ST.VRAINNOVATION Fall 2025

In this issue: THE POWER OF FIRSTS

ETHOS: A RESPONSIBLE APPROACH TO AI

GETTING TO KNOW OUR NEW SUPERINTENDENT

No matter what path your child’s future takes, our St. Vrain Commitment is to provide them with an exceptional education every step of the way.

ST. VRAINNOVATION

is produced in-house by St. Vrain Valley Schools’ Department of Communications.

OUR TEAM

Liz Allen Communications and Design Manager

Kaela Blumenshine Communications Specialist, Operations and Information

Caroline Chutkow Executive Director of Communications

Aaron Ford Senior Web Development and Systems Administrator

Emily Hooge Communications Specialist, Content and Design

Jane Lim Communications Department Secretary

Colin Rickman Director of Communications and Engagement

Owen Willis Communications Intern

CONTRIBUTORS

Andrea Smith, Ed.D. Principal, Erie Middle School

Please contact communications@svvsd.org with any questions or comments.

Para español, visite stvra.in/magazine o escanee el código QR.

FROM THE PUBLISHER

Welcome to our fall edition,

Schools really and truly are the heartbeat of our communities. This publication celebrates the innovation, dedication, and excellence found in each of our schools across St. Vrain.

FEATURES

The Power of Firsts

Educators reflect on the firsts that matter most

Whether you're a St. Vrain family, staff member, or community partner, these stories reflect our shared commitment: ensuring every student receives an exceptional PK-12 experience and graduates with a strong competitive advantage.

From curiosity to career, St. Vrain’s robust opportunities allow students to discover their path

Thank you for your partnership in creating a stronger future for our children and communities.

Sincerely,

Jackie Kapushion, Ed.D. Superintendent

Cover art: From robotics to river science, opportunities are abundant in St. Vrain for students like Eva Smirnova and Sebastian Zacarias, center, first graders at Eagle Crest Elementary.

ST. VRAINNOVATION and other district initiatives are generously supported by these and many other community partners.

SPOTLIGHTS

Leading a responsible approach to artificial intelligence in education 01 15 23 25 07

Getting to Know Our New Superintendent Five questions with Dr. Jackie Kapushion

The Sound of St. Vrain Celebrating music programming at every level

Little Learners, Big Futures

Inside a Preschool classroom where lifelong learning begins

Behind the Wheel

The people driving excellence every day across St. Vrain

I Middle School

A middle school principal flips the script and shows us why middle school is the best

Leading the Way in Dyslexia Awareness

Student ambassadors educate the community

Learn more about our district partners and sponsors at stvra.in/partnerships

11 Design Thinking from Day One Signature Program Updates

Ask St. Vrain

St. Vrain’s 2024 Bond in Action

GETTING TO KNOW OUR NEW SUPERINTENDENT:

5 Questions with Dr. Jackie Kapushion

BY COLIN RICKMAN

Dr. Jackie Kapushion officially became St. Vrain Valley Schools’ new superintendent on July 1, 2025 after serving as Deputy Superintendent for the past eight years. We sat down with Dr. Kapushion to learn more about her journey, her passion for education, and her vision for our district’s future.

WHAT DREW YOU TO EDUCATION, AND HOW DID YOU END UP IN ST. VRAIN?

From my earliest childhood memories, I knew I wanted to be an educator. When I was about four years old, I would watch my older sister get off the bus and tell our mother about her school day. I wanted to go to school so badly, and when I visited her classroom, I almost instantly knew that I wanted to be a teacher.

My journey through five other Colorado school districts before finding my home in St. Vrain gave me a unique perspective on educational leadership. My first teaching job was actually in a one-room schoolhouse in Powder Wash, a small oil and gas camp on the Colorado-Wyoming border, where I taught 10 students in grades first through fourth. That experience taught me that schools are truly the heartbeat of any community.

WHAT ROLE DID YOUR OWN EDUCATIONAL EXPERIENCE PLAY IN SHAPING YOUR APPROACH AS AN EDUCATOR?

School and learning were very difficult for me as a child. My family moved every 2-3 years, and my foundational skills in reading and math were weak. I often sat at the kitchen table in tears because homework was so difficult. Then I met Mrs. Blackwood, my third grade teacher in Buffalo, New York. She would pull me off the playground to work with me before school, read with me during lunch, and most importantly, she reframed the way I spoke about myself and eventually the way I thought about myself as a learner.

Photo: Dr. Kapushion reads to a second grade class at Burlington Elementary.

PHOTO

Mrs. Blackwood passed away in 2006, and I wish I could have told her about her tremendous impact on my life. That experience taught me that every educator has the power to be a Mrs. Blackwood to their students, and to see potential where others might see struggle.

WHY DO YOU BELIEVE SO STRONGLY IN PUBLIC EDUCATION?

I believe public education is one of the most important institutions in our country. Public schools promote stable communities and a strong democracy through shared ideas and knowledge. They create the conditions and opportunities to break generational poverty for individual students and their families, and they help ensure that all children go on to live enriched lives. When I became a mother, I began to understand my work as an educator through a more empathetic lens. I realized it was my responsibility to want for other children what I wanted for my own. All three of my children are now adults, but I have the opportunity to continue working with our incredible team to create a system that delivers to all children what we would want for our own.

WHAT IS YOUR LEADERSHIP PHILOSOPHY?

I believe leadership is the ability to share a compelling vision, lead change, and empower others toward a common goal for a better future. My approach centers on frequent and effective communication, high visibility, urgency and responsiveness, integrity, empathy, and adaptability.

I also believe deeply in what I call the “window and mirror principle.” When things go well, I look out the

window to recognize and celebrate others’ contributions. When things don’t go as planned, I look in the mirror to examine my own role and responsibility. This keeps me grounded and focused on continuous improvement.

WHAT ARE YOUR KEY PRIORITIES FOR ST. VRAIN’S FUTURE?

My vision centers on what I call “The St. Vrain Commitment” — that each and every student will be recognized for their unique talents and aspirations and receive an exceptional PK-12 experience that allows them to graduate with a strong, competitive advantage.

This means continuing to build on our foundation of excellence while embracing innovation. We’ll focus on maintaining the highest starting teacher salary in Colorado, enhancing our cutting-edge technology and AI initiatives, prioritizing rigorous academic learning and rising student achievement, expanding our career pathways and apprenticeship programs, and ensuring every school remains safe and secure.

We’ll also continue advancing what makes St. Vrain special, including our culture of innovation that has made us first in so many areas, from P-TECH programs to achieving the Denver Metro Area’s highest graduation rate. But perhaps most importantly, we’ll keep promoting what I call the “public school advantage” and demonstrate every day that public education is where students receive not just academic excellence, but also the real-world experiences and community connections that prepare them for success in whatever path they choose.

THE ST. VRAIN COMMITMENT

Each and every student will be recognized for their unique talents and receive an exceptional PK-12 experience, graduating with a strong competitive advantage.

This represents our comprehensive system that serves every student with empathy, opportunity and excellence...the #StVrainAdvantage

Scan the QR code or visit stvra.in/ SuptInterview to watch.

We weren’t the only ones who sat down with Dr. Kapushion for an interview. Watch as she discusses the future with two intrepid Burlington Elementary students, Vivien Miller and Matteo Garcia.

EDUCATORS REFLECT ON THE FIRSTS THAT MATTER MOST.

STORIES OF INSPIRATION, GROWTH, AND THE POWER OF FIRSTS IN EDUCATION.

BY EMILY HOOGE PHOTOS BY EMILY HOOGE, COLIN RICKMAN, & LIZ ALLEN

Brian Smallwood Automechanic Teacher, Career Elevation and Technology Center

Christine Cope First Grade Teacher, Legacy Elementary

Jackie Blake Math Teacher, Frederick High

Annie Long Art Teacher, Erie Middle

Virginia Cote Music Teacher, Mead Elementary

Yin-Feng Chen Orchestra Teacher, Niwot High

Rachel Gates Language Arts Teacher, Lyons Middle Senior

Cintia Martinez Bilingual Kindergarten Teacher, Rocky Mountain Elementary

Kate Zalzal First Grade Teacher, Lyons Elementary

WHEN THINKING BACK TO GRADE SCHOOL, THE IDEA OF “FIRSTS” OFTEN BRINGS TO MIND A FAMILIAR SCENE

FROM THE FIRST DAY OF A NEW YEAR: a carefully chosen outfit, a backpack stuffed with supplies, and a rush of excitement whilst finding your seat, eagerly waiting for the day to begin. These memories evoke a special kind of nostalgia, blending anticipation and possibility that signal the start of something new. But the “firsts” that truly stay with us echo far longer than the first bell of a new school year.

