Do you have a "Where is Mapleton?" story idea? Email communications@mapleton.us!
If you live, work, or attend school in Mapleton, this is a question you are likely asked a lot.
Mapleton is not a sprawling county. It’s not a town on any Colorado map, and it’s no longer a neighborhood of family truck farms. But Mapleton is a very special place to be.
Mapleton Public Schools is located in the “heart” of metro Denver. It’s likely many people who don’t know where Mapleton is drive through it every day, as Mapleton is where major Colorado arteries, including Interstate 25, Highway 36, Interstate 270, and Interstate 76, converge.
Mapleton Public Schools, originally known as Adams County District 1, is said to have gotten its name from the maple trees that lined Washington Street generations ago. At a modest 25 square miles, partially in Thornton and partially in Denver, the district boundaries are Huron, Zuni, and Franklin Streets on the west, 52nd Avenue on the south, and Colorado Boulevard on the east. On the north side, the boundary reaches as far as 108th Avenue in one small area.
Although Mapleton might not be a place on the map, our graduates, students, current staff, and retirees continue to put Mapleton on the map by making a lasting mark, achieving their dreams both globally and within the district.
That’s why we are starting “Where is Mapleton?,” a series of stories we will publish on a regular basis about where we’ve been, where we are, what we’re up to, and all the things that make Mapleton the only place you want to be! New stories will be posted on our district website, with previews available on our Facebook page. Stay tuned to learn more about what makes Mapleton a remarkable place!
Where is Mapleton? – Stories
Derek McCoy: From Mapleton to community leadership
Written by: Sean Andersen-Vie, Jan 13, 2025
Derek McCoy, a proud Mapleton alumnus, has dedicated the last 20 years of his life to building pathways for youth and communities—a journey that started in the very schools where he grew up. Now the executive director of an environmental nonprofit, he leads initiatives to create healthier, more sustainable, and equitable ecosystems. His path to his current role may have been somewhat unconventional, but McCoy credits Mapleton for laying the foundation for his success.
“My whole K-12 experience in Mapleton was a beautiful one, really rich, and I still stay in contact with various coaches, teammates, and fellow students,” McCoy said.
McCoy grew up in Thornton and attended Mapleton schools from grades K-12, graduating from Skyview High School. He said, that from his teachers to his coaches, he and his classmates were always held to a high standard to do their best, athletically and academically.
“Our coach, Paul Barringer, is someone that was just a monumental figure in all of our lives,” McCoy said. “He pushed us to work really hard. I always say I was able to succeed in Division 1 football because high school basketball was far more difficult. It was a high bar, and all of us now, as adults, can say we’re thriving.”
After graduating with a 3.8 GPA, McCoy attended the University of Colorado Boulder, where he played football and earned a business marketing degree. He pursued his dream of joining the NFL, playing briefly for several teams and in NFL Europe. Though his professional career was short-lived — “They call it the ‘not-for-long league,’” McCoy jokes—it became a blessing in disguise.
“I really wanted to be a professional football player, but I’m glad I wasn’t that for long because it would have stifled a lot of what I’m bringing to a purpose-filled life,” McCoy reflects.
Searching for direction after football, McCoy began substitute teaching at another local school district and in Mapleton, where he instantly discovered a passion for working with young people. This led to a role at Mapleton’s Global Leadership Academy (GLA), where he served as a technology instructor but also had the opportunity to help his students reflect on their interests and career goals.
During his time at GLA, McCoy was introduced to Project Pave, an organization dedicated to ending violence by empowering youth to build healthy relationships. Inspired, he pivoted his career to the nonprofit sector, starting as a coordinator with Project Pave and eventually becoming its co-executive director. For more than 12 years, McCoy led programs in social-emotional learning and helped youth experiencing violence get therapy services.
In May 2024, McCoy joined Groundwork Denver, a nonprofit focused on environmental sustainability and community health, stepping into the executive director position by September. Groundwork Denver’s initiatives include tree planting, home energy audits, watershed restoration, and engaging youth in environmental career pathways.
