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Students at the STEM Summer Camp at Killip Elementary are having a rock-solid summer as they explore this year’s geology theme through hands-on learning and discovery.
The geology focus was chosen because it connects to STEM concepts students learn during the school year while tapping into their natural curiosity about the world around them. Throughout camp, students have been investigating rocks and minerals, excavating fossils, creating volcano and erosion models, and learning how Earth's surface changes over time.
“We chose geology because it connects to many STEM standards and taps into students’ natural curiosity about the world beneath their feet,” said Lisa Hatch, EL Specialist at Killip Elementary. “From colorful rocks and sparkling minerals to volcanoes and fossils, geology is full of exciting discoveries.”
As they explore, students are practicing important STEM skills like observation, problem-solving, and data collection. They are making predictions, recording findings, asking questions, and using evidence to better understand Earth's processes.
The camp also helps students connect science to everyday life. Campers are discovering how rocks, minerals, soil, and water influence the landscapes around them and play a role in the resources and materials people use every day.
Most importantly, the camp encourages students to stay curious and excited about learning. Through engaging, hands-on activities, students are building confidence, strengthening critical thinking skills, and discovering that science is all around them.
By the end of the summer, students will leave with new knowledge, new experiences, and hopefully a greater appreciation for the amazing planet we call home.
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As we reach the conclusion of June, I want to express my deepest appreciation for the students and staff who have dedicated their energy to our district's summer educational programs over the past few weeks, bringing vibrant learning to our campuses even during the break. I am also incredibly grateful to our teachers and educators who have spent their summer days collaborating on curriculum and investing valuable time in their own professional learning to better serve our classrooms. Combined with the efforts of our maintenance, operations, and administrative teams working behind the scenes, our staff is truly laying a strong foundation for the upcoming year. Whether our students are currently participating in summer programs, working, traveling, or simply enjoying a well-deserved break, we hope the months ahead continue to be safe and fulfilling.
Looking ahead, the Flagstaff Unified School District remains committed to providing exceptional educational opportunities and fostering inclusive, innovative learning environments where every student can thrive. Our teams are channeling this commitment into every detail of our summer preparation, and we are already excited to welcome students and staff back for the 2026–2027 school year beginning on August 10. Thank you for your continued partnership and support of our schools, and I look forward to another wonderful year of growth and achievement together.
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As the final school bell approached, laughter and cheers filled the playground at Cromer Elementary School as teachers, aides, office staff, and other employees suited up in inflatable costumes for the school's annual End-of-Year Inflatable Race.
Now in its second year, the event has quickly become a favorite Cromer tradition. What began as an idea from a staff member who spotted the concept online has grown into an exciting celebration that students eagerly anticipate. After the race's successful debut last year, staff added an obstacle course, making the competition even more entertaining.
"It's fun to have traditions that aren't always focused on academics," said Principal Jessica Reeder. "This event is a great way to send off our students, and they know they can look forward to it at the end of each year. It shows students that we can have fun together and be silly alongside the meaningful learning that happens every day in our classrooms."
Throughout the race, students enthusiastically cheered for teachers, instructional aides, office staff, and other familiar faces as they bounced, stumbled, and laughed their way through the inflatable obstacle course. The excitement wasn't just about who crossed the finish line first—it was about celebrating the entire school community together.
"Having everyone come together to cheer on both the staff they know and those they don't is one of my favorite parts of the event," Reeder said. "We have wonderful, loving students, and it fills my heart to see them enjoy the race and bring so much excitement to their cheers."
For students, seeing the adults they look up to step outside their everyday roles and simply have fun creates lasting memories and strengthens relationships built throughout the school year.
"The students are delighted that we would put this event on for them," Reeder said. "I know they are proud of those who participate and try their best."
One of Reeder's favorite memories from this year's race was the way staff encouraged one another as they got suited up and worked to hype up the students before the competition began.
"It shows that the Cromer staff are committed to our students and want the best for them through the very last day of the school year," she said.
As Cromer looks ahead to another school year, the inflatable race is just one example of the many traditions that help create a welcoming and connected school community. Reeder says the school is excited to continue building relationships with families through engaging learning experiences, field trips, family learning nights, and Cromer Community Association-sponsored events such as the Back-to-School BBQ, Bingo Nights, and the Family Dance.
By combining meaningful learning with moments of joy, Cromer continues to create memories that students will carry with them long after the last inflatable costume is packed away.
