Emmaline Oldham, decked out in an orchid lei and posing for photo after photo in her cap and gown, was both thrilled to graduate from Longmont’s New Meridian High School and a little sad.
“I’m going to miss New Meridian,” she said. “It was truly like a family to me.”
Oldham’s dream job is to become a counselor or a therapist, a career that will allow her to help people and make a difference.
Lyons Middle Senior High School Class of 2024 graduates celebrate by doing their Grad Walk with students at Lyons Elementary. A long tradition in St. Vrain Valley Schools has been for all graduates to walk the halls of their elementary and middle schools to celebrate their success with the community. Click here to see Grad Walk photos from all of our high schools.
Dear St. Vrain Valley Community,
As we approach our 2024 graduation celebration, I want to take a moment to recognize the unwavering drive, strength of character, and rigorous academic preparation that our approximately 2,200 graduates have demonstrated throughout their time in St. Vrain. The thunderous applause that they will receive as they walk across the stage to receive their diploma is not only a testament to their many outstanding achievements; it also serves as a symbol of our community’s enduring commitment to the continued success of our students, teachers, staff, parents, and community. It is an honor to stand alongside our Board of Education, teachers, staff, parents, administrators, and other community partners to celebrate the Class of 2024 and recognize their significant accomplishments.
From their preschool years to the present, these graduates have earned unprecedented levels of achievement and success. The Class of 2024 has excelled in high-quality instructional focus academies, including Biomedical Sciences, Business, Energy, Engineering and Aerospace, Medical and BioScience, Leadership, STEM, Visual and Performing Arts, Pathways to Teaching (P-TEACH), Pathways in Technology Early College High School Associate Degree Program (P-TECH), and more. They have been highly engaged in their school communities, participating in co-curricular activities, including the arts, music, athletics, and numerous advanced career and technology programs. Their hours spent engaged in work-based internships and community service are also nothing less than impressive.
Further, our graduates have enrolled in a record number of Advanced Placement, International Baccalaureate, and concurrent enrollment college-level courses, giving them a leading start on their postsecondary education, with thousands of college credits already on their transcripts, saving families millions of dollars in future tuition costs. Our seniors have also received numerous recognitions for their academic achievements, talents, and innovative ideas, including Boettcher Scholarships, Daniels Scholarships, National Merit semifinalists and finalists, All-State athletes, All-State musicians, and acceptance letters from many of America’s highly competitive colleges, universities, and military institutions.
Public education is one of the most powerful systems for driving positive change in our society, and we have no greater responsibility than ensuring that every child in our community receives a rigorous, engaging, and high-quality education. St. Vrain Valley Schools prepares our students for a complex, highly-technical, and globalized world, and to move beyond graduation with a strong competitive advantage and a drive for learning and continued growth.
To our graduating seniors, I want to extend my heartfelt gratitude and wish you the very best in life. You are truly a compassionate, dedicated, and innovative class who will boldly lead our country into the future. I am incredibly proud of you.
Sincerely,
Don Haddad, Ed.D.
Superintendent
@SVVSDSupt
The Class of 2024
Meet just a few of our approximately 2,200 outstanding graduates who will walk across a stage this week to receive their St. Vrain Valley Schools diploma. Congratulations to all students in the Class of 2024. Click here to read more.
The Class of 2024
We are preparing our students for their future by giving them a strong competitive advantage and cultivating a drive for learning and continued growth.
See where our 4.0+ graduates are attending college in the fall.
The Class of 2024
At the Innovation Center, 67 seniors from around the district participated in after-school project teams, while 303 seniors took classes. Student project teams are paid, work-based learning opportunities where high school students explore career options through hands-on projects and mentoring from industry professionals. Click here to read more.
Advancing Pathways
St. Vrain Valley School District announced last month that it established a partnership with Metropolitan State University in Denver that will allow students an easier path to higher education. Click here to read more.
Global Excellence
The VEX robotics team, Pronounce This, from Longmont High School received the Excellence Award from the VEX World championship — the highest award given to a team. Click here to read more.
State Excellence
In March, education leaders from across the state gathered at the Innovation Center to learn how the St. Vrain Valley School District designs, tests and scales innovative and effective practices within the district and across the state and country. Click here to read more.
The St. Vrain Valley Schools Board of Education is considering a bond proposal that may appear on the November 5, 2024 ballot. The funding proposal—which would NOT increase property taxes—would address many important priorities. Click here to learn more about the proposal.
Student Opportunities
St. Vrain Valley Schools offers robust summer programming options to keep students engaged in their academic learning.
Click here to read more.
The Class of 2024
All of St. Vrain’s upcoming graduation ceremonies will be live streamed.
Click here for more information.
ComMunity Connection
Join a highly supportive and effective team of professionals who are having a significant impact on the lives of students and families in our community.
Click here to browse our open positions.
