizes Elzbieta Towlen, Niwot’s IB Coordinator. “Through rigorous academics and a commitment to service, our students emerge as compassionate, knowledgeable, and principled individuals prepared to make meaningful contributions to the world.”
The program’s rigor brings tangible benefits. IB diploma recipients often earn significant college credits, sometimes entering university with sophomore standing. More importantly, they develop research, writing, and critical thinking skills that universities consistently report set them apart. The program’s emphasis on time management—balancing demanding academics with CAS requirements—prepares students for the challenges of higher education and professional life.
The journey begins early. Even ninth and tenth graders in Niwot’s Pre-IB program complete 50 hours of community service, laying the groundwork for the deeper engagement to come. “The IB program at Niwot is about more than just academics—it’s about developing students who are ready to make a positive impact on the world,” says Towlen.
From their first questions about language differences to their final Extended Essays, St. Vrain’s IB students embark on a transformative journey. They emerge not just as accomplished scholars, but as engaged global citizens equipped with the skills, knowledge, and ethical framework to lead positive change. In an increasingly complex world, these traits aren’t just advantageous, they’re essential.
The Right Ingredients
BY LIZ ALLEN PHOTOS BY LIZ ALLEN & CAROLINE CHUTKOW
Ingredients behind NUTRITION SERVICES
2.9 million meals were served by Nutrition Services during the 2023-24 school year. They are on-track to surpass that number by 3 million more in the 2024-25 school year.
54 cafeterias and meal service sites across 411 square miles.
250 people are employed by St. Vrain’s department of Nutrition Services.
70%
The number of high school students participating in farmto-school programming has increased by 70% since 2021.
Photos, clockwise from top left: Ana Cramer, Kitchen Manager, assists students in the serving line at Soaring Heights PK-8; Dante Onofre, a kindergartner at Sanborn Elementary, enjoys his lunch; Emma Phelps, Metropolitan State University of Denver Dietary Intern, distributes samples at a new menu item tasting event at Longmont High School; Kindergartner Oliver Stone selects a fruit from the serving line at Sanborn Elementary; Executive Chef Jim Rowan works alongside the kitchen staff at Longmont High during meal service; Fresh vegetables ready to go into the serving line at Grand View Elementary.
THE PLANNING, PRECISION, AND PEOPLE BEHIND SCHOOL NUTRITION
AT MOST LARGE RESTAURANTS, THE BUSIEST DAY OF THE YEAR MIGHT SEE 300 CUSTOMERS
dining in.
But the largest restaurant in town serves 60 times that—every day, five days a week, and all before 2:00 p.m. Yet amid those numbers and tight timelines, there’s no panicked shouts or rushing around like you expect from shows like “Chopped” or “The Bear”. Instead, St. Vrain’s Nutrition Services runs smoothly, due to the right ingredients of planning, coordination, and skill at scale to ensure that every child has the nourishment they need to learn.
Across the entire district, St. Vrain’s Nutrition Services provides 18,000 to 22,000 meals a day. What does it take to actually get all of that food onto students’ plates, and into their bellies? First up, they must determine what meals to serve and what ingredients they need to source.
MEAL DEVELOPMENT AND PLANNING
“Our priority first and foremost is feeding kids,” says Katie Cossette, Director of Nutrition Services and Warehouse for St. Vrain Valley Schools. “We are a support service for our students, to ensure they are fed and successful in their classrooms. You can’t focus on your schoolwork if you are hungry.” Cossette comes to school nutrition from a background as both a chef and a registered dietitian. That dual emphasis on creating meals that are enticing and nutritious is a constant throughout her department.
“We need to be equitable and feed kids at every level where they are at—whether they are a picky eater or an expert eater,” says Cossette. A large part of that is preparing meals that are accessible and feel safe and familiar to students, while building a culture of trust so students feel comfortable trying new and unfamiliar foods too.
“We prioritize bringing recipes, flavors, and dishes that our students and their families regularly enjoy outside of school,” adds Executive Chef for the district, Jim Rowan. “While it’s easy to stick with traditional school menu items, that approach doesn’t cater to our diverse student population, whose tastes and backgrounds are constantly evolving.” Rowan also keeps an eye on larger culinary trends, rotating in new menu offerings to pique student interests, including ramen, rotating sandwich specials, and bulgogi bowls.