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This summer, 76 incoming kindergarten students are getting a head start on school through KinderCamp at Killip Elementary School.
Designed for students who may have had limited preschool experience or are new to a school setting, KinderCamp helps children become comfortable with classroom routines before the first day of kindergarten. Students practice skills like lining up, sitting for story time, eating in the cafeteria, following directions, and making new friends.
A unique addition to this year’s program is the inclusion of peer models, students who already have preschool experience and serve as classroom helpers while learning alongside their classmates. The first 12 students from the interest list who did not meet the criteria for KinderCamp were invited to participate in these roles.
"For children who have never been to school before, watching a classmate line up or sit at circle time makes learning the ropes so much easier and less intimidating," said Sara Owen, KinderCamp Coordinator. "It helps new students adjust faster and gives our young leaders a chance to build confidence before kindergarten even starts."
The impact of the program is easy to see. By the time students complete KinderCamp, they are more comfortable with school routines, better prepared to participate in classroom activities, and more confident interacting with peers. Instead of spending the first weeks of kindergarten learning how school works, students arrive ready to focus on learning.
KinderCamp also gives families peace of mind. Parents can feel confident knowing their children have already experienced many of the routines and expectations they'll encounter when school begins in August.
Programs like KinderCamp are made possible through strong community partnerships and support from local donors. The United Way of Northern Arizona, the program's largest sponsor, plays a vital role in helping ensure that FUSD's youngest learners receive the strong start they deserve.
As summer continues, KinderCamp students are building skills, confidence, and excitement for the school year ahead, one new experience at a time.
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This summer, students from across Flagstaff Unified School District are continuing their educational journey through the district’s Extended School Year (ESY) program at Mount Elden Middle School.
The three-week program serves students from all FUSD schools and is designed to help them maintain academic momentum while continuing to build critical skills. This year’s ESY program includes four classrooms, two supporting specialized program needs and two serving general education students. In addition to the classroom-based program, some students receive individualized instruction through appointment-based sessions tailored to their specific needs.
“Consistency is the most important piece of this program,” said Dot Winters, Assistant Director of Exceptional Student Services. “Extended School Year provides students with an opportunity to continue working toward their goals, maintain the progress they made during the school year, and begin the next school year with confidence.”
Throughout the program, students participate in small-group and one-on-one instruction focused on their individual educational goals. For some students, ESY also provides an opportunity to work with teachers they may have during the upcoming school year, helping build relationships and ease transitions before school begins.
This year’s theme, Makerspace and Art Studio, encourages creativity, problem-solving, and hands-on learning experiences while reinforcing essential academic and social skills.
The size of the program varies from year to year based on student needs, and there is no set enrollment cap. What remains constant is the dedication of the educators who make the program possible.
“We are fully staffed with educators who are committed to supporting student growth,” Winters said. “Their work during these three weeks helps ensure students continue moving forward and are ready for success when the new school year begins.”
By providing targeted instruction, meaningful connections, and a supportive learning environment, FUSD’s Extended School Year program helps students stay engaged, continue growing, and build on the success they achieved throughout the school year.
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FUSD teachers and instructional leaders spent the week of May 26 strengthening literacy instruction through several days of professional learning focused on the continued implementation of the Core Knowledge Language Arts (CKLA) curriculum.
The week began with grade-level implementation training at DeMiguel Elementary School, where teachers worked alongside CKLA facilitators specializing in their grade levels. District and school leaders also participated in a leadership session focused on supporting successful implementation across FUSD schools.
Professional learning continued over the next two days at the Center for Professional Learning and Collaboration (CPLC), where educators explored the curriculum in greater depth. Sessions covered pacing guides, digital resources, assessments, instructional planning, and strategies for launching the first units of the school year. Teachers also heard from experienced educators during a panel discussion on lessons learned from implementing CKLA and participated in grade-level presentations led by Northern Arizona University experts on phonological awareness, scaffolding, and vocabulary and morphology instruction.
A session led by Michele Calnimptewa focused on culturally responsive instructional strategies, providing teachers with practical ways to connect literacy learning to students' diverse backgrounds and experiences.
"CKLA is a knowledge-building literacy program that helps students become stronger readers by connecting reading, writing, speaking, and listening to rich content in science, history, literature, and the arts," said Dr. Jaime Festa-Daigle, Assistant Superintendent of Teaching and Learning. "It emphasizes both foundational reading skills and deep understanding, giving students the tools they need to become confident, capable readers."