“Coming up from the social-emotional and social justice world, I realized there is no human health without environmental health. The two overlap,” McCoy explained. “We need social justice, environmental justice, financial justice—all these layers for us to live holistically healthy lives.”
McCoy says Mapleton played an instrumental role in shaping who he is today. The district’s rigorous academics, resources, and provided opportunities prepared him for life beyond high school. He also said the district’s choice of school models, which developed after he graduated, helped his own daughter thrive and could influence other school districts around the country.
“Skyview gave me a great education. If you applied yourself, you were set up for success,” McCoy says. “I owe a lot to Mapleton. It shaped me, I felt loved the entire time I was there, and still feel loved today.”
Where is Mapleton? – Stories
York International School students learn technology through drone soccer
Written by: Sean Andersen-Vie, Dec. 13, 2024
There will be some periodic buzzing and crashing noises inside York International School over the next few months, but don’t be alarmed. Those are the sounds of drone soccer, a game students in the school’s Intro to Engineering Design class are learning as part of York’s Engineering and Technology Career and Technical Education (CTE) Pathway.
“Drone soccer facilitates learning technical skills in an interesting and engaging way,” said Diane Grube, York International’s Design Teacher. “That’s kind of the hook—to spark an interest in technology through a game.”
Drone soccer is a competitive STEM-based sport where teams of five players fly remote-controlled drones encased in protective spheres inside a large, inflatable arena. To score points, a "striker" drone tries to fly through a hanging goal hoop, while other drones defend or block opponents by bopping into them. Matches consist of three-minute sets, and teams must quickly repair any damage to their drones between those sets, combining strategy, teamwork, and technical problem-solving.
“It’s actually quite a violent game,” Grube noted. “Drones crash into each other, and parts can go flying. But that’s part of the learning process—problem-solving and quick thinking under pressure.”
The program kicked off in late November. Starting from scratch, the students built “dumb” drones—machines with no pre-installed sensors—assembling parts and programming them to respond to controllers. The hands-on experience teaches students about drone components, controls, and the mechanics of flight.
Sophomore Colton M. has been especially enthusiastic about the class and comes to school early and stays late to make sure the drones’ batteries are charged and all their parts are accounted for.
“This project is really fun, building the drones, seeing them fly, and getting to fix them when they hit the ground and need repairs,” he said. “That’s maybe my favorite part, seeing the parts inside and learning how they all work together.”
While students like Colton hone their flying and repair skills, the program also lays the foundation for future career opportunities. Drone technology is increasingly used across industries like agriculture, real estate, military, and search and rescue. The jobs pay relatively well and don’t typically require college degrees. The students can use what they learn in this class to earn drone flying licenses, called Federal Aviation Administration's (FAA) Part 107s, to fly drones professionally as young as 16 years old.
The experience could also lead to interest in other careers in aeronautics or other technological fields. Though he has a couple of years before he graduates from high school, Colton already knows he wants to work with machines, just ones that stay on the ground.
“This class will probably help me with my dream job of becoming a car mechanic,” Colton said. “The coding we’re learning for the drones is similar to what’s needed for newer cars, so it’s great experience.”
York’s students are gearing up for the Colorado state tournament in March, where they’ll face other beginner-level teams and learn from more experienced competitors. Schools in nearby districts, like Westminster, have already sent teams to international competitions, setting a high bar for what’s possible.
“Right now, it’s so new, and there’s a lot to learn,” said Grube. “But I think the students are pretty excited about eventually fielding a team.”
Looking ahead, Grube hopes to expand the program, potentially introducing drone soccer to middle and elementary schools. For now, the high schoolers are embracing the challenge, building skills, and confidence as they soar toward new horizons.
