Erie High School’s First Unified Percussion Program Brings Students Together

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This year, Erie High School launched Unified Percussion, a program where students of all abilities come together to play music. This group meets every other day, and during these classes, students engage in activities such as learning percussion techniques and practicing as an ensemble. The program pairs students with and without disabilities, providing the opportunity to collaborate, create music, and build lasting connections.

The idea for the program came to Band Teacher Zach Fruits last year after he watched a Unified Drumline performance during St. Vrain Valley Schools’ Band Night. “I knew right then that we needed a Unified Percussion group at Erie,” he said. “Music is powerful, and I saw firsthand what a difference it could make for our students.”

Since its launch, the program has been a success, creating a unique environment where students work together, and help each other develop their skills. “We’ve created this culture of collaboration,” said Fruits. “Whether a student has a diverse need or not, everyone’s working on the same skills and supporting each other.”

Students have expressed that playing drums and making music with friends has been their favorite part of Unified Percussion. For some, highlights include performing at events like Band Night and even writing their own music. The friendships they’ve formed through the class have made the experience even more rewarding.

Erie HS students in Unified Percussion

Ally Krause, Specialized Service Needs (SSN) Teacher at Erie, provides support, by working closely with students to ensure they have the resources and assistance they need to fully participate. “It’s been amazing to see our students make friends with their mentors and feel a part of the school in a whole new way,” she said. “They’re recognized now throughout the school, and their confidence is growing.” The program has quickly gained attention across the school, with students and staff regularly stopping by to listen and support the student musicians.

The goal of Unified Percussion extends beyond musical achievement. “It’s about giving students confidence and joy in performing,” said Fruits. “I want them to find a sense of community in the larger Erie High family.” These friendships go beyond the classroom. Students are spending time together outside of school, whether it be going to lunch, meeting up for events like homecoming, or supporting each other at games, they are building lasting connections that strengthen their sense of community.

Krause emphasizes that the success of the program isn’t measured by how well students play the drums, but rather how much they feel included. “If by the end of the semester, students believe in themselves and feel like they belong, then Unified Percussion has fulfilled its purpose,” she said.

Student mentors have also embraced the program, often mentioning that it’s their favorite class. They enjoy meeting new people and helping out, with many saying the energy is always high, making it the perfect way to end their day. “The smiles on the students’ faces when they play the drums are contagious,” one mentor shared. “It makes every moment in the program special.”

Legacy Elementary’s New STEAM Lab Sparks Creativity and Innovation

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Legacy Elementary School has recently opened its new science, technology, engineering, arts and math (STEAM) Lab offering students hands-on opportunities to enhance their problem-solving and critical thinking skills. Led by STEM and Literacy Teacher Lisa Mercier, the lab is open to all grade levels, with students attending once a week and engaging in hands-on learning and creative problem-solving.

From kindergarten to fifth grade, students are diving into creative projects that encourage both individual expression and collaborative learning. Fifth graders, for instance, are participating in a “One Word” project using Keynote, a presentation app that allows them to illustrate meaningful words that reflect their identities. First graders recently completed a design challenge inspired by the children’s book Stellaluna, constructing homes for the characters by combining literacy with hands-on engineering.

At the core of the STEAM Lab is the design thinking process, a problem-solving approach that encourages creativity and innovation by helping students develop empathy, define problems, ideate solutions, create prototypes, and test their creations. “Students develop critical and creative thinking skills through this process, which can be applied across any subject area,” said Mercier. “STEAM provides students with new ways to express themselves, allowing them to discover their strengths and thrive in different learning environments.”

In addition to the projects, the STEAM Lab aligns with Legacy’s broader educational goals by encouraging cross-curricular learning. Mercier believes that when students connect ideas across different subjects, it enhances their understanding and equips them better for real-world challenges.

What sets Legacy’s STEAM Lab apart is its dedicated space for innovation, creativity and exploration. Mercier hopes that this environment will inspire students to feel excited about building, experimenting, and learning in new ways. “This is a space where students can really dive into their projects, express themselves and approach challenges with curiosity and confidence.”

SVVSD celebrated Colorado Proud School Meal Day with locally-sourced foods

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Schools across the state were invited to participate in Colorado Proud School Meal Day. The celebration was established to honor local agriculture and to educate students about healthy eating. Students at Timberline Pk-8 marked the occasion with a special lunch, interactive stations and a presentation by St. Vrain’s Agriscience Program.

