On Saturday, May 16, Mapleton Public Schools celebrated the 435 graduates of the class of 2026.

Valedictorian Cristian G., from Academy High School, opened the commencement celebration noting “…while each of our stories is different, what connects us is what we’ve accomplished together. And, when you step back and really take it all in, it’s pretty incredible.”

And he’s right. 

Collectively, the class of 2026 earned more than $9.9 million in scholarships! This includes three Daniels Fund Scholarships and one Boettcher Scholarship, two of the most prestigious awards a student can receive in the state of Colorado.

The class of 2026 completed nearly 255 college courses through concurrent enrollment, earning close to 800 hours of college credit before even leaving high school!

Several seniors were recognized as AP Scholars, and others received First Generation and School Recognition Awards from the College Board.

More than 30 seniors graduated with professional certificates ready for the job market, and more than 150 students earned Career and Technical Education cords in the fields of health sciences, business engineering, education, and technology.

A record 32 Mapleton seniors graduated with the Seal of Biliteracy, the highest number in district history. The Seal of Biliteracy is an official recognition placed on a student’s diploma and transcript, signifying proficiency in English and at least one other language

Mapleton’s class of 2026 gave back to the community, contributing more than 12,000 hours of community service to organizations and causes that support and improve their school, neighborhood, and beyond.

Multiple graduates earned All-District and All-State honors, and three students are continuing athletic careers at the collegiate level. 

Mapleton’s Junior Air Force ROTC drill team was named the best in the state!

A member of the class of 2026 from York International School graduated with perfect attendance all four years!

“Taken together, these accomplishments tell the story of a class that is not only prepared for what comes next, but one that reflects the very best of who we are—hardworking, diverse, service-minded, and ready to make an impact in what lies ahead,” said Cristian.

Cristian was one of 10 valedictorians on stage, including Keegan B. and Shantelle C. from Global Leadership Academy, Madelyn D. from Mapleton Early Career Prep, Yeneisy D. and Faith C. from Mapleton Expeditionary School of the Arts, Alexis T., from York International School, Evelyn M., from Mapleton Online, Aspen D. from Performing Arts School on Broadway, and Natalia E., from North Valley School for Young Adults. 

The commencement ceremony also included performances by Mapleton’s High School Choir, and the playing of Pomp and Circumstance by the Mapleton band.  

To revisit the ceremony or watch it for the first time, the full recording is available online: https://www.youtube.com/watch?v=f8T2W-H6Znk

Congratulations to the Class of 2026. We are immensely proud of your achievements and look forward to watching you make your mark on the world.

Four Years, Zero Absences: York International School Senior Makes History

In eighth grade, Tanner C. reached the end of the school year and realized he hadn't missed a single day. He hadn't planned it that way, it just happened. But his accomplishment sparked a bigger question: what if he made perfect attendance his goal?  

Four years later, that goal is now a special and celebrated accomplishment.

Over Tanner’s entire high school career, he did not miss a single class period, excused or unexcused. Not one. Among all students ever to graduate from York International School, or Mapleton Public Schools, he is one of a rare few who can say "perfect attendance in high school" is part of their story.

For Tanner, the motivation was straightforward. Missing a day of school means missing material, and catching up, which is harder than is sounds during high school. Staying present meant staying on top of things and staying on top of things meant future success. He credits his mom, dad, and grandparents for supporting his goal and always ensuring he had a ride to school. 

His achievement also arrives at a meaningful moment for York International. Earlier this year, the Colorado Department of Education recognized the school for its sustained, schoolwide efforts to improve student attendance. Over the past three years, York has reduced its chronic absenteeism rate — the share of students missing 10% or more of the school year — by 7.68%, one of the largest declines in the state.

York International’s staff and leadership team have worked to build a culture where everyone understands their role in making York a place that students genuinely want to be. Attendance conversations are frequent, data-driven, and rooted in relationships. 

"I'm very proud of him," said York International Assistant Principal Ben Schneider. "This is something he has been working toward for four years and has worked very hard at it. But I also really value the model that Tanner has set. It's important to focus on celebrations and successes with something as hard as attendance, and Tanner's leadership by example in the building around that has been invaluable."

Tanner hopes his accomplishment inspires future York graduates and looks forward to one day sharing the “prefect attendance” title.

This fall, he'll take that same sense of commitment to CU Denver, where he plans to study Psychology.

When Alexis crosses the stage at DiTirro Stadium on graduation day, she'll be doing something her parents did before her – and something no one in her family has ever done before.

Her mom and dad walked this same path at Skyview in the late '90s. Now it's her turn. And she's taking that legacy somewhere none of them could have imagined: the Colorado School of Mines, where she plans to study mechanical or aerospace engineering, and, if everything goes to plan, eventually clean up the debris humankind has left orbiting the planet.

"I just want to be able to benefit the world and my community," Alexis says. "For me, it's less about making missiles, and more about Artemis missions."

Alexis has been a Mapleton student since kindergarten, moving from Explore through 8th grade before landing at York International School. The throughline to Mines, though, goes back even further to an elementary school classroom where her teacher organized students into groups named after colleges.

Alexis was put in the Colorado School of Mines group.

"So, it was just meant to be," she said. By middle school, her mind was made up. "One of my crazy goals is to find a way to get the space junk out of the atmosphere. It will probably be really hard, but I can do it."

As soon as Alexis got to high school, she set her sights on becoming Valedictorian. Her sophomore year, she began taking college-level courses at Front Range Community College. She was the first junior at York to take AP English. She served as debate captain in speech and debate and was elected National Honor Society president two years running. 

Her participation in Mapleton’s Unified Athletics program, however, became her favorite part of high school.

"We do bowling in the fall and winter, basketball in the spring, and we just recently added track," she says. The Special Olympics Unified Sports program pairs students with and without intellectual disabilities on the same team, competing and training side by side. 

"I loved being part of the team and cheering everyone on."

High school wasn’t without its challenges. 

Alexis noted that the loss of classmates seemed to put things in slow motion. “But, because York is so small, we did a good job of sticking together and supporting each other.”

If one word defines her four years, it's resilient. She knew it well enough to make it the subject of her college personal statement.

"It's about pushing through despite what happened," she says. "Don't let the worst moments define what the best moments can be. Even though there have been challenges, that gives me even more reason to succeed."

To the incoming freshmen who will sit in the seats she's leaving behind, Alexis encourages them to take time to find who they are, the things they like, and the people they want to be around.

"Have fun and remember that you can grow a lot from high school. The young eyes are watching the world right now. I think everybody is understanding that it is our turn to be the change we want to see in the world."

The next time Mailene J. walks into a Mapleton classroom, she hopes it will be as the teacher at the front of the room.

It almost didn't happen that way. Mailene had her sights set on law school, until a group of first graders changed everything.

"At first when I took Teaching for Tomorrow, I was just going into it for a new experience," she said about joining Mapleton's Teacher Prep Program. "I thought I wanted to be a lawyer, but then being with first graders has been really amazing. You get to be with them, be a part of their journey, and help them develop."

Something clicked. Mailene had her "aha moment" not just about teaching, but about teachers themselves. "As a student, you forget that teachers have lives," she said. "Once you work with a teacher, you see how much goes into their lesson planning, everything they do for students. There is a reason behind it. That is so important for students to understand."

This fall, Mailene heads to the University of Northern Colorado in Greeley on scholarship to major in Elementary Education. And when she's done she wants to come back to Mapleton.

"It's so supportive," she said.

That sense of belonging has followed Mailene through her entire Mapleton journey. She started in preschool at Meadow Community School, spent a few years in a different district, then found her way back to the new Explore PK-8 in seventh grade. From there, she landed at MESA.

"I came to MESA to do drawing, painting, and pottery." But it was the community that made her stay. "We have crew, and that's where I met my best friend. The teachers here are so supportive. That's something I really enjoy, and it makes me sad that I'm leaving."

Mailene describes her four years of high school as a rollercoaster, and she means it in the best possible way.

Freshman year was the slow climb: settling in, figuring out who she was becoming, still a little shy. Sophomore year, she started pushing past her comfort zone, meeting new people, showing up for school events and district activities. Then came junior year — the drop.

"There was a lot of drama," she admitted. Between shifting friendships, SAT stress, and the weight of college-level coursework, she started feeling the early burn of burnout. But at the end of that year, she joined track. It turned out to be exactly what she needed.

Senior year has been the smooth coast at the end of the ride, when you look back and realize how much fun you actually had.

"From my last prom to my last homecoming, our senior robing ceremony, senior sunset and senior sunrise — senior year has been my favorite," she said. "It's eye-opening when you are done with high school."

For the freshmen just beginning their own ride, Mailene has a few words of hard-earned wisdom.

Focus on your grades. Be present for every moment, the big ones and the small ones. And don't let fear of embarrassment keep you small.

"Be in the moment, because these four years go by really fast," she said. "Make good choices. Don't be embarrassed to step out of your comfort zone. The worst someone can do is judge you — and who cares? Embarrassment leads to you underestimating yourself."

From a Mapleton preschool to CU Boulder

When Jorge R. thinks about life after graduation, he feels two things in equal measure — excitement and nerves.

"I'm so used to the same schedule, and it's all changing in a matter of a month," said Jorge, one of Academy High School's 76 graduates.

It's a feeling that makes sense for someone whose entire educational life has been rooted in Mapleton. Jorge started his journey in the district in preschool, continued through MESA for middle school, and ultimately chose Academy for high school.

"It's been a journey," he said.

When Jorge arrived at Academy as a freshman, he wasn't the only one walking through the doors for the first time. So was principal Mr. Edgar Torres. The two grew alongside each other in a way Jorge values.

"Torres helped me grow a lot," Jorge said. "It's been nice having someone you could check in with every day."

Ask Jorge what his favorite part of high school was, and he doesn't hesitate: "Sports, 100 percent."

He played varsity soccer all four years, helping the team reach the playoffs each season while earning all-conference honors and honorable mention accolades along the way. But soccer wasn't his only sport. His junior year, the football coaches stopped by soccer practice one afternoon looking for a kicker. They watched Jorge kick and immediately asked if he wanted to join the team. He agreed and had the experience of a lifetime. His only regret from high school? Not playing football all four years.

Off the field, Jorge pushed himself just as hard. He balanced AP courses, college classes, varsity athletics, and two jobs, a busy schedule that he navigated with determination. He shared that his love of math fueled him through the toughest moments, explaining that solving a tricky problem doesn’t discourage him, instead it pushes him forward.

That drive has earned him a spot at CU Boulder, where he plans to study mechanical engineering.

When asked to sum up his high school experience in three words, Jorge chose pride, hard work, and belonging.

Pride, he explained, comes from representing the district. Hard work speaks for itself, with his list of accomplishments. And belonging? That one runs deeper.

"There are a lot of families like mine," Jorge said, "and I didn't feel excluded."

Jorge's two sisters, both Mapleton graduates, are currently pursuing degrees in architecture and accounting. He can't help but see the bigger picture there.

"We have the money person, the designer, and the builder," he said, laughing. "We could start a business."

And his message to families considering the district?

"Choose Mapleton. Other districts won't prepare you as well for the future as Mapleton has for me. And I think you can ask any student here, and they'll say the same thing."

 

For Shantelle C., Global Leadership Academy's valedictorian, looking back on high school brings up a mix of determination, nostalgia, and what she affectionately calls "the good kind of chaos."

"It was such a chaotic experience, but so good," Shantelle said, recalling the countless days that took her from class to cheerleading practice to cheering at an evening athletic event. "I was able to gain so many experiences because of it."

It's probably why she'll always call Global her second home, and in many ways, it's been home for most of her life. Shantelle started at Global Leadership Academy as a kindergartener, back when the school was in one building, the former John Dewey Middle School. She has watched the Global campus grow and change and has grown and changed right along with it.

"Nostalgic, because I grew up here and I'm spending this last year knowing that everything is about to change," she said. "And determination, because I've seen so many people here determined to do big things."

After graduation, Shantelle will take that determination with her to Colorado State University, where she plans to study journalism and communications. As a first-generation college student, she is stepping into an exciting new chapter eager to experience what life looks like beyond high school.

"For the career I want, I didn't believe I could make it," she said. "The first person who believed in me was one of my teachers." That belief changed everything. Through her teachers, Shantelle learned that no dream is too small, and none is too big.

Cheerleading was a cornerstone of her high school experience, from state and national competitions to the energy of homecoming celebrations. In Mapleton, homecoming brings together students from every school and every grade level, PK–12, and for Shantelle, watching that community come together is a memory she'll carry long after she walks across the stage.

Her most treasured memory? The first time Mapleton's cheerleading program went to Nationals.

"It was the first time we'd gone to something like that," she said. "Our team was so close and united, and the support from the community was really strong."

Shantelle's achievements extended well beyond the sidelines. She was a member of Future Business Leaders of America and competed at the state level her junior and senior year — and this past year, she qualified for the national competition as well.

Her advice to incoming freshmen is as genuine as it is straightforward:

"Take every opportunity, do as much as possible, and experience high school to the fullest. Talk to someone new. Go to events at other schools. You really only live once, and tomorrow is not promised."

 

Finding the Bright Side

Fabiola “Fabi”, Mapleton Early Career Prep

For Fabiola A., high school hasn't been without its challenges. But it's within those challenges that she's found some of her greatest growth.

"Throughout senior year, I've experienced a lot of rejection," said Fabi, reflecting on college acceptances, scholarships, and senior trip plans that didn't come together the way she hoped. But somewhere along the way, Fabi made a decision that changed everything. 

"I chose to be happy, and I can look at the bright side."

That mindset has carried this peer mentor, National Honor Society member, and soon-to-be Mapleton Early Career Prep graduate a long way, and has her feeling genuinely excited about what comes next.

Fabi has been part of the Mapleton family since preschool, spending her early years at Monterey Community School before finding her home at MEC.

"I like MEC because it's a small school," she shared. "You build good relationships with teachers and students. I have friends at all grade levels."

For her senior expedition project, Fabi set her sights high, dreaming of planning an unforgettable class trip. 

"Like the one you see in the movies," she said with a smile. She started with Costa Rica, scaled back to Disneyland, then explored New York, and ultimately landed on a senior hike in the mountains after obstacles were encountered and participation fell short. She worked with multiple travel companies, gathered information, and kept pushing even when things didn't pan out.

Though her project sent her ideas around the world instead of her classmates, what she gained was something more lasting.

"I got to learn how to overcome obstacles," Fabi said. And her perseverance didn't go unnoticed. The sophomore class is already working on their own Disneyland trip, inspired in no small part by the groundwork Fabi laid.

Her impact at MEC extends beyond the expedition. As part of the school's internship program, Fabi reached out to several immigration law firms during her sophomore year, secured an interview with Reed Immigration, and boldly asked if she could intern with them. They said yes, and three years later, Fabi is now involved in all aspects of immigration law.

"I love my mentors," she said. 

That experience has shaped a clear vision for her future. Fabi hopes to use her passion for immigration law to create real change, whether from a seat in Congress or through a nonprofit dedicated to supporting immigrant communities.

Next fall, she heads to CU Boulder to study Business.

When asked to describe her high school experience in three words, Fabi didn't hesitate: challenging, growth, and love.

"Growth is important — you can't stay the same," she said. "And I definitely got a lot of love from my family, which helped me overcome challenges. Love is what carries you when things get hard."

Her advice to the next senior class is simple and sincere: just do it.

"You just want to live with no regrets. Try everything you're interested in and stay positive. Find the things in your life that make you happy and hold on to them, because your senior year can get really rough."

And through it all, Fabi holds onto one belief that has never let her down: you always end up exactly where you're supposed to be.

Built for the Future:

Jordy’s Journey from North Valley to New Adventures

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Adventurous, memorable, and emotional. Those are the three words Jordy M. uses to describe his high school career. As graduation approaches on Saturday, May 16, he's feeling every one of them.

Jordy will graduate from North Valley School for Young Adults, where he's spent the last two years finding his footing and building toward his future. Coming to North Valley, he says, was a game-changer.

"Meeting new people, experiencing new things," he reflects. "And I went snowboarding a few months ago — that was the best experience." It's the kind of school, he adds, where students genuinely want to succeed.

North Valley's smaller size means teachers can give every student real attention, and learning doesn't stop at the classroom door. Students take part in Work Readiness field trips, venturing out to explore different careers firsthand. For Jordy, who plans to open his own construction company one day, that hands-on approach helped sharpen his focus. He even attended a construction industry hiring event before his official graduation day.

Outside of school, Jordy spent several seasons as a member of the Skyview Wolverines varsity football team. Some of his best memories come from his time on the field, like homecoming 2025, when the Wolverines faced The Academy.

"It was fun. We had to beat The Academy, because last time they beat us at their homecoming," he says. The Wolverines won that game, 24-14.

After graduation, Jordy is considering enlisting in the Army as his next step, with an eye toward construction engineering. He's got a direction, and he's ready to move.

But before he goes, he has a message for the students coming up behind him: "Put the phone down. High school is only four years. You have your entire life to be on your phone."

Lately, Jordy has found himself thinking back to kindergarten, struck by how fast it all went. His advice captures it well: "Enjoy the ride and do the work. It goes by fast — you don't want to regret not enjoying it."

Congratulations, Jordy. Go get it.

We are so proud to celebrate Mapleton’s transportation experts, Karry Gavito and Kelly Jiron, who represented our district at the CSPTA Bus Roadeo on April 25 and earned 3rd place overall!

Karry, who drives the Penguin Bus, and Kelly, a para on the Horse Bus, competed as a team across a series of events that highlight both skill and care. Together, they completed emergency response scenarios, load and secure challenges, a full school bus pre-trip inspection, and a roadeo skills course. They also took on a 50-question written test covering topics like special needs, safety, First Aid and CPR, the Colorado Driving Handbook, Federal Motor Vehicle Safety Standards, CDE regulations, and the CDL manual.

This competition reflects the level of knowledge, coordination, and attention it takes to safely get students to and from school every school day. 

With their strong finish, they have qualified to advance to the national competition this November in Austin, Texas.

As a District of Choice, Mapleton proudly provides free transportation for students living a mile or more away from their school of choice. More than 3,000 students board Mapleton school buses every school day, and we are so proud of the team “driving” student success!

Congratulations!

Big congratulations to Welby Community School of the Arts! 

Welby has been named a Colorado Centers of Excellence school by the Colorado Department of Education. This incredible honor was awarded to just 18 schools across the state this year. The Centers of Excellence award celebrates schools serving a high percentage of at-risk students that are also achieving outstanding academic growth over time.

This achievement reflects the dedication, creativity, and commitment of Welby’s staff, students, and families. Their work to support every learner and ensure strong academic progress truly stands out.

We’re so proud of our Welby Hawks and the example they set for what’s possible when a school community comes together around student success.

Beginning in the 2026-27 school year, Right At School, a leading provider of high-quality before- and after-school enrichment programs, will operate at two locations in Mapleton.

• Location #1: Achieve Academy (9100 Poze Blvd., Thornton, 80229): This location will serve families from Achieve Academy, York International School, and Explore PK-8.
• Location #2: Meadow Community School (9150 Monroe St., Thornton, 80229): This location will serve families from Meadow Community School, Monterey Community School, and Clayton Partnership School.

Right At School will offer before-school and after-school programming to kindergarten through 8th- grade students beginning on Tuesday, August 11, 2026.

Before-school programming will be available beginning at 6:30 a.m., and after-school programming will be available until 6:00 p.m. every day school is in session. Parents will be able to work with Right At School to create a flexible monthly schedule, choosing 1, 2, 3, 4, or 5 days per week. Drop-in care is also an option. 

Right At School hires local, highly-qualified staff and delivers a comprehensive, play-based enrichment curriculum to keep students engaged and active. Students will be provided with a snack, time to complete their homework, engage in dynamic fitness activities, and participate in hands-on STEM projects, team building, community service, and leadership development. The program also features a thematic curriculum aligned with our district’s academic standards and student growth.

Learn more at Right At School's upcoming virtual parent information night!

Right At School is hosting two virtual Family Information Nights (English and Spanish) via Zoom on Tuesday, April 28. Right At School staff will provide an overview of their programs and answer any questions you may have. To attend, click the Zoom link below. The session will be recorded for those who cannot attend.

Right At School Virtual Family Information Night (English)

• When: Tuesday, April 28
• Time: 6:30 p.m.
• Zoom Link: https://us06web.zoom.us/j/86508809575?pwd=PvSs1nGuM2qQgdlAUhL5cUbW1W12Ru.1
• Meeting ID: 865 0880 9575
• Passcode: beakid!

Right At School Virtual Family Information Night (Spanish)

• When: Tuesday, April 28
• Time: 7:30 p.m.
• Zoom Link: https://us06web.zoom.us/j/86508809575?pwd=PvSs1nGuM2qQgdlAUhL5cUbW1W12Ru.1
• Meeting ID: 865 0880 9575
• Passcode: beakid!

The meetings will be recorded.

We encourage you to visit Right At School's website for more information about their programs. 

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A student-led blood drive at Academy High School recently brought students and staff together to support a critical community need.

Held the morning of Friday, April 10, at the district’s Skyview Student Center, the event was organized by senior Brandon A. through the school’s HOSA Future Health Professionals club and drew 24 donors. On average, a single donation can help save up to three lives, meaning the drive could benefit dozens of patients.

The event was held in partnership with Vitalant, a nonprofit blood-services provider that collected donations on-site and supplies blood and transfusion products to about 900 hospitals in more than two dozen states.