Mapleton’s new “Teaching for Tomorrow” program tackles teacher shortage by developing future educators
Written by: Sean Andersen-Vie, Dec. 4, 2024
To foster a new generation of educators and respond to the nation’s ongoing teacher shortage, the district introduced “Teaching for Tomorrow.” This career and technical education pathway, open to all high school juniors and seniors, provides students with hands-on teaching experience and a college-level curriculum. It is designed to equip them with the skills and knowledge they’ll need to excel as future teachers, ideally inspiring some to return to Mapleton to teach.
"If our students, who we’ve taught and been successful with, are interested in becoming teachers, we want to give them a chance to start that journey while they’re still with us," said Mary Jo Gonzales, a long-time educator and Teacher for Tomorrow’s program coordinator.
In the program, students attend classes twice weekly to learn various teaching aspects, including educational theory, classroom management, and instructional strategies. On two other days, they gain hands-on experience by helping in classrooms around the district, from preparing materials to providing additional support to students in small groups. Eventually, they will create and teach their own lesson plans. Gonzales notes that in traditional teacher training programs, college students typically don’t enter classrooms until their senior year.
Each of the four courses offered in the program, along with the field experience, provides credit that is guaranteed to be accepted at any Colorado university. Additionally, if a student completes the entire two-year program, they are eligible to earn an instructional paraprofessional certificate, allowing them to work in a school district like Mapleton as an instructional assistant while they continue their studies.
Nahomi C., a junior at the Performing Arts School on Broadway, is one of the 27 initial students in the program. She was inspired to join because most of the role models in her life so far have been teachers, especially her fifth-grade teacher.
"Before I was in her class, I struggled to talk to people and communicate. She really opened my eyes, made me a more positive person, and opened my heart," Nahomi said.
On her field experience days, Nahomi works in one of Global Primary Academy’s first-grade classes, where her responsibilities include helping students formulate their thoughts, spell, and learn English. She immediately found the work rewarding, and one of her likely career goals is to teach at the elementary level.
“It’s a great feeling because I see how excited they get; how happy they are when they get something right,” she said. “That brings me a lot of joy when they catch on because I helped them do that.”
Gonzales said Nahomi isn’t alone. While the program is meant to create effective teachers and give students firsthand classroom experience, it also exposes them to meaningful connections—moments of growth, hugs, and smiles—that keep teachers coming back year after year.
“One of the students in my class, after his first day of field experience, looked at me and said, ‘Those little buggers just crawl right into your heart, don’t they?’” she recounted, smiling. “I told him, ‘You summed up the whole thing right there.’ It has to start in your heart. You have to love wanting to make a difference because it’s really hard work.”
Teaching and learning is a lifelong process, and this program helps students understand how it all fits together. By offering a direct pathway into the field of education, Mapleton’s Teaching for Tomorrow program not only addresses the teacher shortage but also empowers students to make a lasting difference in their communities, one classroom at a time.
Roberta Ayala: From shy Mapleton student to Thornton City Council member
Written by: Sean Andersen-Vie, Nov. 21, 2024
Mapleton Public Schools alumna Roberta Ayala never imagined she would one day run for public office. Once petrified of public speaking and uninterested in politics, she eventually found her voice and purpose, leading to her election to the Thornton City Council in 2023.
Roberta moved to Thornton as a child, joined Mapleton in junior high, and later attended the now-closed Skyview High School. While there, her only extracurricular activities were working on the school’s yearbook and newspaper—roles she credits with helping her build essential communication skills.
After graduation, she enrolled in college in Denver initially to study art education. A public speaking class in her first year proved so challenging that she ultimately dropped it, realizing she would likely fail because she couldn’t bring herself to deliver her researched speeches.
“The anxiety was horrible. I was so scared of talking in front of a bunch of people,” she said. “I would do all the work, make the visual aids, but when the days came to actually talk, I wouldn’t go to class.”
Roberta paused her college studies and became immersed in union work, representing municipal workers, service employees, and communications professionals. She described that time as life-changing, noting it introduced her to group organizing and community engagement. Years later, she returned to college, knowing a degree would help her advance in her career. This time, she majored in political science, inspired by her union work, and overcame her fear of public speaking through her leadership roles, which required addressing crowds regularly.