K-12 AND SCALE UP
Once Rowan has an idea for a recipe, it must be “K-12ed”, or reverse engineered, to ensure it meets rigorous USDA guidelines. All school meals must meet the high federal nutrition standards specified for each grade level, balancing the right serving sizes and specified levels of calories, saturated fats, low sodium, lean proteins, and sugar. Each meal must also include a fruit, vegetable, grain, milk, and meat. Additionally, St. Vrain Nutrition Services ensures there is a daily vegetarian option, as well as options that accommodate a variety of dietary restrictions.
As the recipe is developed, they also must ensure that the meals can be scaled up and replicated consistently across all 54 sites within the time frame available to kitchen staff, even as equipment, space and expertise vary from building to building. Once a recipe or new menu item is in its final stages, they do a taste testing at one of the schools, offering the new items to students and eliciting feedback. At one such taste test, tray after tray of green chile tamales disappeared quickly as Longmont High students excitedly sampled them during lunch.
Another large consideration in menu and recipe development is cost. As part of the National School Lunch Program, Nutrition Services receives federal funding, operating a set budget separate from the rest of St. Vrain’s funds. The federal government provides up to $4.43 per student per meal reimbursements for students eligible for free and reduced lunch, while the state of Colorado’s Healthy School Meals for All program covers the difference to ensure free breakfast and lunch to all students. However, that $4.43 has to cover all the costs associated with the meal. By the time that staff salaries, equipment, and serving materials are covered, there is about $1.25 remaining to actually source the food, a difficult challenge amid increasing food costs nationwide. Yet, in the face of these limited resources, St. Vrain’s Nutrition Services staff continue to prioritize fromscratch meals and local produce and products.
SOURCE INGREDIENTS
Now, they need to actually source the food—a monumental logistical undertaking. For example, over the course of a single week in September 2024, Nutrition Services sourced over eight tons (16,000 pounds!) of fresh produce, including apples, peaches, carrots, tangerines, tomatoes, and more. Due to the sheer scale of food needed each week, let alone each month, most producers require the forecasted order four to six months in advance to give them time to actually produce the correct quantity. “Because it is such a high volume that we need, our producers don’t just have it sitting around, they need to plan to produce it for us,” says Cossette.
Despite the months in advance ordering, Nutrition Services also has to be able to adapt to food supply system disruptions. Their team is constantly monitoring what is ordered versus what is used, how much of what is still on hand from the previous cycle, and how they can adjust in case of any needed substitutions.
While many producers, particularly local farms, are unable to produce the quantity needed to completely stock the kitchens, local purchasing remains an integral part of Nutrition Services’ strategic plan. “Perhaps a local farm isn’t able to provide all the apples we need for all of our schools for the entire month, but we can have them provide it for a day or for an entire grade level instead,” says Cossette. Nutrition Services prioritizes incorporating produce and products from local farms, co-ops, and producers, contributing over $2 million annually back into our local economy.
Additionally, St. Vrain’s Nutrition Services continues to innovate, connecting local food systems to school nutrition programs with hands-on opportunities for students through the Farm to School initiative. Students at every level have the opportunity to connect with sustainable agriculture via education gardens, tower gardens, and greenhouses, while high school students can join the Agriscience mentorship program
or the ProStart Culinary program at the CETC. “By integrating local purchasing, school gardens, agriculture education, and partnering with the CETC and the Innovation Center, we’re fostering a collaborative approach,” says Theresa Spires, School Wellness and Farm-to-School Coordinator.
DISTRIBUTE AND PREP
Food and ingredients are next delivered to one of two locations. Fresh produce is delivered to a preparatory kitchen in Frederick, where they are cleaned and prepared into items for all the schools, including the salad bars, hummus, bean salad, and other sides. All of the other foods are delivered to the central warehouse, where they are organized into pallets destined for 54 different service sites over 411 square miles. The warehouse is a hub of activity with constantly moving pieces, sending out deliveries to every school once or twice a week, depending on the school’s storage capacity. This means that in addition to the kitchens themselves, Nutrition Services also manages the infrastructures of cold storage, refrigerated trucks, transportation schedules, capacity limits at each school, and much more.
SERVE
Once all of the ingredients and components have arrived at the schools, they must then be prepped in the kitchens. Kitchen staff arrive around 6:00 a.m. each day to prepare breakfast service, which runs until 8:30-9:00 a.m., at which time they immediately shift gears into preparing for lunch. Whether they are serving 200 meals at a smaller school or nearly 1,000 at the larger PK-8s and high schools, the kitchen staff have lunch prep down to an art, timing what food needs to go into the oven when, working swiftly and in batches.