Brandon said the idea to hold a blood drive grew from his desire to give back and his experience in Academy’s Career and Technical Education Health Sciences pathway. Through courses like phlebotomy, EKG, and patient care, he gained a deeper understanding of how blood donation works and why it matters.

“After learning more about what blood donation does for people, I really wanted to do it,” he said. “Giving blood is important so we can save lives. It helps trauma and emergency patients, and even cancer research.”

Planning the drive came with challenges, from coordinating logistics to recruiting donors, but Brandon said the effort was worth it.

“I just want this to have a positive impact on the Mapleton community and for people to keep doing blood drives here,” he said.

Among those who participated was Academy office clerk Kelly Johnson, who has been donating blood for 20 years.

She said what began as a simple decision became a long-term commitment after hearing how few people donate. Johnson said she learned that less than 3% of the population gives blood, despite the ongoing need, and that about 25% of people who need blood transfusions are cancer patients.

“Who doesn’t know someone affected by cancer?” she said. “All of us do.”

Johnson now donates several times a year and said one of the most meaningful parts of the process comes after she leaves.

“The cool thing is you get a text saying your blood is on its way to be used,” she said. “You spend an hour doing something, and then you know it’s out there helping save a life.”

She also made sure to support Brandon’s effort from the start.

“When he said he wanted to do this, I told him, ‘You tell me what you need, and I’ll be there,’” she said.

After graduating, Brandon plans to attend the University of Colorado Boulder to study nursing, a path that will allow him to continue helping others and saving lives in the future.

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Three Mapleton seniors are headed to college with some of the most prestigious scholarships available, earning recognition for their academic achievement, leadership, and service. 

Cristian G. of Academy High School was named both a Daniels Fund Scholar and a Boettcher Scholar. Anya F. of York International School earned the Daniels Fund Scholarship, and Madelyn D. of Mapleton Early Career Prep (MEC) received the Boettcher Scholarship. 

The Daniels Fund Scholarship is a highly competitive, need-based award that can cover the full cost of college and focuses on leadership, character, and community commitment.  

The Boettcher Scholarship is a merit-based, full-ride award for top Colorado students, typically those in the top 2% of their class, who demonstrate academic excellence, leadership and service. Both require a rigorous, multi-step process that includes essays, recommendations and interviews. 

For Cristian, Academy’s valedictorian, earning both scholarships was a moment of excitement and relief after months of preparation. 

“It felt surreal,” he said. “All the work leading up to it finally paid off.” 

Cristian balanced a demanding academic schedule with athletics and leadership, participating in soccer, cross country and track, National Honor Society, and student council, while also taking college and Advanced Placement courses. He has not yet decided where he will attend college, but plans to study mechanical engineering, driven by a passion for building and tinkering with machinery. One day, he hopes to start his own engineering firm focused on community impact. 

At York, Anya’s path to the Daniels Fund Scholarship was shaped by her strong involvement both in and out of school. She has taken college-level courses while participating in National Honor Society, student council, speech and debate, and serving as a senior ambassador. Outside of school, she volunteers at her church’s community garden and helps prepare taxes for community members. 

When she opened her award email, surrounded by her family, the moment was overwhelming. 

“I immediately started crying,” she said. “We were screaming and celebrating. It was very exciting.” 

Anya, York’s salutatorian, said the scholarship is both an honor and a relief. 

“It means a lot because it takes a financial weight off my family,” she said. “And I'm so glad that I'm also able to make the people around me proud.” 

She will attend the University of Colorado Boulder to study civil engineering, inspired by her interest in problem-solving and her desire to stay connected to and give back to her community. 

“I want to be an active member, not just in my job, but also in giving back to the communities that helped me get here,” she said. 

At MEC, valedictorian Madelyn’s selection as a Boettcher Scholar reflects both her academic success and her deep commitment to service and advocacy. 

For instance, during her junior year, Madelyn led a donation drive supporting people experiencing homelessness, collecting more than 200 items, including clothing, food, blankets, and hygiene products, for local shelters. She also educated fellow students about homelessness and encouraged broader community involvement. 

Her interest in advocacy was further shaped by her internship with the Adams County Court, where she observed criminal proceedings and worked alongside legal professionals. The experience deepened her understanding of the justice system and the importance of compassion and fairness. 

Madelyn plans to attend CU Boulder to study sociology, with a possible minor in psychology, as she prepares for a future in criminal law. 

“This scholarship is such a great opportunity, and it takes so much stress off my family,” she said. “I feel so grateful and want to use it to make a difference.” 

All three students expressed gratitude for the support of Mapleton staff and their families, who helped them reach their milestones and prepare for what comes next. 

Even with graduation still ahead of her, Mariana G. isn’t just preparing for her future, she’s already living it.

A senior at York International School, Mariana has made Mapleton history as the first student to complete all four college courses in Mapleton’s Teaching for Tomorrow program, the district’s Teacher Pathway. She didn’t stop there. She also passed the ParaPro Assessment, a rigorous 90 question exam measuring- subject mastery and classroom instructional skills, earning the credentials to work as a paraprofessional in a school while she attends college to become a teacher.

“Mariana is already living her dream,” said Ms. Mary Jo Gonzales, Mariana’s teacher and Mapleton’s Teaching for Tomorrow program coordinator. “Soon, she will help Mapleton students discover theirs!"

Mariana joined Teaching for Tomorrow as a sophomore. While each Mapleton high school offers its own unique Career and Technical Education pathway, the Teacher Pathway is open to all the district’s high school students.

Although her mother has worked in public schools for as long as Mariana can remember, Mariana wasn’t sure if teaching was for her. She’d also never taken college classes before.

Two years, four college courses and countless student teaching experiences later, Mariana knows exactly where she hopes to begin her career. “I want to work for Mapleton, hopefully,” she said, adding that she’d love to teach elementary school, perhaps first- grade.

The Teaching for Tomorrow program immersed Mariana in every facet of the teaching profession. While completing courses like Introduction to Education, Child Development, and Teaching and Technology, she also stepped into the classroom as a student teacher with first grade teacher Ms. Nicole Nemechek, at York. There, Mariana led lessons ranging from Sources of Strength, a social emotional learning curriculum,- to small reading groups and even helped translate for a young student who had recently moved from Mexico.

“It surprised me how much teachers go through and how much work they put into this profession emotionally, physically, and mentally,” said Mariana. “As a student you don’t realize how much effort goes into teaching, and how much teachers are really there for you. It surprised me how much of a commitment it is.”

Throughout her journey, Mariana said she’s been surrounded by teachers and mentors who have supported and encouraged her. Ms. Gonzales, who Mariana credits with “getting her out of her comfort zone” said she could not be prouder of Mariana and that this achievement also creates an immediate opportunity.

“This unlocks something real and immediate: the opportunity to work as a paraprofessional in Mapleton Public Schools while earning her teaching degree,” Gonzales said. “It is exactly the kind of outcome this program was designed to make possible.”

She added that Mariana’s personal qualities stand out just as much as her accomplishments. that carried Mariana to this moment.

“Her care for others, her quiet dedication, and her warmth are the very qualities our students need most in a teacher,” said Ms. Gonzales. “She is not just achieving her dream. She is becoming the kind of educator who will inspire others to dream bigger.”

What does Mariana think makes a good teacher?

“It’s somebody willing to be vulnerable, empathetic, and willing to adapt,” she said.

That sense of connection is also what draws her back to Mapleton.

“We’re all so connected. I’ve never seen this type of community in any other district. I’m so excited, I think that is why I’m not scared to graduate. I feel supported, I have a clear plan of what I want to do.”

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Mapleton’s Air Force JROTC Raider Squadron Drill Team is a state champion once again, capturing the Colorado title in one event at the Best of the West Drill Meet and Colorado State Championships on Saturday, March 14, at Fountain-Fort Carson High School. The team also placed sixth overall at the competition. 

Competing against 27 teams from Colorado and New Mexico, Mapleton earned the state title in Armed Regulation, a drill event requiring cadets to perform a precise nine-minute marching sequence while carrying rifles. During the routine, cadets execute nearly 60 commands, maintaining tight timing and coordination throughout the performance. Mapleton has not lost the event in the past two years of drill competitions. 

The cadets also earned a state runner-up finish in Color Guard, where teams present and maneuver the American and unit flags in a synchronized ceremonial routine. 

Senior Master Sgt. (Ret.) Danny Alltop, Mapleton’s Aerospace Science Instructor, said the cadets’ dedication to practice has been key to the team’s success. 

“Those kids have been working really hard before and after school, putting in long hours to get every step just right,” Alltop said. “They approach everything they do with a champion mindset, from how they act in school to how they behave at home. When they step onto the floor, they believe they can win.” 

The Raider Squadron Drill Team includes cadets from across Mapleton high schools: Sarai A. (Academy High School); Augustine L., Keeley D., and Valeria H. (Mapleton Early Career Prep); Rain K., Ravyn K., and Joshua R. (Mapleton Expeditionary School of the Arts); and Irma S., Sladen C., and Angel G. (York International School). 

Next up, the team will compete at nationals on Saturday, April 25, at the Rocky Mountain Drill Classic, held at the National Western Center. 

District Science Fair 2026 Results

🧪✨ Innovation and curiosity were on full display at the 2026 District Science Fair! ✨🧪

Thank you to the many students, families, staff members, and community judges who joined us for a great turnout as our K–12 students showcased projects exploring fascinating scientific questions and real-world ideas.

Judges evaluated projects based on how clearly students explained their process, their depth of scientific understanding, their ability to answer questions, and how well their hypothesis, experiment, and results connected.

Prizes were awarded to 1st–3rd place winners, featuring fun science games, toys, books, and more. This year, first-place winners also received two tickets to a Colorado Rapids game!

Congratulations to our 2026 District Science Fair winners!

Individual Projects

🏆 K–2nd Grade

• 1st Place: Shapes and Bridges by Noah G., Explore PK-8

• 2nd Place: Alternative Energy Car Test by Axel F., Adventure Elementary

• 3rd Place: To the Beat of My Heart by Camila T.-C., Valley View Innovation School

🏆 3–5th Grade

• 1st Place: Trailside’s Trees by Liliana G., Trailside Academy

• 2nd Place: These Old Seeds Don’t Grow No Mo’ by Alondra d.-L., Welby Community School of the Arts

• 3rd Place: Dark Matter & How it Affects Gravity Rotation by Holden D., Explore PK-8

🏆 6–8th Grade

• 1st Place: No Place Like Floam by Lilian R., Welby Community School of the Arts

• 2nd Place: Germ Growth by Odin G. W., Meadow Community School

• 3rd Place (Tie): Gummy Bears in Different Liquids by Emiliano L. M., Global Intermediate Academy, and Project Bonzo by Donovin K., Explore PK-8

🏆 9–12th Grade

• 1st Place: Volcano Feedback by Natas A., MEC Prep

• 2nd Place: The Electrosis of Water & The Effect of Magnetic Forces on Gas Bubble Separation by Mariacarla P., Global Leadership Academy

• 3rd Place: Music’s Effect on the Heart by Alena R. A., Performing Arts School on Broadway

Group Projects

🏆 K–2nd Grade

• 1st Place: Does the Wingspan of a Paper Airplane Affect How Fast it Travels? by Oliver L. & Damian G., Trailside Academy

• 2nd Place: Volcano! by Blake M. & Geovanni C., Achieve Academy

• 3rd Place: Sink or Float by Aiden G. & Olivia Y., Explore PK-8

🏆 3–5th Grade

• 1st Place: Soak it Up: Floods and Soil by Avery K. & Arabella M., Adventure Elementary

• 2nd Place: What’s Poppin by Viviana P. & Scarlett R., Global Intermediate Academy

• 3rd Place: Observing Surfaces for Bacteria by Devanni M. & Zoe B., Achieve Academy

🏆 6–8th Grade

• 1st Place: How Does Science Explain Depression? by Abi R., Isabella G., & Sophia L., Meadow Community School

• 2nd Place: Lava Lamp by Derrick R., Stephen G., & Azariah Y., Explore PK-8

• 3rd Place: N/A

🏆 9–12th Grade

• 1st Place: The Glittery Measure of Paper Towels by Alma R. & Gaby S., Academy High School

• 2nd Place: Investigating the Effects of Copper and Aluminum on Reducing Electromagnetic Interference (EMI) During a Phone Call by Manuel C., Azul V., & Kailey B., Global Leadership Academy

• 3rd Place: Electromagnetic Train by Rosselyn G. & Kimani P., MESA

👏 We’re proud of every student who participated and shared their curiosity, innovation, and passion for science. Thank you to everyone who helped make this year’s event such a success!

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Behind the scenes, a small team of Mapleton student interns is helping keep thousands of student devices up and running while gaining hands-on experience in information technology and workplace skills. 

Mapleton’s IT intern program launched during the 2024–25 school year. Currently, the program includes students from Mapleton Early Career Prep (MEC) and recent Mapleton graduates participating in the district’s Transitions program, which supports young adults as they build job and independent living skills. 

Together, the interns support Mapleton’s one-to-one technology model, where every student has an assigned device, by repairing Chromebooks, organizing equipment, and assisting with technology projects across the district.  

“There’s always a constant flow of broken devices coming in,” said Zach Pearson, Mapleton’s help desk manager. “Having interns who can handle that work has made a huge difference. It keeps devices moving back into schools and frees our staff to focus on supporting classrooms and other district needs.” 

On an average day, interns repair between 15 and 30 Chromebooks, tackling issues like broken screens and damaged keyboards. Their work has helped schools keep more spare Chromebooks on hand, easing concerns about students being without technology when they need it. 

For MEC junior Deegan L., who has been interning with the IT team for more than a year, the experience has strengthened both his technical and professional skills. 

“I’ve always enjoyed working with computers, and this internship has helped me build new skills and learn what it’s like to work in a professional environment,” Deegan said. “I was nervous at first, but I’ve really enjoyed connecting with coworkers and learning something new every day.” 

In addition to repairs, Deegan now works alongside IT staff on coding, networking, and infrastructure projects, gaining exposure to more advanced systems. 

For Jael H., an intern from the Transitions program and recent York International School graduate, the work is meaningful. 

“I’m proud that I get to help students fix their Chromebooks so they can do their work and take tests,” Jael said. 

Pearson said he has seen interns grow in confidence, problem-solving, and communication. “They’re learning how to troubleshoot, adapt, and work through challenges,” he said. “Those skills will serve them well, no matter where they go next.” 

Together, the interns are supporting Mapleton’s technology needs while building pathways to future careers and independence. 

The MEC Prep atrium was buzzing yesterday as students took the first steps toward their future careers. During Career Love Day, students in grades 9–12 connected with community professionals and explored the possibilities available after high school.

Before the event, students prepared thoughtful questions and practiced elevator pitches, learning how to confidently introduce themselves, share their interests, and make meaningful first impressions.

More than 20 career fields were represented, including hospitality, aviation, childcare, banking, construction, healthcare, and more. Guest speakers shared what they love about their work, how they found their career paths, and what students should know about job readiness, the hiring processes, and life beyond high school.

“I like MEC Prep because we get more exposure to career opportunities,” said junior Leia P. “We get to explore while we’re young adults, and that makes me feel prepared for the world after high school.”

Experiences like Career Love Day reflect MEC Prep’s commitment to helping students discover their passions, build real-world skills, and envision what’s possible for their futures.

Newly released graduation data from the Colorado Department of Education highlights the meaningful work happening across Mapleton to support student success.

Mapleton’s four-year graduation rate for the Class of 2025 is 78.9%, an increase of more than 7 percentage points from 2024. This marks the highest four-year graduation rate the district has achieved in more than a decade and shows that Mapleton is not only meeting pre-pandemic graduation levels but surpassing them. Mapleton’s 10-year growth in graduation rates is up 14.3 percentage points.  

“This is exciting news for Mapleton and reflects the intentional work happening in classrooms every day to strengthen learning and improve outcomes for every student,” said Superintendent Mike Crawford.  Superintendent Crawford acknowledged there is still work to do to reach the state’s graduation rate of 85.6%, but said the latest data provides clear evidence the district is moving in the right direction. 

Graduation rates continue to improve for students across all populations, including Gifted and Talented students, Multilingual Learners, and students receiving specialized supports. “This growth is a huge celebration for our community – it reinforces how optimistic we can be about our students’ futures as they leave us increasingly prepared for college, careers, and life,” he said.  

Mapleton also saw a 9-percentage point increase to the five-year graduation rate, now at 80%.  Access 2024-25 State, District and School Level Graduation data on the CDE website.

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Nearly 30 students at Mapleton Expeditionary School of the Arts (MESA) had true lightbulb moments this fall thanks to a Marchi Mini Grant, a Mapleton Education Foundation program that supports innovative classroom projects. The grant funded “Turn on the Light!,” a ceramics project in which students designed, sculpted, and wired their own functioning lamps. 

The Marchi Mini Grant Program honors longtime Mapleton educator Lisa Marchi and provides Mapleton teachers with funding to bring bold, hands-on, standards-based learning to life. Eleven teachers received grants this fall, each designed to foster creativity, curiosity, and hands-on learning. 

The funding allowed teacher Erica Wernsmann to introduce a new challenge in her ceramics class. Pottery is a familiar part of MESA’s art program, but this project asked students to go further by learning how to safely assemble and install lamp hardware. Adding the electrical component turned the work into a cross-subject learning experience that blended artmaking, engineering, and chemistry. 

“Students are not just making something beautiful,” Wernsmann said. “They are making something functional that has to fit into their space, and that means tapping into visual art, science, math, and engineering at the same time.” 

They learned how different clays react in a kiln and how heat and glaze change the final look of their piece. Students’ concepts ranged from animals, such as a dog and an elephant, to a basketball and various fictional characters. After shaping and glazing their forms, students fired them again to prepare for the wiring. 

Before installing the wiring into their sculptures, students practiced with the bottle lamp kits that would go into their finished lamps. They learned how to identify different types of wires and used small screwdrivers to assemble the parts and test their skills. 

“Understanding wiring can feel intimidating at first,” Wernsmann said. “But once they see how it works, it becomes an incredible moment where art and science connect.” 

For sophomore Memorie G., the engineering portion was the best part. She created a lamp inspired by her favorite movie, “Coraline.” 

“I was really excited to do the stuff with the wires because I have always wanted to do mechanical or engineering things,” she said. “It is not something you expect to do in an art class. It taught me patience, and I feel like the wiring skills will be handy in my future.” 

Senior Geran R. chose a guitar shape for his lamp because he plays guitar. “The fun part was figuring out how everything would fit together, how it would stand, and how to get the wire through,” he said. “These are skills I can use later if I ever want to fix things or make something for my house.” 

Wernsmann said projects like this also help students see how creative work connects to many real-world careers. “I hope students leave MESA knowing there is not just one path for them,” she said. “There are careers that blend creativity, science, design, and problem-solving, and projects like this help them see how those skills can fit together.” 

Her grant covered wiring kits, lampshades, and clay, making the project possible for all students. Remaining funds will allow Wernsmann to repeat the project with another class next semester. 

“The grant was immensely helpful,” she said. “We would not have been able to do the project without it.” 

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Global Primary Academy is showing that even in a PK–3 world of sniffles and big feelings, steady attendance is possible. With encouragement, celebration, and student-favorite incentives, GPA has increased attendance from about 93% in last year’s first quarter to 95% this fall. 

Supporting young learners with big feelings
Assistant Principal Brie Schwab said attendance challenges in early grades can look different than they do in older schools. Some students feel nervous coming to school, and others just need a little help once they arrive. 

To support those students, GPA relies on a team approach. Teachers, paraprofessionals, office staff, and the school’s behavior specialist all help students settle in. The behavior specialist often greets anxious students, offers a calm start to the morning, and helps ease them into the day. 

“Really everyone is there to support all of the kids,” Schwab said. “We have one student who went from hiding in his mom’s cupboards to coming in with a smile and heading to class.” 

Staying healthy together
As a PK–3 school, GPA is especially prone to certain illnesses that can spread quickly among young children. Schwab said the school takes a proactive approach to limiting that spread, closely monitoring symptoms, communicating early with families, and sending students home when needed to prevent outbreaks in classrooms. Staff also reinforce hygiene routines and regularly clean high-touch surfaces throughout the building.  

“We’ve battled a lot of viruses so far this year,” she said. “But even with that, we’ve still seen our attendance go up.” 

Recognition that motivates
The school also uses simple, fun incentives to build momentum around attendance. 

One favorite is GPA’s new, white attendance flag. Each month, classes with at least 95% attendance receive certificates. The class with the highest attendance earns the right to display the flag outside their classroom for a month, and every student in the winning class gets to sign it. 

Third grade teacher Michaela Draper, whose class won the flag in November, said the recognition resonates with students. 

“Hopefully it shows students that attendance is important and that big learning happens every day,” Draper said. 

Draper also created her own motivator for her class. She posted a chart with eleven blank letters, and each day the entire class arrived on time for their morning reading groups, they earned one letter. Once the letters spelled “EXTRA RECESS,” the class earned bonus recess time. 

Schoolwide, GPA also rewards strong attendance with quarterly incentives, such as donuts and a movie at the Mapleton Arts Center next door for students with two or fewer absences. Preschool students have their own celebrations, like pizza and an episode of the cartoon show “Bluey.”  

Students feel the impact
Students at GPA understand why being present matters. Third grader Amari H. said he makes an effort to come to school every day. 

“Attendance is important so you can learn new things and take tests and be prepared,” he said. 

