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.”

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.”

At Trail Ridge Middle School, Counselor Sarah Nazari makes it her priority to ensure every student feels supported, connected, and seen. In her fourth year at the school, Nazari has implemented “minute meetings” with students, a strategy she uses to build relationships and better understand the needs of the students she serves.

“Being visible and building relationships is very important to me,” said Nazari. “Minute meetings give me an opportunity to make positive contact with every student in the building beyond a quick “hi” in the hallway. I want students to know who I am and that my job is to support them.”

These brief one-on-one check-ins serve as an important tool in Nazari’s approach to student well-being. By creating a space for students to share thoughts, Nazari gathers information that helps improve her counseling program and allows her to support students more effectively. “Students do better in the classroom when they feel supported, connected, and comfortable, ” she said. “Minute meetings help me identify what students need and provide them with the opportunity to reflect on how their year is going.”

The meetings have a lasting impact on both academic and personal achievement. Sixth-grader Jocelyn Mosequeda and seventh-grader Joey Rogers both appreciate the minute meetings for the connection and trust they’ve built with Ms. Nazari. Joey shared, “I like meeting with Ms. Nazari because I know I can talk to her about how I’m feeling that day.” Jocelyn agreed, adding, “The meetings with Ms. Nazari make me feel supported because she is someone I can always talk to, she helps me stay focused.”

Nazari has seen firsthand how these interactions lead to stronger relationships. “After these meetings, students know who I am, and I know who they are,” she said. “It helps me put a name to a face and opens the door for more conversations and support.”

For eighth-grader, Maggie Monnot, the minute meetings have been a key part of her school experience. “Whenever I need guidance with my schoolwork, I know I can go to Ms. Nazari to talk it out and come up with a plan that helps me feel confident,” said Maggie. “She helps me stay on track, and personally, these meetings give me the confidence to believe in myself. Over the past three years, having her to talk to made a difference in how comfortable I have felt at school.”

For Nazari, the real value of these minute meetings lies in the connection she creates with the students. “The meetings are meaningful because they provide time for me to connect with students,” she said. “I can learn about whether they feel they have a trusted adult in the building, if they’re connected with their peers, and if they’re involved in school activities.”

In reflecting on her role, Nazari added, “Knowing and supporting students is my favorite part of the job. I want them to feel seen and celebrated for who they are, and I want them to believe in their ability to be successful students, caring friends, and kind individuals.”