Though she enjoyed her union work, Roberta became increasingly interested in serving her hometown of Thornton. She felt the city council lacked progressive representation, that too many city tax funds supported only the northern part of town, and that campaign finance reform was needed in Thornton.
She first ran for a Thornton City Council seat in 2021 but was defeated. Afterward, she organized a group called Thornton Voters for Fair Elections, which helped pass a Colorado state law imposing campaign finance limits on municipal elections. In 2023, she launched a small, grassroots campaign for Thornton City Council’s Ward 2 and won by a mere 40 votes.
“It was so exciting because I think people saw me as an underdog who didn’t have any money, but I was so happy for all my support,” she said. “I think my history with Mapleton resonated with people because I didn’t just move to the neighborhood—I grew up here.”
In her first year on the council, she has continued pushing for campaign finance reform and has built a meaningful connection to the local Indigenous community. One result has been her advocacy for land acknowledgments at council meetings.
Looking forward, she intends to run for reelection for her council seat and is considering running for mayor one day. She aims to promote environmental policies for cleaner air and water, ensure new buildings are energy-efficient, and guide Thornton’s growth responsibly, with a focus on affordable housing.
For Mapleton students interested in public service, Roberta encourages them to volunteer as much as possible, run for smaller offices to gain experience, and learn about issues that matter to voters.
“People often don’t realize that politics touches everything you have—your car, the water, your grass or driveway—things you wouldn’t think you’d have to make big decisions about,” she said. “It might seem boring, but all that stuff has consequences and chain reactions, so you better be able to learn a lot of random things.”
Sarahi Ibarra: Returning to her roots at Adventure Elementary
Written by: Sean Andersen-Vie, Nov. 13, 2024
Sarahi Ibarra, a new special education paraprofessional at Adventure Elementary, has returned to her roots. Though the building itself has changed since her days as a student, the spirit of connection and belonging endures. With a passion for helping children, she now supports students who face some of the challenges she once did, giving back to the community that shaped her.
Sarahi’s educational journey began in Mapleton, where she attended the now-closed Enrichment Academy before transferring to Adventure Elementary in third grade. Her second-grade teacher, Sarah Kopperud—now Adventure’s principal—left a lasting impression.
“Sarah really made an impact on me,” Sarahi recalls. “She always pushed me to do better, and I remember it to this day.”
After attending Mapleton Expeditionary School of the Arts (MESA) for middle and high school, where she was active in activities like the Cultures United club, which celebrates diverse cultures, Sarahi headed to the University of Northern Colorado (UNC). She majored in human services, with a focus in sociology, and earned a minor in education, initially planning a career as a social work case manager. But her path changed when she began substitute teaching at Adventure in her senior year and discovered how much she enjoyed working with children.
“I didn’t ever think about being in a school setting until my last semester as a college senior,” she says. “At first, I was scared being responsible for almost 30 kids, but I tried it out and fell in love with it.”
In 2018, thanks to a community-supported bond and a Building Excellent Schools Today grant from the Colorado Department of Education, Mapleton rebuilt Adventure Elementary down the hill from the original building. The new Adventure building replaced an old, crumbling building prone to flooding with a new, energy-efficient building designed to support 21st Century Learning. Sarahi saw some noticeable changes from her school days, like individual desks, cubbies, and sensory supplies, offering a new level of support.
“The building is obviously way different than when I was a student,” Sarahi said, “but there is still such a strong bond between teachers and students that makes it like a second home.”
After graduating UNC, she took a job as Adventure’s special education para, supporting small group activities in reading, writing, and math for kindergarten through sixth grade. Having once overcome the challenge of learning English as a second language, Sarahi knows the journey well.
“I had to be in ELL classes, so helping kids on the same path I had is rewarding. I know it’s not easy to overcome those obstacles.”
