At Columbine Elementary’s preschool program, the preparation for kindergarten goes beyond the classroom. Heather Pias, who’s been a teacher for nearly 20 years and has spent the last eight years as the Preschool Teacher at Columbine, understands the importance of preparing children for kindergarten by laying a foundation for a lifetime of learning and growth.

To provide incoming students with a firsthand preview of the kindergarten experience, they are given the opportunity to visit classrooms, participate in lessons, and explore the school, including the cafeteria and library. This allows them to familiarize themselves with the physical spaces and instills a sense of excitement and readiness for the transition to kindergarten.

Pias stresses the importance of preparing children for kindergarten academically, socially, and emotionally. To achieve this, the preschool program seamlessly integrates Fundations, a literacy program aimed at developing reading and writing skills. Additionally, it incorporates the Promoting Alternative Thinking Strategies (PATHS) curriculum, designed to nurture students’ social and emotional well-being. PATHS features puppet characters like Twiggle, serving as guides for children as they learn to manage their emotions and cultivate essential social skills.

The preschool program also has a strong focus on creating important values and life skills. “We want to instill values like empathy and inclusivity from a young age,” shares Pias. Preschoolers participate in the school-wide Special Olympics Young Athletes, where they learn about physical fitness and the importance of kindness and acceptance.

Another unique feature of Columbine’s preschool program is its participation in Boulder County’s Farm to Early Care and Education (ECE) Program. Each week, students receive deliveries of fresh produce, offering them the opportunity to taste fruits and vegetables directly from the farm and learn about where their food comes from.

Parent involvement is another key component of the preschool program. “We believe that parents are our partners in education,” states Pias. “By involving them in their child’s learning journey, we can ensure that every child gets the support they need to succeed.” With activities and communications resources such as family engagement events, monthly cafectios, parent teacher conferences, regular communication through SeeSaw, and monthly school newsletters, Pias ensures that parents are up to date on their students’ progress.

By creating a supportive classroom environment, Pias emphasizes the importance of embracing diversity and learning from one another’s unique cultures and backgrounds. “We want every child and family to feel valued and respected,” states Pias. “That’s why we make sure to include everyone in all activities and celebrate the diversity of our community.”

The primary goal of Columbine’s preschool program is to ensure that every child reaches their full potential, academically, socially, and emotionally. “We want to create a community where every child feels supported and encouraged to explore, learn, and grow,” says Pias. “And that’s what makes teaching preschool at Columbine so rewarding—the sense of community and collaboration that exists here.”

Kindergarten students at Prairie Ridge Elementary delved into the wonders of plant life cycles through an engaging seed planting unit, enhancing their understanding of nature and sparking their curiosity.

“We were inspired to incorporate seed planting into our curriculum as it gives students firsthand experiences with the plant life cycle,” shared Katy Pelenis, Kindergarten teacher at Prairie Ridge. The project encouraged students to observe, predict, and care for their individual plants.

The main learning objectives for the students included developing an understanding of the plant life cycle. Kindergarteners observed and described the changes in the seeds over time, and determined what plants need to survive. They also made predictions and observations as they compared different growth conditions, from seeds in soil that were deprived of water to those provided with every essential element needed for growth.

“Overall, we feel seed planting is a valuable learning opportunity that offers a unique way to connect science concepts with the real world for our kindergarten students,” shared Pelenis. Through caring for their seeds and witnessing their growth, students gained valuable insights into the needs of plants, and the experience also instilled a sense of responsibility in them.

“We learned that plants start with a seed, then you water them so they can grow,” shared one student. “Once you give them water, soil, and light, you just have to wait for them to grow.”

For the last 15 years, Mead Middle School’s Drama Club, with the support of the Parent Advisory Committee (PAC), has been entertaining audiences with its annual dinner theater production. This year’s performance of “Murder at Aunt Agatha’s” brought the school community together for an evening of mystery, comedy, and ghostly surprises.