Unlike traditional literacy programs that often focus primarily on reading skills in isolation, CKLA intentionally builds students' background knowledge and academic vocabulary while providing daily opportunities to engage with complex texts through reading, discussion, and writing. As students progress through each grade level, they build on prior learning, creating a strong foundation for future success.
Throughout the training, teachers collaborated with colleagues, explored grade-specific instructional routines, and developed implementation plans while maintaining consistent, high-quality literacy instruction across the district.
"The professional learning provides teachers with a shared understanding of high-quality literacy instruction while encouraging them to use their expertise to support the unique strengths and needs of their students," Festa-Daigle said. "This creates a consistent experience for students while keeping instruction flexible and responsive."
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As teachers continue implementing CKLA during the 2026-27 school year, students will have more opportunities to engage with rigorous texts, expand their vocabulary, strengthen their reading and writing skills, and build knowledge across subject areas while fostering curiosity and critical thinking.
Looking ahead, Festa-Daigle is excited to see students continue developing a love of reading while gaining the knowledge and skills needed for success in every subject.
"Literacy is the foundation for learning," she said. "We're grateful for the dedication of our teachers, staff, and families in supporting our students every day. Together, we're creating classrooms where every child has the opportunity to grow as a reader, writer, thinker, and lifelong learner."
FUSD also extends its appreciation to community partners who supported the week of professional learning. Ryan Chan at Babbitt Ford sponsored a Chick-fil-A breakfast, Findlay Toyota provided a grilled lunch, and Flagstaff Subaru sponsored lunch from Tacos Los Altos.
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This spring, hundreds of Flagstaff Unified School District families took the time to participate in our annual Family Engagement Survey. We want to extend a sincere thank you to every parent, guardian, and family member who shared their experiences, perspectives, and ideas. Your feedback plays an important role in helping us better serve our students and strengthen our schools. Survey feedback is an important tool that helps guide district and school improvement efforts and supports our commitment to continuous growth.
Overall, families reported positive experiences across many areas of the district. Responses reflected strong confidence in the dedication of FUSD staff, the quality of instruction, and the welcoming environments created in our schools. Families shared that they value the relationships their students have with teachers and staff and appreciate the efforts schools make to keep them informed and involved in their children's education.
The survey also highlighted several areas of strength across the district, including:
- Positive relationships between students, staff, and families
- Safe and supportive learning environments
- High expectations for student learning and success
- Opportunities for family involvement and engagement
- Strong communication from schools and teachers
At the same time, families provided thoughtful feedback about areas where we can continue to improve. Common themes included increasing communication consistency, expanding awareness of available resources and support services, and continuing to strengthen partnerships between schools and families. This feedback helps us identify opportunities for growth and informs future planning at both the school and district levels.
FUSD staff and administrators have already begun reviewing the results and will use the feedback to help guide improvement efforts for the 2026–2027 school year. Survey data will be considered alongside student achievement data, attendance information, and other measures as we work to ensure every student has the support they need to succeed.
We know that strong schools are built through strong partnerships with families, and we are grateful to everyone who took the time to participate. Your voice matters, and your feedback helps us continue our mission of creating safe communities where learners gain the confidence and skills needed to pursue their chosen paths.
Thank you for being an important part of FUSD and for helping us continue to improve for all students and families.
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For six years, middle school students have traded classroom walls for the forests and meadows of Camp Colton, where science comes to life through exploration, discovery, and adventure. The SEED (Science, Environment, Exploration and Discovery) Summer Experience, a partnership between Friends of Camp Colton and Flagstaff Unified School District, provides students with a unique six-day residential STEM camp that blends authentic scientific research with the fun of a traditional summer camp.
The program was created with a simple goal: to give students opportunities they can't experience in a classroom. Set in the diverse Hart Prairie ecosystem, campers investigate real-world scientific questions while also enjoying activities like arts and crafts, games, astronomy, mindfulness, and even learning to use an atlatl.
"At Camp Colton, we always try to design programs that are place-based," said Ari Wilder, Executive Director of Friends of Camp Colton. "We focus on experiences that can't happen in the classroom and capitalize on the unique Hart Prairie ecosystem."