Working with families when challenges come up
When attendance challenges arise, GPA works closely with families to offer support, recognizing that absences in PK–3 are often outside a child’s control. Illness in the household, family emergencies, transportation issues, or changing home routines can all impact whether a student makes it to school on time. 

The front office team calls families when students are absent to check in, listen, and help problem-solve. Staff also communicate attendance expectations through regular conversations at drop-off and pick-up, phone calls, and family newsletters, emphasizing how consistent attendance supports learning and social development. 

“When we reach out, families know we’re trying to help,” Schwab said. “They want their children here. Sometimes they just need support figuring out how to make that happen.” 

Why starting early matters
For Schwab, GPA’s attendance work is about building habits that last. 

“These early years lay the foundation for academic, social, and emotional development,” Schwab said. “When students build routines and feel connected to school early on, it supports their learning now and helps establish habits that last, which leads to success in later grades.”

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Global Intermediate Academy is proving that when students feel connected and excited to start their day, they show up and keep showing up. With a current attendance rate of 94.2%, up two percentage points from last year, the school is seeing stronger engagement, fewer absences, and a truancy rate nearly cut in half. Principal Tyler Eaton said the improvement reflects a schoolwide focus on connection, student choice, and clear communication with families. 

“We started the year by making it very clear to the community that attendance really matters to us,” Eaton said. “We want students here so they can learn, and families have really responded.” 

That message went out early. At back to school night in August, Eaton held two well-attended meetings where he shared data about academics, suspensions, and attendance, and laid out the goal of reaching 95% daily attendance this year. Families, he said, took the message seriously. 

A school day students want to show up for 
A major factor behind the improvement is GIA’s redesigned morning schedule. Instead of traditional specials classes, the school introduced rotating Career and Technical Education (CTE) courses along with strengthened advisory programming. Both happen first thing in the morning, giving students an engaging and meaningful reason to arrive on time. 

“When we looked at our schedule for this year, we wanted to put those classes at the beginning of the day on purpose because it is a time for connection, exploration, and student choice,” Eaton said. 

In advisory, classes meet twice a week to participate in social emotional learning, team building, classroom circles, grade checks, and discussions about school and social topics. Students stay with the same teacher all year to foster the development of strong relationships. 

On Mondays, Wednesdays, and Fridays, students choose from a lineup of CTE electives each quarter. Already, GIA has offered 10 different options, including coaching, construction, and glass fusing, with more coming next quarter. 

The school also brings learning to life with “Leaving to Learn” field trips tied to its CTE classes. Students visit real workplaces and college programs related to what they are studying, helping them see how classroom skills connect to the real world. 

Celebrations and visible success 
GIA also works hard to make attendance visible and worth celebrating. During quarterly assemblies, families are invited to celebrate students recognized for academic achievement and perfect attendance. In the first quarter alone, 50 of the school’s 345 students had perfect attendance. Their photos line the hallways, and classes celebrate together when they reach attendance goals. 

Support when families need it 
While encouragement leads the work, the school also pays close attention when students begin missing days. 

Front office staff make daily calls whenever students are absent. If a student has three consecutive absences or 10 total, Eaton meets with the family in person to discuss barriers and possible solutions. 

“Face-to-face conversations help us understand what is happening,” he said. “Most of the time, something is simply in the way, not a lack of desire to come to school.” 

Barriers vary. Some families face transportation challenges or conflicting work schedules. Others have students who feel disconnected or anxious. Eaton works case by case to support each family in a way that meets their needs. 

Students see the value too 
Students play a role as well, simply by showing up every day and setting a strong example. 

Seventh grader Alan V., who has perfect attendance, said he enjoys being part of everything happening at school. 

“I like to come to school so I can hang out with my friends and learn new things,” he said. “If I wasn’t here, I wouldn’t be able to learn.” 

Fifth grader Vesper B. said relationships and responsibility motivate her to be present each day. 

“I want to interact with people, get good grades, spend time with my friends, and just be a good role model,” she said. 

Why attendance matters 
For Eaton, attendance is about more than numbers. 

“Every single day matters,” he said. “Regular attendance helps students be part of our positive culture and get the instruction they need. The more we miss, the more gaps we create. Showing up now builds the habits they will need in high school, college, and their careers.”

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At Global Intermediate Academy, career learning starts early, and in more areas than students might expect. Middle schoolers now spend part of each week in rotating Career and Technical Education (CTE) classes that let them explore real industries, build practical skills, and discover new interests before they enter high school. 

Students choose from a slate of CTE electives each quarter, such as Construction Basics, Coaching, and Forensic Illustration and 3D Reconstruction. These are not classes typically found in a middle school schedule, and many of them grew out of teachers’ own professional backgrounds, skills, and interests. 

“We want students to have choice in what they learn and to feel genuinely engaged,” Principal Tyler Eaton said. “Before, students were scheduled into the same specials with no say. Now they can explore careers they may never have seen before and start understanding what different fields look like in the real world.”

Daily specials have also been redesigned to align with career learning. For example, Music now incorporates financial literacy concepts by exploring topics such as music production and the music industry. 

One especially unique option this year is the Forensic Illustration and 3D Reconstruction course, taught by CTE teacher Kari Dusenbery. The class gives students an early look at skills used by police sketch artists and scientists who reconstruct faces in archaeology. Seventh and eighth graders study facial anatomy and biology to understand how muscles, bones, and skin shape the human face. They also practice shading, proportions, and drawing techniques before moving into 3D reconstruction of faces using clay and 3D printers. Students sketch from historical criminal photos, like Lizzie Borden, an American woman accused of murdering her father and stepmother in 1892.  

To wrap up the class, students will soon complete a project in which they interview “witnesses” to a school staff member’s fictional crime and create a suspect drawing based on those descriptions. 

“The more you know about facial features, the better your drawings will be,” Dusenbery said. “Some students may fall in love with the biology, others with the art. It gives them another pathway, another reason to stay in school and become passionate about something.” 

Seventh grader Bre L. chose the class because she has always enjoyed drawing. 

“I thought this would be a cool opportunity to show my art in a different way,” she said. She added that learning to map out faces and understand highlights could help her in a future career in either forensic art or cosmetology. 

In the Coaching class, PE teacher Isaac Valdez guides students through designing sports practices, developing training plans, and leading drills for their classmates. Later this quarter, students will coach younger students from Global Primary Academy. 

“It gives them leadership and organizational skills, and the chance to make mistakes and learn from them,” Valdez said. “They learn about culture, discipline, confidence and how to support people beyond the sport itself.” He added that these skills matter far beyond athletics and can transfer into jobs, teamwork, and communication in adult life. 

Eighth grader Josue F. said coaching his classmates in soccer has already helped him grow. 

“I think it can help me in professional jobs down the road, like team building and communicating with others,” he said. “It’s cool to learn those skills coaching soccer.” 

Other classes allow students to experiment with hands-on art through glass fusing or learn introductory trade skills such as measuring, wiring lightbulbs, and identifying tools. Each course gives students small but meaningful glimpses into real pathways and workplaces. 

The school also coordinates quarterly “Leaving to Learn” field trips that match the CTE courses. Students have toured Ball Arena, Metro State University’s theater program, and Red Rocks Community College’s construction campus to see how classroom skills translate into authentic work environments. 

Eaton said that is the purpose of middle school CTE at GIA, to expose students to the world beyond their classrooms in ways that feel relevant and exciting. 

“The earlier students can explore their interests, the more prepared they will be for what comes next,” he said. 

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At Explore PK-8, “what you see is what you get” might be the most accurate way to describe the school’s approach to attendance. Staff keep their efforts highly visual and transparent, so students and families immediately understand how important showing up is. And the results are showing. 

Explore currently averages about 93% daily attendance, and since launching a push last year to reduce chronic absenteeism, the school has seen steady improvement. Teacher on Special Assignment Jeff Sparrow said visibility is a key driver. 

“When families walk in, the first thing they see is our ‘Attendance Matters Every School Day’ banner,” Sparrow said. “It shares key facts about why being in school matters, so right from the start, families get that message.” 

Inside the building, there are plenty of attendance posters on walls and pillars. In the cafeteria, a large paper tracker displays daily attendance by grade. Whenever a class hits 100%, they earn a star and recognition at the school’s monthly Community Meeting, an all-school assembly. Attendance certificates hang proudly outside classrooms, and top-attending classes earn monthly rewards like ice cream parties. Students with perfect attendance are entered in drawings for small prizes and, at year’s end, a chance to win an electric scooter. 

“They look at the tracker every day,” Sparrow said. “Kids will come up and say, ‘We have three perfect days so far this month.’ It gets them excited, and the excitement is contagious.” 

Sparrow also works closely with families to address barriers that keep students at home. He regularly calls parents to talk through attendance challenges and emphasizes that the school is a partner. 

“I never want parents to feel bad,” he said. “I want them to feel supported. Life happens, and sometimes logistics get in the way. Our job is to help solve problems so their kids can be here.” 

Transportation is often a hurdle. Sparrow recently worked with a family experiencing homelessness who lacked a working vehicle. By partnering with Mapleton’s Integrated Services and Transportation teams, the school arranged a daily pickup. The student has not missed a day since. 

In another case, a parent avoided sending their student because the end-of-day pickup line made it difficult to get to work on time. Sparrow worked with the parent to arrange an alternate pickup spot that made the schedule manageable. 

Some barriers are more nuanced. Sparrow described a mother who lived several blocks from Explore and walked her two young children to school because she did not have a car. On difficult mornings, she worried about arriving late and sometimes kept them home instead.  

“I told her I would rather have them here late than not at all. We can catch them up, but only if they’re in the classroom,” he said. The children, once the school’s most frequently absent students, now attend far more consistently. 

For older students, Sparrow connects attendance to real-world expectations. 

“We talk about the real world,” he said. “When you have a job, you can’t just miss whenever you want. Being here every day builds habits that follow you into high school, college, and work.” 

For younger students, the message focuses on friendships, classroom activities, and the fun of being part of a community. Sparrow said most children genuinely want to be at school, and their enthusiasm often spreads. 

The school’s students echo that message. Fifth grader Alicia G., who has perfect attendance, said she plans to encourage a friend who recently missed several days. 

“When you’re not here, you miss out on important things,” she said. “And I like it when my friends are here because it makes school better for everyone.” 

Much of the school’s recent improvement is the result of consistency. This is Sparrow’s second year leading attendance efforts, and he believes the schoolwide push is becoming part of Explore’s culture. 

“Teachers do an amazing job supporting kids and encouraging them to come every day,” he said. “And the kids really are excited.” 

Why does attendance matter so deeply to Explore? 

“It is the foundation,” Sparrow said. “If kids are here, they can learn, grow, and build the skills they need. If they are not here, we cannot give them those opportunities. We want them in school so we can give them the best chance at success, not only in school, but in life.” 

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Academy High School science teacher Dr. Mellissa Pfaff is getting closer to her out-of-this-world research mission, recently returning from an intensive four-day training at the University of Texas’s Center for Space Research. Pfaff is one of only 12 educators nationwide selected for the 2025–26 Embedded Teacher Program (ETP) through the nonprofit Space for Teachers, which gives teachers and students the chance to design and test real microgravity experiments.

During her training, she learned more about the science of zero-g and met with several scientists who will help guide her project. The teachers designed sample experiments and practiced using a drop tower, a tall structure that briefly creates microgravity by dropping a small experiment straight down. The training prepares her for the ultimate experience, where an aircraft will make a series of steep climbs and dives to produce short bursts of weightlessness. Altogether, she’ll get about 11 minutes of microgravity time to test a student-designed experiment.

Back at Academy, Pfaff has been sharing what she learned with her chemistry and AP biology classes. Students have begun creating concept designs and will use simple classroom “drop boxes” in January to test early versions of their ideas. She is also gathering input from Clayton Partnership School’s third graders and working with the district’s Air Force JROTC Aero Club.

One student concept was recently selected by the University of Florida’s Astraeus Space Institute, where Pfaff and her students will work with a neuroscientist to study how body fluids move through tiny blood vessels in microgravity.

And while the mission was originally planned for a U.S. aircraft, the ETP is now partnering with the European Space Agency. So, this spring Pfaff will conduct her research over Bordeaux, France.

Oui!

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At York International School, improving attendance isn’t about a single strategy or reward. It’s a schoolwide effort woven into everything teachers, students, and families do together. 

“It can’t be any one thing,” said Principal Eriksen Van Etten. “It has to be embedded into everything you do at the school. Teachers know it’s a priority. Kids know it’s a priority. Parents know we’re paying attention. School has to be a place where students feel welcome and like they belong, and that they’re missed when they’re not here.” 

That mindset took shape after the pandemic, when York, like many schools, saw how student engagement and attendance had been disrupted. “Coming out of that, we realized it doesn’t matter what our curriculum is or how strong our programs are if students aren’t physically here,” Van Etten said. “We decided to make showing up part of who we are.” 

Three years later, York’s consistent, whole-school focus is paying off. As of late October 2025, the school’s overall attendance averaged about 93.5% for the first quarter, the strongest start since before the pandemic. The school’s juniors and seniors led the way at 94.8% and 95.5%, respectively.  

To keep students motivated, York celebrates small successes in creative ways. Teachers incorporate attendance competitions into class routines, and staff share weekly reports showing which grade levels are leading the way. Each Monday, the morning announcements highlight classes that reached their goals. 

During October Count, the official period when the state collects student enrollment and attendance data that helps determine school funding, York offered ice cream sandwiches to every student who attended on Oct. 1 and reached 98% attendance that day. 

High school teachers have found success with playful incentives like sticker charts, homemade cookies, and kickball games. “It doesn’t always have to revolve around money,” Van Etten said. “Sometimes it’s just about bringing a little fun into the day.” 

In younger grades, attendance is celebrated on classroom whiteboards. Teachers post daily percentages, and when a late student walks in, classmates cheer as the total rises.  

For students who struggle with absences or tardiness, York uses Attendance Refocus, a reflective session held twice a week during lunch. Students who have unexcused absences or frequent tardies are assigned to attend and complete a short survey about what’s keeping them from class. The surveys help staff understand whether students face logistical challenges, like transportation or scheduling conflicts, or need help managing responsibilities and stress. 

Junior Colton M. said one visit to Attendance Refocus was enough to motivate him to find a solution. For a couple weeks, he had been arriving 20 to 25 minutes late because he had to drop off his younger brother at nearby Achieve Academy, which opens its doors the same time York’s classes begin. 

“The first time I was in Attendance Refocus, I thought, ‘I do not want to be here every Tuesday and Thursday,’” Colton said. “So, I went to Mr. Schneider to see if there was anything we could do.” 

Assistant Principal Ben Schneider worked with Achieve’s administrators to arrange an earlier drop-off time for Colton’s brother. Since then, Colton has been on time every day. 

“It felt good because I did it for myself,” Colton said. “Showing up to school on time shows you want to be there and succeed.” 

Select York staff members meet every two weeks to review attendance data and plan next steps for students who are struggling. The leadership team includes administrators, office staff, and a full-time specialist from Colorado Youth for Change, a nonprofit that partners with schools to remove barriers to attendance and reengage students. Teachers also “adopt” students who may feel isolated or not yet part of the community, going out of their way to check in and help them feel they belong. 

The school’s consistent, compassionate approach has drawn statewide recognition. York recently shared its work with Colorado Education Commissioner Susana Córdova during her virtual “Commissioner Chat” series, highlighting a nearly eight-point drop in chronic absenteeism over three years to 25.8% and an average daily attendance rate of 92.2% for the 2024-25 school year. 

For Van Etten, those results are proof that the message is getting through. “We celebrate students showing up, and we take action when they don’t,” he said. “Sometimes that action is a consequence. Sometimes it’s support. Either way, our students know we care.” 

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It is not so much “What do you want to be when you grow up?” It is “How do you get there, and what does it take?” 

That question is at the heart of a major project in Trailside Academy’s Career and Financial Literacy class, part of the school’s new career and technical education pathway. The project blends career readiness with financial literacy and helps seventh- and eighth-graders understand the real steps, costs, and commitments required to reach their goals after high school. 

In the project, students explore three post-graduation tracks: college, going straight into the workforce, or joining the military. They choose a track and a specific career, then analyze what four years in that pathway would look like. They calculate income, expenses, and debt to determine whether their chosen lifestyle is financially possible. 

Trailside Dean of Culture Dani Cerna said the goal is to provide an honest, eye-opening look at reality. 
 
“I wanted to help them understand that these things don’t just happen; there is a lot of work and money and time that goes into this,” she said. “So, we start with the first four years after high school and backwards plan from there.” 

Students begin by considering their personal values. Cerna asks questions such as: Do you want to help people? Do you want to make a lot of money? Do you want to move out right away? Those values then guide their career and track selections. 

From there, students research degree requirements, test-score expectations, tuition and housing costs, and other financial factors tied to their chosen field. If they choose the workforce track, they examine wages, tools, training costs, transportation and living expenses. If they choose the military track, they learn about required commitments and possible career pathways. 

“We do not talk a lot about the careers themselves,” Cerna said. “It is about using the careers to figure out how you are going to get there. What is that pathway?” 

Students calculate four years of income versus expenses in their selected track. Many are surprised to discover that attending college leaves them roughly $100,000 in debt by the end of four years, especially when adding food, housing, books, personal items and other necessities. Others are surprised to see how far an entry-level salary must stretch to cover rent, transportation and bills when going straight to work. 

Cerna said the numbers often spark meaningful conversations about school performance and long-term planning. 
 
“When they see these numbers, they are like, ‘How is this this expensive?’” she said. “It makes them think about life after high school in a different way. They start to see that every choice they make now can shape the options they have later.” 

This quarter’s students selected careers ranging from biomedical engineering to landscaping to criminal justice. On presentation day, they stood before their classmates and shared PowerPoints outlining their chosen track, budget, and projected financial outcome at the end of four years. 

Seventh grader Zay A. chose the college track, with a goal of studying biomedical engineering. “I want to find out cures to stuff, like cancer,” he said. “I knew the costs would be high, but I didn’t know the pay would be that high. I learned that when you go to college, do NOT waste your money.” 

Seventh grader Joel M. chose the work track, to become a landscaper like his father. 
“I picked going straight into the workforce because last summer I worked with my dad, and he motivated me,” Joel said. “Things are a lot more expensive than I thought.” 

For his project, seventh grader Juan S. chose the college route to study criminal justice to become a police officer. Now that it’s over, and he calculated costs, he is considering skipping college. “I was shocked about things like the food, housing, and tuition,” he said. “Now I might just become a police officer since you don’t need a college degree.” 

Cerna hopes students finish the project with a stronger sense of purpose. 
 
“I want them to really focus on their grades because while middle school grades will not follow you forever, your habits will,” she said. “The way you show up here is the way you show up in life. Building those habits now. You have time, and you can start today.”

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Valley View Innovation School is expanding its hands-on, future-focused learning model with a new three-year Engineering and Technology Career and Technical Education pathway for middle school students. 

The pathway began this August with sixth graders enrolled in Engineering 1, with Engineering 2 and 3 planned for when the school adds seventh and eighth grades in the next two years. The classes use Project Lead the Way (PLTW) curriculum, which makes learning interactive, hands-on, and tied to real careers.  

This year, students are diving into two PLTW units: Design and Modeling and Automation and Robotics. In Design and Modeling, students already designed ankle-foot orthoses, devices that support a person’s foot and ankle. The project introduced students to a real medical scenario: children with cerebral palsy often walk on their toes because of muscle tightness, which can affect their growth, movement, and comfort. Students learned how muscles and bones work together, how gait issues can impact development over time, and then created prototypes to help address the problem.  

A key feature that makes Valley View unique is its use of Immersion Studios, specialized learning spaces designed for deep, project-based exploration. Students are currently using the Science Studio, and later this year will move into the Robotics Studio, where they will build and code robots to complete challenges. 

Science teacher Emelina Pacheco said the new pathway gives every student access to advanced learning that is meaningful and exciting. 

“Someone at a conference recently said, ‘All kids deserve to learn something new every day,’ and that really stuck with me,” Pacheco said. “Having all students follow this engineering pathway pushes them to try new things. It goes beyond traditional science and helps prepare them for jobs of the future.” 

Learning won’t stay inside the classroom. Valley View plans one field trip each quarter so students can see innovation in action. This winter, students hope to tour an Amazon facility to watch automation and robotics at work. 

Families searching for a school that inspires curiosity, creativity, and real-world problem-solving will find it at Valley View. To learn more about enrollment, visit: https://valleyview.mapleton.us/about-us/welcome-to-valley-view-innovation-school. 

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What a difference a year can make. Last fall, Academy High School’s first-quarter attendance averaged about 88%. This year, in the same time frame, it’s climbed to roughly 91%, with juniors at 95.9% and seniors at 94.8%. Principal Edgar Torres said a big reason for that is a growing sense of connection. 

“As a school, we’ve moved from just being very academic-focused to also focusing on the need to provide support for students’ social and emotional growth,” Torres said. “It’s been a process to get to where we are, but it’s exciting to see things in action, like the hallways full of students talking to each other in a positive way.” 

That focus on belonging was visible even before the first bell of the school year. Academy’s senior class organized a special Senior Sunrise at Red Rocks Amphitheatre, meeting before dawn to watch the sun rise together as a way to start the year connected and energized. Afterward, they navigated rush-hour traffic from Morrison back to campus and still arrived on time. Torres said the event was completely student led, sparked by class officers who keep an active group chat and regularly check in on classmates. 