Directed by Janet Benter, Health and Sciences Teacher, and M.K. Mehsling, English and Social Studies Teacher, the play was set in Aunt Agatha’s eerie mansion, where her heirs gathered to hear the reading of her will. It was revealed that to inherit their share of the fortune, the relatives must survive a night in the house—with the unexpected company of ghosts. 

Auditions for the play were held the second week in March. “The Friday before spring break, we handed out scripts with the student’s name on them as well as the character they would be playing. This way, the students could get a nice head start on getting acquainted with the script and their characters.”

The cast and crew spent six weeks rehearsing daily from 3 to 5 p.m. They also held two dress rehearsals the week before the shows. “We spent the first two to three days doing our circle reading, getting to know each other, getting a feel for the play as a whole, and making suggestions as we read,” said Mehsling. “It’s really fun to see a group of students who don’t really know each other at the beginning become a tight-knit group by the end. I feel that some of these will become lifelong friendships.” 

According to Bentor, “This year’s cast did an exceptional job memorizing lines. Since students were ‘off book’ sooner rather than later, this enabled us, as directors, to have more time giving them acting pointers, which really added a lot to our show. The students were very directable, much like an athlete being coachable; the actors took in our ideas for costumes, set themes, and line delivery and worked them into the scenes.”

In addition to acting, students helped with set-building, costumes, marketing, and more. “Our promotions crew displayed pictures of students rehearsing and working on the set in the display case to show people everything that goes on behind the scenes,” explained Bentor. “We also set up a skeleton in the lobby and dressed it as one of the 23 characters from the play every day.” Students wrote announcements to read over the intercom during daily announcements to help promote the event. 

The dinner portion of the evening was coordinated by the PAC and is a fundraiser for the school. Members of the cast served attendees dinner and dessert from a local restaurant before heading backstage to get ready for the show. 

Mead’s Drama Club provides students with an opportunity to express themselves creatively, develop their acting skills, build confidence, make new friends, and explore different characters and stories. “It creates this really supportive family for you to go to after school every day,” shared eighth-grader Annabelle VandenDries. “I’ve learned how to communicate better, and it has also helped me come out of my shell a bit more.” Seventh-grader Tessa Comer added, “I’ve enjoyed getting to know all of these new people, being in a new environment, trying new things, and getting to show off my talents in front of people.” 

Bentor commends the students for their exceptional teamwork and commitment to the production. “We are so proud of their efforts, the encouragement that they gave each other, and their attitude towards learning the elements of theater,” she shared. “Putting on a show is a lot of hard work, but these kids didn’t shy away from that. The confidence that comes from seeing the audience appreciate the result of our efforts is palpable.”

Mehsling expressed similar sentiments, stating, “I am so proud of this group. They really worked so well together. It was amazing how they jumped right into not only their lines but the production as well. Whenever someone needed help, there was always a person there to support them. This will be my last middle school production, and I can’t think of a better group of kiddos to end it with.”

Students in the Longmont High School of Business^TM program are taking their learning outside of the classroom and into the studio where they are producing a weekly podcast and gaining experience in content creation and communication. 

Led by Business Teacher James Giveans, the podcast is part of the school’s business track, which students begin as freshmen and continue through their senior year. The curriculum is structured to equip students with the skills and confidence needed to excel in college business administration programs or to start their own businesses after graduation. “I’ve learned a lot of social skills, such as how to think on the fly, how to come up with responses quickly, and how to interact with people in a fluid and thoughtful way,” said senior Harlow Horan.

During the podcast, students interview business professionals, many of whom they worked with at an internship. The episodes cover a variety of topics, from solar energy to voice acting in video games, and offer a glimpse into the personal journeys of accomplished individuals. “Students have the opportunity to find out how someone became a CEO, which isn’t always a predefined goal,” said Giveans. “It typically involves a unique story, which our students learn about through these interviews.” 

The podcast’s reach extends beyond the walls of Longmont High School, with episodes broadcast on platforms including Spotify, Apple Podcasts, and Amazon. Students use tools like GarageBand and Zoom to produce high-quality audio content, complete with a custom musical intro that was written and recorded by the school’s band.