Each summer, students choose from one of four research groups focused on hydrology, native organisms, fire ecology, or soil ecology. Working alongside science teachers, community experts, and high school mentors, campers develop their own research questions, design experiments, collect data in the field, and present their findings at the end of the week. Because the projects are entirely student-directed, no two years look exactly alike.
Unlike many STEM programs, SEED encourages students to embrace the realities of scientific research—including trial and error. Teachers guide students through the process while giving them the freedom to ask questions, make discoveries, and learn from mistakes.
"Our students feel like they are doing genuine science," Wilder said. "Doing science is messy, and it's always gratifying to hear students excitedly discuss how and why they would do things differently next time."
The experience is made possible through strong community partnerships. Local science teachers work alongside researchers and STEM professionals from Northern Arizona University, the City of Flagstaff, and other community organizations who help students refine research methods, share career experiences, and inspire the next generation of scientists. High school mentors also play an important role, working with research groups throughout the week while building meaningful relationships with younger students.
Beyond scientific knowledge, SEED is designed to build confidence, curiosity, and a sense of belonging. Students consistently describe the experience as one where they feel empowered to make decisions, explore nature, and discover their own abilities.
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"Learning about STEM at Camp meant going places and not searching online," one student shared after attending SEED. "At the end, I actually naturally pulled a presentation off with real knowledge... It told me that I was smart enough to be here."
The benefits extend beyond the campers themselves. Teachers who participate say the experience strengthens their own instructional practices by giving students greater ownership of their learning through inquiry and authentic research. Those lessons carry back into classrooms throughout the school year, helping create more engaging science experiences for future students.
For Camp Colton Director Jackson Carranco, seeing SEED continue to thrive has made the years of planning and collaboration worthwhile. Carranco helped develop the program alongside Friends of Camp Colton when it was first launched and says its lasting impact on both students and educators continues to inspire the Camp Colton team.
"It was one of my all-time professional joys to work with Ari all those years ago to bring this program into existence," Carranco said. "Every year we put it on, it takes an incredible amount of work to make happen, and every year it is still worth every extra hour. We adore this program, its participants—campers and teachers alike—and seeing the incredible student projects and teacher learning that come from the experience makes every extra hour worthwhile."
Friends of Camp Colton raises funds each year to eliminate financial barriers for participating students, ensuring more local youth have access to immersive outdoor learning experiences. The 2026 SEED Summer Experience was fully funded through Friends of Camp Colton with support from the GeoFamily Foundation, Forest Highlands Foundation, the Arizona Community Foundation of Flagstaff, and generous individual donors.
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Students at the STEM Summer Camp at Killip Elementary are having a rock-solid summer as they explore this year’s geology theme through hands-on learning and discovery.
The geology focus was chosen because it connects to STEM concepts students learn during the school year while tapping into their natural curiosity about the world around them. Throughout camp, students have been investigating rocks and minerals, excavating fossils, creating volcano and erosion models, and learning how Earth's surface changes over time.
“We chose geology because it connects to many STEM standards and taps into students’ natural curiosity about the world beneath their feet,” said Lisa Hatch, EL Specialist at Killip Elementary. “From colorful rocks and sparkling minerals to volcanoes and fossils, geology is full of exciting discoveries.”
As they explore, students are practicing important STEM skills like observation, problem-solving, and data collection. They are making predictions, recording findings, asking questions, and using evidence to better understand Earth's processes.
The camp also helps students connect science to everyday life. Campers are discovering how rocks, minerals, soil, and water influence the landscapes around them and play a role in the resources and materials people use every day.
Most importantly, the camp encourages students to stay curious and excited about learning. Through engaging, hands-on activities, students are building confidence, strengthening critical thinking skills, and discovering that science is all around them.
By the end of the summer, students will leave with new knowledge, new experiences, and hopefully a greater appreciation for the amazing planet we call home.
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While summer break offers students time to relax and recharge, learning continues for participants in Flagstaff Unified School District's Super Summer Enrichment program.
Designed to help elementary students maintain and strengthen their reading skills, Super Summer is an 18-day program that combines high-quality reading instruction with hands-on learning, creative activities, and opportunities to build new friendships before the school year begins.
"Super Summer Enrichment is an 18-day reading program designed to help elementary students maintain reading progress over the summer," said Super Summer Enrichment Coordinator Alianah Ramirez. "The main goal of the program is to continue providing students with guided reading instruction, using best practices to ensure that all components of skilled reading are addressed."