In classrooms across St. Vrain Valley Schools, educators shared that the most meaningful “firsts” often happen quietly: the first time a student feels seen, the first time they take a risk, or the first time they realize learning can change the course of their lives. These moments also invite teachers to reflect on who they are, where they’ve come from, and what drives their teaching.

KATE ZALZAL , a first grade teacher at Lyons Elementary, experienced that moment of reflection early in her first year. One day, she noticed a photo a parent had shared online: her student holding a “first day back to school” board that listed his favorite food, what he wanted to be when he grew up and the name of his teacher – hers. “It hit me – I’m really a teacher now,” she said. “It made me realize I have a responsibility and an opportunity to impact these kids in a profound way.

For VIRGINIA COTE , a music teacher at Mead Elementary, one of her most formative firsts happened far from home: teaching English in Ukraine through the Peace Corps. Immersed in a new culture alongside local educators,

she learned to connect despite a language barrier. “I learned flexibility, humility, and self-compassion,” Cote said, “all things I bring to my classroom every day.” She now helps her students navigate their own firsts, from playing an instrument to performing on stage. “Your first day might be your hardest,” she tells them, “but that’s where the learning begins.”

As an auto mechanic teacher at the Career Elevation and Technology Center, BRIAN SMALLWOOD experienced one of his most powerful firsts unfolding over several years. For the first time, he had a student in his classes continuously, from high school through community college night courses. Smallwood mentored him from a struggling teen into a confident, capable adult. “Seeing his growth and getting thanks from his family reminded me how much influence we have as teachers,” Smallwood said. “It made me more aware of how my words and actions can either lift a student up, or let them fall behind.”

JACKIE BLAKE , a math teacher at Frederick High School, remembers a defining first from early in her career. Concerned about a student who rarely attended class, she took the time to understand his challenges and offer encouragement. Through guidance and support, Blake helped him find his footing and change his habits. “He never missed another class,” Blake said. “He graduated with honors, joined the Navy, and built a life he was proud of.” That experience taught her the importance of seeing students beyond their attendance records. “It made me want to understand their stories, and to push them to see what’s possible,” she said.

A Northridge Elementary student gathers flowers from the school garden.

A Longmont High student embraces a school administrator at graduation.

An Altona Middle student works on a passion project in the Idea Lab.

For CHRISTINE COPE, a first grade teacher at Legacy Elementary, firsts have been a lifelong theme. Her own “very last first day” of teaching elementary school this year prompted her to reflect on decades of beginnings – from student teaching in the icy north of British Columbia to teaching English to businessmen in South Korea. “Every new start carried that same sense of wonder,” she said. “For many students, that first attempt at something new can be intimidating. Our job is to make sure they feel supported enough to take that leap.”

CINTIA MARTINEZ, a bilingual kindergarten teacher at Rocky Mountain Elementary, shares a deep appreciation for how meaningful beginnings can shape both students and teachers. As a first-generation college graduate, her first day as a teacher felt monumental. “Being the first in my family to teach was a huge milestone,” Martinez recalls. “And being able to connect with students and families in both Spanish and English made it even more meaningful.” Her classroom celebrates every first, no matter how small: writing a name, reading aloud, or making a friend. “Their first experiences should remind them that they belong,” she said.

At Erie Middle School, art teacher ANNIE LONG experienced a defining first through a lesson in imperfection. When her sixth graders created blind clay portraits of one another – sculpting without looking at their work – the results were messy and wonderfully unpredictable. The project reshaped how she approaches teaching, reminding her that creativity often thrives in discomfort. “We’re all practicing together,” she said.

“If students can learn to laugh, let go, and keep creating, then every first becomes a success.”

While teaching at Niwot High School, orchestra teacher YIN-FENG CHEN found his most powerful first in the harmony of connection. Leading three youth orchestras on an 18-day tour through China, he watched students’ confidence blossom as they performed in world-class halls and bonded across cultures. “Even without a shared language, they made friends through music,” Chen said. “They discovered that effort connects people, and that music speaks where words can’t.”

And for RACHEL GATES , a language arts teacher at Lyons Middle Senior High School, the firsts she treasures most are rooted in emotion. “Students might forget lessons or projects,” she said, “but they’ll always remember how you made them feel.” Each year, she works to make her classroom’s first experiences unforgettable – core memories rooted in belonging and joy. “Teachers hold this kind of magical power,” she said. “Every day, we can make a first either good or bad.”

Across classrooms, subjects, and grade levels, St. Vrain’s educators show that firsts in public education are far more encompassing than a single day on the calendar. They’re the quiet beginnings of confidence, connection, and discovery, memories that often stay with us for years to come. In celebrating these “firsts,” St. Vrain’s educators celebrate the very heart of education: the joy of learning, the hope of new beginnings, and the foundations for future success.

Scan the QR code or visit stvra.in/PowerofFirsts to watch the “Power of Firsts” from students’ perspectives.

A Red Hawk Elementary student works in the library during class.

The Sound of St. Vrain

BY CAROLINE CHUTKOW

PHOTOS BY COMMUNICATIONS TEAM

AS THE GRAND FINALE OF ST. VRAIN’S DISTRICTWIDE BAND NIGHT BEGINS , hundreds of high school musicians take to the stadium field after two hours of individual performances. Thousands of spectators cheer as the percussion, brass, and woodwind musicians from more than ten schools unite in a single soaring sound – a powerful showcase of the scale, creativity, and community engagement that have earned St. Vrain Valley Schools national recognition in music education.

Since 2021, St. Vrain Valley Schools has received the Best Communities for Music Education designation annually from the NAMM Foundation. Last year, St. Vrain was one of only two districts in Colorado and 935 nationwide to earn this honor, a reflection of the district’s sustained commitment to making music education accessible, high-quality, and transformative.

What sets St. Vrain apart is not only the exceptional quality of the programs, but the strength of the culture that supports them. District leaders encourage teachers to innovate and create opportunities tailored to their students. As Director of Fine Arts and Performing Arts Janay Bird explains, “We don’t require everyone to be the same or offer the same programming, which is important because the arts themselves are not cookie-cutter. We encourage our teachers to design programs that reflect their unique musical strengths and passions, while engaging deeply with the interests and culture of their students and community.” When teachers request to host a workshop, such as a Broadway director coaching

Photo: Students from Burlington Elementary perform Finding Nemo.

Photo: Longmont High band students arrive in Japan. Courtesy of David Merrill.

Photo: Longmont High’s Mariachi band performs for the communty.

Photo: Westview Band Teacher, Carrie Borja, directs students in rehearsal.

Photo: Mead High band students participate in the 2025 St. Vrain Valley Schools’ Band Night.

Photo: A student from Longmont High performs in the 2025 St. Vrain Valley Schools’ Band Night.

students, or lead meaningful travel experiences, like taking an orchestra to perform in Chicago, St. Vrain says yes.

This “yes” approach expands opportunities for students to explore diverse musical genres, from mariachi to handbell choir, participate in inclusive ensembles such as Unified Music and Theatre, and take part in experiences ranging from Band Night to international performance trips.

By nurturing the whole child, these programs help students develop skills and creativity that they bring back into their communities, enriching the world around them.

HITTING THE RIGHT NOTE: ST. VRAIN’S MUSIC EXCELLENCE

St. Vrain Valley Schools is consistently nationally recognized among the Best Communities for Music Education by the NAMM Foundation. Here’s what sets our schools apart:

COMPREHENSIVE ACCESS ACROSS ALL GRADES

• Early musical exposure includes Preschool Music Night, elementary choral festivals, and field trips for fifth graders to the Longmont Symphony. All elementary students participate in music class.

• Middle and high school students stage musicals and perform in districtwide honor events for choir, band, and orchestra.

• In 2025, six St. Vrain ensembles were selected to perform at the Broadmoor for the highlyselective Colorado Music Educators Association Conference, making St. Vrain the only district with ensembles from elementary, middle, and high school.

TEACHER EXPERTISE AND SUPPORT

• Nearly 50% of music teachers hold graduate degrees, and all are licensed in their content area.

• Professional development is content-specific and designed to spark new ideas and instructional strategies.

STRONG COMMUNITY INVESTMENT

• Parents, teachers, student peers, and administrators provide outstanding support to fine arts students and programming by encouraging participation and ensuring events are well attended.

• Local collaborations with the Longmont Symphony Orchestra, Longs Peak Chorus, guest artists, and community arts organizations provide students with authentic connections to the arts and supports their continued engagement with music after graduation.

• State-level partnerships with the Denver Center for the Performing Arts, Colorado Symphony Orchestra, and Colorado Children’s Chorale connect students and teachers with professional artists, masterclasses, and live productions that extend learning beyond the classroom.

Experience the Sound of St. Vrain by visiting the district’s Fine Arts Calendar at stvra.in/fineartscalendar to attend upcoming concerts, musicals, and community performances.

ROBUST PERFORMANCE OPPORTUNITIES

• Students perform beyond their schools in parades, community events, and festivals.