“Activities like that build bonds,” he said. “The data is great, but it’s the connections students build with each other that really feed into solid attendance.” 

That sense of connection is promoted throughout the school’s Mentoring and Leadership classes, introduced last year and now grounded in the Sources of Strength social-emotional learning framework. The course is open to Academy students and gives them space to talk about challenges, identify trusted adults, and practice positive peer support. 

Torres said the course has helped students learn how to talk about stress, frustration, or uncertainty, and where to turn for help. “When students don’t know how to express what’s getting in their way, it’s easier to stay home,” he said. “Once they learn to communicate and know there’s someone who will listen, attendance starts to improve.” 

Small gestures have become part of that culture. Recently, for instance, a couple seniors handed out cards to students with affirmations like, “You’re strong, smart, and you got this.” Torres said those small reminders can have a lasting impact. 

“You don’t always know what kind of day someone is having,” he said. “Little things like that can sometimes make a big difference.” 

Esther Herrada, Academy’s paraprofessional for at-risk youth, is another key part of the school’s support system. She monitors attendance patterns, calls homes when students miss class, and meets with families to uncover what’s really keeping students away. 

“We want parents to know we’re on the same team,” Herrada said. “Once families see that we care and that we have options to help, attendance starts to improve, little by little.” 

For some students, belonging starts with feeling understood. Torres shared the story of a freshman who had recently arrived in the United States and spoke little English. She felt out of place and questioned why she should come to school at all. To help, staff connected her with Mia R., a senior and captain of Skyview’s girls’ soccer team, who began showing her around campus and mentoring her. The school is now working to help the student join the soccer team, where she can build friendships and confidence. 

Torres said peer connections like these are key. “When a student hears ‘come to school’ from an adult, it can go in one ear and out the other,” he said. “But when that message comes from a classmate or a friend, there's a different level of understanding and accountability there.” 

Mia said attendance is essential for her, both for learning and for staying eligible for sports. “If I miss class, I fall behind, and I can’t play soccer,” she said. “When I’m here, I’m learning and staying connected with everyone around me.” 

Junior Ahliyah A. said activities like Advisory Takeovers, student-led days filled with games, window-painting, and stress-relief events, also make a difference. 

“We want kids to feel comfortable and know school can be fun,” she said. “If students feel the environment is safe and not just work, work, work, they’re more likely to come.” 

Torres said Academy’s steady progress shows what can happen when students take ownership of their community. 

“Showing up is half the battle,” he said. “The other half is doing the work. When students show up, they have a fighting chance at success. There’s a place for everyone here, no matter what mistakes they’ve made. We all make them. What matters is that they keep showing up and keep trying, and we’ll be here to support them.”

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Global Leadership Academy (GLA) is setting a strong example for Mapleton’s high schools, with its 11th graders posting a 95.9% attendance rate and the school overall averaging 94.3% from August through late October. 

New principal Lisa Schwartz said she’s proud of the progress but not surprised. 

“This is a really great group of kids, and our staff are deeply invested in their education,” Schwartz said. “The more students feel you miss them when they’re gone, the more it matters. The alternative is students thinking, ‘Nobody misses me when I’m gone.” 

At the start of the year, Schwartz led town hall-style meetings with each grade level to discuss expectations and goals. To address attendance, one of GLA’s main initiatives, Schwartz introduced the “Strive for Five” campaign, which encourages students to miss no more than five days of school during the year. 

“Even excused absences count,” she said. “When you’re absent, you’re missing content and not setting yourself up for success.” 

To strengthen support, Schwartz shifted an office clerk’s role to focus solely on attendance. The clerk monitors attendance data every school day, contacts families when students reach three absences, and helps problem-solve barriers such as transportation, illness, or family responsibilities. 

“There’s nothing punitive involved,” Schwartz said. “We just want students and families to know we notice and we care.” 

Teachers reinforce that message daily. They’re encouraged to use phrases like, “I noticed you weren’t here yesterday” or “I’m glad you’re back” to remind students they’re seen and valued. 

GLA also places a strong emphasis on collaboration in the classroom, with group projects and cooperative learning in many courses. Schwartz said that helps students feel accountable to one another. 

“When a student is absent, it’s not just them who misses out, it affects their whole group,” she said. “That sense of teamwork builds connection and belonging.” 

This fall, the school started publicly celebrating good attendance each quarter at assemblies run by student government, where students receive certificates for gold (perfect attendance), silver (97.5 to 99.9%), and bronze (95 to 97.4%). 

“Students really beam with pride when they’re recognized,” Schwartz said. “They’re excited to walk across the stage in front of their peers.” 

The school also uses attendance data to identify students who need extra support and connects attendance to GLA’s new core values: Perseverance, Respect, Integrity, Diversity and Excellence (PRIDE). In relation to attendance, perseverance means showing up, integrity means not skipping class, and excellence means being the best version of yourself every day. 

Schwartz said consistent attendance builds habits that serve students beyond school. 

“I tell them school is like a job. If you don’t show up for work, you don’t get paid. If you don’t show up to school, you aren’t learning,” she said. 

Junior Mariacarla P. keeps a packed schedule as the treasurer of GLA’s National Honor Society, a member of Skyview’s cross-country team, and a student government representative. She said she can’t imagine missing class often. 

“I feel lost when I miss even one day, especially in math or English,” she said. “Teachers can provide notes, but if you missed the full explanation on the day, it’s harder to understand assignments, and you also lose that connection with other students.” 

Schwartz said attendance at GLA comes back to preparing students for the future. 

“We want them to start good habits now,” she said. “The habits you demonstrate today will follow you, showing up on time, being reliable, being someone others can count on. Those are the traits that build success long after high school.”

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Academy High School expanded its health science offerings this semester with a new Patient Care course, giving seniors more hands-on ways to explore the medical field. The course teaches students how to support patients in hospital settings, including assisting with mobility, hygiene, and basic daily care needs. 

The course builds on earlier classes in the school’s Career and Technical Education (CTE) Health Sciences Pathway, including Electrocardiogram (EKG) Technician Training, and Phlebotomy. By the time students graduate, they can earn certifications in all three areas, preparing them for jobs in healthcare immediately after high school. 

Biology teacher Lindsay Schultz, who teaches the course, said the Patient Care course gives students real-world experience working directly with patients. The class includes one semester of in-class instruction followed by a semester of work-based learning. Students will complete internships at medical locations of their choice, from hospitals to retirement facilities, to explore areas that interest them. Fifteen students are enrolled in the debut class, most of whom have taken the previous two certification courses at Academy. 

“It’s great we have a lot of people interested in these courses and are sticking with the track,” Schultz said. “I think this is a great opportunity for them to get this education without having to use their own money if they know they’re interested in the medical field.” 

In the classroom, students mainly practice on mannequins to build clinical skills, with the exception of range of motion exercises, which they practice on each other. They also learn professional communication techniques, like how to talk to patients and help them feel safe and comfortable. 

Senior Paulina O. said the course is helping her grow both her technical and communication skills. “We’re learning how to make patients feel safe so they can open up and feel more comfortable,” she said. She added that gaining these skills and certifications will give her a head start after graduation. “I feel really grateful to have these opportunities because not many other schools or districts offer programs like this.” 

Schultz said the program helps students see how achievable their goals can be. “A lot of students might think becoming a doctor is out of reach,” she said. “But classes like these show that, step by step, it’s not.” 

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A single absent-minded click on a suspicious email can lead to stolen paychecks, compromised accounts, or even districtwide disruptions. That’s why Mapleton is rolling out new cybersecurity initiatives this month, including mandatory staff training and a new Phish Alert Button (PAB) in Outlook. October is also Cybersecurity Awareness Month, making it the perfect time to strengthen defenses. 

“Cyberattacks are a big challenge for school districts,” said Todd Pugliese, Mapleton’s Director of Information and Technology. “Training staff to spot threats is one of the most powerful defenses we have.” 

Cyber threats in schools
Pugliese estimates the district’s firewalls and protection software block millions of suspicious messages each week, but some still make it through. His team receives reports of two or three potential threats daily, and many likely go unreported. 

One recent incident involved his own email, or at least what looked like his. A bad actor spoofed his address, meaning someone sent a fake message designed to look like it had come from him. A Mapleton staff member clicked the link, and within seven minutes, their paycheck was stolen. 

“These kinds of scams can happen fast,” Pugliese said. “Seven minutes was all it took.” 

Another, worse incident happened at a nearby public school district. A bad actor was able to compromise their student information system, forcing staff there to take their internet and phone systems offline to secure the network, resulting in a districtwide outage. 

New tools and training 
The Phish Alert Button, now in Mapleton’s Outlook ribbon, gives staff a fast and simple way to report suspicious emails directly to their IT team. It also helps the district’s security systems learn and block similar threats in the future. 

Staff must also complete brief cybersecurity training from software company KnowBe4 by Oct. 31. The courses are designed to teach staff how to recognize suspicious emails, respond appropriately, and help safeguard sensitive district data, including student information.  

“This is going to strengthen our security posture,” Pugliese said. “It protects sensitive data, builds confidence, and turns our staff into a human firewall that complements technical defenses.” 

The training provides practical tips that Pugliese said are helpful for staff and families alike: 

• Watch for urgent or threatening language. 

• Be wary of too-good-to-be-true offers. 

• Check sender addresses carefully. 

• Look for poor grammar or generic greetings. 

• Hover over hyperlinks before clicking. 

Staff perspective 
Melodie Mull, a buyer technician in the district’s Business Services Department, sees six to 10 suspicious emails a week. She said the new reporting tool has already made a difference. 

“Right after I took the training, I got a phishing email asking me to send money,” Mull said. “Being able to report it quickly through the button made it a lot easier.” 

While most phishing messages she receives are obvious scams, she recalls receiving one email that appeared to come from Best Buy. She was still able to spot the scam, though, because despite the official-looking branding, the message came from a Gmail account rather than an official company address. 

She said that because of her role, she’s naturally more suspicious of emails, but she believes the district’s training is especially important for staff who may be less cautious or rushed in their work.  

“I think the training was great because it was easy to understand and short, with clear examples,” Mull said. “I think it makes you more confident and more aware.” 

Looking ahead 
Beginning in November, the district’s IT team will launch a simulated phishing campaign. Staff will receive mock suspicious emails to help test and build their awareness. 

Pugliese also urges families and students to follow the same advice as staff, like don’t click unknown links, don’t share personal information, and verify suspicious requests through trusted contacts. 

“It only takes one click to create a big problem,” Mull said. “This training doesn’t take much time, and it can save a lot of trouble for the whole district.” 

Mapleton high school seniors were busy last week taking one of the most important steps toward their futures, submitting college applications. Most of the district’s high schools held special events that allowed students to take advantage of Colorado Free Application Days, held Oct. 7-9. 2025.  

This annual, three-day window gives students the chance to apply to all 32 public colleges and universities in Colorado, and several private institutions, without paying application fees. By removing these fees, Colorado Free Application Days help eliminate one of the most common barriers to higher education. 

Mapleton’s college application lock-ins gave seniors dedicated time and supportive spaces to focus on their goals. Surrounded by teachers, staff, and college representatives, students found the structure and encouragement they needed, and plenty of cheers each time someone hit “submit.”

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 Mapleton Expeditionary School of the Arts (MESA) 

On Tuesday, Oct. 7, more than 80 Mapleton Expeditionary School of the Arts (MESA) seniors filled the district’s Skyview Student Center for their College Application Lock-In. Every student was required to apply to at least two colleges. 

Post-Secondary Options Counselor Michelle Barrott-Jackson said her students arrived prepared after weeks of research and writing. Leading up to the event, they completed assignments on college and career exploration and drafted personal essays. Staff circulated during the event, offering guidance and encouragement while students followed detailed checklists, fueled by snacks and determination. 

“I’m finding this particular class so invested in the process,” Jackson said. “I’m feeling a ‘good tired’ right now because they’re asking thoughtful questions and using their time well.” 

When students submitted an application, classmates and staff applauded, and students had the opportunity to pose for a photo in front of a glittery, gold backdrop from Mapleton’s Homecoming Dance to celebrate. 

MESA Senior Yeneisy D. applied to University of Colorado Boulder, Metropolitan State University, and the University of Colorado Colorado Springs, among others. She plans to study psychology and hopes to give back to her community as a counselor. 

“Today was important to me because I have big dreams,” she said. “I come from an immigrant family, and I want to make them proud.” 

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Mapleton Early Career Prep (MEC) 

At Mapleton Early Career Prep (MEC), that same morning, about 70 seniors gathered in two classrooms for dedicated time to apply to at least one college. Even students who would normally be off campus at internships returned to participate. 

MEC physics teacher Isabel Mills said students were encouraged to apply to four-year colleges, community colleges, or apprenticeships, depending on their goals. One of MEC’s  requirements was for each student to apply to at least one community college to ensure every graduate has a postsecondary option. 

“I think a lot of seniors are kind of burnt out by school at this point,” Mills said. “We’re trying to encourage them to think a little bit bigger about what kind of job they actually want, what kind of training they need, and to show them all their options.” 

Mills said the event also helped ease students’ nervousness about life after graduation. “Today is kind of anxiety relief,” she said. “It gives them a plan to look forward to after high school.” 

Senior Shiemi L. applied to several schools, including the Community College of Denver, where she might study dental hygiene after discovering her passion through internships at local dental offices. 

“This is a great opportunity for many students,” she said about the lock-in. “We get so many resources, and they really set us up for success.” 

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York International School 

At York International School, on Wednesday, Oct. 8, the application day took on a celebratory, family-style atmosphere that reflected the school’s K–12 community. Throughout the day, seniors could drop in to Post-Secondary Options Counselor Jennifer Luscombe’s office for help finalizing their applications and essays. 

Luscombe said all 60 seniors were encouraged to submit at least one application, while top graduates were asked to complete three.  

Around noon, though, the seniors took a break for a special “senior walk” through the school cafeteria, where middle school students lined up to give them high fives. The seniors then visited elementary classrooms, where younger students presented handmade posters celebrating each senior. 

“With York being a K–12 school, we have that family atmosphere,” Luscombe said. “Many of the seniors have siblings or cousins in younger grades. It’s important for those kids to look up and see what they have to look forward to.” 

Senior Aby C. said the walk reminded her how far she’s come. “It’s nostalgic because it reminds you of where you are and where you came from,” she said. “For the younger kids, it shows them their future. I’m also glad we can apply to schools together because we all feel stressed, but we all feel stressed together.” 

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Global Leadership Academy and Performing Arts School on Broadway 

Over three mornings at Global Leadership Academy’s (GLA) cafeteria, from Tuesday, Oct. 7, through Thursday, Oct. 9, seniors from GLA and the Performing Arts School on Broadway (PASB) came together for 90-minute mini-lock-ins. 

GLA Post-Secondary Options Counselor Carolyn Quayle said the Global campus-wide approach built community between the two schools, which are a short walk away from each other and share the cafeteria. “We should be a community,” she said. “PASB students are just as much a part of this building as anyone else. We see each other every day, so they should be welcome.” 

Students received support from teachers, advisors, and visiting college representatives, including staff from the University of Denver, CU Denver, and Front Range Community College (FRCC). For many, these conversations sparked new ideas about possible futures. 

Quayle recalled one student who has struggled academically but lit up when learning about an FRCC program in electrical engineering. “Having someone tell him he could go off and do amazing things, hearing that from a college rep, was really significant,” she said. 

Senior Kimberly I. applied to multiple universities, including the University of Northern Colorado (UNC), Colorado State University, and CU Boulder. She hopes to major in business administration and become a certified public accountant. She said she really appreciated the event. 

“With all the help we have here, it keeps us on track,” she said. “It shows how much our school really cares about us applying to college and thinking about our futures.” 

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Academy High School 

On Thursday, Oct. 9, 80 Academy High School seniors gathered at the Skyview Student Center for the district’s last college application lock-in. 

The event was lively and structured, complete with color-coded info sheets. One sheet, colored green (for money), explained fee waivers, while other sheets helped students track their progress and provided more helpful information. Teachers and college representatives from Emily Griffith Technical College, Red Rocks Community College, CU Denver, and others roamed the room to provide help. 

Every time a student hit “submit,” an Academy staff member confirmed the application, handed out a bead necklace, and cheered. Equipped with a microphone, teacher and championship-winning Skyview soccer coach Ken Wood broadcast accomplishments with the enthusiasm of a game announcer, shouting things like “Kudos for applying to the Uni-Versity of DenveRRRRR!” every few minutes. 

Post-Secondary Options Counselor Kimberly Adams said the event helped students balance busy schedules and stay motivated. “Seniors have jobs, sports, theater, family obligations, so it’s nice to have this focused time and support,” she said. “It’s validating for them. Graduation feels far away, but this gives them something to celebrate now.” 

She said events like this help students see what’s possible when application fees are waived. “It’s unlocking the realm of possibility,” she said. “The fee can be a barrier. Once they get in, we can help them plan for scholarships and costs. But right now, anything is possible.” 

Senior Jorge S. agreed. He applied to three colleges in the first hour, the Colorado School of Mines, Colorado State University, and CU Boulder, and said the experience was motivating. “You see people with more beads, and it gets you eager to keep going,” he said. “It means a lot that the school dedicates this much effort to helping us get ready for our future.” 

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A districtwide culture of support 

Together, seniors from the six participating schools submitted more than 1,500 college applications during Colorado Free Application Days, a powerful reflection of Mapleton’s commitment to preparing every student for success after graduation. 

Though each school’s lock-in looked a little different, the goal was the same, to make college accessible and to remind seniors that they are supported every step of the way. 

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Academy High School science teacher Dr. Mellissa Pfaff is preparing for a once-in-a-lifetime experience, flying aboard a zero-gravity aircraft to test a student-designed experiment in weightlessness. 

Pfaff is one of only 12 educators nationwide selected for the 2025–26 Embedded Teacher Program (ETP), offered by the nonprofit Space for Teachers. The specially modified Boeing 727 she will board is the same platform used by NASA and aerospace companies for astronaut training and authentic microgravity research. The plane performs 30 steep climbs and dives, creating about 20 seconds of weightlessness each time. In all, her experiment will take roughly 11 minutes in microgravity. 

“This opportunity excites me most because I get to share it with students,” Pfaff said. “They won’t just learn about science, they will actually do science, and that’s where true inspiration begins. My goal is to help students see themselves in space.” 

Throughout the school year, Pfaff will guide her chemistry and AP biology students, as well as Air Force Junior JROTC cadets and even elementary and middle school students, in developing research proposals. She will work with expert mentors to refine the project, culminating in its test aboard the zero-gravity flight. 

The flight is expected to take place in May, likely in Florida or Houston, but the schedule may shift because of weather or other research demands for the aircraft. 

Space for Teachers is a nonprofit network that provides authentic microgravity research opportunities for teachers and students, fostering lasting engagement in STEM through real-world exploration and collaboration. 

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Four Academy High School seniors were recognized this fall by the nonprofit College Board for their academic achievement on multiple Advanced Placement (AP) exams, earning AP Scholar Awards that highlight their hard work and college readiness. 

The AP Scholar Awards are distinctions students can include on college and scholarship applications, résumés, and more. Depending on the college and exam score, AP courses can also be accepted for college credit, saving students both tuition costs and time. 

The students each earned one of two distinctions, the AP Scholar Award and the AP Scholar with Honor Award. The AP Scholar is granted to students who receive scores of 3 or higher on three or more AP Exams. The AP Scholar with Honor is granted to students who receive an average score of at least 3.25 on all AP Exams taken, and scores of 3 or higher on four or more of these exams. 

Below are the honors each student achieved and the AP classes they completed: 

• Kipley M. – AP Scholar (AP Biology, AP Human Geography, AP Psychology) 

• Manuel M. – AP Scholar (AP Biology, AP Spanish Language, AP U.S. Government & Politics) 

• Abraham M. – AP Scholar with Honor (AP Biology, AP Spanish Language, AP U.S. Government & Politics, AP Modern World History) 

• Marley P. – AP Scholar (AP Biology, AP Psychology, AP U.S. Government & Politics) 

Kipley said the recognition is a meaningful payoff for late nights of studying. “The résumé will never reflect all that went into it, but this means a lot as a minority student. My dad really stressed the importance on getting a good education, and this is me showing that his hard work paid off,” he said.  

He added that having AP opportunities at Academy means a lot. “It’s such a cool thing that we’re being allowed, as high school students, to move beyond the high school scope, look at the college scene, and even consider careers we want to do.” Kipley is considering Howard University or MIT, with plans to study engineering and physics. 

For Marley, strong teacher support made all the difference. “The exams weren’t too stressful because of our amazing teachers. I feel like they prepared us very, very well,” she said. “That’s really why I moved here. I really like the academic rigor. With how expensive college is, the AP courses and exams, and these designations, will make us more competitive for scholarships and college entry.” Marley is interested in studying engineering, possibly on a pre-med track, with law school in her future. 

Manuel said the experience was both rigorous and rewarding. “Our teachers taught us everything in class. They prepared us well,” he said. “This shows what we’re capable of, that we can handle challenges.” He wants to explore architecture as a career, with hopes of attending college either abroad or in Colorado or Texas. 

Abraham, who earned the AP Scholar with Honor distinction, said the recognition reflects the effort he put into his studies. “Getting this distinction just shows I worked hard to get where I am and shows what I could achieve,” he said. “Opportunities like this give you a boost in how colleges will see you and push you to put in the effort to learn.” He plans to pursue a bachelor’s and master’s degree in pharmacy at Regis University. 