Each day, students participate in structured reading instruction while exploring engaging weekly themes. Teachers begin planning months in advance, weaving reading lessons into interactive activities that reinforce literacy skills.
"During Super Summer, the staff do such a wonderful job of prioritizing the perfect balance of reading growth and fun," Ramirez said. "Teachers stick to clear routines that allow time for direct reading practice, as well as crafts, field trips, STEAM activities, and food exploration."
This year's themes included Fantasy Adventures, Earth Science Expedition, Full STEAM Ahead, and Under the Sea. A highlight was Earth Science Expedition week, when students visited Frances Short Pond to extend classroom learning through real-world experiences.
Beyond strengthening reading skills, Super Summer helps students maintain learning routines, receive more individualized instruction through smaller class sizes, and build friendships with peers from across the district.
"It is important for students to continue learning and practicing reading skills over the summer because it allows for reinforcement of skills taught throughout the school year," Ramirez said. "Super Summer class sizes are typically smaller and support more individualized guided practices, and it allows students to intermingle and socialize with students all across the district."
Throughout the program, Ramirez has watched students grow not only as readers, but as confident learners and friends.
"One of the biggest successes I have observed from students participating in Super Summer is their endurance and adaptability," she said. "With such a rigorous 18-day timeline, teachers have high expectations, and the students rise to the challenge. Most students are eager and excited, making the program fun for both them and their teachers. I also see so much growth in their social skills. It's great to see their self-confidence build as they make connections and friendships quickly."
This summer also marked the program's first year at Marshall Elementary School's new campus, creating even more opportunities for students and staff to connect.
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"My favorite part of this year's program has to be having it at Marshall's wonderful new building," Ramirez said. "The open learning spaces as well as the open cafeteria have fostered more interactions with the students and staff that I have thoroughly enjoyed."
As Super Summer comes to a close, Ramirez hopes students leave with stronger reading skills, greater confidence, and an appreciation for the teachers who supported them.
"I hope our students feel a shift in their reading confidence and carry that into their new school year," she said. "I also hope that they've noticed the extra care that their teachers have poured into their growth and success."
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Tadd Ragan, Executive Director of Operations Services and Safety
After more than 25 years serving students, staff, and families across Flagstaff Unified School District, Tadd Ragan is beginning a new chapter as FUSD's Executive Director of Operations Services and Safety.
A longtime educator and administrator, Ragan graduated from Northern Arizona University in 1999 with a bachelor's degree in Social Studies and History Education and a minor in German. His FUSD journey began as a volunteer football coach at Coconino High School in 1996 before joining the district as a German teacher in 2000. He later taught both German and social studies at Coconino High School, served as the school's head football coach, became assistant principal at Sinagua Middle School in 2016, returned to Coconino High School as assistant principal in 2021, and was named principal in 2023.
Now, Ragan is excited to bring his years of school leadership experience to the district level, where he sees an opportunity to strengthen the systems that support every classroom.
"I'm excited about bridging my site-level and instructional experiences to the operations side of the district," Ragan said. "I'm looking forward to learning more about transportation, construction, and all of the work that happens behind the scenes to support our schools. The most exciting part is seeing how Operations and Safety can have a positive impact on the learning experience and the overall experience for our students, teachers, and families."
Having spent nearly his entire career in FUSD, Ragan says it is the people and the community that have made the district home.
"For the most part, it has been the Flagstaff community that has kept me here," he said. "It's the relationships with FUSD team members and the community that have kept me and my family here. My wife and I have raised our two boys here, and we are proud they are FUSD graduates."
Ragan believes the work of Operations Services and Safety extends far beyond maintaining buildings and buses. From transportation and facilities to school safety and emergency preparedness, he says the department plays a critical role in ensuring students and staff have safe, welcoming, and efficient learning environments.
"Our Operations and Safety Department exists to create and sustain safe, well-managed learning environments where students and staff can thrive," he said. "The team members in Operations are often the first and last faces students see each day. By embedding safety, preparedness, and operational integrity into everything we do, we empower students, staff, and families to engage confidently in learning."
As he begins the role, Ragan's first priority is building relationships and listening.
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"My first priority is to build new relationships, reestablish current relationships, and simply listen," he said. "There are a lot of great and knowledgeable team members in Operations Services and Safety. I'm excited to learn from them and hear about ways to support them."