“In order to encourage eating habits that will promote a lifetime of optimal health, it is essential to teach children about the importance of eating foods such as fruits, vegetables, whole grains, lean meats and low-fat dairy products. Proper nutrition is critical if our educational programs and our students are going to continue to excel,” states the state of Colorado website.

Read the full story in the Longmont Leader

Thinking Maps at Indian Peaks Elementary Enhance Student Engagement and Critical Thinking

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Indian Peaks Elementary has cultivated a school culture that prioritizes academic excellence and equips students with the tools necessary to navigate and respond to complex challenges in their learning. Principal Karen Smith shared how the school’s approach, particularly in reading and writing, has evolved by using research-based strategies like Thinking Maps, a tool that helps students visually organize their thoughts and better understand complex tasks. “We have been focusing on ensuring that students can deconstruct prompts and think critically about how to respond,” shared Principal Karen Smith. Thinking Maps supports the  focus on cognitive processes — like comparing and contrasting, and analyzing cause-and-effect relationships.  

2nd grade student flips through book during lesson.

The positive results of implementing Thinking Maps are seen across the school community. Second Grade Teacher Mendi Young’s students used Thinking Maps during a recent lesson on the book Alexander, Who Used to Be Rich Last Sunday. Her students were deeply engaged in analyzing the main character and discussing his actions and motivations. Thinking Maps played a crucial role in this process, helping the young learners organize their thoughts and articulate their ideas more effectively.

Young explained that these visual tools are especially beneficial for young learners who are still developing their ability to hold multiple ideas in their minds at once. “A lot of what we do in second grade is helping students hold onto their ideas. Once it’s on the map, they know it’s there, and they can free up their brain space to think about other things,” she said. This approach has improved students’ ability to discuss and write about complex ideas, and also given them the confidence to tackle difficult tasks.

Indian Peaks teacher, Mendi Young works with student on thinking maps

“Thinking Maps allow students to see different kinds of thinking. For example, when they look at a flow map, they know they’ve been sequencing. It’s a different kind of thinking than comparing and contrasting, and recognizing these differences helps them learn how to isolate the kind of thinking they’re doing.”

Mendi Young, Second Grade Teacher

The culture of critical thinking and engagement at Indian Peaks is due to the school’s commitment to fostering strong academic skills in every student. Mendi Young and the entire Indian Peaks staff are dedicated to providing students with the tools they need to succeed academically, and  thrive as independent thinkers. The success of these efforts is reflected in the high level of student engagement and their ability to grapple with complex ideas at a young age. This work continues to elevate academic performance for all students and prepares them for the demands of an increasingly complex world. “When students can think critically and respond thoughtfully, they’re prepared for anything,” shared Principal Smith.

St. Vrain High Schools Achieve Recognition on College Board’s Advanced Placement School Honor Roll

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Eight high schools within St. Vrain Valley Schools have been honored with the distinguished College Board Advanced Placement (AP) School Honor Roll designation, acknowledging outstanding student performance on college-level Advanced Placement exams.

The AP School Honor Roll recognizes schools whose AP programs are delivering results for students while broadening access. Schools can earn this recognition annually based on criteria that reflect a commitment to increasing college-going culture, providing opportunities for students to earn college credit, and maximizing college readiness. 

“This recognition emphasizes our district-wide commitment to the ‘AP for All’ initiative,” said Chris Gardner, AP Coordinator for St. Vrain Valley Schools. “In St. Vrain, we firmly believe that every student benefits from the rigor and opportunities offered by the Advanced Placement curriculum.”

St. Vrain Valley Schools offers students a robust and comprehensive selection of 35 Advanced Placement courses across its high schools, including at New Meridian High School, St. Vrain Virtual High School, LaunchEd Virtual Academy, and through AGILE programming. In 2024, the district saw 2,962 students take 5,248 AP exams. Additionally, 891 students earned the AP Scholar recognition and 58 students earned the prestigious AP Capstone diploma. AP exam participation in St. Vrain Valley Schools has grown by 96% since 2016.

College Board’s AP Program enables students to pursue college-level studies — with the opportunity to earn college credit, advanced placement, or both — while still in high school. Through AP coursework, each culminating in a challenging exam, students learn to think critically, construct solid arguments, and see many sides of an issue — skills that prepare them for college and beyond.