At Sanborn Elementary, lunch service kicks off with kindergartners streaming into the cafeteria, and filing into line. The serving station is at kidheight, making it easy for them to select their
“Every single one of us comes to work every day with one goal: to ensure our community is fed and successful.”
- KATIE COSSETTE, DIRECTOR OF NUTRITION SERVICES AND WAREHOUSE
drink, veggies, fruits, and entrée. Kitchen Manager Dolores Treat and her staff help to guide the students through their options. After the kids have sat down and started eating, Treat circulates throughout the cafeteria, chatting with them, listening to their stories and jokes. “The younger students can feel intimidated by the lunch line at the start of the year, but now they’ve gotten comfortable,” says Treat. “They’ve started trying new meal items, picking out their items themselves, and we get to know them better.”
As for Treat and her staff, they make sure to know every student’s name, as well as their food preferences and needs.The kitchen staff may be the final step of the process of sourcing and preparing the meals, they are also the ones who build relationships with the students, who make the cafeteria a welcoming place, and who make sure that every child eats.
Yes, chef! Running “the largest restaurant in town” comes with logistical challenges, regulations, and most of all, dedication. For St. Vrain’s Nutrition Services team, the planning, precision, and work is all for this final scene: every student getting the nourishment they need. Cossette sums it up, “Every single one of us comes to work every day with one goal: to ensure our community is fed and successful.”
Exceleration Exceleration Exceleration
INNOVATION, TECHNOLOGY, AND DEDICATED
EDUCATORS HELP ENSURE THAT EVERY STUDENT EXCELS
BY DIEGO CORDERO
PHOTOS BY DIEGO CORDERO & COLIN RICKMAN
I
N ST. VRAIN VALLEY SCHOOLS, THE PATH TO EXCELLENCE IS PAVED WITH PERSONALIZED SUPPORT
that helps every student accelerate toward their goals. Some students gain momentum by bridging language barriers; for others, it’s about finding innovative ways to participate fully in classroom activities or discovering new tools for self-expression. Each support system acts as a catalyst, propelling students forward.
Accessibility in education takes many forms. Across St. Vrain Valley Schools, educators and students are redefining what’s possible by combining cutting-edge technology with dedicated and individualized support. In every classroom, innovative tools are helping ensure that each student can access, engage with, and excel in their education.
BUILDING BRIDGES THROUGH TECHNOLOGY
In Kristin Del Cid’s English Language Learner (ELL) classroom at Northridge Elementary, she combines a welcoming learning environment, range of teaching methods, technology, and culturally relevant materials to engage and support multilingual learners. Interactive language learning platforms, digital translation tools, and multimedia resources create an engaging environment where students can build their language skills while maintaining connections to their cultural heritage.
“I love getting to know my students and seeing them embracing this new language, culture, and life, while still holding onto their native language and culture,” says Del Cid. In her classroom, accessible education starts with creating a space where students feel seen, valued, and connected. Once students build confidence within the
classroom, Del Cid is able to integrate language instruction with core academic subjects, creating a comprehensive learning experience that builds students momentum for academic and social success.
These adaptive approaches not only support language acquisition but also celebrate the diverse perspectives each student brings to the classroom.” I really believe that being bilingual or multilingual is a superpower, and that these students will not just achieve their dreams, but change the world around them.”
NEW PATHWAYS TO PARTICIPATION
While technology supports language learning in some classrooms, in others it opens new possibilities for accessing curriculum and engaging with peers. At Erie High School, freshman Libby Theisen shows how with the right tools and individualized support, students with disabilities can excel within their traditional classrooms. Libby is visually impaired, but equipped with an iPad with assistive supports such as screen magnification, as well as collaborative support from her teachers and peers, she actively engages in all aspects of high school life.
“School has been going really well,” says Libby. “All my teachers are accommodating, and with my iPad I can zoom in on different texts and assignments, rather than needing to squint or read two inches from the screen.”
She is able to actively participate in group projects, create multimedia presentations, and collaborate seamlessly with her classmates. Additionally, Libby has been working alongside Special Education Teacher Liz Wieder since fifth grade. Wieder notes, “Libby is my ‘yes girl’ because she always has a positive attitude and she is excited to try new things.”