His 90-day entry plan includes meeting with department leaders, principals, and community safety partners, visiting schools and operational sites, reviewing transportation and facilities data, evaluating safety procedures, and identifying opportunities to improve service and communication. He also hopes to establish regular collaboration with school leaders to ensure the department's work directly supports teaching and learning.
Outside of work, Ragan enjoys spending time outdoors hiking, camping, golfing, and exploring Northern Arizona with his family. He also enjoys traveling and attending live music concerts whenever he can.
As he looks ahead, Ragan says he is grateful for the opportunity to continue serving the district and community that have meant so much to him throughout his career.
"I am excited about this new role within FUSD," he said. "I look forward to the new relationships, supporting our classrooms, and learning from all the great team members in Operations Services and Safety. There is much for me to learn, and I can't wait to get started."
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Tiffany Crawford, Principal at Coconino High School
With 24 years of experience in education, Tiffany Crawford brings a passion for student success, relationship-building, and school leadership as she steps into her new role as principal of Coconino High School.
Crawford's path into education began with a desire to provide for her family as a single parent while working in childcare. What started as a practical career choice quickly became a lifelong calling. Inspired by helping children learn and thrive, she went on to build an extensive career serving as a teacher, school leader, principal, district administrator, and college instructor. Throughout her career, she has focused on curriculum, instruction, school improvement, leadership development, and supporting educators in ways that improve outcomes for students.
She was drawn to Coconino High School because of its rich traditions, strong sense of pride, and diverse academic and extracurricular opportunities. Crawford sees tremendous potential to ensure every student has access to meaningful pathways that connect their interests, strengths, and goals for the future.
"I am excited about the opportunity to build on what already makes Coconino special while helping students see a clear connection between who they are, what they are learning, and where they are going," Crawford said.
As she begins her first year leading the Panthers, Crawford's top priority is listening and learning. She plans to spend time connecting with students, staff, families, and the broader community to better understand the school's traditions, strengths, and opportunities for continued growth. Her vision is to create an environment where everyone feels welcomed, supported, and inspired.
This year's school theme, Power in the Stride, reflects Crawford's belief that every member of the Panther community brings individual strengths while moving forward together with shared purpose, resilience, and pride.
Her leadership style is rooted in building strong relationships while maintaining clear expectations and accountability. She hopes to develop a strategic vision that honors Coconino's history while continuing to move the school toward excellence.
Crawford believes high school is a pivotal time in students' lives, when they begin shaping their identities and preparing for life beyond graduation. This year, CHS will emphasize its POWER Framework—Presence, Ownership, Work Ethic, Empathy, and Resilience—to help students develop both academically and personally.
Outside of school, Crawford enjoys staying active through yoga, Pilates, wellness, and ballroom dancing. She is also a certified personal trainer, an author who recently published her first book, and is currently writing her second.
A proud mother of three adult children, Crawford says both her experiences as a parent and educator have reinforced her belief that students thrive when they are surrounded by caring adults who believe in them.
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"I am honored to serve as the principal of Coconino High School," Crawford said. "I enter this role with gratitude, humility, and excitement for the work ahead." |
Marshall Magnet Elementary School teacher Katie Krause has been recognized with the Arizona VFW Smart/Maher Elementary School Teacher Award for Citizenship Education, honoring her dedication to helping students connect with history, service, and civic responsibility through an extraordinary oral history project with local veterans.
Krause was nominated for the award by Vietnam veteran and longtime Flagstaff community member Billy Weldon, whose military service became the focus of one of her students' published biographies. Earlier this year, Krause was named Elementary School Teacher of the Year by San Francisco Peaks VFW Post 1709 before advancing to receive the statewide honor. She was recognized at the Arizona VFW State Conference in Tucson on June 11, and her nomination was also submitted for consideration at the national level.
For Krause, however, the recognition is about far more than her own accomplishments.
"This award has been an especially humbling recognition since it truly reflects the work of my students over the last six books we've written for veterans," Krause said.
The project began from a deeply personal place. Krause's grandfather served in the U.S. Army during World War II, but she never had the opportunity to hear his stories before he passed away—a regret that inspired her to ensure other families would not lose those important memories.