One of her most fulfilling experiences so far has been working with a first-grader from Honduras, who, upon arriving in the U.S., didn’t know his ABCs. Now, with her support, he can write his name and express himself better.
“This is why I applied for this position—to support students like him and help them grow,” she says.
When students feel frustrated, Sarahi often shares her story. “I was in your shoes once at Adventure,” she tells them. “Whatever you’re going through, it’s going to be an obstacle, but we’re going to get through it.”
Sarahi is also completing a master’s degree in social work from UNC and eventually hopes to use it to become a social worker at a school to help students who are experiencing problems at home that impact their education. While that would take her away from teaching, she still recommends students enter the field, if possible, at Adventure.
“Go for it because it will be worth it. The school has a welcoming bond that makes you feel like you’re at your home away from home.” For Sarahi, Adventure is more than a workplace—it’s the place that shaped her, and now she has the chance to shape it in return.
From interns to experts: MEC students gain hands-on skills at Boondocks Food & Fun
Written by: Sean Andersen-Vie, Nov. 7, 2024
When most people think of Boondocks Food & Fun, in Northglenn, they likely picture arcade games, go-karts, and laser tag—a place to get away for a little entertainment. But for Mapleton Early Career Prep (MEC) students Eddie C. and Bryan G., it’s also a place to gain real-world job experience and skills for their future careers.
Eddie C., a senior, has been interning at Boondocks for over a year as an assistant technician. Much of his work involves fixing things like arcade machines and laser tag equipment. That could range from tinkering with a tricky laser gun trigger to troubleshooting faulty wiring or malfunctioning sensors to get that pesky Carnival Wheel game spinning again.
“It’s fun learning how the games work in general, how to sew wires together and fix circuits,” he said. “It’s a lot of hands-on work, and they put me to the test here. They let me try to fix things on my own and if I can’t do it, they do a good job of showing me how.”
After he graduates from high school, Eddie plans on attending a technical school to learn to become a residential electrician. So, while today’s project might be making sure guests can continue to launch a digital character out of a cannon, before long he could be installing fixtures in homes.
“This is definitely giving me a head start in my career because I get so much practice here, which helps me lock down these abilities now,” he said. “I’m a fast learner and I can do things fairly efficiently, so if I add these skills to my work ethic, I know I can be really good in that type of field.”
Meanwhile, Bryan G., a MEC junior, has just started his internship at Boondocks, where he works with mechanics to repair go-karts. Although he had only basic mechanical knowledge before, like how to change oil on his family’s vehicles, Bryan is eager to learn more. He now helps with tasks like fixing wheels and changing tires, which is more difficult than working on a regular car because of the size of the go-kart tires.
“I’m getting there,” Bryan said. “The more I do, the better I’ll get.” He appreciates the mentorship he receives from Boondocks’ head mechanic, who provides both guidance and encouragement. Like Eddie, Bryan plans to continue his education after high school, with his sights set on becoming an auto mechanic. Go-kart maintenance provides good foundational training in understanding how regular cars work, despite the size difference.
“I definitely think it does because most of the time, they have mostly the same parts, they’re only slightly different,” Bryan said. “Go-karts need things like oil changes and new tires, just like the bigger cars do, and there are plenty of other similarities, too.”
Both Eddie and Bryan are taking advantage of MEC’s unique learning model, which combines traditional classes with internships, independent projects, and college courses. This approach fosters their problem-solving abilities and equips them for professional success.
And it’s not all work. Eddie and Bryan do get to enjoy the games and ride the carts they fix, too.
Academy High School launches EKG Technician class, giving students a healthcare career head start
Written by: Sean Andersen-Vie, Oct. 30, 2024
Students at Academy High School are getting an early start on their potential healthcare careers with the launch of the school’s first Electrocardiogram (EKG) Technician class. In the class, students learn about the heart, how it sends electrical signals through the body, and how to operate EKG machines and interpret the results. The class expands Academy’s Health Science Career and Technical Education (CTE) pathway, which gives students the foundational knowledge to be successful in a wide range of medical careers.