• Travel opportunities, including New York City, Nashville, and Japan, provide exposure to professional-level music experiences.

Future Forward:

SIGNATURE PROGRAM UPDATES

BY OWEN WILLIS

PHOTOS BY OWEN WILLIS, EMILY HOOGE, & COLIN RICKMAN

ST. VRAIN IS

PROUD

TO BE

HOME TO MANY SIGNATURE,

first-of-its-kind, and nationally recognized programs for students. Here are updates from the cutting edge.

NEW MOTION AND PERFORMANCE STUDIO WHAT’S NEXT AT THE INNOVATION CENTER

Next on the horizon for the Innovation Center is the creation of a new Motion and Performance (MAP) Studio. This program will allow students to step into a space where science meets movement, capturing the mechanics of the human body in action. Additionally, the lab will open doors to real-world applications and discoveries in areas ranging from professional athletics to healthcare. The program will also connect to other pathways at the Innovation Center, such as virtual reality and digital game design, allowing students to analyze and apply data to a variety of fields.

Students will gain hands-on experience in human motion capture, an emerging career field once reserved for college researchers and industry experts, giving them an early edge in a rapidly growing area of study.

LAUNCHPAD FOR INNOVATORS DRONE PERFORMANCE TEAM

In just its second year since inception, the world’s first studentled Drone Performance Team has achieved tremendous levels of success. The team has performed 41 shows in total, including at least one at every St. Vrain high school. Most notably, in April 2025, the team performed at the 40th Annual Space Foundation Symposium in front of over 10,000 attendees from 60 countries.

The Drone Performance Team is comprised of 25 high school students from across St. Vrain who manage every element of the show, from piloting drones and managing projects to designing music and animations, and creating videos to showcase the program. Moving forward, the team will continue performances throughout St. Vrain’s community, and plans to expand shows to neighboring communities as well.

Discover the full calendar of events at

MAKING A DIFFERENCE WITH METAL MANUFACTURING PATHWAY BUILDS

REAL-WORLD SKILLS

The Advanced Manufacturing Pathway at the Career Elevation and Technology Center (CETC) prepares students for success in a manufacturing career after high school. Through the program, students learn about different manufacturing processes

and concepts, and also gain hands-on experience working with machines commonly found in the industry. The pathway consists of Principles of Manufacturing, Precision Machining, CNC Machining, and Manufacturing Technology.

Many of the projects that students work on in the program have real-world impact. The CETC has partnered with the Veteran Community Project in Longmont,

Photos: The Drone Performance team has developed and performed more than 40 shows for the community.

THE BEAT GOES ON NEW PATHWAY EXPLORES HOW WE THINK ABOUT MUSIC

The Music Innovation program launched its first course at the Innovation Center in the pathway in Fall 2025. In the Introduction to Music Innovation course, students learn the fundamentals of music technology and use the design thinking process to create a project that has real-world impact.

The Music Innovation program also includes the Symphonation student project team, featuring students from high schools across the district. One of the primary initiatives of this team is offering summer camps for elementary and secondary students where they explore different elements of the music industry, including composing their own songs and music projects.

where students created and presented ten metal American flags to veterans residing in the community as a way to give back and show appreciation. Students also designed and fabricated a bench for the Longmont Downtown Development Authority that is on display in Downtown Longmont.

By combining classroom learning with meaningful projects, the pathway readies students for careers in manufacturing and opportunities to make a difference.

Photos, left to right: Isabella Gallagher listens to a student's composition; Music Innovation Instructor Kyle Liss workshops a song with Devlin Fulkerson in the Intro to Music Innovation course.

“Music innovation has the opportunity to not only provide worldclass opportunities for students in the music industry for post-secondary preparation, but also to revolutionize the way they think about music and sound,” shares Kyle Liss, the music innovation instructor at the Innovation Center. The primary focus of the program is to provide all students, not just those with musical backgrounds, with opportunities to explore new ways of thinking about music.

The course offerings in the pathway will increase as the program grows to include more elements of music education that will provide students with opportunities to explore additional areas of music innovation. Additionally, the Symphonation team will continue to provide students with real-world experiences in the music technology field.

WE THE PEOPLE INSIDE THE PRE-LAW PATHWAY

Beginning in fall of 2022, the PreLaw Pathway at the Career Elevation and Technology Center (CETC) provides St. Vrain’s high school students with incredible opportunities to learn the ins and outs of a career in the legal system. This four-course pathway includes Introduction to the Law, Introduction to Criminal Law, Civil Rights and the Law, as well as a Business Law course, with each covering different elements of the legal system. “Our goal is to improve critical thinking, reading, writing, and speaking skills through the use of the law,” explained David Elchoness, one of the Pre-Law teachers at the CETC. The skills that students gain in the program can be applied to any field even if the student doesn’t pursue a career as a lawyer.

In addition to the robust course offerings in the pathway, students also have the opportunity to participate in the CETC’s Mock Trial team consisting of nine students from high schools across St. Vrain. Last year, in the program’s second year, the team made it to state and won the Best Professionalism Award for the entire state of Colorado.

The CETC Advanced Manufacturing team delivers student-made metal flags to veterans as part of the Veteran Community Project in Longmont.

Photo:

DESIGN THINKING from Day One

STORY AND PHOTOS

BY OWEN WILLIS

FOURTH AND FIFTH GRADERS AT FALL RIVER ELEMENTARY LINE UP AT THE FRONT OF THE SCHOOL, peering around with excitement for a glimpse of St. Vrain’s Mobile Innovation Lab. Soon, they will step through the lab’s door, a portal to hands-on learning that has the potential to transform their education.

The Mobile Lab visits elementary schools throughout the year to provide students with a “field-trip-like” experience that enhances their learning and curiosity.

The Mobile Lab offers several thematic experiences including music technology, STEM, and artificial intelligence, all through the lens of design thinking.

When students start elementary school, they are provided with several design thinking and STEM opportunities. The design thinking process is a human-centered problem-solving approach that encourages students to step into someone else’s shoes to directly understand the needs of the people behind the problems that they are solving.

The process includes five stages: Empathize, Define, Ideate, Prototype, and Test/Feedback. These steps help students to organize their thinking and to productively design and create while working with others.

As the students enter, they are greeted with several music technology tools. They are presented with a challenge to use the technology available to design and play a song that resonates with listeners. First up is a keyboard station where they are able to experiment with changing the sound to fit the song they are creating.

At the front counters, students use theremins, devices used to create unique sounds by moving their hands, without ever touching the instrument. They experiment with how different movements change the sound they hear, building confidence to experiment with the instrument. Additionally, they explore different iPad apps that allow them to use a variety of instrument sounds and drumbeats available to design their own pieces of music.

After a morning of experimenting and discovery, many students leave the Mobile Lab with the same question, “Can it visit our school every day?” Students step back into their school building with a deepened understanding and curiosity of the design thinking process and STEM opportunities that will drive their learning for the rest of their lives, both during the school day and beyond.

Photos, top to bottom:

Students from Fall River Elementary excitedly enter the Mobile Lab for a STEM experience; Fifth grade student Rachel Ocon explores changing sounds during a design thinking challenge on the Mobile Lab.

Safety, Security, And Care

A WHOLE-SYSTEM APPROACH

PHOTOS BY COLIN RICKMAN, LIZ ALLEN, & CAROLINE CHUTKOW

VERY STUDENT LEARNS BEST WHEN THEY FEEL SAFE AND SUPPORTED.

Across St. Vrain Valley Schools, creating that environment is a top priority. With dedicated counselors in every school, strong partnerships with law enforcement, trained campus supervisors, and ongoing investments in secure facilities and technology, the district takes a comprehensive approach to safety and well-being so every child can thrive.

DEDICATED SCHOOL COUNSELING SUPPORTS

Every school in St. Vrain has at least one full-time counselor, as well as school psychologists, interventionists, and social workers providing additional support as needed to promote student mental health and overall well-being.

“Counselors serve as our families’ bridge to everything,” says Maura Brady-McMullen, lead counselor for St. Vrain. “We help students with academics, social-emotional wellness, and future planning, and connect them to resources that support their success.” Counselors guide students through every stage of their education — from building emotional regulation in elementary school to goal setting in middle school and career planning in high school.

TRUSTED AND HIGHLY-TRAINED SCHOOL SAFETY TEAMS

While counselors focus on students’ emotional well-being, safety teams ensure that every campus remains a secure and welcoming place to learn. St. Vrain partners with local law enforcement agencies to provide School Resource Officers (SROs) at every secondary school and K-8, who also support elementary schools. Additionally, St. Vrain has added campus supervisors at every building. Relationship-building is central to the safety teams' work — you’ll find them greeting families, coaching sports, and connecting with students throughout the day.