Academy Principal Edgar Torres praised the students’ persistence and the dedication of their teachers, including Mellissa Pfaff (AP Biology), Kristy Vazquez (AP Psychology), Matt Pinto (AP Spanish Language), and Dave Penny (AP U.S. Government & Politics). “The teachers were hugely supportive, staying after school for tutoring, restructuring classes to generate better outcomes, inviting special guests to deepen learning, and bringing culturally relevant components to the content,” he said.  

He added, “Not only could these students save thousands of dollars in college tuition, but they will be at an advantage because they won’t be coming into college with zero credits. All this effort means money saved for kids and families and it gives students a leg up when they go to institutions that are incredibly competitive.” 

Academy High School is proud to celebrate Kipley, Manuel, Abraham, and Marley, whose achievements reflect the power of rigorous coursework, dedicated teaching, and determination to succeed. 

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Maybe it’s the Lemonheads. Or maybe it’s the culture. 

Whatever the reason, Welby Community School of the Arts was Mapleton’s highest-performing school on the Colorado Measures of Academic Success (CMAS) last spring. The school improved a significant six points from last year and earned a green “Performance” rating for the third straight year. 

CMAS is the state’s annual assessment that measures how well students have mastered the Colorado Academic Standards. These include critical thinking and problem-solving skills needed for long-term success. Performance (green) is the highest rating a school can achieve in Colorado’s accountability system. Just four years ago, Welby was in the red, the lowest “Turnaround” category. 

Testing season can be stressful for many students and schools. At Welby, CMAS week is treated as a celebration. 

Students begin the day with music and running laps outside to wake up their brains. They get Lemonheads, an exciting treat reserved for this special week, before and after each day’s test. They also earn points toward prizes from the school’s “Woot Woot Wagon.” 

Teachers award points based on testing behaviors, not test scores. Students can earn points for carefully reading each question, showing their work on scratch paper, or managing time wisely instead of rushing. Those points add up and can be exchanged for small prizes, from gel pens to chips or other snacks. 

“Our message is, ‘Hey, it’s the best week of the year. Come in, have fun, and do the best you can,’” said Principal Dani Dickson. 

But CMAS is only one moment in time. The results reflect rigorous, year-round work. Teachers meet regularly to unpack standards, track reading and math progress, and push students into what they call “productive struggle.” 

That means giving students just enough support to keep going, but not enough to hand them the answer. For example, if a student is stuck on a multiplication problem, the teacher might ask, “What’s the first step you usually take here?” The prompt gets the student thinking without solving it for them. 

“We care enough not to let kids off the hook,” Dickson said. “They build confidence because they’re doing the hard work themselves.” 

Assistant Principal Garrett Gabalis said that assurance shows up on CMAS week. “When students are anxious, they don’t perform as well as when they’re secure in what they know,” he said. “Here they can say, ‘I’ve learned this. I know it.’” 

Welby has also established a set of character traits called “Hawk Habits,” referencing the school’s hawk mascot. The habits, which include craftsmanship, perseverance and courage, reflect the school’s EL Education model, which emphasizes both academics and personal growth. 

Students are encouraged to take ownership of their learning, ask questions and make choices that help them succeed. The goal is to build independence and give students the confidence to lead their own learning. 

The results show the payoff. Welby students are making strong academic progress, demonstrating growth that goes well beyond what is expected in a typical year. The school also led Mapleton in overall student satisfaction, according to the district’s end-of-year survey. 

“I think it represents that our kids are happy,” Dickson said. “They feel happy and safe, which means everything for us.” 

CMAS may measure only one week of the year, but at Welby, the confidence, joy and high expectations that drive success are part of every day. 

And the Lemonheads don’t hurt.

Mapleton’s Teaching for Tomorrow program is back for a second year, adding new classes, more students, and the opportunity to earn a professional certification before graduation.  

A district-wide career and technical education pathway, the program introduces high school students to the field of education through a mix of college-level coursework and hands-on classroom experience in Mapleton schools. What started last year with just over 30 students has grown to about 40 this fall, with sophomores, juniors and seniors now participating.  

Two courses are on the schedule this semester: Introduction to Education, taught by longtime Mapleton educator and program coordinator Mary Jo Gonzales, and a new offering, Child Development, led by a professor from Front Range Community College. 

Introduction to Education gives students an overview of how the American education system functions, including its history, legal structures, and the role of teachers. The Child Development course focuses on how children grow and learn between the ages of 3 and 5. Students explore early childhood brain development and why preschool plays such an important role in preparing students for kindergarten and beyond. 

“The course will help students no matter what age or subject they eventually want to teach,” Gonzales said. 

Next semester, a second new course, Teaching and Technology, will join the lineup. The class will explore how educators can effectively use technology, like artificial intelligence, as a teaching tool, correctly and ethically. 

One of the most exciting opportunities this year is the chance for returning students to earn their Instructional Paraprofessional Certificate from the Colorado Department of Education. Five students who began the program last year as juniors are now on track to complete all four required courses, including one called Multicultural Education, by spring 2026. The certification qualifies them to work as paraprofessionals in classrooms ranging from preschool to high school. 

“We want students to explore their career options without financial barriers,” Gonzales said. “This certificate will give them the chance to earn a livable wage while continuing their education or whatever else they want pursue and to ideally to support the teaching profession by making a real impact in the classroom.” 

Amanda A., a senior at Mapleton Expeditionary School of the Arts, is one of those students in their second year of the program, now taking the Child Development course and already seeing the benefits.  

“I really like this class, it’s cool,” Amanda said. “We’re getting a better understanding of how kids are thinking and the way they develop, so I can give them the tools they need to continue growing.” 

Amanda said she hopes to work as a paraprofessional in Mapleton while attending college and eventually become a teacher. “I grew up in the Mapleton community and I like how the community is and how it runs,” she said. “I feel welcomed here and this is just where I want to stay.” 

Gonzales is still finalizing student schedules but estimates that at least 25 students will be assigned to assist in classrooms across the district this semester. In October, students in the Introduction to Education class will visit the Child Development class to share their experiences and help newer students learn more about the program. The hope is that more of those students will come back to Mapleton as paraprofessionals while they continue their education and eventually return as teachers. 

“Students that are our own graduates, who come back and understand our students, our system, our language, our way of doing things, they can be empathetic and caring,” Gonzales said. “And that’s a win-win.” 

Seven Academy High School seniors were honored by the nonprofit College Board for their academic excellence, earning prestigious National Recognition Awards that celebrate achievement and open doors to scholarship opportunities. 

The awards, part of the College Board’s National Recognition Programs, honor students for strong performance on assessments like the NMSQT (National Merit Scholarship Qualifying Test), and a GPA of 3.3 or higher.  

The First-Generation Recognition Award is reserved for students who meet those academic standards and who are on track to be the first in their family to complete college, while the School Recognition Award celebrates students in the top 10% of performers within their school community. These honors not only open doors to scholarships and recruitment from colleges across the country, they also highlight Mapleton’s commitment to academic excellence and to building a culture of belonging for all students. 

Meet Academy’s honorees: 

• Marley P. earned the School Recognition Award this year, adding to the First-Generation and National Indigenous awards she received last year. “This award really means a lot to me because it motivates me to work harder, apply for scholarships, and study for the SAT,” she said. Marley’s future plans include college, possibly Princeton, a military academy, or CU Boulder, where she hopes to study engineering. She also dreams of becoming a doctor and a lawyer before pursuing a career in politics to represent all people. 

• Moises T., honored with both the First-Generation and School Recognition awards, said, “Putting in the extra effort for this test and getting recognized for it was really gratifying.” Though still deciding his next steps, he is interested in computer programming and appreciates that the recognition broadens his opportunities. “I’m grateful to the school. It’s a nice place with good people who push you,” he added. 

• Axel F. also received the First-Generation and School Recognition awards. “It’s an honor. When I came to Academy as a freshman, I didn’t care much about education. But this school showed me how important it is, and I’ve grown so much since then,” he said. Axel is considering attending either CU Boulder or CSU, with plans to study business to help support his parents’ small businesses. He also said he appreciated Academy. “I’m thankful for my teachers here. They challenge us every day and help us grow,” he said. 

• Kipley M., who earned the School Recognition Award, plans to attend a historically Black college or university, leaning towards Morehouse College, in Georgia, but also considering applying to some Ivy League schools. He hopes to study engineering or sociology. “Society is always evolving, and it’s important we understand those changes, especially for minorities,” he said. He credits his father for instilling the value of education, calling him his “number one supporter.” 

• Meaylene F. was recognized with the First-Generation and School Recognition awards. “These awards mean a lot because they show how much I’ve improved as a student,” she said. “Even as a first-generation student, you can achieve recognitions like this. My parents were really proud of me.” She hopes to attend a college like CU Boulder and study pre-medicine. 

• Emily B., honored with the First-Generation Recognition Award, said, “This award opens a lot of doors. I’m the first in my family to go to college, so it’s a huge opportunity to make them proud.” She plans to study nursing, starting at a local community college before pursuing her Registered Nurse license at CU Anschutz and eventually becoming a pediatric nurse practitioner. 

• Manuel M., recipient of the School Recognition Award, said, “This recognition is an opportunity to prove my capabilities, and it can open a lot of doors.” Manuel is considering architecture or engineering, with Rice University, in Texas, high on his list because of its top architecture program. 

Awarded students can include these honors on college and scholarship applications, and many colleges across the country are known to offer significant scholarships to recipients. Academy High School is proud to celebrate these seven seniors and the sense of belonging, perseverance, and excellence they bring to their school community. 

Congratulations to Lisa Hollingsworth, Mapleton Early Career Prep’s (MEC) Internship Coordinator, who was just named the 2025 JA Educator of the Year by Junior Achievement-Rocky Mountain!

The award recognizes an inspiring educator who brings the mission of Junior Achievement-Rocky Mountain into their school, empowering students with the knowledge, skills, and confidence to plan for their futures and make smart academic and economic choices.

Hollingsworth was honored at the organization’s annual open house event this past Saturday, Aug. 24, at the JA Free Enterprise Center, in Greenwood Village. Since 2015, she has incorporated JA’s lessons into her curriculum, impacting more than 570 MEC students.

“I feel so lucky to be able to work with such a cool group of staff and students,” Hollingsworth said. “I’m hoping through this programming, we grow confidence in our students because they deserve a bright future. With their academics and internships, they are among the best in Colorado.”

At MEC, Hollingsworth connects students with internship and job-shadow opportunities at businesses across the metro area. She also helps them develop essential career skills, from building resumes to preparing for interviews. Junior Achievement’s free curriculum, which covers topics like entrepreneurship, financial literacy, and workplace readiness, has become a key part of that work.

MEC is especially active in JA’s High School Heroes program, where high school students teach elementary students around the district concepts like earning money, making smart financial choices, and understanding how businesses and communities interact. This also helps the high school mentors gain confidence, communication, and leadership skills.

Junior Achievement-Rocky Mountain is a nonprofit that partners with educators and volunteers to help young people develop the skills needed for career and life success.

Hollingsworth’s award celebrates MEC’s robust career-readiness focus, and the passion of one educator helping students find their path and purpose.

Mapleton’s Air Force Junior ROTC program is starting the school year strong, with a new cadet leadership team and momentum from its most successful year yet. 

Cadet Lt. Col. Valeria H., a senior at Mapleton Early Career Prep (MEC), has taken command of the “Mapleton Raiders” cadet squadron. She leads a 10-member senior staff representing schools across the district, including Mapleton Expeditionary School of the Arts, MEC, Academy High School, Global Leadership Academy, and York International School. 

Each student was selected by the program’s two instructors and the new squadron commander based on their outstanding performance last year and their leadership potential. The senior cadet staff is responsible for leading drill team operations, organizing uniform inspections, overseeing physical training, coordinating community service projects, and managing fundraising efforts, among other tasks. 

The program currently serves 35 cadets and is open to all Mapleton high school students, regardless of which school they attend. Classes meet daily on the Skyview Campus, and new students are welcome to join through Oct. 1. Interested students can sign up by speaking with their school leadership. 

“Being in this program looks great on college transcripts,” said Lt. Col. (Ret.) William Arrington, Mapleton’s Senior Aerospace Science Instructor. “Colleges recognize the leadership growth cadets achieve here. There are also scholarships, field trips, and a lot of opportunities that help students grow.” 

Last year, Mapleton’s cadets brought home 16 trophies from drill competitions and earned the Distinguished Unit Award with Merit, one of the highest honors a unit can receive, from Air Force JROTC Headquarters. The program also celebrated national Outstanding Instructor Awards for Arrington and SMSgt Danny Alltop, the program’s other instructor. 

Whether students want to lead, serve, compete, or simply belong, Mapleton’s AFJROTC program strives to develop citizens of character and offers the structure, support, and challenge to help them thrive. 

While most Mapleton students spent the summer away from classrooms, the district’s Information Technology team was hard at work upgrading systems, improving safety, and preparing devices for thousands of students. 

From replacing security cameras to cleaning up critical network closets, the team tackled a long list of behind-the-scenes projects designed to ensure a smoother, more secure school year. 

“It’s the one time of year when buildings are mostly empty and requests are fewer, so we can really focus on bigger projects and equipment repairs,” said Todd Pugliese, Mapleton’s Director of Information and Technology. “We do this work during the school year, too, just not at the same scale.” 

One of the team’s most visible safety upgrades was replacing and installing about 100 security cameras across the district, including new front office placements to help monitor building access. 

They also organized each building’s computer network closets, untangling cables so they are easier to access throughout the school year. 

Other summer improvements included: 

• Wireless access: Every school now has an open wireless network that can be enabled for guests, such as families attending Back to School Nights or other evening events. These temporary, password-free networks make it easier for visitors to access online resources when needed. 

• Multifactor authentication for students: Middle and high school students will now log into their Mapleton-issued devices using multifactor authentication, adding another layer of protection. 

• Operating system upgrades: Windows devices across the district are receiving an upgrade to Windows 11 to stay ahead of the end-of-life date for Windows 10. 

• Projector maintenance: Dust and debris are the enemies of school projectors. The IT team cleaned filters and replaced bulbs to keep classroom projectors working properly throughout the year. 

On top of all this, the team worked through a massive device management process to prepare nearly 8,000 iPads and Chromebooks for reissue this fall. Students in preschool through first grade receive iPads, while students in second grade and up receive Chromebooks. 

At the end of last school year, students returned all their devices, with about 1,500 requiring repairs ranging from minor fixes to complete replacements. The most common issues were broken screens and keyboards. 

Some of the damage, unfortunately, was the result of students following a viral TikTok trend that involved inserting metal objects, such as paper clips, into charging ports to make the devices smoke. This rendered the computers permanently unusable. 

To help students protect their technology and avoid costly repairs, Pugliese offers a simple reminder: “Really take care of them and treat them like you would your own property. They’re tools for your education.” 

The IT team will deliver devices directly to each school, where front office staff will manage the assignment to students. This fall, the district will also launch a new device inventory and tracking system that allows school office staff to scan barcodes to assign devices to students and monitor issues. 

With their summer work complete, the IT team is ready to keep Mapleton’s technology running strong from day one. 

Mapleton’s Global Campus was alive with excitement as students, staff, and families arrived to kick off the 2025–26 school year on Tuesday, Aug. 12. From Global Primary Academy (GPA) to Global Intermediate Academy (GIA) and Global Leadership Academy (GLA), the hallways buzzed with laughter, hugs, and first-day jitters. Students arrived eager to reconnect with friends, meet inspiring new teachers, and set big goals for the year ahead. 

At GLA, kindergartners were gently introduced to classroom routines, safe spaces, and their new school community. Joselyn Horvath, a kindergarten teacher, said her main focus on day one was helping students feel secure. 

“Today is about making sure kids are comfortable and happy and that they feel secure in this new, scary place,” Horvath said. “That shifts very quickly toward academics because I want them to be reading and writing by the end of the school year, and I know we’ll get there.” 

One of her students, Dezamae C., already seemed to be on the right track. “I feel good, happy, because I like going to school to learn,” she said. 

Earlier in the morning, Lillahi T. waited patiently outside GPA before her daughter, Astarr, could enter to begin first grade. “I just want her to feel comfortable, to learn as much as she can, and to make new friends,” Lillahi said. “I’m looking forward to a school year that exceeds expectations.” 

Astarr added simply, “I want to be a good student this year.” 

A short walk away, GIA welcomed students in grades 4–8. Isabella G., a fifth grader, summed up what many were feeling. “I’m a little nervous but excited because I get to see my classmates and teachers again,” she said. “I saw some friends this summer, but not all of them.” 

Melissa Berry, assistant principal at GIA, echoed that mix of emotions. “I’m feeling excitement, nerves, and happiness all at once. I love seeing our students again,” she said. 

Berry said the school is focusing on belonging and achievement this year. “We want GIA to be a destination school, a place where students want to be, where parents want to send their kids, and where teachers want to work. That starts with building a culture of belonging.” 

She helped paint a “Welcome Back, Pumas!” banner that greeted students at the bottom of the school’s main staircase. It was just one small way the staff plans to show students they’re seen and valued. 

At GLA, ninth graders and newly enrolled 10th–12th graders attended an orientation to help ease their transition before all high school students return the next day. Counselor Noelle Roni led the orientation for new sophomores, juniors, and seniors, with support from some current students, including members of the school’s Sources of Strength group, which promotes student well-being and peer connection.  

“This is a very special place to be, where my heart is, and I want students to feel like it’s special for them, too,” Roni said. “We don’t want anyone to feel alone, especially students who are new. Today is about connection and belonging.” 

Her orientation activities included games, a scavenger hunt, and a student panel to help new students get comfortable. 

Junior Mario R., who served as a student ambassador, said he was nervous about starting what many call the hardest year of high school, but he knows he’s not alone. 

“High school can be scary, and it’s always important to know you’ll have someone to help you with whatever you need,” he said. “There are so many wonderful people here, and I know I can reach out if I need help.” 

From preschool to senior year, the message at Global was clear: This is a place where students are welcome, supported, and ready to learn. 

Rather than diving straight into classroom setup, Explore staff rolled up their sleeves to inspect and repackage food, clean delivery totes, and help reorganize Food for Hope’s warehouse in Thornton. Their work supports local food pantries at school sites and family resource centers throughout the community, places where students and families can access staples like snacks, breakfast items, canned goods, and condiments. 

The effort was the result of a leadership team reflection last spring, said Explore Principal Micah Klaver.

“We were thinking we should start the year not necessarily thinking about ourselves, like getting into classrooms and getting everything set up, but taking a step back and thinking about what it looks like to have a spirit of service,” Klaver said. “This is an opportunity to see that we’re a piece of a bigger puzzle.” 

Food for Hope regularly partners with a variety of companies and organizations, but working with schools offers something especially meaningful. 

“To work with a school adds a really special element because that’s all our focus is, kids,” said Reba Mackintosh, Food for Hope’s director of operations. “We see such a small piece of things, but it’s cool to see teachers’ perspective and joy doing this because they know the benefit.” 

Explore PK-8 follows the EL Education model, a nationally recognized approach that blends academic rigor with character development and student engagement. A hallmark of EL schools is the concept of “crew,” a nautical metaphor that emphasizes teamwork, shared responsibility, and working together toward common goals. 

“Our school theme this year is ‘All Hands on Deck,’” Klaver said. “It’s important for us to come out side by side and work next to each other. We have a beautiful building, but it’s easy to go into our own offices and classrooms. This helps drive connection as a crew within our school and as part of the greater community.” 

In addition to hands-on service, Explore staff also learned more about the services Food for Hope provides and how to help families in need access them. That awareness, Klaver said, is just as important. 

“Our hope is to be informed so we can talk to our families and say, ‘If this is a barrier for you, we have a resource and can connect you,’” he said. 

“Experiences like this ground us and keep our feet firmly planted where they need to be, in that spirit of service,” Klaver added. “Teachers are servant leaders first. Our job is to improve life for others and make good things happen for other people.” 

Mapleton Public Schools and Food for Hope partnered to open the Wolverine Den, a walk-in food pantry at Achieve Academy. The pantry will reopen to Mapleton families in a few weeks, and will be open every Thursday from 9–11 a.m. All resources are provided free of charge. 

In late June, recent Global Leadership Academy (GLA) graduate Emmy N. joined thousands of students from across the country in Anaheim, Calif., to compete at the Future Business Leaders of America (FBLA) National Leadership Conference. 

Emmy earned her spot at nationals by placing third in the Spreadsheet Applications category at Colorado’s state FBLA competition in April. Spreadsheet Applications is a category where students demonstrate their ability to convert data into meaningful business information. 

At nationals, she competed over two days, Sunday and Monday, June 29–30, in two timed activities. The first was a 100-question multiple-choice test, and the second was a scenario-based production test requiring her to build a payroll spreadsheet for a fictional company. 

“This was really an eye-opening and inspiring opportunity for me, and I never thought I’d have the chance to attend a conference like this,” Emmy said. “This experience pushed me out of my comfort zone and helped me understand how I perform under pressure in an unfamiliar environment.” 

While final placings in each category won’t be released until the end of July, Emmy represented GLA with pride, gaining valuable insights and exposure to the fast-paced world of competitive business and technology. Following her competition, she attended workshops focused on career exploration, business skills, and leadership development. 

“Some of these experiences were extremely valuable in improving my own qualities and how I perceive myself,” she said. “Being surrounded by so many highly driven individuals pushed me to reflect on my own strengths and areas for growth.” 