Photos, left to right: Freshman Libby
Theisen participates in class at Erie High; Isaac Crane uses AI tools to design a t-shirt at an Innovation Center summer camp.
This positive approach to learning has inspired Libby’s future aspirations. “I’m excited about becoming an elementary teacher because I want to show other students that there are always ways to participate and succeed,” she explains. Through her academic achievements and leadership in the classroom, Libby shows how finding the right combination of support and tools can make education accessible to all.
UNLEASHING POTENTIAL
Isaac Crane exemplifies how cutting-edge technology can assist in unlocking student potential. Isaac was born with Spinal Muscular Atrophy Type A, which means he depends on various machines and technology in his daily life. Isaac has used an eye-gaze enabled communication device, his “talker,” since he was 18 months old. This device functions as a PC and is integral to all his schoolwork. Despite his challenges, Isaac loves singing, playing video games with his sister, watching cartoons, reading, and being a part of Cub Scouts Pack 159.
Additionally, Isaac has the support of a dedicated team, including paraprofessional Sarah Merritt. Merritt notes that, “Technology makes it so that Isaac can participate at the pace of his classmates.”
Recently Isaac participated in the Innovation Center’s AI and Creativity Summer Camp, where he was able to use a variety of new AI tools and programs to create his own artwork. “While the artwork is collaborative with AI, it’s his ideas. It’s his ability to add details, it’s an amazing way for us to see what he sees in his own imagination,” says Merritt.
She also emphasizes how the camp has expanded Isaac’s creative tools and their potential for this technology to enhance Isaac’s academic experience. “What he is producing
Learn more about the AI and Creativity Camp and watch Isaac create his designs.
with AI is going to be a game changer for him. He can do presentations for his class, he can do his own illustrations.”
Jenna Crane, Isaac’s mother, adds that “Technology is literally his lifeline, and now we are so hopeful that he’ll get to demonstrate his knowledge and interests even more as he gets older, and technology continues to advance.”
Isaac expressed his enthusiasm for the camp, stating, “It was awesome! I got to learn new computer things, work with kids from other schools, and do something fun.” His favorite part? “Making the T-shirt!” With AI and other technological tools, the t-shirt is just the starting line for Isaac’s creative expression.
BUILDING TOMORROW’S INNOVATIONS TODAY
From language learning to specialized tools for individual needs, the success stories of St. Vrain students demonstrate that innovative technology, combined with dedicated support, creates limitless possibilities for learning. Their achievements showcase how St. Vrain Valley Schools’ commitment to accessible education and technological innovation ensures that every student can excel. “We approach accessibility on an individual level. Coming from a place of curiosity and caring, we can come up with solutions for every student,” says Wieder. “Accessibility impacts everybody. It is not just a part of the special education world.”
As technology continues to evolve, so too do the opportunities for students to discover their own paths to achievement. Through the combination of cuttingedge tools, passionate educators, and an unwavering commitment to meeting each learner’s needs, St. Vrain Valley Schools is creating an environment where every student’s potential can be fully realized.
AUGMENTED REALITY STORY
From prep to plate: See this culinary creation take shape. Scan to watch the full technique.
Ada Cook, a senior at Skyline High School, prepares a soup base in the kitchen at the CETC as part of the ProStart Culinary Arts program.
Photos:
is in the
Pudding The Proof
ST. VRAIN VALLEY STUDENTS ARE PREPARED TO SUCCEED IN INDUSTRY AND BEYOND.
BY CAROLINE CHUTKOW
PHOTOS BY COLIN RICKMAN & ST. VRAIN COMMUNITY COURTESY PHOTOS
IN
A
BUSTLING COMPETITION KITCHEN
IN SEATTLE, WASHINGTON , Lyons High School senior Kirby Neal moves with practiced precision among the nation’s top student bakers. Surrounding her are mounds of flour, softened butter, fresh eggs, spices, and measuring tools arranged across her stainless steel workspace. Dressed in a crisp white chef coat, she measures, mixes, and monitors her industrial oven as she creates four distinct pastries—a quick bread, a choux pastry, cookies, and a decorated cake. Kirby has practiced these recipes countless times to earn her title as Colorado’s Family, Career and Community Leaders of America (FCCLA) state champion, and amid the whir of mixers and the aroma of fresh-baked goods, her performance now earns her bronze at the national level.