CONTINUED INVESTMENT AND INNOVATION

Ongoing facility upgrades and new technologies continue to strengthen school security. Many projects funded by the 2024 bond will enhance safety features across the district.

“Safety and security rely on a whole-system approach with strong partnerships inside and outside the district,” says Executive Director of Safety and Security Richard Peebles. “It is a shared effort between all of us — the district, families, students, and community partners.”

Together, we create safe, caring schools where every student can learn, grow, and thrive.

Photos, top to bottom: Sunset Middle Counselor Zenia Quintana chats one-on-one with a student; Todd Marcacci, Campus Supervisor at Longmont High, high-fives a graduate; A Mead SRO congratulates a Mead High graduate; At Lyons Elementary, Counselor Danielle Feaster leads a lesson on kindness to the second grade class.

BY KAELA BLUMENSHINE

PHOTOS BY KAELA BLUMENSHINE, MATTHEW JONAS/DAILY CAMERA, & MICHELLE CHUDLEIGH

FROM COURTS AND FIELDS TO GYMS AND TRACKS,

students across St. Vrain Valley Schools are seizing new athletic opportunities at a record pace. With more than 20 sports to choose from, every season offers a chance to try something new, discover a passion, and create memories that last a lifetime. Participation continues to rise with over 5,500 high school athletes competing each year. Many students are exploring recently added programs, such as Girls’ Wrestling and Boys’ Volleyball, which have quickly gained popularity and given athletes new ways to challenge themselves and represent their schools.

When introducing a new sport, the district follows a careful, datadriven process to ensure programs are sustainable. Student and family interest is gauged through surveys, potential schools and facilities are evaluated, and the Colorado High School Activities

Association is consulted for league availability. Long-term participation trends are considered before proposals move through Board approval, ensuring students have a thoughtful path to explore new athletic opportunities.

For students like Grace Sierra, a sophomore at Mead High School, that process has paved the way for her to compete on the Girls’ Wrestling team, introduced in 2021. “There aren’t a lot of people who wrestle, so I feel like I’m representing my school. I really enjoy helping girls who are starting wrestling for the first time,” she shared. Coming from a family of wrestlers, Grace takes pride in being part of the new wave of athletes driving rapid growth in the sport.

Martin Rutherford, a member of the Niwot High School’s Boys’ Volleyball district team, recalls the excitement of helping his team reach the postseason after the sport was introduced in 2022, “Regionals is my favorite memory. We

STUDENTS ACROSS ST. VRAIN PURSUE THEIR UNIQUE INTERESTS THROUGH EMERGING SPORTS.

had that sense of drive and wanting to win. You could really feel it with the team, our coaches, and the fans.” Rutherford is now entering his final season on the Boys’ Volleyball team — a program that has grown by more than 260 athletes across the state in just one year — as students seize the chance to compete in one of Colorado’s fastestgrowing sports.

The thrill of representing your school and building community connections extends across every sport in St. Vrain Valley. Noah Haas, a senior golfer at Erie High School, reflects on helping his team reach the 2025 state tournament. “That experience was electric. I loved it. The adrenaline was pumping, I was feeling the nerves, but it was such a good feeling,” he shared. Haas and his teammates represent a golf program that has steadily expanded, with nearly 30 athletes participating across Erie’s Boys’ and Girls’ Golf teams last year.

Photos, left to right: Erie High senior Noah Haas, lines up his putt; Mead High’s Renee Hudson competes in the 2025 Class 5A girls wrestling state final competition at Ball Arena; Jenu Ngialah, a Niwot High 2025 graduate, spikes the ball during a boys volleyball match.

With thousands of athletes competing each year and new programs expanding opportunities for student choice, St. Vrain Valley students are empowered to pursue sports that build confidence, spark passion, and create lasting memories they’ll remember long after the final whistle.

By the Numbers

ATHLETICS IN ST. VRAIN

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.

147

VARSITY TEAMS

St. Vrain offers 147 total varsity teams across all high schools.

250+

CHAMPIONSHIPS

Since 2019, St. Vrain athletes have brought home approximately 260 individual and team state titles — the highest number of championships by percentage of students in Colorado.

ALL

MIDDLE SCHOOLS

All middle schools in St. Vrain offer intramural athletic opportunities, engaging students in their school communities and preparing them for high school athletics.

ATHLETIC PROGRAMS

Athletic opportunities available at all of St. Vrain’s eight comprehensive high schools include:

• Baseball

• Basketball

• Cheer

• Cross Country

• Football

• Softball

• Track

• Unified Bowling

• Volleyball (Girls)

• Wrestling (Boys)

Additional athletic opportunities and teams around the district include:

• Dance: EHS, MHS, SCHS

• Golf: EHS, FHS, LHS, MHS, NHS, SCHS, SHS

• Gymnastics: NHS

• Lacrosse (Boys): EHS

• Lacrosse (Girls): MHS

• Soccer: EHS, FHS, LHS, MHS, NHS, SCHS, SHS

• Swimming (Boys): LHS, SCHS

• Swimming (Girls): FHS, EHS, LHS, SCHS, SHS

• Tennis: EHS, FHS, LHS, MHS, NHS, SCHS, SHS

• Volleyball (Boys): NHS

• Wrestling (Girls): MHS

SCHOOL ACRONYM KEY

• EHS: Erie High School

• FHS: Frederick High School

• LHS: Longmont High School

• LMSHS: Lyons Middle Senior High School

• MHS: Mead High School

• NHS: Niwot High School

• SCHS: Silver Creek High School

• SHS: Skyline High School

INSIDE A PRESCHOOL CLASSROOM WHERE LIFELONG LEARNING BEGINS

Big Futures

ON EACH SMALL DESK ARE NAME CARDS, A BIT OF PLAY-DOH, AND NOTEBOOKS TURNED TO A FRESH PAGE TO START THE MORNING ROUTINE.

For Carol Woods, a preschool teacher at Red Hawk Elementary, preparing the classroom before the day begins is essential. “I get in about 45 minutes early each day so that I’m prepped and ready to go. With preschool, you’ve got to be fast.” A moment later, the students spill into the classroom, chattering with excitement for a day filled with learning and creativity. Before beginning any work, they hang up their backpacks — nearly as big as they are — wash their hands, and find their name tag at their seat, ready to be traced with a dry-erase marker.

The preschool day is a carefully structured balance of instruction, play, and discovery. Every activity is intentionally crafted to provide students with a strong foundation that supports their success well beyond

preschool. As the day unfolds, Woods makes her way around the room to examine the pencil grips of all of her students as they practice their penmanship and imagination in their journals. After a ring of the bell, students know to make their way to the front of the classroom for circle time where they practice “u”, “v”, and “w” sounds. Before long they are on their feet and ushered outside to expel unending energy on the playground and practice social skills with friends. When asked about their favorite part of the day, Ava and Nolan, Red Hawk preschoolers, share that they like to “play and learn, eat, and speed around.” While the impact of preschool may not always be obvious to the students, it is clear that these daily activities nurture independence and creativity. “Students work on their letters, sound knowledge, language development, socializing with friends, and so much more,” explains Woods.

STORY

BY KAELA BLUMENSHINE

Beyond the day-to-day lessons and routines, students and their teacher share a lasting connection. “I have high school kids that come back and visit. I have kids that are in fourth and fifth grade that come down and read. The relationships that I build with the kids and their families are special,” Woods shares.

Parents come to pick-up their students and the classroom is quiet once again, but the energy of the day lingers with laughter that echoes in the hallways. Tiny hands have created colorful masterpieces and built relationships that will last a lifetime. Each step, scribble, and burst of giggles is the foundation for curiosity, confidence, and a love learning that will carry students far beyond the classroom. Preschool is the beginning of a journey where learning is joyful, relationships are meaningful, and every day is full of discovery.

Premier Schools

Prepared for Success

FULL AND HALF DAY PROGRAMS AVAILABLE 5 DAYS A WEEK

Give your child the strongest possible start with St. Vrain Valley Schools' exceptional preschool programming.

Learn more about preschool in St. Vrain at stvra.in/preschool

AND PHOTOS

OPPORTUNITIES

With over 40 industry-leading focus areas ranging from the Academy of Engineering and Aerospace to Culinary Arts, students can tailor their learning to their areas of interest.

DISCOVER YOUR PATH IN ST. VRAIN VALLEY SCHOOLS

BY KAELA BLUMENSHINE PHOTOS BY COLIN RICKMAN & KAELA BLUMENSHINE

ONE OF THE MOST FREQUENT QUESTIONS CHILDREN GET ASKED IS, “WHAT DO YOU WANT TO BE WHEN YOU GROW UP?” Their faces light up with wonder as they imagine a future without limitations. After a moment’s thought, they excitedly share answers ranging from impactful careers like a teacher, first responder, or doctor, to more imaginative ones like a superhero or fairy. These aspirations take shape through the community and experiences that surround them. At home, they see skills in action like an older brother repairing cars or a parent leading a meeting, and start to picture where their own path might lead. At school, an inspirational art teacher encourages them to explore their creativity, or a field trip to the Innovation Center sparks an interest in computer science. Regardless of the destination, many programs can guide a student towards their future career or passion.