Emmy may be the first student from GLA to qualify for the national FBLA competition, a major milestone for the school’s recently revived program, which completed its second year this spring. This fall, Emmy will begin her college journey at the University of Colorado Boulder, where she plans to study integrative physiology and pursue a career in healthcare. 

With another boost from Denver nonprofit Bringing Music to Life, Mapleton is once again turning up the volume on opportunity for its young musicians. Bringing Music to Life just announced it will award the district 29 refurbished band and orchestra instruments in August from the organization’s annual instrument drive.  

The donation includes clarinets, saxophones, flutes, trumpets, cornets, a cello, a viola, and even electric and bass guitars, much-needed replacements for instruments that are no longer playable after years of practices and performances. While many of Mapleton’s instruments have been used and well-loved, the district’s limited repair budget is quickly exhausted each year, making it difficult to keep up with ongoing needs. 

These donated instruments will help ensure that all interested students can fully participate in Mapleton’s band and orchestra programs. Over the years, students using district-provided instruments have earned top soloist honors at festivals, performed alongside professionals in pit orchestras, and helped lead Mapleton’s marching band to medals in statewide competitions. 

This marks the third consecutive year Mapleton has received an instrument donation from Bringing Music to Life, which collects and refurbishes donated instruments every spring before distributing them to underfunded programs statewide. Since its founding, the organization has donated more than 8,000 instruments, impacting more than 20,000 students. 

In Mapleton, musical instrument instruction begins as early as fifth grade and continues through high school, with districtwide ensembles performing at concerts, festivals, and community events. With the continued support of organizations like Bringing Music to Life, Mapleton remains committed to ensuring every student has the opportunity to explore their musical talents and thrive in the performing arts. 

At the May Board of Education business meeting, Mapleton’s Air Force Junior ROTC cadets were recognized as “What’s Right in Mapleton”—a well-deserved honor for a truly extraordinary year.

Mapleton Early Career Prep sophomore Augustine L., presented on behalf of the Raider Squadron, sharing highlights from the program’s most successful year in its 15-year history. In competitions throughout the year, cadets brought home an impressive 16 trophies, including:

• 🏆 5 First Place
• 🥈 6 Second Place
• 🥉 3 Third Place
• 🏅 1 Fourth Place
• 🎖 1 Fifth Place (Nationals)

Capping off their remarkable season, the Raider Squadron earned the Distinguished Unit Award with Merit (DUA)—one of the highest honors a unit can receive. This selective award recognizes cadet excellence, instructor leadership, and strong community and school support. With this recognition, Mapleton’s squadron ranks among the very best of the 828 Air Force and Space Force JROTC units nationwide.

We also proudly celebrate Lt. Col. William Arrington and SMSgt Danny Alltop, both recipients of the Outstanding Instructor Award. Their dedication, mentorship, and tireless support have made a lasting impact on Mapleton’s students.

Each year, more than 100 students take part in this dynamic program, which blends aerospace education, leadership training, and physical fitness with a deep commitment to service and personal growth. Through a curriculum rooted in excellence, cadets develop self-confidence, communication skills, and a strong sense of purpose.

Third grade students from Clayton Partnership School got a hands-on taste of “real science” during a special visit to Academy High School on Thursday, May 22, by helping make soap. The visit gave students a chance to see high school-level chemistry in action and work side by side with older students on a project both fun and educational.

The visit was part of an incentive program in Elizabeth Mourer’s third grade class, where students earn “classroom money” for completing tasks like classroom jobs, finishing assignments, and asking thoughtful questions. They can spend that money on different experiences. While students in previous years often chose extra recess or PE, this group had something else in mind. 

“When they talked about how to spend their money, a lot of them asked to see content in other grade levels, especially ‘real science,’” Mourer said. “They see themselves as learners, so we arranged for them to come here and do an experiment.” 

The third graders joined Academy’s chemistry students in their final lab of the year, wrapping up a unit on acids, bases, and chemical reactions. High schoolers explained how ingredients like lye, salt, oil, and even crayons can combine to create soap. The third graders helped pour some of the ingredients into cups to form a liquid mixture that, after about five days, will harden into actual bars of soap. 

“It’s something they use every day, so the next time they pick up a bar of soap, they’ll think about what they learned,” said Mellissa Pfaff, Academy’s STEM science educator. “It was great for my juniors to teach the third graders because that’s the ultimate level of understanding, being able to explain it to someone else.” 

Axel F. , a high school junior, agreed. “It was really fun to teach these kids,” he said. “If you talk about some of this stuff in a way that’s natural to them, they get really involved and understand the material. It’s like giving them a head start.” 

For third grader Skyla G., the visit sparked new curiosity. “It was surprising to learn soap is made like that,” she said. “I’d want to take chemistry when I’m older because it could be fun.” 

Mourer hopes experiences like this help her students look forward to what’s ahead. “I’m trying to instill in them that learning will be fun for a really long time,” she said. “I want them to look forward to middle school and high school.” 

Explore PK-8 students are helping their school become a more inclusive and understanding place through a new Hearing Loss Awareness Club. Started this past January, the club is designed to educate classmates, build friendships, and empower students to talk openly about hearing loss and support those who use hearing aids or other accommodations. 

Created by the school’s speech-language pathologist, Maggie Phipps, the club includes eight students from preschool through eighth grade. Three of the members have hearing loss themselves, and others have family members with hearing loss. Phipps said the idea for the club was inspired by a student who shared that she didn’t want to wear her hearing aid because of the attention it drew and the comments she received. 

“I really wanted the club members to build connections with each other and let them know there are other students here going through the same thing,” Phipps said. “We wanted other kids to learn hearing loss isn’t a bad thing and if they see a hearing aid, they can ask a question, as long as they aren’t rude.” 

The club meets once a month and engages in hands-on activities, games and crafts, like plaster casts of ears that help explain how hearing works. Members have learned about ear anatomy, types of hearing loss, and strategies for classroom accommodations, like sitting closer to their teacher or asking them to use a microphone. The club also promotes its motto: “You can be curious as long as you are kind.” 

As part of its outreach, club members visited a handful of the school’s classrooms this year to present what they’ve learned. Using visuals like posters of an ear, students led conversations about hearing aids, ways people lose their hearing, and how to support peers with hearing differences. 

“Maybe that will make sure they won’t bully people in their class with hearing loss because it’s rude,” said Hannah G.R., a Explore fourth grader and club member. “Having a club like this is good so people can learn about hearing loss, and it won’t be new to them.” 

With May marking National Speech-Language-Hearing Month, Phipps hopes the club will continue to grow. She envisions expanding the club next year to include students from other Mapleton schools, or even inspiring similar clubs across Mapleton. 

As the school year comes to a close, Mapleton Expeditionary School of the Arts (MESA) is celebrating a major milestone — its highest-ever freshman on-track rate. This year, nearly every ninth grader is on track to graduate, marking a significant success for the school community. 

That number is a dramatic turnaround for a school that, just last year, had 14 students retained at the end of ninth grade, and even more in previous years. As of late April 2025, more than 80% of MESA’s ninth graders are now on track to graduate, up from the mid-60% range a year ago. That nearly 14% improvement is one of the highest freshmen on-track rate increases in the country this year. 

“It feels great,” said Jared Powell, MESA’s Academic Success Coordinator. “We really look at graduation as a way for students to access careers in at least a middle-class lifestyle. If we’re improving our graduation rates by about 15%, that’s amazing work. We’re really proud of that.” 

The shift is thanks in large part to a Ninth Grade Success grant from the Colorado Department of Education, which allowed MESA to partner with the Center for High School Success (CHSS). The Center provided a roadmap of proven, quarter-by-quarter strategies to help students transition successfully into high school, with a focus on proactive supports, not reactive interventions. 

Building the Freshman Foundation 
One of the most visible changes was the addition of a Freshman Seminar, a course designed to teach students how to be high school students. There they learn how to manage time, stay organized, reflect on progress, and understand the mechanics of credits and graduation. A weekly grade tracker also helps students evaluate what they are missing, make a plan, and assess how that plan is working. 

“I think it was really helpful to get the pace of how to fit everything together,” said freshman Yadira L. “The tracker helped me stay accountable with what I was doing because I like to procrastinate.” 

Freshman Derek L. credits his turnaround in English class to small-group meetings led by Powell, where certain students set personal goals and learn executive functioning strategies. These goal-setting groups are part of a broader multi-tiered system of supports (MTSS) used at MESA to identify students at varying levels of need and respond accordingly. 

“We’d come up with steps to reach a goal, and he would show us the right steps to take,” Derek said. “I started doing my assignments and realized it was easier than I thought. I’m proud that everything I put my mind to, I could do it.” 

Getting Everyone on the Same Page 
MESA’s staff tracks student progress using a custom dashboard built in Tableau, the district’s data visualization platform. The tool allows teachers and support teams to monitor grades, attendance, and course-specific struggles in real time. Students are grouped into different tiers, based on their grades and attendance, and a student success team meets weekly to tailor strategies and resources to the lower tiers. 

“I think that’s been really beneficial,” Powell said. “We can identify and tailor things to individual kids much easier when we have a scheduled time and we take a really deep, data-driven approach together.” 

Support also comes from peers. MESA launched a peer tutoring program where juniors and seniors—many of whom overcame academic struggles themselves—mentor underclassmen. 

For families, MESA hosted parent education events to ensure everyone understood what it means to be on track, how to navigate the high school system, and how to support students at home.  

And to help students connect school to real-world goals, Powell arranged college and technical school visits so students could see the full range of postsecondary options. 

“A lot of ninth graders say they don’t want to go to college, which is fine,” Powell said. “But I tell them I look at college as anywhere you learn a skill and get a piece of paper saying you have a skill, so you’re employable. It could be a four-year university or a trade school, but all those options start with graduating high school.” 

Yadira said the visits helped put things into perspective. “It was nice to see what we could be exposed to in later years and explore different things we could do in the future.” 

One Student’s Story, Many Students’ Success 
One of the most powerful examples of the program’s success in Powell’s eyes was a student who came to MESA with a long history of academic struggles. He had been held back in elementary school, failed nearly every class in middle school, and had poor attendance. Nearing the end of his ninth-grade year at the school, he knows he will move on to tenth grade this fall, thanks to all of MESA’s supports. 

“That was a big moment for me when we realized that, like, this is working!” Powell said. “At any other school not doing this work, without this team supporting him, he probably wouldn’t be on track.” 

MESA staff are already planning to refine their model for next year, including exploring more academic intervention time in core subjects, and are in conversation with Mapleton’s administration about replicating their model with other district schools.  

“We’ve built something that works,” Powell said. “Now it’s time to make sure every ninth grader in our district has that same opportunity to succeed.” 

Six sixth graders at Adventure Elementary became the first in the school’s history this week to earn the Seal of Biliteracy Pathway Award, an honor recognizing students on track to receive the full Seal of Biliteracy in high school. 

Launched this year, the program is open to sixth graders who demonstrate grade-level reading proficiency in English and another language—Spanish, in all cases this year. The full Seal of Biliteracy, awarded at high school graduation, is an official credential that signals to colleges and employers that a student is truly bilingual and biliterate. 

Adventure Elementary, a dual language enrichment school, fosters rigorous academics and culturally responsive learning. The new award reflects the school’s commitment to honoring its students’ multilingual abilities and multicultural identities. 

To earn the award, students wrote and presented two essays, one each in English and Spanish, about their bilingual journeys and the value of speaking more than one language. They also completed volunteer service hours, such as reading to younger students or helping at bilingual assemblies. 

The students say the program helped them reflect on their experiences and look ahead. 

“Being bilingual is an amazing thing to be,” said Gisell L., who hopes to become a lawyer or translator. “You understand both your culture and another culture. When I learned English, I made more friends.” 

Classmate Jose G. saw the award as a chance to prepare for life after school. “In some jobs, they give you preference if you’re bilingual because you can help customers in both languages.” 

Rafael B. said, “I decided to get this award to make my family proud and also because it will help me get the Seal of Biliteracy later in high school, and that’s going to help my future.” 

The six students to earn the award will be honored with certificates and medals at Adventure’s sixth-grade continuation ceremony on Wednesday, May 28.  

Adventure plans to expand the program next year to support even more students in their journey toward bilingual excellence. 

¡Excelente! This year, 23 Mapleton seniors will graduate with the Seal of Biliteracy, nearly twice as many as last year, which had been the district’s highest number to date. 

The Seal of Biliteracy is an official recognition placed on a student’s diploma and transcript that signifies proficiency in English and at least one other language. It signals to colleges and employers that the student is truly bilingual and biliterate, with verified academic and linguistic skills. 

Students earn the Seal through a combination of academic achievement and language proficiency testing. Previously, Mapleton students could only qualify by passing the AP Spanish exam. This year, the district expanded access by also offering the AAPPL (Assessment of Performance toward Proficiency in Languages), giving more students the opportunity to demonstrate their skills and earn the credential. To date, all Mapleton students who have earned the Seal have done so in Spanish. 

Being multilingual is a valuable asset in the workforce, allowing individuals to assist with tasks like translating documents, communicating with diverse clients, or navigating bilingual contracts. 

Among this year’s recipients are Academy High School seniors Marcelo S.G. and Pedro R.J., who will both attend the University of Colorado Denver this fall. 

“It’s better on your résumé to show you took a test and have a certificate saying you’re fluent, rather than just saying you speak Spanish,” said Marcelo. “It looks better because it’s verified.” 

Pedro agreed: “I decided to get the Seal for future potential jobs. It will open up more opportunities.” 

Graduates will receive their official certificates at their school’s commencement celebrations. 

Mapleton’s Multilingual Education Coordinator, Alexis Lauffenburger, hopes to continue growing the program in future years. She said high school Post-Secondary Options Coaches can help identify strong candidates for the Seal and encourage them to pursue the credential. 

“I think it’s great they can be recognized for the skills they have,” said Lauffenburger. “Oftentimes, multilingualism is looked at as English deficient, but this proves that multilingual kids are not deficient—they are additive. It honors what kids come in with and what they know. It’s a great way to respect and honor their heritage, their experience.” 

She said two Mapleton high school juniors have already passed the proficiency test and are on track to receive the Seal next year if they maintain the other requirements.

Earlier this year, a first-grade student at Clayton Partnership School beamed with pride. After weeks of struggling to add large numbers, he had just completed an assignment on his own for the first time. The person he couldn’t wait to show? Lizbeth H., a Mapleton Expeditionary School of the Arts senior and aspiring teacher who had worked with him one-on-one. 

“I saw how much he was falling behind and his building frustration, but we slowed things down and took everything step by step until it finally clicked,” she said. “When I came back to his class after that assignment, you could see his smile come out because he was so happy to understand something his classmates did.” 

Lizbeth is one of nearly 40 students who participated this year in Mapleton’s new Teaching for Tomorrow program, a Career and Technical Education pathway designed to introduce juniors and seniors to the field of education. The program combines college-level coursework with weekly classroom internships, allowing students to explore whether teaching could be their calling while earning college credit along the way. 

Students attend classes two days a week to learn about topics like the American education system and how to connect with students of different identities. On two other days each week, they assist teachers in Mapleton classrooms, helping with everything from small group instruction to preparing materials and gaining hands-on teaching experience. 

“It has been the hardest and most amazing experience of my professional career,” said Mary Jo Gonzales, the program’s coordinator and a longtime educator. “This is how it should work, with students immediately making a difference in classrooms, and seeing things we cover in class reflected in real time.” 

For Lizbeth, who will begin attending the University of Colorado Boulder in the fall to study elementary education, the program solidified her passion. She had already been helping younger classmates in algebra and students with special needs, but it was her fieldwork at Clayton that confirmed her decision. 

“I really knew I wanted to teach when I walked into my internship,” she said. “Just seeing how passionate and curious the students were at that age; it was like fresh air.” 

The program also opened the door for juniors like Marianna M. at York International School, who plans to complete the program’s full, two-year sequence. 

“At first I wasn’t sure,” Marianna admitted. “But working with students, seeing how much they grew and how they responded to me, helped me realize this is what I want to do.” 

Marianna spent her field hours supporting first graders at York, including a Spanish-speaking student who reminded her of herself. 

“She wasn’t confident at first,” Marianna said. “But I worked with her, and she saw I spoke both languages. I think it gave her confidence to put herself out there. Now she’s leading—in English.” 

Both students say the experience not only sharpened their understanding of what it means to be a teacher, but also helped them develop real-world skills like communication, problem-solving, and adaptability. 

“I think a lot of people underestimate the impact teachers have,” Lizbeth said. “But every teacher I’ve had made a difference in my life. I want to be that person for someone else.” 

Over the year, Gonzales saw students grow in confidence and empathy. Whether or not they ultimately become teachers, she believes the program’s first year was a success. 

“Are all of them going to be teachers? No,” she said. “But they’re not the same as when they started. They’ve made human connections that matter. They’ve seen the work, the joy, the pressure, and they understand what it really means to be a teacher.” 

Next year, the program will expand to include two more courses, and five juniors from this year’s cohort are expected to complete the full sequence. Those who do will be eligible to earn an Instructional Paraprofessional certificate, making them qualified to work in Mapleton schools while pursuing their college degrees. 

Part of the vision for Teaching for Tomorrow is to give Mapleton students the tools, confidence, and early experience they need to return to the district as future teachers. By investing in students while they’re still in high school, Mapleton hopes to build a sustainable pipeline of homegrown talent rooted in the community. 

“This is about the future,” Gonzales said. “We need more great teachers. Why wouldn’t we grow our own?” 

With a little magic and a big message about making better life decisions, Mapleton launched its first of five anti-vaping student assemblies yesterday afternoon, Tuesday, May 6, at the Mapleton Arts Center. The event was the latest district effort to help students understand the risks of vaping and empower them to make informed, healthy choices on their journey through adolescence and beyond. 

The presentation, made possible through a Vaping Prevention Education grant from the Colorado Department of Education, featured internationally recognized speaker and “edutainer” Robert Hackenson Jr. He combined illusions with life lessons, delivering a dynamic presentation that kept middle schoolers laughing, stunned at times, and most importantly, thinking. 

“I think we’re constantly talking at students, and we wanted something different, something that was interactive to help them pay attention and stay engaged,” said Monica Ycaza, Mapleton’s Lead District Nurse, who helped organize the event. “There were moments when students audibly gasped and that’s good because you want them to react.” 

Students from Trailside Academy, Global Intermediate Academy, Adventure Elementary, Performing Arts School on Broadway, and Valley View Innovation School were in attendance. Through magic tricks and humor, Hackenson illustrated how influencers—whether people or companies—can manipulate decisions for their own benefit, especially when it comes to vaping. 

Hackenson covered the evolution from cigarettes to vaping, calling out the marketing tactics that use fruity flavors and colorful devices to appeal to youth. He urged students to seek facts, consider where certain information was coming from, and prioritize their health. The presentation also explored how vaping affects the lungs and teeth, addressed the dangers of marijuana, and offered strategies for managing stress in healthy ways, like through sleep, exercise, and meditation. 

Mapleton hosted four more student assemblies to continue spreading the message and supporting families in the fight against youth vaping, and also hosted virtual parent education nights on Tuesday, May 6, and Thursday, May 8.

If you missed Mapleton’s recent virtual parent education nights on vaping prevention, a recorded version of the presentation—complete with Spanish captions—is now available online.

Presented by Hackenson Jr., the session offers insight into how vaping companies target youth, warning signs of vaping, and how to talk with teens about making healthy choices. We encourage all families to watch and join us in promoting healthy, informed choices for Mapleton students.

Watch the video here: https://dynamicinfluence.com/vaping-awareness-presentation-and-resources-for-parents-in-mapleton-colorado/

Access code: mps

Academy High School freshmen have been learning CPR as part of their Introduction to Health Science class thanks to a grant from the Colorado Department of Education (CDE). This opportunity equips students with life-saving skills and allows them to earn a certification that can enhance their resumes. 

The class is the first in the school’s Career and Technical Education (CTE) Health Science Pathway, which provides foundational knowledge for a wide range of medical careers. Introduction to Health Science covers topics such as medical terminology, body systems, and CPR/First Aid. 

During the latter’s two-week CPR unit, students complete an online course and practice hands-on techniques like chest compressions, mouth-to-mouth resuscitation, and automated external defibrillator (AED) use for adults, children, and infants. The course also incorporates scenario-based training, requiring students to assess emergency situations and respond appropriately. Additional first aid topics, such as choking response, are also covered. By the end of the unit, about two-thirds of students in each class earn their CPR certification. 

The CDE grant funded the purchase of manikins (full-body patient simulators that safely allow for the teaching of clinical skills), AED practice machines, and other materials, as well as CPR instructor certification training for the class’s teacher, John Syron. He emphasized the value of the unit. 

“These are skills students can use to help anyone, from people on the streets to their own family members at home,” Syron said. “But getting certified can also help them stand out in the job market. If you’re CPR certified at 14 years old, it probably shows that you’re mature and someone an employer would want working at their organization.” 

Syron said that about 30% of Academy’s sophomores report an interest in medical careers. Ali H., a freshman in this semester’s Introduction to Health Science class, shares that interest. 

“I want to be a pediatrician in the future, so this is a good class to get as much practice and medical training as I can,” she said. “And it would be good to know I have the knowledge to save someone’s life through CPR if I have to.” 

Global Leadership Academy also plans to offer CPR training to its students after Spring Break this year. 

In most cases, students must wait until middle school to switch classrooms and work with multiple teachers during the day. At Meadow Community School, however, first and second-graders are getting that experience now, thanks to the innovative Mapleton Educator Empowerment Teams (MEET) program. And that’s far from the only perk. 