The old English proverb claims “the proof is in the pudding”—or more accurately, “the proof of the pudding is in the eating”—suggesting that the true test of anything lies not in its preparation but in its results. Across St. Vrain Valley Schools, that proof comes through students excelling in national competitions, earning industry certifications, and mastering professional skills. Through rigorous foundational academics, strategic investments in educational programs, and strong industry partnerships, St. Vrain’s Excellence by Design philosophy transforms opportunities into achievements.
Kirby’s success at this year’s national FCCLA competition reflects her hard work and determination, coupled with the comprehensive training she received through the Career Elevation and Technology Center’s (CETC) culinary
Photo: Lyons High senior Kirby Neal with ProStart teachers Yvonne Justice and Hope Nazzaro at the 2024 FCCLA national championship.
Photo: 2022 Frederick High School graduate Quinn
McNeill’s love of cooking has continued from childhood, through the CETC’s ProStart Culinary Arts program, to employment at local restaurants, and beyond.
pathway. This two-year program combines an industry-driven curriculum, hands-on kitchen experience, customer service, and business education, allowing students to gain real-world experience in the CETC’s student-run restaurant. They also have the opportunity to earn college credits through Metropolitan State University of Denver, along with industry certifications that prepare them for careers in professional kitchens.
“Before the CETC, I had never done anything like this,” Kirby explains. “My advice to other students is to try new things—you never know what you might discover. There are so many opportunities here to explore different fields and find what you’re passionate about.”
The value of the CETC’s programs is evident in both current students like Kirby and alumni like Frederick High School Class of 2022 Graduate Quinn McNeill, whose love for baking started in his grandmother’s kitchen. From creating holiday goods for teachers in middle school to designing wedding cakes in high school, McNeill’s passion for culinary arts found a professional outlet at the CETC. “The program gave me industry certifications and experience in every restaurant position. What I learned at the CETC set me apart wherever I went.”
Those skills opened doors for McNeill at Martinis Bistro in Longmont, where he quickly progressed from food runner to line cook to pastry chef, all while still in high school. His experience expanded to serving at one of the country’s top 10 wine bars in the Pacific Northwest during his time at Oregon State University. Through concurrent enrollment opportunities at the CETC and Frederick High, McNeill earned 41 college credits from Metropolitan State University, University of Colorado at Boulder, and Front Range Community College, saving tens of thousands in college costs and enabling him to graduate a full year early. Now headed to law school, McNeill attributes much of his success to his strong St. Vrain foundation. “While I chose to keep cooking as a passion rather than a career, the program gave me a whole portfolio of skills that prepared me for success in any field I pursue,” states McNeill. He points to his peers’ successes as proof. “The opportunities we had in St. Vrain gave us a real advantage. One of my former classmates is now at the University of Utah, working as an EMT at the university hospital while she completes her degree, all because of the certifications she earned during high school.”
These student successes resonate deeply with their teachers. “Watching students like Quinn and Kirby grow from novices into accomplished culinary professionals fills us with pride,” shares Hope Nazzaro, Culinary Arts Teacher. “Their journey from first stepping into our kitchens to competing on national stages shows both their dedication and passion for the craft. These students inspire us with their resilience, creativity, and commitment to excellence.”
DIVERSE PATHWAY PROGRAMS
Watch a video to learn more about the Driving for Success initiative.
Success stories like these span across the CETC’s diverse pathway programs, which include Advanced Manufacturing, Agricultural Sciences, Automotive and Diesel Technologies, Health Sciences, Interactive Media Technology, Pre-Law, ProStart and Culinary Arts, and Welding and Fabrication Technology. Along with Kirby, St. Vrain students showcase their skills at national competitions
across the country. Niwot High School’s Isabella Gabbard traveled to Houston for the HOSA International Leadership Conference, competing in medical reading among future healthcare professionals from around the world. Juliana Cruth from New Meridian High School represented Colorado as the state welding champion at the SkillsUSA Championships in Atlanta. At the same competition, a team of students from across the district—Fiona Bau-Madsen from APEX Homeschool, Benjamin Holcomb from Mead High School, and Dakota Steele from Skyline High School—competed as state champions in the community service project category for Automotive.