Across St. Vrain Valley Schools, students are encouraged to explore over 40 industry-leading focus pathways that connect their education to real-world careers. Ranging from the Academy of Engineering and Aerospace to Culinary Arts, students can tailor their learning to areas of interest. In 2024, students earned more than 1,000 industryrecognized certifications, demonstrating the depth and impact of these career-focused opportunities which are made possible through open enrollment. Students can select the program and school that best supports their aspirations in an evolving and expanding career field.

Photo: Willa Moeller’s path through RaptorTECH, a cybersecurity P-TECH program at Silver Creek High, has helped her develop skills in workplace readiness, artificial intelligence, and cyber law.

BUILDING A FUTURE IN CYBERSECURITY THROUGH RAPTORTECH

Willa Moeller’s path to enrollment at Silver Creek High School wasn’t always clear. After learning about various programs and touring different high schools, Willa landed on the RaptorTECH program offered at Silver Creek and chose to open enroll in the school. RaptorTECH is one of four Pathways in Technology Early College High School (P-TECH) programs offered in St. Vrain, which allow students to earn a tuition-free associate degree during their high school year, alongside robust internship and mentorship opportunities. RaptorTECH is uniquely focused on cybersecurity, and through a partnership with Aims Community College, students take both high school and college-level courses taught by highly-qualified instructors with the option to extend their studies over four to six years.

During her time in the RaptorTECH program, Willa has learned about online ethics, artificial intelligence, and cyber law. She worked closely with a personal mentor and completed a nine-week internship with the City of Longmont that gave her meaningful, hands-on experience in the field. Reflecting on her experience, Willa shared, “Talking with my mentor gave me a better sense of what workplace readiness actually means including communication, teamwork, and taking personal responsibility for my work.”

As Willa looks ahead to graduation, she feels confident and excited about her post-secondary education, knowing that the choices she made in high school have already opened doors to college and career opportunities. Through pursuing the RaptorTECH program, she has gained a strong academic foundation and practical experience that will prepare her for a successful future in a rapidly changing workforce.

FUTURE FASHION DESIGNER AT SKYLINE HIGH SCHOOL

In a display case at Skyline High School hangs a black dress with delicate lace straps, next to a sweatshirt crafted from a thrifted blanket and repurposed fabric. These creations offer a glimpse into the creativity possible in Skyline’s Visual and Performing Arts (VPA) Academy. While many imagine messy hands at the pottery wheel, the tuning of instruments, or costumes designed for the bright lights of the stage, VPA students have the opportunity to explore a wide range of artistic opportunities that go far beyond the familiar sights of the classroom and stage.

D’Andre Lara, a senior at Skyline High School, exemplifies this through his pursuit of fashion design. “From a young age, I’ve been passionate about becoming a fashion designer. My teachers helped me realize I could turn that dream into a reality,” he shares. From designing dresses and costumes in elementary school art class, to his current love of repurposing old garments into new creations, the VPA Academy has allowed him to not only pursue his passions but has also inspired him to continue with his work beyond high school.

Jennifer McLees, the VPA Visual Arts Coordinator, echoes the goal of this program. “VPA is about developing a passion that you have, be it performance, ceramics, drawing, or fashion, and taking time to celebrate and help it grow so that it can become a part of your life as you move forward,” shared McLees. Through students like D’Andre, Skyline’s VPA program continues to prove that art education is a launchpad for lifelong passion and purpose.

Photos: Skyline High senior D’Andre Lara transforms old clothing into new creations as part of the Visual and Performing Arts Academy.

FROM CLASSROOM TO CREEK AT LYONS MIDDLE SENIOR HIGH SCHOOL

The St. Vrain Creek that flows through Lyons is the heart of the community. Known for its clear waters and abundant wildlife population, the creek originates west of town, and is a popular spot for recreation and hands-on learning opportunities for students.

At Lyons Middle Senior High School, students have the opportunity to deepen their connection with the river through a partnership with River Watch, a statewide volunteer program dedicated to monitoring Colorado’s water quality. As part of this partnership, students venture into the river to collect and analyze samples, interpret instrumental environmental data, and contribute to a long-term statewide database that helps inform decision making for water resource policies.

Olive Begin, a student at Lyons Middle Senior High School, began her journey with River Watch in eighth grade by entering important data about pH levels, dissolved oxygen, water hardness, and other key metrics for monitoring the quality of water and the health of aquatic ecosystems. Now a junior, Olive spends her late-start mornings in the river gathering samples for future testing, or at the Innovation Center developing her capstone project. Pulling out a large cylinder object from her backpack, Olive explains, “One of the projects I'm the most proud of right now is my capstone project. I'm working with one of River Watch's top scientists to build my own pH sensor. This can be left in the river and has been designed to transmit real-time data from the river directly to my laptop via its integrated cellular SIM module.”

Experiential learning opportunities allow Lyons students to gain a deeper understanding of their local environment while applying scientific inquiry to realworld challenges, turning curiosity about their own creek into meaningful contributions to Colorado’s ecosystems.

Photos: Olive Begin, a junior at Lyons Senior High, collects water samples from the St. Vrain Creek to monitor as part of her capstone research project.

the Biomedical Science Academy and concurrent enrollment courses.

EXPLORING THE BIOMEDICAL PATHWAY AT FREDERICK HIGH SCHOOL

Inside the halls of Frederick High School, students imagine themselves in scrubs and lab coats. Rather than driving a car to school, they picture steering an ambulance to quickly help a community member in need. Drawn to medical careers, they are eager to understand how the body works, what causes disease, and how science can save lives. The Biomedical Science Academy at Frederick High School provides these future health professionals with a head start, offering hands-on learning experiences that prepare them for a career in medicine or other science-related fields.

Jamison Xiong, a junior at Frederick High, knew he wanted to seek a career in science and medicine after seeing his uncle pursue a pharmacy career in college, “Watching him work in pharmacy sparked my interest in that area of the medical field. When I got to high school, I wanted to be involved because it is a really big interest for me.” Jamison has pursued this passion through his entire high school career by taking part in classes like Infectious Diseases, Anatomy and Physiology, and Medical Terminology. He also participates in Advanced Placement courses, like AP Chemistry which will allow him to graduate with college credits, giving him a head start on his post-secondary education.

For students like Jamison, the lessons learned today will serve as the foundation for tomorrow’s careers in science. The Biomedical Science Academy and AP courses equip students with the knowledge, skills, and inspiration to turn their passion for medicine and science into a reality.

FROM CURIOSITY TO CAREER

From cybersecurity to fashion design, environmental stewardship to biomedical science, St. Vrain Valley Schools provides students with countless opportunities to explore their passions and prepare for the future. Whether guided by inspiring teachers, family influences, or hands-on experiences, students are empowered to discover their strengths, pursue their interests, and gain real-world skills that set them up for success. These unique pathways demonstrate how the journey from curiosity to career is full of possibilities, and that with the right support, every student can imagine a future without limits.

Photo: Junior Jamison Xiong conducts a scientific experiment at Frederick High, where he gains college credit through

By the Numbers

CAREER & COLLEGE READINESS

40+

CTE PROGRAMS

St. Vrain offers 40+ career and technical educational (CTE) programs at the high school level

4

P-TECH PROGRAMS

St. Vrain is home to four Pathways in Technology Early College High School (P-TECH) programs, where students can earn an associate degree alongside their high school diploma at no cost to the student. P-TECH also includes significant mentorship and internship opportunities. Between 450 and 500 students are enrolled in P-TECH annually.

1,110 CERTIFICATIONS

Last year, more than 1,000 certifications were awarded to students enrolled in one of St. Vrain's programs offering industry-recognized certifications. These include EMT/paramedic, manufacturing, automotive technology, welding, aeronautics engineering, information technology, and more.

44,014

COLLEGE CREDITS

Last year, St. Vrain students had the opportunity to earn over 44,014 college credits through Advanced Placement (AP), International Baccalaureate (IB), and concurrent enrollment courses, saving families approximately $23 million or more in future tuition expenses.

SIGNATURE OPPORTUNITIES

Signature, first-of-their-kind and/ or nationally recognized programs offered in St. Vrain include:

• Pathways to Teaching

• 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

Enroll in Career and Technical Education Courses

Explore innovative learning opportunities that empower students to design immersive 3D worlds, produce cinematic stories, craft precision components using advanced manufacturing technologies, and more at the Innovation Center and Career Elevation Technology Center.

Students can learn more about available programs and opportunities by attending the Open House on December 3 or by contacting their school counselor for additional information and guidance.