Columbine Elementary’s Biliteracy Literacy Club Inspires Students to Excel in Two Languages

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At Columbine Elementary School, the Biliteracy Literacy Club, led by second grade teacher Jamie Schroeder, is giving students in grades three through five the opportunity to strengthen their bilingual skills. The club, which meets for an hour after school on Tuesdays, encourages students to build literacy in both English and Spanish with the goal of earning their Seal of Biliteracy on their high school diplomas. The Seal of Biliteracy in St. Vrain Valley Schools is an award given to high school graduates who have demonstrated proficiency in English and at least one other language. Approximately 10 students participate in the after school club.

“The Biliteracy Literacy Club was inspired by our district’s K-3 Biliteracy Program,” said Schroeder. “We want to encourage students to keep learning in two languages through high school. The Seal of Biliteracy is a prestigious acknowledgment of this achievement, and it’s a goal we want all students to reach.”

The club uses a cross-language approach, utilizing tools like cognates — words that sound similar in both languages — to make connections between English and Spanish. The club’s focus is on showing students that learning a second language is not completely foreign but rather an extension of what they already know. “I often chart new concepts in both languages and highlight how they’re alike and different,” said Schroeder. “For example, capitalization rules change between English and Spanish, and we discuss why that happens.”

Schroeder’s aim is for students to develop equal proficiency in both languages and recognize their bilingual abilities as valuable assets. In each session, she begins by introducing concepts in Spanish and then transitions to pressing them in English. This method helps ensure that students fully understand each concept before applying it in both languages.

Parents have expressed their support for the club, appreciative of the opportunity it provides their children to grow academically and personally in both languages. According to Schroeder, the club gives parents a way to engage more fully in their children’s education by utilizing resources translated in both languages.

“Our district has adopted a biliteracy component in the ReadyGen curriculum, which supports students in kindergarten through third grade,” said Schroeder. “With the potential adoption of new math resources, parents will have even more tools available to help their children at home in both languages.”

Looking ahead, Schroeder hopes the Biliteracy Literacy Club will have a lasting impact on students. “I want them to feel empowered to use both languages in all aspects of their lives,” she said. “I hope they continue to work toward their Seal of Biliteracy in high school and inspire others to embrace bilingualism as a strength.”

SVVSD Adds Another Pathway to Teaching For Aspiring Educators 

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7 alternative education teachers and 2 instructors pose for picture in front of smartboard

In its inaugural year, seven aspiring teachers are taking advantage of St. Vrain Valley School District’s new Alternative Licensure Pathway to Special Education (ALPSE) teaching program. Some of these individuals were former paraprofessionals, custodians, and long-term substitutes already working in the district.

This two-year program is designed for individuals who are seeking their initial licensure as a Special Education Generalist (5-21). Candidates need to have obtained a bachelor’s degree from an accredited university or college and must have secured a special education teaching position in St. Vrain Valley Schools in order to participate in this program.

Alternative education licensure has always been available in Colorado, but now aspiring special education teachers can apply directly to SVVSD instead of enrolling in a university while working to obtain their license. 

According to Nathalie Tuhari-Katz, assistant director of special education, there are many benefits to obtaining the alternative teaching licensure in special education from St. Vrain. “By allowing individuals to learn in the context of our systems in SVVSD, we offer them two dedicated instructional coaches to support learning, along with practical application of classroom learning. We do this within a cohort model, which encourages shared learning among educators. This is a unique benefit that isn’t available through all programs. Educators also have access to our in-house technology, curriculum, and other instructional resources.” 

During the first year of the program, alternative licensure educators will participate in 175 hours of dedicated professional learning that is provided through a cohort model. Educators participate in a class taught by two program consultants where participants develop an in-depth understanding of IDEA regulations, special education processes, and best instructional practices. 

In their second year, special education alternative licensure educators receive 93 hours of dedicated professional development and continued support from a coach on an as-needed basis. The educators participate in an evening class taught by program consultants. 

While SVVSD has a high special education teacher retention rate, this program helps the district prepare for future growth by bringing in well-qualified educators. “It’s an intensive program with practical application, and alternative licensure educators will be well prepared upon program completion,” Tuhari-Katz said. 

Erie HS Students Are Gaining “Real World” Experience Through Their Tiger Cafe

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3 students pose with coffee cups. 2 students are looking down with their hands on the shoulder of a student in a wheel chair smiling

From Caramel Macchiatos to English Toffee Cappuccinos, students in the Significant Support Needs (SSN) classroom at Erie High School are whipping up concoctions that will satisfy any coffee lover’s heart. 