“The technical expertise and professional skills our students gain through these programs directly align with industry demands,” explains CETC Principal ToniJo Niccoli. “When students leave CETC, they have the certifications, experience, and confidence employers are looking for. Our industry partners consistently tell us that our graduates are prepared to excel from day one on the job.”
DRIVING FOR SUCCESS
On the competition stage in Atlanta, judges heard how three CETC automotive students are changing lives in their community through the Driving for Success initiative. The team delivered a presentation about their partnership with A Woman’s Work, a local nonprofit that connects CETC’s automotive program with community members in need of transportation. With support from Stapp Toyota, students tackle everything from brake repairs and tire replacements to steering and suspension work, restoring cars in need of minor repairs. “Between June 2022 and now, our students have prepared 64 vehicles for community members in need,” explains Brian Smallwood, CETC’s Automotive Teacher. “The program has multiple layers of impact: students engage in project-based learning on real vehicles, master technical skills, and experience the profound impact of giving back to their community. When they deliver a completed vehicle to someone in need, watching it being signed over to its new owner, they understand the difference having a safe vehicle makes for the recipient.”
Today, these students continue to build on their automotive foundation in different ways. Ben attends Liberty University’s aviation maintenance program on a full scholarship after graduating in 2024, while his classmate Dakota entered the automotive industry directly after graduation. Fiona graduates with the Class of 2025 and is headed to Colorado School of Mines to study mechanical engineering. Like their classmates across CETC’s programs, these students demonstrate how hands-on experience and industry connections create multiple pathways to success.
The true measure of education, like the old proverb suggests, lies in its results. Across St. Vrain Valley Schools, students transform learning into tangible achievements. Whether competing on national stages, supporting their communities, or preparing for promising futures, these students exemplify St. Vrain’s commitment to Excellence by Design. The proof is clear: they are prepared to excel in every endeavor they pursue, demonstrating that talent, like well-made bread, rises when given the right ingredients to succeed.
Photos: Fiona Bau-Madsen, a senior in the APEX Homeschool program and Michelle Zavala Garcia, a senior at Longmont High, work in the auto shop at the CETC.
AFIVE DAYS, FIVE ADVANTAGES
WHY ST. VRAIN’S PRESCHOOL PROGRAMS LEAD THE WAY
S PARENTS EXPLORE EARLY EDUCATION OPTIONS FOR THEIR
CHILDREN, St. Vrain Valley Schools’ preschool program stands out as the premier choice in Colorado. With an expansion to five-day programming in 2025-26, St. Vrain continues to raise the bar for early childhood education, offering families an unparalleled foundation for their children’s academic journey. Here are five reasons why St. Vrain’s preschool program leads the way in early childhood education:
1
PREPARED EXCELLENCE IN TEACHING
The quality of early childhood educators has a profound impact on children’s development and future academic success. At St. Vrain, every preschool classroom is led by licensed teachers holding bachelor’s degrees in early childhood education—a standard that exceeds typical preschool programs.
These highly qualified educators bring expertise in child development, understanding how to nurture crucial skills during the critical ages of 3-5 when children’s brains are developing rapidly. Their specialized training enables them to lead children in achieving developmental milestones, adapt teaching strategies to individual learning styles, and create engaging experiences that build both cognitive and social-emotional skills. Research shows that children who interact with highly qualified teachers during their early years demonstrate stronger language development, better problem-solving abilities, and more advanced social skills by kindergarten.
2
PREMIER: A FOUNDATION FOR FUTURE SUCCESS
St. Vrain’s innovative approach to early childhood education creates a unique learning environment where traditional developmental milestones merge with 21st-century skills. While many preschool programs focus solely on basic readiness skills, St. Vrain integrates STEM concepts and design thinking from the earliest ages.
In Mountain View Elementary’s preschool program, for example, students engage in ageappropriate engineering challenges that develop critical thinking skills while strengthening fundamental abilities in language and social interaction. These experiences might include designing solutions to keep Humpty Dumpty from falling or creating tools to solve everyday problems—activities that build vocabulary, problem solving, and collaborative skills simultaneously. This integrated approach develops both the academic foundation and innovative thinking skills essential for future success in an increasingly technology-driven world.
PHOTOS BY LIZ ALLEN & EUNICE PEINADO
IMPRESSIVE:
3 5 4
SMALL CLASS SIZES, BIG IMPACT
The importance of small class sizes in early childhood education cannot be overstated. St. Vrain’s commitment to maintaining optimal student-toteacher ratios ensures that every child receives the individualized attention crucial for early development. In these intimate learning environments, teachers can observe and respond to each child’s unique needs, interests, and learning style.