This pioneering initiative, part of a partnership between Mapleton Public Schools and Arizona State University’s Next Education Workforce, reimagines teaching by creating teams of educators who share responsibility for a group of students. This approach lightens teachers’ workloads and reduces burnout, which helps improve teacher retention and boosts student achievement. 

The MEET model looks different depending on the grade level and school. At Meadow, students rotate between teachers who specialize in subjects like reading, writing, or math. One of those teachers, Katie Bakanec, who has spent her 27-year career in Mapleton, moved from teaching kindergarten to first and second grade because she loved the MEET model so much. 

“It’s better for teachers and students. I get to focus on teaching writing really well and be more dialed in, instead of splitting my attention across every subject,” she said. “Also, I think the movement helps some of the kids who struggle being in the same class all day.” 

Mapleton is the first Denver metro school district to implement this model, and Meadow is one of four schools piloting MEET this year. The new Meadow Community School building, which was just completed, was partially designed with the MEET model in mind. The new facility features flexible indoor and outdoor learning spaces, and first and second grades have four interconnected classrooms to support the model. 

The MEET initiative is further supported by Mapleton’s new partnership with the nonprofit Public Education Business Coalition (PEBC), which provided eight teacher residents to work alongside experienced educators at the pilot schools. These residents commit to at least three years in Mapleton, gaining valuable, hands-on experience while enhancing classroom instruction. 

John Byrne, one of the PEBC residents at Meadow, co-teaches and assists where needed. Over time, he will take on more responsibilities and transition into a lead teaching role. 

“It’s still early in the process, but I think this definitely benefits the students because the teamwork aspect makes it easier to give them more quality instruction in each subject,” Byrne said. 

WIN time—short for “What I Need”—is a standout feature made possible through the MEET model. During WIN periods, students are grouped by academic needs, such as extra support in math or enrichment in reading, rather than by grade level. These groups shift regularly based on data, ensuring that every student receives tailored instruction. 

For students, teachers, and the entire Meadow community, MEET is much more than a teaching strategy—it’s a vision for the future of education. As Bakanec put it, “This is a game-changer for teachers and students alike. It’s about making teaching sustainable and giving kids the best chance to succeed.”

At York International School, middle school students are on the move as a part of Mapleton Educator Empowerment Teams (MEET), an innovative teaching program aimed at personalizing learning and improving student outcomes.

The MEET program, a collaboration between Mapleton Public Schools and Arizona State University’s Next Education Workforce, brings teams of teachers together to share responsibility for groups of students. This setup reduces teacher burnout, improves retention, and boosts student achievement. The program looks different at each of the district’s five participating schools. At York, middle school students rotate among three teachers each in English and math, all teaching basically the same material, with one lead teacher overseeing the process.  

“When we looked at the needs of our students over the last couple years, we realized reading, writing, and number sense is really what we needed to focus on,” said York’s principal, Eriksen Van Etten. “If they can’t read and write and have number sense, it’s hard to apply it to anything else.” 

Students might change classrooms based on how well they grasp the material or if they respond better to a specific teacher’s style. Some students might prefer a smaller classroom over a larger space or simply need to move around more frequently. The MEET program is also heavily data driven. Teachers use formal assessments and work as a team to evaluate student performance and place students appropriately. 

“If a student doesn’t grasp a concept, they might move to a different classroom where another teacher can reteach it,” said Lesli Cochran, York’s lead teacher for the program. “If the majority of one class is below level, the whole class would do a reteach.” 

To make the most of the program, York slightly shortened elective class times and added about 15 minutes to core classes per day. Extended out over a school year, that’s ten more hours of English and math instruction. And with Cochran floating between the three classrooms, the student-to-teacher ratio is essentially reduced from 30:1 to 20:1, meaning more one-on-one attention, especially for students grouped by specific needs. 

Eighth grader Layla S. appreciates how different teachers can provide different input and perspectives. “When I was writing an essay recently, one teacher helped me with writing a professional introduction, and another helped me visualize and write the body of the essay,” she said. 

Teachers also benefit from the program’s collaborative nature, and in their assessment meetings teachers are able to discuss the methods, results, and activities that helped students solidify particular skills.  

“Isolated teachers don’t get the benefit of seeing others teach or learning from them,” said Cochran. “With this program, we have four heads per subject designing lessons, which leads to much more creativity.” 

First-year English teacher Kelly Popma values the ability to be mentored through the program. For instance, she closely observes how Cochran carefully teaches students to read and digest content in long novels, so students can build reading stamina and improve their comprehension.  

“Teaching is often seen as a solo career, but here, I get to co-teach with, and learn from, more experienced educators,” she said. “We look at data together and adjust groups based on how kids are doing. The flexibility and teamwork are huge.” 

The results speak for themselves. “We’re seeing higher engagement and better understanding across the board,” said Van Etten. “More students this year can actually say ‘this is what we’re learning and why’ and explain the point of their projects.” 

As both teachers and students reap the benefits of the MEET program, York is setting a standard for how schools can adapt to meet the diverse needs of their learners. 

Mapleton high schoolers explored an assortment of career paths on Tuesday, Feb. 11, through two events: the Adams County High School Youth on the Job Training and Apprenticeship Fair and Mapleton Early Career Prep’s (MEC) third annual Career Love Day. 

At the Fair, held at Riverdale Regional Park in Brighton, about 75 Mapleton juniors and seniors joined hundreds of students from across Adams County. They engaged directly with professionals from industries such as agriculture, construction, the military, electrical work, cosmetology, and even the Colorado Bureau of Investigation. Students had the chance to learn about job openings, apprenticeships, and paid training opportunities. 

Monica Johnson, a Post-Secondary Options Counselor with two Mapleton schools, highlighted the fair’s impact. “Some of the most valuable things for these students are the ability to gain certifications, training, and skills that can lead to a long career. A fair like this opens up doors for students beyond the traditional college-bound path.” 

Some students arrived with clear career interests, while others used the event to explore different occupations. York International School senior Heigan S. is particularly drawn to finance and was encouraged after meeting with a credit union about their opportunities. He said he thought the event was amazing and gave him some options to consider. 

“My original plan was to go to college, but if the situation is right with one of the places I saw today, I might go with them,” he said. “With college, you can go into a lot of debt, but an apprenticeship lets you get paid while you learn.” 

Later in the day, MEC hosted professionals from the community representing a variety of fields ranging from business and nonprofit to music and financial literacy to discuss their jobs. The event aimed to expose students to careers they may not have previously considered. 

Lisa Hollingsworth, MEC’s internship coordinator, said “I would love for students to say, ‘I didn’t know this job existed—I need to learn more about it and reach out to someone.’ There’s so much out there that students don’t even realize they could do.” 

Freshman Cristian N. was particularly inspired by a conversation with an electrical lineman. “I’m into engineering, and linework is something I could see myself doing after high school. Climbing up those lines and working on them—it wasn’t something I thought about before today.” 

Both events provided students with valuable insights, whether helping them confirm career aspirations or steering them away from paths that weren’t the right fit. These experiences equipped Mapleton students with the knowledge and confidence to make informed decisions about their future careers. 

At Academy High School, ninth-grade students are exploring geography and English in a unique, combined learning experience. This approach, part of the Mapleton Educator Empowerment Teams (MEET) program, helps students understand complex topics from different angles. By blending the two subjects, the program enriches their education and helps them make connections between what they read and the world around them.

The MEET program, created through a partnership between Mapleton Public Schools and Arizona State University’s Next Education Workforce, focuses on bringing teachers together as a team to share responsibility for students. This team-based approach aims to reduce teacher burnout, improve learning outcomes, and provide students with more personalized education. Academy High School is one of five schools in the district participating in this initiative, with its program focused on an accelerated Humanities course for freshmen that combines geography and English. 

In this two-hour daily class, geography teacher Kristy Vazquez and English teacher Courtney Tinklenberg work together to connect the subjects. For example, students are reading “We Are Displaced,” by Malala Yousafzai, a nonfiction book about refugee experiences. Vazquez introduces the geography behind the stories, covering topics like the Syrian civil war and the Rohingya crisis in Myanmar. Meanwhile, Tinklenberg focuses on literary analysis, teaching students to examine word choices, explore themes, and relate the book’s events to their own experiences. The teachers guide students in discussions that tie together the historical, cultural, and personal aspects of migration. 

“Basically, we work together to approach a topic in multiple ways,” Vazquez explained. “This method helps students build stronger and more meaningful connections.” 

The program also benefits the teachers. Vazquez and Tinklenberg plan lessons together to ensure their instruction aligns across both subjects. Having consistent routines and expectations in both classes helps students stay organized and focused. 

To support the MEET program, the district has also partnered with the nonprofit Public Education Business Coalition, which provided eight teacher residents to assist in classrooms across the district. One of those residents, Shaun Cosgrove, works with Vazquez and Tinklenberg at Academy High School. He helps grade assignments, manages small groups, and occasionally leads lessons as he prepares to become a full-time teacher next year. While he eases the workload for both teachers and helps the class cover lessons in greater depth, he also gains valuable experience that will benefit him and the district in the future. 

“It’s really good to be able to watch two different teaching styles,” said Cosgrove. “It helps me find my own approach, deciding what works for me and what doesn’t.” 

Students benefit from activities like literature circles, where they discuss the book in small groups and connect the stories to the geography they’ve learned. Ninth grader Christiana L. appreciates how the combined class makes the material clearer.  

“It can give us a better understanding of topics,” she said. “Both teachers explain the same thing but in two different ways, which helps a lot.” 

By blending geography and English, the program simplifies the transition to high school. Vazquez notes that, nationwide, there is a significant drop-off in test scores for students between eighth and ninth grade, and Academy has faced challenges with students in English class. One of the goals of this course is to raise pass rates. 

“This format, having the same procedures, routines, grading policies, and the ways classes are structured in at least these two classes, sets students up for success in both classes,” she said. “That consistency is helpful for the students.” 

Tinklenberg agrees and adds that students like the format because it simplifies their coursework. 

“They don’t have vastly different English work and geography work. They are reading the same book for both classes and have one paper for each subject,” Tinklenberg said. “It’s easier for them to keep track of. While we move through the material a little quicker, they get two entire class periods dedicated to that one topic.” 

The MEET program at Academy High School not only enhances student learning but also fosters collaboration among teachers, creating a supportive and effective educational environment. By integrating subjects and aligning goals, the program is equipping students with the skills and knowledge they need for academic success while preparing educators to thrive in the classroom.

Mapleton’s Transportation Department made the holiday season a little brighter for 300 students by hosting a toy drive, culminating in a festive event on Monday, Dec. 16, at the district’s Operations Building. Families enjoyed cookies, hot chocolate, bagels, and a special visit from Santa Claus and his elves as students exchanged “golden tickets” for gift packages. 

The toy drive idea grew from the team’s successful Halloween Trunk or Treat event in October. Wanting to continue to give back to the community, Mapleton’s Transportation team launched the toy drive in early November. The initiative gained momentum quickly, with bus drivers generously contributing most of the gifts. 

“Bus drivers are usually the first and last people the kids see on a school day, but most of their engagement happens at school,” said Heather Cooper, Mapleton’s Transportation Director. “We want our drivers to feel connected to those kids and their families and show we’re doing what we can to serve our community.”  

The drivers, many of whom have been on the same routes for years, identified students they knew were in need, as well as some students who demonstrated exceptionally good behavior during the fall semester. The selected students received golden tickets, which invited them and their families to the event. 

The gift packages featured toys for younger children and gift cards or Starbucks mugs for teenagers. As students arrived at the event, their excitement was contagious—they eagerly high-fived and hugged Santa before picking up their gift bags, their faces lighting up with joy and anticipation. For the Transportation team, watching the students’ delighted reactions was the highlight of the evening.  

“We just wanted to give kids a good holiday that might not have one otherwise,” Cooper said. “Giving them something fun and safe to go to really connects us better with our kids. We’re a big family here, and our kids are part of that family.” 

York International School and Academy High School were among the Mapleton high schools to host college application lock-ins for their seniors this week, coinciding with Colorado Free Application Days. The annual initiative offers a three-day window in mid-October when all of Colorado’s public colleges, along with several private institutions, waive their application fees. The goal is to remove financial barriers to higher education and encourage more Coloradans to pursue further studies.

Staff at each school began preparing their students early in the semester, asking them to consider where they wanted to attend college and why. They also provided time and guidance to help students write personal statements and other content required for college and scholarship applications.

At each lock-in, staff and college representatives were available to assist students as they diligently completed their applications. Snacks and drinks were provided to keep students’ energy levels up.

York held its lock-in at the district’s Administration Building. Every time a student clicked "submit" on their online application, their post-secondary options coach rang a cowbell, and classmates applauded. Students received colorful Hawaiian leis for each submission and could even enjoy a 30-second dance party if they wanted.

York senior Isabelle D. said the whole experience was exciting, if a little overwhelming, but she was grateful for the opportunity.

“If the applications weren’t free, I honestly wouldn’t be able to do it just because it gets expensive,” she said. “Most of the regular application fees are about $50 each, so this was a great opportunity to take advantage of.”

Isabelle, who will be the first high school graduate in her family, aimed to apply to at least five schools during the lock-in. She plans to attend college to become a special education teacher.

Academy held its lock-in at Mapleton’s Skyview Student Center, following a format nearly identical to York’s, though they handed out Mardi Gras-style bead necklaces instead of leis for every submission. Academy’s post-secondary options coach, Kim Adams, emphasized the significance of creating a dedicated space for students to focus on their futures while also celebrating their collective achievements.

“Seniors are busy with school, after-school activities, and other responsibilities,” she said. “It’s hard to devote the time, energy, and effort to focus on their futures, so we wanted to give them the opportunity to do that here.”

By the end of the four-hour sessions, many students had applied to multiple colleges, with some submitting as many as 10 applications. Thanks to the free application fees, both York and Academy seniors embraced the opportunity to apply widely, giving themselves more options for the future.

Academy High School students in the Career and Technical Education (CTE) Health and Science program and Health Occupations Students of America (HOSA) club had an amazing visit to the University of Colorado Anschutz Medical Campus on Oct. 3!

The students explored cutting-edge bioengineering research and toured the state-of-the-art facilities. They also engaged in inspiring conversations with current students, learning about their journeys in the program and the fascinating research they’re involved in.

This experience not only broadened the students’ horizons beyond the classroom but also reinforced Academy High School's commitment to preparing the next generation of health and science leaders.

Thank you to everyone at CU Anschutz for welcoming us and sharing your passion for research and innovation!

Let's go, Skyview!!!

The Skyview Wolverines Cheerleaders wrapped up their last day of Mini Cheer Camp last week!

The Cheerleaders had the best time teaching K-7th grade students cheerleading moves and chants over the past three days. Students also received their own set of poms, a bow, and cheer t-shirts.

We invite you to come out tomorrow, Thursday at 6:30 p.m., to DiTirro Stadium (8990 York St, Thornton, 80229) to see the Mini Cheer Camp students in action as they perform during halftime of the Skyview Wolverines varsity soccer game!

Thank you to everyone who participated and made this event a huge success! Keep an eye out for Mini Cheer Camps in the near future!

 

Students from Global Leadership Academy’s Basic Spanish class took to the sidewalks in front of the school, creating vibrant chalk drawings of flags from Spanish-speaking countries. The interactive activity was a fun and creative way to celebrate Hispanic Heritage Month and served as an introduction to their upcoming projects. Each student has been assigned a specific country and will be diving into its unique culture—exploring traditional foods, notable leaders, currencies, and more.

The project will culminate in class presentations, where students will share their discoveries and deepen their understanding of the diverse Spanish-speaking world.

On Wednesday, Sept. 25, the Colorado Shakespeare Festival, a professional theater company with the University of Colorado Boulder, performed a condensed version of the play "Much Ado About Nothing" for Performing Arts School on Broadway (PASB) students at the Mapleton Arts Center. The performance, part of the Festival’s Shakespeare and Violence Prevention Project, aimed to teach the students about the harm caused by rumors and misinformation, central issues in the story. 

Following the performance, the actors led students in workshops to explore themes of the play and how they can apply them to real-life situations. Those workshops focused on things like recognizing "moments of harm" and how students can intervene, how to be an upstander, and how to resolve conflicts before they get too big.  

"This experience is all a preventative measure to stop bullying before it starts,” said Jacque Ewing, Mapleton Public Schools' Bullying Prevention Coordinator. "One of the most important things we can do is teach kids these communication skills early, and this is a really immersive, comprehensive way to make sure they understand those concepts." 

Emma Ackerman, one of the Festival’s actors, said Shakespeare had a good understanding of how humans treat each other, and his plays are helpful teaching tools because they often provide good examples of what not to do. She added that the post-performance workshops provide safe spaces for students to rehearse tough conversations. 

“A lot of the time, the hardest part of this work is just talking about these problems because people don’t want to,” she said. “But hopefully, if we keep practicing in safe environments, through repetition, students can talk about them in harder situations.” 

Claylish Coldiron, another Festival actor, said these messages are possibly more important to teach now than ever as the internet offers an overabundance of information and space to say things without noticeable repercussions.  

“I think people often don't realize how much weight their words carry,” she said. “Using wordy plays helps us show how powerful our words can be and how they can cause harm, sometimes even with good intentions." 

Ninth grader Mayra H. saw immediate value in what she learned. “I feel like I can now tell people, ‘Hey, that’s not nice, and you should stop,” she said. “Why would you say something hurtful if you wouldn’t want someone to talk badly about you, especially if it wasn’t true?” 

Fellow ninth-grader Zahid R. liked how the day’s activities addressed important issues. "I think what we learned here can help with bullying by teaching us how to talk to people, resolve problems, and set boundaries to prevent conflicts and stop rumors from spreading," he said. 

The experience was made possible through the Colorado Department of Education’s Bullying Prevention Education Grant, which provides funding for programs aimed at reducing bullying. Mapleton plans to continue these efforts to foster a positive school culture. 

Firefighters from the Adams County Fire Rescue team stopped by Global Primary Academy to teach toddler and preschool students about their work and give a tour of their fire truck engine!

Firefighter Kieft also displayed the many parts of a firefighter uniform, which includes protective turnout gear, an air tank/mask, gloves, a flashlight, and a helmet. Their team also showcased the many lights, hoses, and tools found throughout the exterior of their fire engine.

Before returning to class, students received firefighter hats to bring home and gave visiting firefighters drawings they made in class.

Thank you Adams County Fire Rescue for visiting with our students and for your valuable work within our community! #onemapleton

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Los bomberos del equipo de rescate contra incendios del condado de Adams pasaron por Global Primary Academy esta mañana para enseñar a los estudiantes de infantil y preescolar su trabajo y ¡dar una vuelta por su camión de bomberos!

El bombero Kieft también mostró las muchas partes de un uniforme de bombero, que incluye equipo de protección, un tanque de aire/máscara, guantes, una linterna y un casco. Su equipo también mostró las numerosas luces, mangueras y herramientas que se encuentran en el exterior de su camión de bomberos.

Antes de volver a clase, los estudiantes recibieron sombreros de bombero para llevar a casa y regalaron a los bomberos visitantes dibujos que habían hecho en clase.

¡Gracias Adams County Fire Rescue por visitar a nuestros estudiantes y por su valioso trabajo dentro de nuestra comunidad! #unmapleton

Student Council students at Adventure Elementary encouraged families to register to vote for #NationalVoterRegistrationDay!

To ensure people are ready to vote come Tuesday, November 5, students made posters, played music, and presented QR codes to scan that took them to Colorado's registration website. They'll continue their efforts throughout October to help everyone in Mapleton become #VoteReady!

Do you need to register to vote?

Please visit:

https://www.coloradosos.gov/voter/pages/pub/home.xhtml to learn more and be #VoteReady this election!

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¡Los estudiantes del Consejo Estudiantil de Adventure Elementary animaron a las familias a registrarse para votar en el #NationalVoterRegistrationDay (Día Nacional de Registro de Votantes)!

Para asegurarse de que la gente esté lista para votar el martes 5 de noviembre, los estudiantes hicieron carteles, tocaron música y presentaron códigos QR para escanear que los llevaron al sitio web de registro de Colorado. ¡Continuarán sus esfuerzos durante todo octubre para ayudar a todos en Mapleton a estar #VoteReady!

¿Necesita registrarse para votar?

¡Visite: https://www.coloradosos.gov/voter/pages/pub/home.xhtml para obtener más información y estar #VoteReady estas elecciones!

Achieve Academy welcomed a special guest to their school on Tuesday, Sept. 17, Colorado Commissioner of Education Susana Córdova!

Joined by Mapleton Superintendent Mike Crawford and Achieve Academy Principal Dr. Kevin King, Mrs. Córdova learned about Achieve Academy's Expeditionary Learning model, toured several classrooms, and advised middle school students on their upcoming student-led goal-setting conferences with parents.

"Every classroom I saw a real focus on pacing," Cordova explained to Achieve Academy leadership after sitting down in classes, "There was a real clear focus on rituals and routines."

In June 2023, Susana Córdova was named Colorado’s 18th education commissioner. She is the first Latina to hold the state’s top education position and has over 30 years of experience in education.

Thank you, Susana Córdova, for taking time out of your busy schedule to visit Mapleton!

York International School juniors deployed self-built “medbots” in a complex, hospital delivery scenario last Friday morning for the students’ latest challenge in their Robotics and Automated Systems class. The class is now a required science course at York as part of the school’s Career and Technical Education (CTE) Engineering and Technology Pathway.