Enrollment for the 2026-2027 school year opens December 3 for the Innovation Center and December 6 for the Career Elevation and Technology Center. Students can enroll through Infinite Campus.

INNOVATION CENTER AND CETC OPEN HOUSES

December 3, 2025 3:30-7:00 p.m.

DISCOVER AVAILABLE COURSES:

Learn more about St. Vrains focus program opportunities at stvra.in/ hsoptionsfocus.

CAREER ELEVATION TECHNOLOGY CENTER stvra.in/CETCCourses

INNOVATION CENTER

stvra.in/ICCourses

Behind the Wheel: The Roads That Lead to St. Vrain

STORY AND PHOTOS BY EMILY HOOGE

FOR OVER 6,000 STUDENTS ACROSS ST. VRAIN VALLEY SCHOOLS , every school day begins and ends on the bus. In these short moments traveling to and from school, even a brief ride can set the tone for a student’s entire day. And while their job is to drive, St. Vrain’s bus drivers do far more than transport students from one place to another. They serve as mentors, cheerleaders, and trusted allies who bring encouragement and joy into the everyday moments of students’ lives. Through small but meaningful gestures, like a smile at pickup or a quick check-in during the ride, bus drivers create a sense of trust and belonging that stays with students long after the bus doors close.

PATRICK TOW - A NEW WAY TO SERVE

After retiring from a demanding career in distribution following his service in the military, Patrick Tow tried bus driving on his brother’s encouragement and quickly discovered a new way to make a difference. He believes in creating a comfortable, welcoming atmosphere on his bus, where students feel recognized and supported. “I want students to feel like they have a friend on the bus,” said Tow. For him, the most rewarding part of the job is being a positive presence in students’ lives. “Sometimes I’ll catch a student looking my way in the bus mirror, and I’ll lift my glasses and give a quick smile. It’s a small gesture, but it lets them know I see them.”

Patrick Tow

Aliyah Garcia

ALIYAH GARCIA - ROOTED IN TRADITION

Aliyah Garcia has been driving school buses for many years; first in California and now in Colorado. Her grandmother and stepmother were both bus drivers, and her passion for working with children is evident in every interaction. “I enjoy being part of the community and making a positive impact on students’ lives.” Garcia makes a point to greet students with warmth and ensures they feel safe and cared for throughout their ride. When asked what keeps Garcia coming back each day, she noted, “Seeing the kids smile and knowing that I’m making a difference in their lives.” Her optimism, patience, and dedication to cultivating a welcoming community make her a steady, reassuring presence for families and students alike.

ANTONETTE WEINS - GUIDED BY JOY

Antonette Weins sees her role as an opportunity to nurture both the students she drives and their sense of community. “I want students to feel ready for the day when they get on the bus, and to leave knowing they were cared for,” she said. She starts each morning with a smile and a quick check-in, hoping to set a positive tone for the day. “With younger students, we have conversations about anything and everything,” said Weins. She treasures witnessing students grow and celebrate milestones, whether it’s through a casual conversation, a field trip, or the ride back from a state championship. Guided by the joy her students bring each day, Weins strives to make her bus a place where laughter, conversation, and care remind students why they matter.

ANNE SAMPLONIUS - SHIFTING GEARS

Following a successful career in professional cycling and marketing, Anne Samplonius joined St. Vrain and soon found that the bus driver role suited her lifestyle perfectly. “The job has no stress, I love the kids, and I enjoy driving,” she said. She appreciates the rhythm of the job, her supportive colleagues, and the chance to connect with students, especially high schoolers who appreciate having a calm, welcoming presence before and after classes. In her words, “I want students to see the bus as a safe, calming place where they can be themselves and relax.” For Samplonius, the reward of driving comes from both the daily interactions and the

DRIVERS WHO MAKE A DIFFERENCE

For Patrick, Aliyah, Anne, Antonette, and nearly 200 transportation staff at St. Vrain Valley Schools, the true heart of driving lies in the connections they make with students every day. Their stories show just how powerful it is when someone shows up each day with kindness and consistency, providing a quiet yet lasting influence for which the entire St. Vrain community can be truly grateful.

Anne Samplonius

Antonette Weins

YES, REALLY!

BY ANDREA SMITH, Ed.D. PRINCIPAL, ERIE MIDDLE SCHOOL

WHEN SOMEONE OUTSIDE OF EDUCATION HEARS THAT I WORK IN A MIDDLE SCHOOL, the reaction is almost always the same. Empathetic head tilt. Knowing glance. Slight wince followed by a smirk. Then, the usual reply. Something along the lines of, “Ooooh, wow. Middle school is the worst! You couldn’t pay me enough to have to work with kids that age.” These comments used to bother me, as I would find myself frustrated that others thought negatively about students in their adolescent years, and I worried that we culturally lower expectations for middle school by the way we talk about it. But then I started to see it as an opportunity. What if we flipped the script? What if we asked instead, “What’s the best about middle school?”

Here’s what I see every day as a middle school principal. Middle school is a place of change. It is the only educational experience where students transition in and out of other K-12 experiences. In elementary school, there is a tendency to lean into caretaking while in high school there is a natural push for independence. Middle school is not just a stop in between; it’s a world of its own, where students undergo significant biological, cognitive, and social-emotional growth.

The difference between a sixth grader and an eighth grader is huge. In fact, research tells us that the years between 9 and 14 are some of the most active in terms of brain development, specifically in the areas responsible for decisionmaking, impulse control, and emotional regulation. Middle schoolers are learning how to make decisions that take longterm consequences into account and are beginning to see the world beyond themselves. Students at this age have their own needs: they’re social, they’re relational, they’re egocentric, and they’re really just trying to figure out where they

fit in. Our job is to embrace that and meet them where they are.

That means building trust. With students, building strong relationships means understanding that even when they say, “I’ve got this,” they may still need guidance. It means taking the time to let them know you notice them and understand what’s unique about them. With parents, it’s reassuring them that “we’ve got you.” Their children may seek independence before they have the skills to manage it, and that’s okay. We are here to walk alongside them. On a larger scale, it also means designing our classrooms, teaching strategies, and school-wide experiences around our students.

Also, middle school is fun! I joke that someone could offer to pay me a million dollars to predict the weirdest thing that will happen at school that day, and I’d never win, because middle schoolers always surprise me. I would never guess all the fun, quirky things that can happen. It’s the ingenuity of these kids: they are creative, funny, and insightful one second, and rolling their eyes at us the next second as we try to understand their use of slang. They want to be noticed for the little things, to know they belong, and to feel connected to themselves and their peers. They often act like they know everything, but when they trust you, they’ll admit when they don’t and ask for help. That combination of humor, heart, and openness is what makes this age so special.

Middle school matters because it’s when students are actively figuring out who they are and where they fit. If we embrace that journey, rather than minimize it, we give middle schoolers the best chance to grow into confident, connected young people.

So, I proudly say…I heart middle school. Yes. Really!

Middle school matters because it’s when students are figuring out who they are and where they fit. If we embrace that journey, rather than minimize it, we give middle schoolers the best chance to grow into confident, connected young people.

A Responsible Approach for AI in Education

BY COLIN RICKMAN

PHOTOS BY EMILY HOOGE & COLIN RICKMAN

Scan the QR code or visit stvra.in/ETHOSvideo for a deep-dive into St. Vrain's approach to AI.

ROM THE MOMENT YOU CHECK THE WEATHER BEFORE HEADING OUT THE DOOR to the instant Netflix lines up your next binge-worthy show before bed, artificial intelligence (AI) is quietly and prominently at work behind the scenes. It powers smart appliances, helps doctors analyze medical scans, strengthens home security systems, and so much more. It is the wizard behind the curtain, constantly making technology more responsive, more personalized, and simply better at its tasks. Unsurprisingly, there is more to the story. As with any emerging technology, there are always questions as to whether it will ultimately do more damage than good. With the rapid rise of generative AI tools like ChatGPT, the way we interact with and apply AI in schools is as significant today as the introduction of the internet was to education in the 1990s. As schools redefine what it means to prepare students for the future, St. Vrain Valley leaders and educators have embraced the challenge, taking a strategic, thoughtful, and responsible approach to ensure AI is only used to strengthen learning and to prepare students for future success.

MEETING THE CHALLENGE HEAD-ON

When ChatGPT first emerged in 2022, educators immediately recognized its potential as well as its risks. “I still remember three years ago when ChatGPT went live and we all kind of gathered around and started using it,” recalled Dr. Diane Lauer, Chief Academic Officer. “Immediately, the light bulbs started firing. We knew this was going to be a real game-changer, and we needed to think about it critically.”

This urgency to discuss AI became apparent when the district surveyed high school students and discovered 86% were already using AI tools on their own. “They told us, ‘Of course we need guidelines. We want to be able to use this tool as a resource, not to replace our own thinking,’” Dr. Lauer said. Students even suggested creating an advisory course to ensure everyone learned how to use AI responsibly.