This personalized attention allows for more meaningful interactions, faster identification of both challenges and opportunities for advancement, and the ability to adjust teaching strategies in real-time. Research consistently shows that children in smaller preschool classes demonstrate stronger social skills, more advanced language development, and better preparation for kindergarten compared to peers in larger group settings.
COMPREHESIVE SEAMLESS EDUCATIONAL JOURNEY
The transition from preschool to elementary school is a critical period in a child’s educational journey. St. Vrain’s unique model, where preschool programs are housed within elementary schools, creates an unparalleled advantage for young learners. This arrangement goes beyond simple convenience— it builds familiarity with the school environment, teachers, and routines long before kindergarten begins. Through intentional collaboration between preschool and kindergarten teams, curriculum and teaching apvproaches align seamlessly, ensuring children build upon their early learning experiences rather than starting anew. This continuity significantly reduces transition anxiety and allows children to maintain their learning momentum. When children stay within their school community, they develop stronger relationships with peers and staff, creating a support network that enhances their confidence and academic success throughout their elementary years.
Scan the QR code or visit stvra.in/preschool for enrollment information
PREFERRED: FLEXIBLE PROGRAMMING FOR MODERN FAMILIES
The expansion to five-day programming represents St. Vrain’s commitment to meeting the diverse needs of today’s families while maximizing learning opportunities for every child. Consistent, daily attendance in preschool programs has been shown to strengthen skill development and social connections. With options for morning, afternoon, or full-day sessions, families can choose the schedule that best supports their child’s learning style and family circumstances.
The addition of wraparound care at select locations provides a continuous, enriching environment for children of working parents, ensuring they receive reliable, high-quality care and education throughout the day. This comprehensive approach not only supports family needs but also provides the consistent, structured environment that research shows is optimal for early childhood development.
PROVIDING OUR YOUNGEST STUDENTS WITH A STRONG COMPETITIVE (PRE)ADVANTAGE
The impact of St. Vrain’s commitment to early childhood excellence is clear. Research shows that highquality preschool programs can increase graduation rates by 11 percent, and every dollar invested in early childhood education yields an $8.60 return to the U.S. economy. By choosing St. Vrain’s preschool program, families aren’t just selecting childcare—they’re investing in their child’s future success.
“In St. Vrain, we believe that early childhood education is more than preparation for kindergarten —it’s the foundation for lifelong learning,” says Shela Blankinship, Director of Early Childhood Education for St. Vrain Valley Schools.
For families seeking the best start for their children’s educational journey, St. Vrain Valley Schools’ preschool program offers an unmatched combination of professional expertise, innovative curriculum, and supportive environment. With the expansion to fiveday programming, there’s never been a better time to join the St. Vrain community.
The St. Vrain Advantage
We are providing current and future generations a strong competitive advantage so that all students can achieve success in a globalized world.
One of our State and Nation’s
Leading Districts
Highest On-Time Graduation Rate
St. Vrain Valley Schools has achieved the highest on-time graduation rate of any district in the Denver Metro area at 94.3%, and the highest of any district in Colorado with more than 300 graduates. St. Vrain’s Hispanic graduation rate, at 90%, is also the highest of any district in the Denver Metro Area.
0.4% Dropout Rate
Our dropout rate, at 0.4% for all students and 0.7% for Hispanic students, is the lowest of any district in the Denver Metro area.
23 Bills
Over the past several years, St. Vrain has passed approximately 23 bills in the Colorado Legislature, continuing to strengthen public education in Colorado
$71 Million
St. Vrain has earned approximately $71 million in highly-competitive grants, which are invested back into schools and programs that advance student learning and success. This includes a $7 million Opportunity Now grant, the largest awarded to any entity in Colorado, to increase workforce development and work-based learning opportunities.
24.5 Credits
In addition to the highest graduation rate in the Denver Metro Area, St. Vrain also has the most rigorous graduation requirements at 24.5 credits.