Early in the semester, the students learned where and how to place electrodes on a human body by practicing with stickers on each other. Then, they started using the actual EKG machines and simulators two to three times per week.
In these sessions, small groups of students rotate through roles of technicians, patients, and observers, with the technicians attaching the electrodes and wires to the patient. While students typically see normal heart activity using the live EKGs on each other, simulation tablets show them more extreme conditions. This allows students to interpret different readings and suggest the appropriate treatments or medications a patient would need.
Academy junior Madelyn H. has used the EKG machine a handful of times already and enjoyed it. She is taking the class as her latest steppingstone toward a medical career, as she has already taken a CPR class and Human Anatomy.
“I want to study medicine, and I feel like this class will help me along the way,” she said. “I’m thinking about going into neurosurgery or maybe becoming an ultrasound technologist.”
Her classmate, Lezeski N., is enjoying the class, too, but is using the class to decide if healthcare is really what he wants to do.
“This class seemed interesting and right now I’m thinking about going into either engineering or medicine, maybe both,” he said. “I could even combine the fields by doing something like helping make prosthetics.”
Their teacher, Lindsay Schultz, said most of the 40 EKG students have expressed interest in going into the healthcare industry. And, between this class, a new phlebotomy class starting in the spring, and medically-focused field trips and partnerships, Academy students will be better prepared for a variety of jobs in healthcare, from doctors and nurses to EMTs in fire rescue.
“No matter what they would do in the medical field, they will have to know about EKGs in some manner, so this gives them that experience now,” she said. “We’re just trying to give the students as much knowledge in as many fields as possible so they can make informed decisions.”
Many of her students will likely earn a Patient Care Tech Certification from these classes by the time they graduate, which will make it possible for them to land certain jobs in healthcare right out of high school.
York International School alum Andrew Johnson’s culinary journey
Written by: Sean Andersen-Vie, Oct. 22, 2024
Andrew Johnson, a 2011 York International School alumnus, has cooked up quite a culinary career for himself. It wasn’t originally where he thought he was headed, but his journey so far is a testament to how early interests and a family tradition can lead you.
A Mapleton student since the third grade, he participated in a few extracurricular activities along the way, like tennis, lacrosse, and the National Honor Society. He served on York’s Student Council and even performed as the Mayor of Whoville in a Skyview production of “Seussical.”
When he came home from school, his father, Paul, would often call Andrew to the kitchen to help prepare dinner. Paul would typically handle the entrees and Andrew would take the side dishes, learning a lot in the process. It wasn’t surprising then that he also volunteered as “the monthly recipe guy” for York’s student newspaper, where he would share recipes he found online he thought were interesting. He made a few of the recipes himself and hoped his fellow students would cook some with their families.
When he applied for colleges, Andrew’s first choice was the University of Colorado Boulder (CU), specifically for their mechanical engineering program. He envisioned himself designing prosthetics to help people who lost or were born without limbs. However, when his application to CU was rejected, with a note about how much work he would have to do if he wanted to try again, he reconsidered his options.
“I said, ‘You know what, I’ve always liked cooking!’” he thought before pivoting to Johnson & Wales University, his close second choice, for their culinary nutrition program. At Johnson & Wales, his culinary education ran the gamut from learning about restaurant management and kitchen skills to the science of nutrition, from prenatal to athletic concepts.
After he graduated, he completed a month-long study abroad program in Florence, Italy, in Johnson & Wales’ student-run restaurant, where he made exotic dishes like panzanella, a bread salad, and grilled octopus salad.
“It was definitely a life-changing experience,” he said. “We had Johnson & Wales students coming together from around the U.S. to design menus and make foods. It was a blast.”
When he returned home, he landed a job as a cook at an assisted living facility in Thornton, where he focused on the special nutritional needs of its residents. He later took a job as a cook at a popular, upscale Denver restaurant.