Since 2019, Krause's fourth- and fifth-grade students have interviewed veterans, researched their lives, written biographies, created original illustrations, and published six books preserving the stories of local World War II and Vietnam veterans. Through Flagstaff Foundation microgrants, copies of each book are printed for the veteran, their family, participating students, and the classroom library.
The students have documented the stories of several remarkable veterans, including a World War II prisoner of war interviewed via Zoom from Texas, Navajo Code Talker Peter MacDonald, two local World War II Purple Heart recipients, Billy Weldon, and most recently Purple Heart Vietnam veteran Roger Ely.
"The most humbling part of this experience has been giving my students the chance to participate in this incredible project for these veterans over the years," Krause said. "Several of these veterans hadn't shared their stories before, or at least not to the extent that we were able to record."
The project gives students a unique opportunity to develop research, writing, interviewing, and artistic skills while building meaningful relationships with veterans and gaining a deeper understanding of history through firsthand accounts. Krause says her students consistently approach the work with maturity, empathy, and respect.
Several veterans have participated in special book dedication ceremonies celebrating the completion of their biographies, with another planned soon for Roger Ely.
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Looking ahead, Krause hopes to continue preserving the stories of veterans, particularly those who served during World War II.
"My goal is to continue this project and record as many stories as possible, especially those of WWII veterans, as they are becoming harder to find," Krause said.
As the project continues to grow, Krause welcomes community support and donations to help offset printing and production costs, ensuring more veterans' stories can be preserved for future generations.
Congratulations to Katie Krause on this well-deserved recognition and for inspiring Marshall students to honor those who have served through the power of storytelling.
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As students and staff enjoy a well-deserved summer break, we want to thank our FUSD families, students, and staff for making attendance a priority throughout the 2025–2026 school year. Your commitment to showing up every day made a real difference—and together, we achieved an important milestone.
At the beginning of the school year, FUSD's Chronic Absenteeism Committee set two ambitious goals: increase the district's average daily attendance by 1% and reduce chronic absenteeism to below 30% of students.
Thanks to the partnership between our schools and families, both goals were met.
Compared to the 2024–2025 school year, when the district's attendance rate was 90.5% and 34.3% of students were chronically absent, this year FUSD improved to an average daily attendance rate of 91.5% while reducing chronic absenteeism to 29.4%.
These improvements represent thousands of additional days of learning. Every day students are in school, they build academic skills, strengthen friendships, connect with caring adults, and participate in hands-on learning experiences that support their long-term success.
Although school is out for the summer, the habits that support good attendance can continue. Keeping a consistent sleep schedule, maintaining daily routines, encouraging regular physical activity, and making time for reading and learning throughout the summer can help students return to school feeling rested, confident, and ready to learn. As the first day of school approaches, gradually shifting back to school-year bedtimes and morning routines can make the transition even smoother.
Thank you for partnering with us to support student success this past year. Together, we've shown that Every Day Counts, and we look forward to building on this momentum during the 2026–2027 school year. Have a safe, healthy, and enjoyable summer!
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Families with children entering kindergarten have a unique opportunity to enroll in Flagstaff's only Diné language immersion elementary program at Puente de Hózhó Elementary School.
Established in 2000, the Diné Immersion Program serves students from kindergarten through fifth grade, helping them become bilingual in Diné and English while building a strong academic foundation and fostering a deep connection to Diné language and culture. In kindergarten, students learn through songs, storytelling, hands-on activities, daily conversations, and culturally relevant lessons that integrate language across all subject areas.
"Cultural knowledge is embedded in the curriculum, and students are learning the language through all content areas that are being taught," said Puente de Hózhó kindergarten teacher Ilene Ryan. "I think that's what makes the school very unique, because you can't find that anywhere else."
Ryan says one of the greatest strengths of the program is that students grow together throughout their elementary years.
"The wonderful thing about Puente de Hózhó is the students start at kindergarten and move together through first, second, third, fourth and fifth grade," Ryan said. "They create this relationship and bond that produces a sense of security, belonging, family and community that our students cannot get anywhere else."
In addition to language development, students participate in cultural activities and celebrations throughout the school year, helping them strengthen their identity while connecting with classmates, families, and the community.
"Seeing our students celebrate their culture, dress, dance and speak the language gives them a strong sense of identity and who they are," Ryan said. "That's very unique, very special and very important to the well-being of the whole child."
Ryan says one of the most rewarding parts of teaching is watching students' confidence grow.