Signature
programs
for
students that are a first of its kind and/or nationally
recognized:
• Four P-TECH Programs
• Pathways to Teaching Program
• Mobile Innovation Lab
• Cybersecurity Mobile Lab
• Underwater Robotics Programming
• Student Drone Performance Team
• Advanced Manufacturing Academy
• Toyota TECS Program
• Artificial Intelligence Student Team
• and so much more
Highest Starting Teacher Salary
St. Vrain has among the highest base pay for teachers and support staff across the Denver Metro region and continues to invest in raising pay and professional development for teachers, bus drivers, paraprofessionals, custodians, nutrition service workers, health clerks, secretaries, and more.
2.9 Million Meals
Last year, St. Vrain’s nutrition services department served over 2.9 million meals to students, and is on track to surpass that number by 3 million more meals during the 24-25 school year.
500+ Industry Partnerships
St. Vrain Valley Schools is highly connected to the local, state, and national business community, with more than 500 industry, corporate, government, and higher education partners. These important relationships provide expertise, mentorship, and resources to ensure that St. Vrain is a leading district in providing opportunities that students will need to be successful beyond graduation. Key partners include Apple, Google, UCHealth, Boeing, Cisco, Toyota, Seagate, Agilent, Amazon, and many more.
7th Largest
St. Vrain Valley Schools is the 7th largest school district in Colorado.
411 Square Miles
St. Vrain serves 13 communities across 411 square miles.
2 Million Miles
St. Vrain has a robust transportation department, driving close to 2 million miles each year to transport students to school, field trips, athletic events, and more. This equates to circling the globe approximately 80 times each year.
Outstanding Community
33,000
Students
St. Vrain Valley Schools serves approximately 33,000 students and 5,500 employees.
5,500 Employees
St. Vrain Valley Schools is the largest employer in our 411 square mile area, with approximately 5,500 employees.
23,000
Years
St. Vrain’s 2,000 teachers have approximately 23,000 years of teaching experience and over 60% have graduate degrees.
Career and College Readiness
44,014 credits
Last year, St. Vrain students had the opportunity to earn over 44,014 college credits through Advanced Placement courses, International Baccalaureate courses, and concurrent enrollment college classes.
$23 Million in Savings
Through Advanced Placement, International Baccalaureate, and concurrent enrollment courses, last year students had the opportunity to save families approximately $23 million or more in future tuition expenses
400-500 Students
Approximately 450-500 students are enrolled annually in one of St. Vrain’s four P-TECH programs, which include significant mentorship and internship opportunities alongside rigorous college coursework. St. Vrain offers P-TECH programs focused on information technology, biochemistry, cybersecurity, and business.
728 Students
Last year, 728 students participated in work-based learning experiences, which included internships, apprenticeships, job shadows, project teams, and work site visits.
1,100 Certifications
Last year, more than 1,100 certifications were awarded to students enrolled in one of our programs offering industryrecognized certifications. These include EMT/paramedic, manufacturing trades, automotive technology, welding, aeronautics, engineering, information technology, and more.
163 Associate Degrees
Through the district’s Pathways in Technology Early College High School (P-TECH) programs, 163 students have been awarded their Associate degree, alongside their high school diploma, at no cost to the student.
265 Robotics Teams
St. Vrain is home to over 265 competitive robotics teams, as well as numerous state, national, and world champions.
236 Athletic Championships
Since 2019, St. Vrain athletes have brought home 236 total state titles: 36 team titles and 200 individual titles.
147 Varsity Teams
St. Vrain offers 147 total varsity sports teams across all high schools.
4,700+
Athletic Events
St. Vrain high school students are sanctioned to compete in over 4,700 athletic events, including over 2,000 varsity athletic contests each year.
Athletics, Arts, and Activities
Best Communities for Music Education
St. Vrain’s commitment to music education has earned national distinction, with the NAMM Foundation honoring the district with the Best Communities for Music Education award for four consecutive years since 2021. This year, 181 students were selected for the prestigious and competitive Colorado AllState Choir, Band, and Orchestra ensembles.
80% Engagement
Over 80% of St. Vrain secondary students are engaged in co-curricular or extracurricular activities outside the regular school day.
All Middle Schools
All middle schools in St. Vrain offer competitive athletic opportunities, engaging students in their school communities and preparing them for high school athletics.
10,000+ Pieces of Art
All schools in St. Vrain offer high quality visual arts courses, with thousands of artworks displayed each spring at the Districtwide Art Show.
ST. VRAIN VALLEY SCHOOLS
Photo: New Meridian High Class of 2024 graduate celebrates with one of his teachers.