Twice a week, Special Education Teacher Ally Krause turns her classroom into an adaptive coffee shop where students prepare drinks for staff at EHS. Thanks to some teacher donations, they acquired a Keurig and milk frother to whip up hot and cold beverages. They have an extensive drink menu that includes a variety of teas, coffees, lattes, mochas, and cappuccinos with a plethora of flavor and topping add-ons. A fun addition to the menu is their signature drinks, which are created by and named after the students. “The students have fun experimenting and perfecting their signature drinks, and it teaches them job skills that they can apply to real-life situations after high school,” Krause said. 

Students develop skills in various areas such as customer service, communication, job skills, and money management, all while having fun making delicious beverages. Krause said, “The biggest benefit for students is the ability for them to be able to practice skills they’re learning in a safe environment, and it helps them communicate effectively. If they make a mistake, it’s a safe environment for them to work through it. It also teaches them self-confidence to know they need repetition and practice to be able to do it successfully.”

Student mentors from Erie High School’s Tigers Together Peer Mentor program have paired up with student baristas to take part in the café. The mentors support students with taking, making, and delivering beverages. They also help train new mentors and students who are new to the café and support those students who need a refresher. 

Last year, they fulfilled 286 orders through an online form and they hope to expand to other opportunities this year. Students continue to push themselves and set goals for themselves each class. Krause said, “The best part is they’re starting to believe in themselves and realize they’re capable of far more than they thought they were.” 

Northridge Elementary is Engaging Students With Their Interactive Sensory Wall

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Photo of the sensory wall that shows panels with lego, grass, sequins, felt, rocks

Activating one’s sense of touch through a sensory wall can be an impactful tool used to help students learn how to recognize, understand, and regulate their emotions at school. The new sensory wall at Northridge Elementary is an interactive board covered with different textured surfaces designed to provide a range of sensory experiences for children. 

Special Education Teachers Jordyn Kessler and Danielle Mignon were instrumental in the development of the sensory wall and were fortunate enough to receive a teacher innovation grant from the St. Vrain Education Foundation to help with the cost of the wall. 

The sensory wall has different textured surfaces, such as sequins, astro turf, 3D wall panels, carpet squares, stone tiles, and Lego wall panels. The purpose behind the interactive wall is to provide students with sensory stimulation, regulation, sensory exploration, and behavioral support. 

Everybody can benefit from accessing a sensory wall, though students with specific challenges often benefit most. Students can access the sensory wall while on a walking break or when they need a regulation break. 

Full Circle: From Student to Special Education Teacher at Alpine Elementary School

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Alpine Elementary School has been a big part of the community for 20 years, and few people embody that legacy quite like Leslie Cortez. A former student of the school, Cortez now serves as the Special Education teacher, returning to the place where her journey began.

As part of Alpine’s first class of students, Cortez holds fond memories of her time there. “I still think of the relationships I built here and all the experiences I got to be part of,” she shared. “The fifth-graders just went to Cal-Wood Education Center, and it brought back memories of my trip when I was their age. It’s one of those things that sticks with you.”

Being back at Alpine has been especially meaningful, as she now works alongside her former first-grade teacher, Amber Marsolek, who now serves as the school’s principal. “It’s a full-circle moment,” she said. “I remember her making school fun and safe for me, especially since I was learning a completely new language. Now, coming back and having her as not just my colleague but my principal is really special.”

Cortez chose to return to Alpine because of the deep connection she has with the community. “When I was looking for a place to teach, Alpine just felt right. I wanted to give back to the community that I grew up in,” she explained. “The school’s mission to grow learners who can make a difference in the world is something that resonates with me. I want my students to leave here feeling confident and ready to have an impact.”

Her decision to become a special education teacher was shaped by personal experiences. When her family members received special education services, she witnessed the positive impact it had on their lives. This inspired her to pursue a career where she could provide the same support and make a difference for other families.

For Cortez, the most rewarding part of her role is seeing her students grow and succeed. Watching them overcome obstacles and reach personal goals brings her a deep sense of fulfillment. She also values the strong relationships she builds with her students and their families, which she considers one of the most meaningful aspects of her work.

When it comes to what she hopes her students take away from their time with her, Cortez’s goals are clear. “I want my students to feel confident in their abilities – whether that’s reading, writing, or math. More than anything, I want them to know they can do hard things and achieve the goals that they set for themselves.”

Reflecting on her own journey, Cortez feels proud of what she’s accomplished. “Being first-generation, learning a new language, and being the first in my family to go to college wasn’t always easy,” she said. “Returning k to Alpine as a teacher is something I’m really proud of. I hope my students see that they can overcome obstacles and follow their passions too.”

St. Vrain Valley Schools