"When they come in in the morning and greet you in Navajo, that is just a really heartwarming thing to witness," she said. "By the end of the year, they're pronouncing words they struggled with at the beginning of kindergarten, and you see how far they've come."
Families interested in preserving and celebrating Diné language and culture are encouraged to learn more about the program.
"If you have that desire for your children to learn their language and to learn of their culture, this is a good place for them to be," Ryan said.
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This summer, Cromer Elementary is bringing families together through a series of six free community events designed to keep students engaged, learning, and connected with their school. On June 25, families from the Doney Park community gathered for Books and Bubbles, enjoying stories, bubbles, and quality time with teachers and staff in a fun, welcoming environment.
The summer events feature hands-on activities that incorporate literacy, science, art, and STEM concepts for children from preschool through fifth grade. Previous events included Painting and Popcorn and Planting and Popsicles, while upcoming events include Cookies and Crafts on July 9, Giggles and Games on July 16, and Lemonade and Launchers on July 23.
"This is a way for the community to stay connected to our school during the summer," said Principal Jessica Reeder. "It's something free for families to do in their community. We planned six events for the summer with activities for children ranging from toddlers through fifth grade. This is one way our school can continue supporting families during the summer months."
Grandparent Laura Parker, who attended with her grandchild, shared, "I think it's fabulous! These events give kids something to look forward to all summer long. I also love seeing the principal and teachers at every event. They're so much fun and do a wonderful job connecting with the kids and families."
By opening its doors throughout the summer, Cromer Elementary is strengthening relationships with families, supporting student learning, and creating meaningful experiences that keep the school community connected well beyond the school year.
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Students planning to participate in middle or high school athletics during the 2026–27 school year must have a current sports physical on file before participating. Families are encouraged to schedule physicals with their healthcare provider over the summer to avoid last-minute appointments before fall sports begin.
For those needing an alternative option, low-cost sports physicals are available locally for $10 cash. Northern Arizona Orthopaedics will host sports physicals on Saturday, July 18, from 8 a.m. to 12 p.m., and Flagstaff Bone & Joint will offer physicals on Saturday, July 25, from 8:30 a.m. to 1 p.m. Both events require a parent or guardian to be present with students under 18. Completing your student's physical before the school year begins will help ensure they are ready to participate on the first day of practice.
If you have questions about athletic eligibility, required forms, or participation requirements, please contact your student's school site.
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Students attending FACTS Camp IWANNAGO at Marshall Magnet Elementary School enjoyed a fun-filled day of swimming at the Flagstaff High School pool on June 23, one of the many exciting field trips planned throughout the summer. The outing gave campers the chance to cool off and spend time with friends while making lasting memories.
Designed for children ages 5–12, Marshall’s FACTS Camp IWANNAGO provides a safe, engaging environment where students stay active and connected all summer long. Each week features a variety of enriching activities, including field trips, arts and crafts, STEM projects, outdoor games, sports, and other hands-on experiences that encourage creativity, teamwork, and exploration.
Running throughout the summer, Camp IWANNAGO gives students opportunities to learn, discover new interests, and have fun beyond the classroom. With a new adventure each week, campers continue building friendships and making the most of their summer break.
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If you haven't already, now is the time to complete your student's online registration or annual verification for the 2026–2027 school year!
Returning FUSD families should complete annual verification through ParentVUE to confirm enrollment and update student and household information. Families new to FUSD can begin the online registration process by creating an account online.
Completing registration and verification now helps schools prepare for staffing, class schedules, and student services before the first day of school.
Families can get started at:
Planning to attend a school outside your attendance boundary? Families must first complete online enrollment at their child's assigned boundary school. Once enrollment has been submitted, families may complete and submit a Boundary Exception Request Form to the school they are requesting their child attend.
Secondary schools will also host in-person registration for students and families:
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Middle Schools: July 22–23
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High Schools: July 30–31
During in-person registration, students can pick up their class schedules, receive their school-issued iPad, pay applicable fees, tour the campus, obtain a Mountain Line bus pass, and complete other back-to-school tasks before the school year begins.
Additional details, including times and school-specific information, will be shared by your child's school. Please watch for updates from your school site.
If you have questions or need assistance with registration, verification, or boundary exceptions, please contact your child's school office.
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FLAGSTAFF UNIFIED SCHOOL DISTRICT
3285 East Sparrow Avenue, Flagstaff, AZ 86004
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