ETHOS: GUARDRAILS FOR THE FUTURE

In response, St. Vrain developed ETHOS (Ethical, Transparent, Human-Centered, Opportunity-Focused, and Safe), a framework that guides AI use in St. Vrain.

“Our ETHOS for AI use guides us in harnessing this transformative technology with purpose and responsibility,” said Jason Kelsall, St. Vrain’s Learning Systems Strategist. “We want to enable students and educators to confidently leverage AI to build knowledge, drive innovation, and gain a competitive advantage in their educational journey and future endeavors, all while prioritizing privacy and transparency.”

For parents, safety comes first. “The tools we use go through a very rigorous vetting process ,” Kelsall explained. “We’re looking at data privacy and whether tools are appropriate for each grade level. And when students use AI, the experience is tied directly to instructional goals. That safeguard means students stay focused and safe.”

“Our ETHOS for AI use guides us in harnessing this transformative technology with purpose and responsibility.”

-JASON KELSALL, LEARNING SYSTEMS STRATEGIST

ST. VRAIN’S AI ETHOS

E THICAL

T RANSPARENT

H UMAN-CENTERED

O PPORTUNITY-FOCUSED

S AFE

In Devon DiRenzo’s fifth grade class at Hygiene Elementary, she works with students to use AI as a writing coach, allowing them to gain instant personalized feedback on projects while still leading the process and developing their writing and criticalthinking skills.

VOICES FROM THE CLASSROOM

For teachers, AI has become a partner in the work of teaching. Devon DiRenzo, a fifth grade teacher at Hygiene Elementary, noted that the technology has freed her from routine tasks, so she can focus on students. “It clears up my workload so much,” she said. “I use it for creating rubrics and even brainstorming project-based activities. It’s like having a co-teacher to bounce ideas off of.”

Picture this: After an introduction to a writing assignment, students in DiRenzo’s class settle into a mix of comfy seats and traditional desks. Each student opens a chat window with an AI assistant to plan and brainstorm. They input ideas, ask questions, and get instant feedback that refines their thinking.

On her screen, DiRenzo can see every draft unfolding in real time. She moves around the room, leaning in to coach students one-on-one when they hit a snag.

“Writing is notoriously hard to give immediate feedback on,” DiRenzo explained. “We use AI as a writing coach. Students can get personalized feedback right away, and they’ve said it really helps get their brain going.”

The seamless back-and-forth between teacher and AI creates an environment where all students are supported.

At the high school level, AI is sparking creativity. Travis Schlagel, STEM coordinator and PE teacher at Skyline High School, uses it in his sports marketing class. “Students used to hand-draw logos and jerseys. Now they use AI to generate designs, then refine them with their own creativity. Our designs are so much more professional now,” he said.

Schlagel also challenges students in athletic training classes to compare AI-generated medical advice with information from doctors. “It forces them to ask, ‘what’s right and what’s wrong?’ That kind of critical thinking is essential,” he said.

But what excites him most is the shift in mindset. “Now, I can use AI to bring everything together in one place, and then hand it to my students and say, ‘Let’s create with it. Let’s be the creators instead of the consumers,’” Schalgel said.

WHAT’S NEXT

At St. Vrain’s Innovation Center, students are elevating AI use by competing and winning on the world stage. Joe McBreen, Assistant Superintendent of Innovation, noted that St. Vrain students have placed first, second, and third in the World Artificial Intelligence Competition for Youth three years running.

The competition goes far beyond coding or algorithms. “Most people are surprised to know that we focus a great deal on ethics, meaning, and purpose, not just the technical side,” McBreen said. “One of the best descriptions of AI I’ve heard is amplified intelligence. AI is not about replacing us. It’s about amplifying our uniqueness and our intelligence. Nothing can replace the human advantage.”

For McBreen, the district’s early decision to lean into AI was critical. “AI is here to stay. We would be well served to not only be familiar with it, but to lead the discussion so this technology isn’t something happening to us, it’s something we’re positively impacting,” he said.

A RESPONSIBLE PATH FORWARD

As AI continues to evolve, St. Vrain leaders see ETHOS as both a compass and a shield. Kelsall said the most exciting part is watching students learn

Travis Schlagel, STEM coordinator and PE teacher at Skyline High guides students through how to create with AI in his sports marketing and athletic training classes.

"To be a consumer of technology is one thing. But to be a creator with technology, that’s what is going to give our students a strong competitive advantage.”

-DR.

DIANE LAUER CHIEF ACADEMIC

OFFICER

to use AI to fuel creativity and problem solving. “We’re putting students at the core of this and giving them the skills to drive their interests, their creativity, and their critical thinking,” he said.

Dr. Lauer echoed that sentiment. “To be a consumer of technology is one thing,” she said. “But to be a creator with technology, that’s what’s going to give our students a strong competitive advantage.”

And as McBreen put it, no one knows exactly where AI is headed. But in St. Vrain, one thing is certain: students won’t be left behind, they’ll be leading the way.

Leading the Way in Dyslexia Awareness

STUDENT AMBASSADORS EDUCATE THE COMMUNITY THROUGH ADVOCACY, MENTORSHIP, AND HOPE

BY LIZ ALLEN

PHOTOS

BY LIZ ALLEN & CAROLINE CHUTKOW

IT’S A MONDAY EVENING AT FREDERICK

HIGH SCHOOL’S LIBRARY, and as families filter in to find seats, a group of students gather beneath the projector screen. The title slide clicks into place: “What We Want Everyone to Know About Dyslexia.” Over the course of the evening, these students dispel myths and misconceptions about dyslexia, share their own journeys, and empower families in the community with practical tools and resources.

This workshop is hosted and run by St. Vrain’s YES! (Youth Examples of Self-Advocacy) student ambassadors, a program consisting of about a dozen middle and high school students from around the district. McKayla Holliman, a junior at Silver Creek High School, explains, “While each of our individual experiences might be different since dyslexia is a whole spectrum, we are really proud to educate teachers, students, and parents about dyslexia, and what it is like to live with a learning difference.”

Dyslexia affects an estimated 15 to 20% of the population, making it one of the most common learning differences. The condition is neurological and can make literacy-related skills like reading, spelling, and comprehension more challenging. However, with the right support and interventions, students can develop the skills they need to succeed both in and out of the classroom.

Beck Numedahl, an eighth grade ambassador from Altona Middle School, emphasized that dyslexia is unrelated to intelligence or effort: “We’re just as capable of learning and doing the work; we just need some help

"We are really proud to educate teachers, students, and parents about dyslexia and what it is like to live with a learning difference.”

-MCKAYLA HOLLIMAN, YES! STUDENT AMBASSADOR

to level the playing field.” On an individual level, the students share that this can look like skeleton notes, iPad accessibility features, or a video introduction to a new teacher explaining their accommodations.

From a structural perspective, St. Vrain has also developed strategies and resources to support student success, including teacher training and widespread adoption of the Orton-Gillingham approach to literacy, which breaks reading and spelling down into smaller skills involving letters and sound that build over time. This structured, multi-sensory approach has proven effective in helping all children learn to read, especially those with dyslexic characteristics.

In addition, the district is home to a dedicated Dyslexia Task Force. Formed in 2016 and made up of parents, administrators, educators, experts, and students, the Task Force’s goal is to create a tiered model of support, with focus areas including awareness, curriculum,

interventions, assessment, family engagement, and student agency.

These student leaders also make a difference through mentorship of younger students. Ambassador Veronika Rosario, a senior at Silver Creek High School, had her own YES! mentors as an elementary student. “Seeing someone who was dyslexic like me succeeding in school and being a leader meant everything to me,” Veronika explains. “I was having a really hard time in school and reading felt impossible, but the older students inspired me and gave me so many tools for both class and life.” This past summer, Veronika served as a mentor herself during Dyslexia Basecamp, a specialized program within Project Launch. She helped guide students at Timberline PK-8 as they strengthened their literacy skills and built confidence and self-advocacy.

Beyond building individual leadership and presentation skills, these student ambassadors are also developing skills they need for life. As Carolyn Storz, Dyslexia Instructional Coach for St. Vrain, shares, “Over the course of the program, these students realize, ‘I can talk to adults, I can ask for what I need, and I can lead,’” Storz notes. “Those skills go way beyond school and will serve them in whatever path they choose.”

With every presentation and story shared, these student leaders are reshaping how the community understands dyslexia and showing that challenges don’t define potential.

Photos, left to right: Ambassador McKayla Holliman and staff sponsor

Maridee Moll talk to families during a breakout session at a dyslexia awareness event; Eighth graders

Gavin Heavener and Beck Numedahl lead a session about accessibility tips and tricks for iPads; Lyons Elementary second grade teacher Wendy Parker uses the Orton-Gillingham method to teach phonics.