Volunteer Matt DiOrio, a Longmont graduate and IT professional who also produces a gaming podcast, has been helping students produce episodes every week. He teaches them how to use the equipment, helps them craft meaningful interview questions, and educates them about non-disclosure agreements, legal requirements, marketing, analytics, and more. “What I’ve been stressing with them about podcasting is not to worry about the numbers because you get imposter syndrome if you’re not doing as well as somebody else,” said DiOrio. “Once you forget the numbers, you start having more fun with it.” 

DiOrio’s involvement has provided students with industry expertise in the podcasting process and guided them through the ins and outs of developing engaging content. ‘One of the students decided she had so much fun doing this that she’s starting her own podcast, so last week we did her teaser trailer, and I helped get her going by telling her, “Hey, these are the things you’re going to need to do and where to go for it,”‘ shared DiOrio.”

In addition to improving students’ understanding of business practices, the podcast also provides them with networking opportunities and real-world connections in a variety of fields. “Businesses in any industry can benefit from podcasts,” said Giveans. “I try to point out to my students that it’s a huge marketing opportunity. A lot of businesses produce them because it gives people who are interested in their products some buy-in.”

For more than five decades, the annual plant sale has remained the culminating celebration of the Horticulture and Agriscience Program at the Career Elevation and Technology Center (CETC). The program provides students with a comprehensive understanding of plant and animal production, equipping them with the necessary skills for a successful career.

Lauren Hart, Agriscience Instructor at the CETC, stresses the importance of the program, stating, “Through agriculture education, students embark on a journey of leadership development, personal growth, and career readiness.” Spanning a diverse curriculum that includes Introduction to Agriscience, Advanced Agriscience, Agribusiness, animal science courses, and greenhouse management, the program offers a hands-on approach to learning.

Students are involved in all facets of the plant sale; “they select the seeds and materials to order at the beginning of the year, scheduling, planting, caring for the plants, and working with customers during the sale,” said Hart. “The greenhouse must be cared for seven days a week, and students are attending the greenhouse during class, after school, weekends, and during school breaks.”

The CETC greenhouse aims to be self-sufficient. Profits made from this year’s plant sale will be used to support the materials and products needed for next year’s sale. “With the proceeds made, we are also able to support students to attend leadership and competitive events through the Future Farmers of America (FFA) organization,” shared Hart. “Profits also support students attending agriculture and green industry events and business tours that will benefit them today and throughout their lives as they prepare to be consumers and employees of the world’s largest industry.”

The plant sale has become an eagerly anticipated event. This year, there were over 50 people lined up outside before the sale began. Hart believes that the annual plant sale would not be successful without the support of community members and students. “Our students carry out all management aspects, and to the hundreds of community members and district staff who choose to purchase their plants here, we are grateful to offer such a robust program.”

This school year, Fall River Elementary introduced a chess club to their extracurricular offerings With a passion for the game and a desire to help create a space where students can thrive, Principal Quinn O’Keefe established the club to help students develop their critical thinking and strategic planning skills.

“When I was a teacher, I always observed an interest in chess among my fifth-grade students,” explains O’Keefe. “I had thought about creating a chess club at Fall River for quite some time, and this year, I finally made it happen. It’s about giving kids a space to build confidence and find success beyond sports.”

The club welcomed students from the third through fifth grades and took place on Tuesdays and Thursdays after school. Interest in the chess club was overwhelming, 55 students applied to fill the 20 slots available. Because of the high demand, the school expanded the space available.

In addition to instilling confidence, O’Keefe highlighted the academic and social benefits of chess. He believes the game serves as a powerful tool for honing focus, perseverance, and critical thinking skills, all of which are transferable to academic success. “One of the key lessons of chess is the importance of focus,” stated O’Keefe. “It’s a direct analogy for the effort required to succeed in academics.”

During the club’s first year, many memorable moments stand out; however, there is one specifically in the championship match that left a lasting impression on O’Keefe. “Dylan Kupper, a third-grader, faced off against Max Romero, a fifth-grader, in a thrilling championship match,” recounted O’Keefe. “Despite the odds, Dylan held his ground, forcing a draw in the first game through sheer strategy. It was a testament to the transformative power of dedication and effort.”