Today, he is the Lead Line Cook at Jill’s Restaurant and Bistro, within the St Julien Hotel, in Boulder. Jill’s is a Forbes Travel Guide Four-Star restaurant, and in his role, Andrew takes control of different aspects of the kitchen from breakfast through lunch and works closely with his chef on weekly plans. On any given day, Andrew will make up to 100 dishes, from Florentine benedicts to the new steak antojitos he is partial to at the moment.
He is happy where he is in life and looking back at his time in Mapleton, Andrew credits his involvement in all his extracurricular activities for helping him get to where he is today.
“They all gave me more of that confidence to interact with people, introduce myself, and have a bearing in the kitchen,” he said. “All that, indirectly, helped build my confidence a lot, being part of more than just the school, but being part of the district.”
Mapleton Early Career Prep senior takes Discovery Flight as first step to becoming a pilot
Written by: Sean Andersen-Vie, Oct. 16, 2024
Reyle A., a senior at Mapleton Early Career Prep (MEC), recently embarked on an exciting journey toward his dream career: becoming a pilot. Thanks to funding from his school, Reyle participated in a Discovery Flight with the Rocky Mountain Flight School in Broomfield in September, which has now set him on a path toward a long-term internship in aviation.
“I think I’ve always wanted to fly a plane since I was young, but my interest got sparked again when I saw a TikTok video of a Discovery Flight,” Reyle said.
Despite having never been on a plane before, he reached out to the flight school to schedule his own experience. A Discovery Flight is an introductory flight offered by flight schools to give people the hands-on experience of flying an airplane. It is typically the first step for anyone interested in learning to fly, allowing potential students to get a feel for piloting and decide whether they want to pursue further flight training. Reyle’s Discovery Flight was made possible through MEC’s student-run print lab, which raises funds for unique student opportunities like Reyle’s, by producing and selling t-shirts for local teams and clubs.
During Reyle’s Discovery Flight, the pilot handled takeoff and landing, but Reyle got to spend nearly an hour at the controls of a Cessna 172, learning basic maneuvers like pitch control and steep turns.
“I was nervous at first and was scared to touch the controls,” Reyle admitted. “But the pilot reassured me, saying, ‘We’re in the air, we’re not going to hit anything.’”
Eventually, Reyle said he relaxed and couldn’t believe what he was doing. This hands-on experience gave him a clearer view of his future. He is in talks with the flight school to either become their first pilot intern or a mechanic intern, where he would learn more about the inner workings of planes.
His initial goal is to earn a Private Pilot License (PPL) within five years, allowing him to fly small planes and teach others as he builds flight hours. Eventually, Reyle hopes to fly large commercial planes internationally.
“That’s the long-term goal,” he said. “To explore different places, like Japan, and learn about different cultures.”
With this exciting start to his aviation journey, Reyle is well on his way to turning his dream of flying into a reality.
The creative legacy of Mapleton’s Newton family
Written by: Sean Andersen-Vie, Oct. 9, 2024
Mapleton Public Schools has long been a place where creativity thrives, and few families exemplify this better than the Newtons. From the late Frank Newton’s legacy to the talents of his grandchildren, the Newton family has had an enduring impact on the Mapleton community and beyond.
Frank Newton, who passed away earlier this year, was a beloved and influential figure in the district. For over three decades, from 1966 to 1998, Frank dedicated himself to teaching at Mapleton High School, which would later become Skyview High. Even after retiring, he continued to shape young minds as a substitute teacher. His presence in the classroom was only a part of his contribution—Frank’s impact extended into the broader community.
As a founding member of the Thornton Arts, Sciences, and Humanities Council (TASHCO), Frank helped enrich Thornton and Mapleton's cultural landscape. His leadership on the council’s board, which spanned from 2007 to 2022, was instrumental in shaping arts and culture services in the area. His legacy was honored recently when the City of Thornton named the carousel at Margaret Carpenter Park after him, a tribute to his dedication to the arts and his design of TASHCO’s iconic carnival horse logo.