Ask St.Vrain

ASK ST. VRAIN IS WHERE FAMILIES CAN TURN FOR PRACTICAL ADVICE TO EVERYDAY PARENTING QUESTIONS, CONNECTING LEARNING AT SCHOOL WITH LIFE AT HOME.

Dear Disconnected, Your struggle reflects one of the most common challenges families face today, and you're right to be concerned. Constant device switching fragments attention and makes deep learning nearly impossible. But you can help your daughter develop healthier technology habits without turning your home into a war zone.

Understand what you're dealing with. What your daughter is experiencing isn't necessarily "addiction" in the clinical sense, but rather a very real neurological response. Phones are designed to provide intermittent reinforcement through notifications and social interactions, which creates patterns similar to those seen with other rewarding behaviors. When teens use devices heavily, they can develop a genuine dependence for emotional regulation and social connection. This means simply taking the phone away doesn't address the underlying need it's filling.

Dear Parent-Teacher Conference, I'm really struggling with my 15-year-old daughter's phone use at home, and I can see it's affecting her schoolwork. She says she needs her phone to "study" but I constantly catch her on social media, texting friends, or watching videos instead of doing homework. When I try to take the phone away, we have arguments and she claims I don't understand that her phone is how she stays connected with friends and manages her anxiety. I know St. Vrain has guidelines for school hours, but I'm lost on how to handle this at home. How can I help her develop better focus and a healthier relationship with technology without constant battles?

- Disconnected in Dacono

Create boundaries that work. Complete phone removal typically backfires, leading to power struggles. Instead, try structured boundaries: Establish "focus zones" for everyone. Designate specific homework times when all family members put devices in a central location, such as a basket in the kitchen or charging station. Frame this as creating an environment that supports everyone's best thinking, not punishment. When parents participate too, teens cooperate better.

Use structured work intervals. The teenage brain needs regular breaks. Try the Pomodoro Technique: 25 minutes of focused work followed by a 5-minute phone break. Set a timer. When the break ends, the phone goes back. This satisfies her need for connection while protecting focus time.

Model the behavior. If you're scrolling during dinner or checking your phone constantly, she'll notice the double standard. Implement your own phone-free focus times and talk openly about managing technology distractions.

Minimize distractions. Silencing notifications can be a quick and easy way to reduce the pull of looking at the phone.

Start small and stay consistent. Don't overhaul everything at once. Begin with one change, such as phone-free family dinners or a designated homework hour. Once that's routine, add another boundary.

Address what the phone provides. Your daughter said her phone helps her stay connected and manage anxiety. Take that seriously. If it's her primary coping mechanism, she needs alternatives. Schedule regular face-to-face time with friends. Teach concrete anxiety management techniques such as deep breathing, journaling, physical movement. Have honest conversations about what she's gaining and possibly missing.

WANT MORE TIPS AND INSIGHTS FOR FAMILIES?

Scan the QR code or visit stvra.in/ParentTeacherConference

Check out our PARENT TEACHER CONFERENCE PODCAST , where we explore popular parenting topics and share strategies to support student success. Have a question you’d like us to tackle? Submit it online, and it could be featured in a future episode!

CELEBRATIONS

#1 K-12 EMPLOYER

St. Vrain Valley Schools was recognized as one of Colorado’s top 60 employers and the #1 K-12 employer in the state.

HIGHEST GRADUATION

Rewiring these patterns takes time. Expect initial resistance, but stay steady.

Collaborate, don't dictate. When you're both calm, work together to create a plan. Ask what she thinks would help her focus better. She's more likely to follow rules she helped create.

Know when to get help. If battles continue or you notice signs of significant anxiety or depression around phone use, such as withdrawal from activities, sleep disruption, extreme reactions when separated from her phone, reach out to her school counselor or your family doctor.

Remember, the goal isn't about eliminating technology, but about helping your daughter develop selfregulation skills for life. She lives in a world where technology is everywhere, and learning to manage it mindfully is essential. —Parent Teacher Conference

REGION

RATE IN DENVER METRO

St. Vrain 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 also has the lowest dropout rate in the Denver metro area at 0.4%.

EXCELLENCE IN FINANCIAL REPORTING

St. Vrain Valley Schools meets the highest standards for financial reporting and transparency and has earned prestigious certificates of excellence from the Association of School Business Officials (ASBO) International and the Government Finance Officers Association (GFOA) every year since 2004.

AA+ BOND RATING

St. Vrain has a S&P bond rating of AA+, Moody’s bond issuer rating of Aa2, and Moody’s series issuance rating of Aa1, all recognizing strong fiscal responsibility.

Building the Future 2024 BOND UPDATES

NEW SCHOOLS, EXPANDED INNOVATION SPACES, AND FACILITY IMPROVEMENTS ARE STRENGTHENING LEARNING ENVIRONMENTS ACROSS ST. VRAIN VALLEY SCHOOLS.

N NOVEMBER 2024, NEARLY 74% OF VOTERS SUPPORTED

A $739.8 MILLION BOND measure, reflecting the community’s commitment to safe, modern, and innovative learning spaces that prepare students for tomorrow’s careers and opportunities. The impact of the 2024 bond is already taking shape across St. Vrain, creating new learning environments for students and strengthening schools in every community.

BIG SKY PK-8 IN MEAD: ST. VRAIN’S NEWEST SCHOOL OPENS FALL 2026

The new Big Sky PK-8 in Mead represents another significant step forward for our growing community and would not be possible without the community’s continued investment in educational excellence. Flexible classrooms, collaborative spaces, and advanced technology will support learners from preschool through middle school for years to come. Families can learn how to be part of shaping the school’s future at stvra.in/meadpk8.

INNOVATION AND CAREER PATHWAYS

The bond is also funding the expansion of the Innovation Center, which will double in size to accommodate more students from across the district. Here, learners engage in hands-on experiences

in aerospace, robotics, artificial intelligence, biomedical sciences, music innovation, design, and more. Enhanced labs and equipment provide real-world opportunities, while mentorship and industry partnerships build skills that extend beyond graduation.

Career and technical education programs, including construction management, electrical, healthcare, and advanced manufacturing, are expanding to meet both student and community workforce needs, including with the construction of an additional Career and Technical Education Center on the district's east side. Students also have the opportunity to earn industry certifications and college credits, giving them a strong competitive advantage in high-growth career fields.

DISTRICTWIDE IMPROVEMENTS

Three additional new schools, including a high school, elementary school, and Montessori school will help address enrollment growth, adding to St. Vrain’s portfolio of high-quality, innovative learning environments that increase opportunities for students across the district.

Alongside these major construction projects, every school is benefiting from facility upgrades. Functional and safety improvements, critical infrastructure, and refresh of areas for learning and play are enhancing spaces where students can learn, grow, and thrive.

ENTRYWAY REMODEL AND STEM LAB AT LYONS ELEMENTARY

A renovation at Lyons Elementary is focusing on secure entry improvements and a new STEM lab, enhancing experiential learning opportunities.

Impact: BOND PROJECTS GOALS AND STRATEGIES

FUNCTIONAL AND SAFETY IMPROVEMENTS

• Secure entry improvements

• Access control improvements

• Targeted room remodels

• Accommodation of AGILE programs

CRITICAL INFRASTRUCTURE IMPROVEMENTS

• HVAC, Electrical, and/or plumbing component renewal

• Paving improvements

• Roofing improvements

REFRESH

OF LEARNING SPACES

• Strategic remodels to repurpose and update educational spaces

• Replacement of select carpet, paint, ceilings, lighting, etc.

• Improving spaces for innovation, CTE, and STEM learning

Learn how the 2024 bond is impacting your school by viewing the project dashboard at svvsd.org/2024-bond.

BIG SKY PK-8

St. Vrain's newest school, Big Sky PK-8 will open in Mead for the 2026-2027 school year.

INNOVATION CENTER EXPANSION

St. Vrain is doubling the size of the Innovation Center from 55,000 square feet to 110,000 square feet to accommodate growing new and growing CTE pathways, open to all high school students in the district.

Tri-Town Area (Dacono, Firestone, and Frederick)

Niwot

Mead

Lyons

Longmont Erie

St. Vrain Valley Public Schools RE-1J

395 S. Pratt Pkwy

Longmont, CO 80501

svvsd.org

stvra.in/linkedin

Please join us at our inaugural

@svvsd

FUTURE-READY FESTIVAL

Experience the St. Vrain Advantage

A district open house for the entire St. Vrain community, with stations to learn, play, and connect through interactive zones, live performances, and future-focused experiences designed for all ages.

ST. VRAINNOVATION was produced in-house by the district communications team. This and other district initiatives are generously supported by:

MARCH 7, 2026 2:00 - 6:00 p.m. Silver Creek High School

@stvrainvalleyschools