Students took on various roles in supporting each other during the tournament and creating a welcoming environment. Some focused on strategy, planning their moves carefully, while others encouraged their teammates during matches. “I love being part of the chess club because it’s all about having fun and enjoying a great activity,” shared Dylan. Max echoed Dylan’s sentiments, stating, “For me, chess is not just a game, it’s a chance to think strategically. Being able to participate in six matches to reach the championship was tough, but it’s all really exciting.”

Columbine Elementary hosted its sixth annual Career Day on Wednesday, May 1. This year’s event was unique because it welcomed students not just from Columbine but also included fourth and fifth-graders from Rocky Mountain Elementary, as well as third to fifth-graders from Indian Peaks Elementary. Counselors from each of the schools worked collaboratively to coordinate this opportunity for students.

“We invite professionals from the community to come and share about their work in an effort to broaden our students’ awareness of careers and deepen their self-awareness, goal-setting, and commitment to education,” said Career Day founder and Indian Peaks Counselor Michael Laurent.

A variety of fields were represented including business, healthcare, technology, skilled trades, literature, visual arts, engineering, education, public safety, hospitality, military, and public service. Additionally, Longmont City Council member Susie Hidalgo Fahring, who is also a third-grade teacher at Indian Peaks, and Mayor Joan Peck, were in attendance. This diverse mix of industry representatives allowed students to explore a multitude of career paths and gain valuable insights into different professions. 

Throughout the event, students engaged with the professionals, asking questions, participating in demonstrations, and learning about the daily responsibilities and challenges of each field. By interacting with them directly, students were able to visualize themselves in these roles and understand the importance of education and hard work in achieving their goals. It also allowed students to connect their academic learning to real-world applications.

Adrian Pettigrew, third-grader at Columbine, doesn’t plan on becoming a realtor, but he found the real estate booth interesting. “They sell a lot of houses and it’s hard work, especially with only one employee,” shared Adrian. Columbine fourth-grader Elyana Bailey, enjoyed the farm equipment booth because, “The engineer had a cool toy tractor that he made and he told us what type of skills you need to build a real one.”

The Grand View Elementary Robotics Team, known as the DJB-Bots, consisting of fifth-graders – Althea Manka, Kayle Nunjar, and Joe Versoi – competed in the World VEX Robotics Competition, in Dallas, Texas from May 1-3.

This season was Kendra Versoi’s first year as the robotics coach for Grand View elementary. With her background as a high school robotics coach, Versoi applied her experience to help guide and support the younger students. This involved starting with the fundamentals, constructing a foundation through the construction of a clawbot, followed by iterative improvements – a method that proved instrumental for the third-grade teams new to robotics. Meanwhile, the more experienced teams embarked on a path of innovation, sketching different designs and then building various prototypes to determine which would be most effective.

“After the first competition, all three teams that made it to state decided to make modifications to their robot. They learned new design ideas from the first competition,” said Versoi. “By the time our third tournament came, all six teams were focusing on improving their scores, and they really started to work on driving and coding.” In anticipation of the world competition, students dedicated additional time, often staying late on practice days and meeting on Saturday mornings, to enhance their coding and driving skills.

The preparation for the World Competition was a rewarding experience for both the students and Versoi, who spent countless hours building, fine-tuning, driving, and coding their robots. “The teams’ resilience and willingness to learn from each other and their mistakes set them apart in order to make progress through the competitions,” explains Versoi.

The support and camaraderie among the three students played an important role in their success. “We always try to talk about what we can do next time and what we need to improve on,” shared Althea. Joe emphasized the importance of clear communication with each other, saying, “When we’re in a difficult match, it’s important that we stay focused and that we talk to each other about what needs to be done.”

As the DJB-Bots reflect on their accomplishments, they eagerly anticipate what lies ahead “Joining robotics in middle school is definitely something we want to do. I’ve had so much fun here at Grand View; I can’t wait for next year,” shared Kayle.