“My grandfather’s work and dedication were fundamental to our family’s story,” said Jeremy Newton, Frank’s grandson. “His love and support were always there, and he inspired us all to pursue our passions.”
Today, the Newton family's connection to Mapleton is stronger than ever. Melanie Newton, Frank’s daughter-in-law, has been a teacher in Mapleton for 22 years. She currently teaches second and third grade math at York International School. While she has always been surrounded by creative types, you won’t find her on stage, at least, not in the traditional sense.
“My creativity is all in the classroom,” she said. “Figuring out lesson plans and activities to
keep my students motivated is an art in itself.”
Melanie’s children, Jeremy, Anastasia, and Bella, on the other hand, are each pursuing their own creative paths, supported not only by their family, but also by the opportunities provided by Mapleton’s diverse educational offerings.
Jeremy, the eldest, attended York from kindergarten through his senior year of high school, and graduated in 2020. He started in performing arts in fifth grade, playing the trumpet, before switching to choir as a freshman. He speaks highly of how Mapleton shaped his musical journey.
“The district tries to make band and orchestra and choir as accessible as they absolutely can because the district knows every child should have access to a quality music education,” he said. “Some schools and other districts don’t recognize that and I’m grateful Mapleton does.”
He recently graduated from the University of Northern Colorado, where he earned dual degrees in vocal performance and K-12 music education. While his regular job now is as a substitute teacher in Mapleton, he has many musical projects in motion. Those range from directing youth theater shows to performing a leading role in the upcoming Loveland Opera’s production of “Iolanthe,” which runs Friday, Oct. 11, through Saturday, Oct. 19.
And, he was also just accepted to Ball State University, where he will pursue a master’s degree in classical voice vocal performance. Jeremy said this will open all sorts of new avenues for him as a professional musician and as a conductor, his ultimate career goal.
Anastasia, Melanie’s middle child, tried performing arts by playing the French horn for a few years, but she never fell in love with it. But about the same time her brief musical career was winding down, she started drawing and animating short video snippets of animals on her tablet. By the time she finished middle school, she knew she would pursue a career in visual arts.
She contributed to community music video projects on YouTube and experimented with different mediums like charcoal, markers, and 3D animation through classes at Front Range Community College, in Westminster. Even though her creative outlet isn’t on a stage, she never felt out of place in her family.
“There was constant encouragement in my home growing up, from and for each of us, to do what makes us happy,” she said. “They saw my talent was in visual arts, and it felt good they wanted me to pursue it through at least college.”
Now Anastasia is studying digital animation at the University of Dundee, in Scotland. The British newspaper, The Guardian, just ranked the university’s Animation program as the top in the United Kingdom. Anastasia will graduate with a bachelor’s degree in 2027 and hopes to pursue a career in 2D animation, preferably with independent studios rather than companies like Disney or DreamWorks.
Finally, there’s Bella, a senior at the Performing Arts School on Broadway (PASB). Bella balances her time between choir, band, and theater. Last school year, she earned a spot in the Colorado All-State Choir, and she has performed in various district theater productions, including last year’s “The Addams Family,” where she played the role of Wednesday. She is looking forward to performing in both the district’s and PASB’s upcoming productions and is grateful for the opportunities Mapleton has afforded.
“I think overall the district is very supportive of the performing arts, with all the Zero Hour classes, the theater program, and ensembles like Honors Orchestra, Jazz Band, and Marching Band,” she said. “I can participate in all those at once because Mapleton gives me that chance.”
Bella has a long resume of performances outside of Mapleton, too. She is considering college choices at the moment, both in and out of state, but she knows she is interested in following a performing arts track wherever she goes, and maybe studying theater education.
The Newton family’s creativity is woven into the fabric of Mapleton, nurtured by both their personal drive and the district’s School of Choice structure which allowed them to thrive.
“Like all Mapleton’s students in our small-by-design schools, our kids didn’t get lost in the crowd, Melanie said. “All the teachers knew them, and that kind of support made a world of difference.”