For the challenge, the students had to program their robots to drive to three pretend patient rooms, represented as squares on a mock-up of a hospital map, as if to deliver medications. Between each delivery, the robots had to return to a pharmacy room square and pause to factor in wait times there, in an elevator, and in the patient rooms.

It was the culmination of a five-day project that required the students to work in teams, with each student taking on specific roles like team leader, program lead, or builder. The challenge involved more than just coding, as the students also had to convert measurements of the hospital maps, assemble the robots, and design efficient paths for the robots to follow.

“My favorite part was building a robot that actually moves and does all these functions,” said Hailey M. “This class is tied to physics, and because I’m a very hands-on person, this was a cool way to learn about it.”

Kari Dusenbery, the class’s teacher, said she was excited about her students’ enthusiasm for the class and adds that classes like this, and the school’s pathway itself, provide a variety of valuable skills.

“It gives them 21st-century skills with technology, programming, and working in different platforms, first of all,” said Dusenbery. “But it goes beyond robotics, because it involves critical thinking, problem solving, and communication, things you need in many other careers.”

Each of Mapleton’s high schools have their own specific CTE pathway to give their students more opportunities to develop the knowledge, skills, and abilities necessary to be successful and workforce ready after high school. York’s pathway offers a blend of theoretical knowledge and hands-on experience in areas such as mechanical, electrical, and civil engineering, as well as information technology and robotics.

The fall of a student’s freshman year may seem so far from their high school graduation, especially for the student. However, administrators like Annaleah Bloom, principal of Mapleton Expeditionary School of the Arts (MESA), have enough experience to foresee academic problems. As early as October, she says she knows if students will have to repeat ninth grade, and risk not graduating at all. 

“They should have a whole year in front of them, but there’s a point when some struggle and fall behind in classes, so far that there is no coming back,” she said. “Then they start not showing up to school and the problem gets big enough that they can’t dig themselves out. We have to catch them early to turn that Titanic around.” 

It happens far too often at MESA. At one point last year, more than half of the school’s ninth graders were off track to graduate. A few years ago, a third of all the district’s freshmen that were retained came from the school. And this year, of the roughly 100 students of this year’s MESA ninth grade class, 15 percent are repeaters.  

Partnering for success 

But the Titanic is changing course. Through Colorado Department of Education grant funding, MESA has partnered with the Center for High School Success (CHSS), an education-based nonprofit, to provide research-based guidance for teachers to improve students’ on-track and graduation rates, among other goals. The CHSS team focuses on concepts like gathering timely, actionable student data; training staff to become effective teams for ninth graders; and building a comprehensive system of ninth-grade transition supports.  

The work began in earnest in early August 2024, when MESA hosted the CHSS at the school for initial planning. Teachers learned strategies to impart to their students, like “eating the toad first,” or rather finishing the hardest task first before moving on to easier pieces. Another strategy was for teachers to use the same language across classrooms to not confuse students. 

“The more consistent we can make classrooms in terms of their structure, the more successful kids will be,” said Bloom. “The students are going to get different content but if every teacher does things completely different, then kids are getting six to seven different experiences every hour on the hour in school.” 

Supporting the freshman transition 

One of those classes is MESA’s new Freshman Seminar for every ninth grader, meant to aid students’ transition from eighth to ninth grade. The class teaches students high school-level skills like better time management and how to manage multiple classes. Peer mentors from higher grade levels are also there to lend a hand.    

The CHSS also suggested a ninth-grade kick-off experience for students to learn communication skills, build trust and relationships that will transition back into the school, and instill confidence in the students. So, in the first days of this school year, MESA took all their freshmen to the Genesee Challenge Course, just west of Denver. The ninth graders engaged in rope-based challenges with varying degrees of risk, like ones that involved having to climb trees and cross a net to get a high platform.  

“If kids are going to face a hard math problem or book, they need that same mindset that gets them up one of those poles to face those challenges, said Bloom. “The tenacity to say ‘I can do this. It’s OK. One step at a time. I’m going to tell myself all those things we do to do this and do it in the classroom, too.’”  

Mia F., one of those ninth graders, said she struggled early because she is afraid of heights. She was able to conquer her fear, though, when the Course’s staff and her fellow students encouraged her to keep trying.  

“I was shaking a lot, but I ended up having a lot of fun and even Facetimed my sister on the way home to brag,” Mia said. “This experience also motivated me to help other people because they were helping me and I thought maybe I could help them with school, too.” 

Data-Driven Interventions and Parental Engagement 

A large component of the CHSS partnership is helping MESA streamline its data analysis and reporting. Working with the CHSS, the district is building a software program to get teachers “in the moment” data so they can easily access things like students’ grades and attendance. The school assembled a Ninth Grade Success Team of teachers and staff members to meet regularly to share ideas about making the best use of this information. The team’s objective is to share information to catch students who are struggling and find solutions quickly, rather than wait a school quarter.  

Those discussions will surely be supported by the school’s new “empathy interviews,” where staff like MESA’s Academic Success Coordinator, Jared Powell, find time to catch up with students. He will ask them questions like how they are doing, where they succeed, and where they might be struggling, to gather input and solve barriers specific to certain students. 

“I think it will be really beneficial because it’s a set systemic way of focusing on individual students that need individual interventions,” he said. “There’s a certain number of kids we can focus on with fairly simple interventions if we understand where the gaps are.” 

Powell is also planning new Parent Nights in September to show parents and guardians what high school is and how they can support their students. These events will guide parents through district software and what a high school schedule looks like. They will also encourage families to share how their children struggle academically, how the school can help, and what parents would like to see their students learn. 

Commitment to Freshman Success 

Put together, these efforts are a massive overhaul to help MESA’s freshman succeed in their first year and beyond. Bloom said her staff is dedicated to this cause because they know if a student’s first year isn’t successful, their academic futures are bleak.   

“We have data that shows that kids who successfully complete ninth grade the first time are at a far, far greater chance of completing high school,” she said. “Our commitment is 100 freshmen, 100 sophomores, 100 seniors.” 

For Mapleton’s bus drivers, homework starts before the first day of school.

In the week leading up to the return of students, Mapleton’s bus drivers practice the district’s 28 bus routes so they are familiar with every turn and traffic light on the big day. 

“We want to make sure our drivers don’t get lost, and there are so many other things to focus on at the beginning of the school year,” said Mapleton Transportation Director Heather Cooper. “Drivers are also getting to know their kids, their names, and which stops they should be at, so we want to make sure our drivers know where they’re going.” 

Thankfully, most routes don’t change too much from year to year. Mapleton’s Transportation team makes tweaks to routes in July based on things like how many students are registered to ride from certain neighborhoods or if a driver experienced frequent traffic delays during the previous year.   

And almost as important as where the drivers are going is when they need to be there. Arrival and departure times at every stop are adjusted slightly every year, and the goal is to make sure every student makes it to their school no more than an hour after they board the bus. Bus drivers and bus paraprofessionals strictly follow the guidelines of their drop sheets and stop schedules to make this happen.  

Theresa Friede, who has been driving Mapleton buses for 22 years, has a similar route to last school year. It’s a 25-mile circuit that stretches out far past the Skyview Campus to drop and pick up kindergarten to eighth-grade students at Valley View Innovation School and Trailside Academy, at the opposite edge of the district. During her practice run, she kept her eyes on the road while her bus paraprofessional, Irene Barrientos, watched the clock. 

“Right on time, bus driver. 6:22 a.m.,” Barrientos called out as they arrived at their first stop.  

Friede remained at every stop for the allotted time, no more than a few minutes, before moving to the next. She said she likes this route because it is so mellow.  

“I hope we get most of the same kids we’ve had before because we know their personalities and where they sit, and they know the rules so well,” she said.  

Mapleton is a district of choice, meaning that there are no "neighborhood schools" and families can choose from a full menu of schools based on students’ learning styles, interests, and passions. If they live within Mapleton's district boundaries, the district provides transportation to their school of choice. Friede passes right by a handful of schools on her route that might be more convenient for students to attend, but she appreciates their ability to make different decisions. 

“I think it’s pretty advantageous for the kids because they can choose where they want to go and what’s the best fit for them,” she said. “If that’s not the closest school to them, that’s what we’re here for.” 

Cooper said her team tries to get as many kids to ride on their buses as possible because it helps cut down on traffic at schools during busy drop-off and pickup times. It’s also safer for students to walk right off a bus into a school than thread through cars while walking through a parking lot. Of Mapleton’s more than 7,500 students, about 2,000 students ride buses.  

Driving buses carries a great deal of responsibility, but Cooper said every single one of her drivers do it because they love it.  

“They love seeing those kids every day,” she said. “It’s the first hello and the last goodbye in the school district every day and it’s a big thing for those drivers. They are all very passionate about our kiddos.” 

Six York International School students and their teacher are excited for the future after completing Colorado State University’s (CSU) 2024 Drone Aviation Pathways Summer Program in late June. The immersive, five-day camp, held at the CSU Spur Campus, at Denver’s National Western Complex, provided a comprehensive flight school experience, where participants learned about aviation and how to safely control different types of un-crewed aircraft.  

The camp’s curriculum included classroom instruction, engaging lectures, and hands-on drone flight time. Participants learned about the physics of flight, aviation rules and regulations, and how to read aeronautical charts, among other topics. Not all drones are created equal, and participants learned about different models, like drones that can be used for police search and rescue missions, deliver packages, and take pictures and video. 

York teachers have integrated drone technology into classes for the last couple of years and the school’s Design Teacher, Diane Grube, saw this camp as a natural extension of York’s engineering-focused Career and Technical Education (CTE) pathway. Each of Mapleton’s seven high schools now features a CTE pathway, like business management or healthcare, that complements their specific school model. The pathways provide opportunities to help students develop the knowledge, skills, and abilities necessary to be successful and workforce-ready after high school. 

"Drone technology is an up-and-coming career, and it's a good time for students to get into it at a younger age," Grube said. “This camp was a great access point for the kids.” 

The program also offered insights into airport operations with a visit to the Colorado Air and Space Port, in Watkins, Colorado. There, participants toured the control tower and learned what different runway markings mean.  

After the camp concluded, most of York’s participants took the Federal Aviation Administration (FAA) Part 107 exam to become certified as remote pilots. Grube and three of her students passed the grueling test. Two of her students will retake it in the fall along with one student who will attempt it for the first time.  

Soon-to-be York junior David R. was one of the students who passed. He said he found the program challenging but rewarding and he is definitely considering drone technology as a career. He even bought a drone of his own to continue practicing.  

"They threw a lot of information at us in one week, but it was great experimenting with the different types of drones," he said. "This program helped open up more job opportunities in aviation for us, gave us more doors to consider.” 

Grube plans to incorporate what she learned into her engineering class curriculum, aiming to provide more drone flight time for students to log necessary hours and gain practical experience. She said drone technology is a great way to make a living with jobs that can cross boundaries of construction, real estate, security, military, and agriculture, and this camp opened her students’ eyes to that. 

"This experience was hugely important for our students," she said. "Exposing them to different technologies and career paths, especially in technology-driven fields, helps them see diverse opportunities. Even if they don't become engineers, they might end up in careers that support or build for engineers. We want to give them as many opportunities as possible." 

We want to celebrate Ms. Kelli Frykholm, a Mapleton Early Career Prep (MEC-Prep) English Language Arts teacher and advisor, for receiving a 2024 Teacher Recognition Award from the Boettcher Foundation. She was chosen for the honor by Victor P., a recent MEC-Prep graduate and one of the Foundation’s 2024 Class of Boettcher Scholars. 

“I’m honored and it feels so affirming to not only see a very deserving student like Victor win his award, but to have an organization offer students like him the opportunity to recognize the people that helped them,” said Frykholm. “Victor was also our valedictorian and I’m humbled to be one of so many teachers who supported him over the years here in Mapleton.” 

The Boettcher Foundation invests in people, programs, and organizations across the state to help build communities and make a real difference. One of its initiatives is the prestigious Boettcher Scholarship, which awards full, four-year scholarships to just 50 graduating Colorado students every spring to attend any accredited state university. This year, there were about 2,000 applicants. Each student who receives the scholarship is asked to identify one teacher who impacted their lives and made significant contributions to their growth and education. 

Victor said he chose Ms. Frykholm because he probably wouldn’t have his scholarship without her. Not long after he started composing his Boettcher application, he quickly lost hope and considered giving up, thinking he couldn’t possibly earn it over so many other worthy students. He said Frykholm not only helped him refine his essay to stand out from the pack, but that she was insistent that he finish and submit the application, and that he indeed had a chance. 

“She showed me it was OK to dream and aspire, and that even if I didn’t get it, at least I tried,” he said. “Out of all the teachers who supported me, she really pushed me the most. She is amazing.” 

As part of her award, the Foundation will give Frykholm a $500 grant that she can use for an educational project, activity, professional development, or piece of equipment she feels will benefit students and her school. She hasn’t researched many ideas yet but said her dream would be to use the funds to bring an artist-in-residence, like a poet or short story writer, to come work with her students. 

This Thursday, May 16, is Mental Health Action Day, a day to shift mental health culture from awareness to action. No one should face a mental health problem alone, especially when there are so many services available.

To support this cause, we first encourage you to wear green on Thursday to show solidarity. May is Mental Health Month, and the nonprofit Mental Health America is inviting people to “Be Seen in Green.”

We also want to share the resources available for Mapleton staff and students to ensure their mental health needs are met here.

For students: Mapleton partners with the nonprofit mental health provider Community Reach Center to provide students with access to school-based therapists at most of our schools. Therapy sessions are confidential and happen during the school day, making them more convenient for families as students do not need access to transportation for this service. If students need to speak to one of these therapists, they can connect through their school’s main office.

The district also maintains a partnership with Children's Hospital Colorado (CHC), which provides Mapleton’s schools with nurses. These nurses offer a bridge for resources at CHC and communicate directly with the hospital’s doctors and specialists, including those who specialize in mental/psychological health.

Students all around the state can also speak to therapists through “I Matter.” This is a free therapy program for Colorado students that began during the pandemic, but state lawmakers just voted to keep it indefinitely. It provides six free telehealth or in-person counseling sessions to students in elementary through high school. More information on the program can be found here at imattercolorado.org

For staff: Mapleton partners with Resources for Living, an employer-sponsored program, available at no cost to staff members and all members of their household. That includes dependent children up to age 26, whether or not they live at home. Services are confidential and available 24 hours a day, seven days a week. Resources for Living offers a variety of services, including emotional well-being support for patients who need help with things like stress management, depression, anxiety, and other issues.

Staff members can access up to five counseling sessions per issue each year and can access the program 24 hours a day for in-the-moment emotional well-being support. Counseling sessions are available face to face or online with televideo. Services are free and confidential.

These services can be accessed by phone, at 1-866-252-4468 / TTY: 711, or online, at resourcesforliving.com. For more information, click here: https://www.mapleton.us/students-families/human-resources/employee-health-and-wellness.

According to the government site Youth.gov, “mentally healthy students are more likely to go to school ready to learn, actively engage in school activities, have supportive and caring connections with adults and young people, use appropriate problem-solving skills, have nonaggressive behaviors, and add to positive school culture.”

Thank you for helping to drive the mental health culture from awareness to action!   

It’s no secret – parking at the district’s Skyview Campus is notoriously problematic. Thankfully, Mapleton Early Career Prep (MEC-Prep) senior Denise A. has a solution. On Wednesday, May 8, for her senior thesis project, Denise presented her idea for an additional campus parking lot to professional architects to gain experience and gather their feedback.

For her thesis, Denise had to identify a community that she was part of and design a project that could make a positive impact for them and help solve a problem. She decided to focus on the Skyview Campus, where MEC is located because there is so little parking available for staff and students. This causes students to waste lots of time looking for spaces on campus before driving off into the nearby neighborhood to find places to park, which often causes many students to be late for classes.

“I get there to school on time, but I still always spend like 10 minutes looking for parking and it’s a pet peeve,” she said. “Other students deal with that, too, and always complain about having to park so far from our schools, so I thought, ‘maybe I could help fix that.’”

Denise’s plan was to create a new parking lot that would help alleviate the parking issue, that was safe for students, and would help the nearby community. Her hypothetical parking lot would be built on an unused field on the Skyview Campus, between 88th Avenue and the campus’s basketball courts.

Skyview’s current parking lot has less than 170 spots available for students, but Denise’s research indicated the campus really needs about 300 spots to cover all student and staff needs. Her lot would add 105 spots, which wouldn’t completely solve the issue but would go a long way to help.  

She spent the better part of her senior year preparing her proposal and drew from experience she gained at an internship at a commercial and residential architecture firm. While there, she learned about architecture, helped make models for the firm’s projects, and learned how to use professional software to design structures and make professional presentations.

The final portion of Denise’s thesis project was to present her plan to experts. That’s why she met with staff members from RB+B Architects, who are constructing Mapleton’s new Meadow Community School building, and some district leaders. Her proposal was complete with blueprints, a plexiglass model she made, and a budget. The architects were overall very impressed with her ideas and made suggestions about her project’s budget and some finer points of her designs.

Though her proposal was just for a school project, and won’t actually be implemented, she said she enjoyed the learning experience.

“I liked it! When I was little, I would see people walking around construction sites with hard hats and I wanted to be part of that world,” she said. “And I worked on this for so long, it was fun to finally put all the small pieces together and get to present it to people.”

And this likely isn’t the end of Denise’s architectural career. This fall, she will begin attending the University of Colorado Boulder, where she will study business with the goal of one day working as a financial manager or analyst at an architectural firm. She doesn’t think she wants to design projects herself, but rather help architects bring their designs to life with fewer financial headaches.

 

Meet the Class of 2024! 

Mapleton's Class of 2024 includes nearly 400 of the most outstanding, motivated, and innovative students in Mapleton's history!

As we get closer to graduation, we will publish senior spotlight stories that highlight one senior from each high school. 

 

Meet the Class!

Congratulations to Mapleton’s Ovation Orchestra for receiving an “Excellent” rating, the second highest designation, at the Colorado American String Teachers Association (ASTA) Large Group State Festival, held last Saturday, April 11, at Metropolitan State University. The event invited the 28 top string orchestras from around Colorado.

The Ovation Orchestra, made up of 28 Mapleton students, performed three pieces at the Festival: “Fantasia on a Theme from Thailand”, by Richard Meyer; “The Evil Eye and Hideous Heart,” by Alan Lee Silva; and “Warrior Legacy,” by Soon Hee Newbold.

The Orchestra was selected to perform at the State Festival after earning a “Superior” rating at the ASTA Regional Festival on March 5, at Cherokee Trail High School, in Aurora. To succeed at both competitions, with little time in between, the students worked incredibly hard to polish, perfect, and perform at their highest level. We are very proud of their dedication and continued hard work.

Nice job!

Mapleton Expeditionary School of the Arts (MESA) students made their school proud at the 2023 EL Education National Conference, held in Denver, in November. The event assembled educators, researchers, and students from around the country to discuss how to improve EL Network schools and help students continue their meaningful contributions to the world as leaders. Fourteen MESA students served as student ambassadors at the EL Network’s request, as the school is a member of the network.  

 

MESA senior Jose V. supervised elementary and middle school student ambassadors from other Denver metro schools at the conference, where they escorted participants around the auditorium and hyped up the crowd. He also had the honor of introducing new Denver Mayor Mike Johnston before he spoke on a panel. Johnston was MESA’s founding director and was asked to speak about his connection to EL, among other topics. 

“That was cool, a fun experience,” Jose said. “It was good to make connections like those.” 

His fellow students took on a variety of other roles at the conference, like taking pictures and videos as part of a multimedia team, posting about the event as part of the social media team, and performing some technical work behind the stage. Six students spoke on a panel where teachers asked them about their experience at an EL school, and at least a couple of students had to overcome their fear of public speaking. 

“I had two girls that were on a panel that were so scared to talk and then they took the microphone and told their story, and you could see the pride,” said MESA Instructional Guide Margaret Bell. “They were really proud of themselves for pushing themselves and it was amazing.” 

Before the event, MESA students in a graphic design class designed ceramic name tags and many printed graphics, like pamphlets and brochures. The t-shirt that was sold at the conference even had a picture that was a combination of many students’ submissions.  

Students also listened to panels about other EL schools’ projects, and, in the coming weeks, they will discuss what new ideas they would like to implement at MESA and when. Ideas already range from dedicating a wellness space in their school, where students could rest when they are feeling overwhelmed, to managing much larger community service projects than they already do. 

Jose appreciated the experience and said he learned a lot.  

“Overall, I think it was good, it taught us a lot about time management,” he said. "There was a lot to do starting early each day.” 

Bell said she was proud of every student that was involved and hoped it added to their self-confidence and inspired them. 

“I hope it expanded their world even a little bit and let them know they have opportunities, options, and skills to succeed,” she said. “And I want them to know they have a voice they can express as student leaders here in our school and when they leave us.” 

EL (Expeditionary Learning) is an educational model that focuses on three dimensions of high achievement, mastery of knowledge, and skills, character, and high-quality student work. MESA is one a few Mapleton schools that guide their students using the EL model.

Expanding Mapleton's Career and Technical Education (CTE) Pathways is a priority of Mapleton's Board of Education. This effort is made possible thanks to the 2022 community-supported Mill Levy. 

Additional CTE pathways will give Mapleton students more opportunities to develop the knowledge, skills, and abilities necessary to be successful and workforce-ready after high school.