The Academy of Engineering and Aerospace at Erie High School had a remarkable school year, marked by significant accomplishments in national and international competitions, including their participation in the NASA Human Exploration Rover Challenge (HERC) and a state victory in the Real World Design Challenge, which was hosted by the U.S. Space & Rocket Center.
This year, 14 students from Erie, known as Team Expedition Erie, were selected to participate in the prestigious NASA HERC. Out of 72 global teams, Erie was one of 30 high schools invited to this hybrid high school/college competition. The challenge involved designing and building a human-powered rover capable of traversing various terrains and completing simulated lunar tasks, such as removing regolith or collecting samples.
The team designed a chassis using square steel tubing, aluminum wheels with 3D-printed treads, and a complete driving system featuring operational steering, suspension, and brakes. St. Vrain’s Career Elevation and Technology Center also collaborated on this project by manufacturing crucial parts, including the wishbone suspension and wheels.
“Our students put in countless hours designing and building the rover from scratch,” said Chris Schmitz, Academy of Engineering and Aerospace Teacher. “Their dedication and ingenuity are truly inspiring.”
In addition to their success with NASA HERC, the academy also triumphed in the Real World Design Challenge, winning the state competition. The challenge required creating a small unmanned aircraft system (sUAS) to aid in wildfire prevention and mitigation. The team, consisting of five seniors, designed Vulcan, a hybrid quadcopter, which is an unmanned aerial vehicle that is equipped with sensors to collect real-time data on environmental conditions and fire dynamics. Marco Martinez and Sean-Patrick Schmitz focused on 3D modeling and simulation; Gael Valenzuela and Nathan White, worked on research; and Brayden Haan managed the business aspects of the project.
“This project showed how well we can all collaborate and innovate under pressure,” said Marco. “Everyone brought their expertise to the table, and the result was a comprehensive solution to a real-world problem.”
The academy’s curriculum, which emphasizes hands-on projects and real-world applications, has been pivotal in preparing students for these competitions. Students have the opportunity to engage in various projects throughout their four years, including balsa gliders, model rockets, and VEX Competitive Robotics, all which provide foundational knowledge and skills.
“Our program is designed to give students practical experience in engineering principles,” said Katlyn Spendlow, Academy of Engineering and Aerospace Teacher. “These hands-on experiences equip them to excel in competitions and in their future careers.”
The robotics teams also had a successful season, with three out of five teams qualifying for the Colorado State Championships. Two of these teams advanced to the World Championships, and one team successfully participated in the US Open Championship in Iowa.
The program’s success is reflected in the post-secondary achievements of its students. This year, 40% of the graduating class has been accepted into top engineering programs at the University of Colorado Boulder and the Colorado School of Mines. Overall, 75% of seniors plan to pursue engineering degrees after graduation.
Looking ahead, the academy is expanding its curriculum to include industry certifications and additional NASA challenges. By integrating the robotics program into the engineering pathway, more students will have opportunities to engage in advanced mechanical and electrical systems projects. “We are committed to providing our students with the skills and experiences they need to succeed in the ever-evolving field of engineering,” said Spendlow.
Sanborn Elementary’s annual market provided fifth graders in Samantha Benner and Julie Knutson’s classes with a hands-on lesson in real-world finance. For the second consecutive year, students participated in an economics unit where they created businesses and developed products and services for their peers to purchase on two market days. This helped them learn basic economic concepts, such as supply and demand, budgeting, and decision-making.
Students worked in pairs to identify problems within the fifth grade and brainstorm innovative solutions through products or services. From conceptualization to execution, students developed business plans, created logos, designed advertisements, and manufactured their products. “We decided to sell journals so people could write down their thoughts or draw. We also sold squishies because people need ways to help with stress,” shared fifth-grader Aspen Dickerson. Aspen and her business partner also implemented a strategic marketing tactic by offering coupons that allowed students who bought their products at the first market to receive a 30% discount at the second one.
According to Knutson, parents were kept in the loop with a letter explaining the project and their child’s responsibilities. “Students must also turn in a business license, which serves as a permission slip, before they can run their business,” she shared.
Each student received a wallet with $200 in classroom money, and they were expected to manage their own finances. “We explained that they would have weekly expenses, like desk rent, and they’d have the opportunity to gain bonuses or pay fees,” shared Benner. “Students could earn bonuses for exemplary behavior or good grades and had to pay fines for not not completing their homework, running in the halls, or “disturbing the peace” (talking when they shouldn’t be). They also learned how to write checks and keep track of their bank accounts by using a bank register. These skills were practiced weekly, as desk rent must be paid via check.”
The first lessons in the economics unit were on entrepreneurship and the entrepreneurial process. “Students have expenses to pay during the regular school week and have to manage their finances in conjunction with running their own business,” explained Benner. “In class, we talked about banking and budgeting, which are necessary pieces of running a business. Students also have to manage their money in order to be consumers.”
During the markets, the young entrepreneurs transformed their desks and tables into displays that showcased their products, complete with custom signage featuring their business logos and pricing. “We go over expectations for when students are acting as producers and consumers so that everyone is on the same page, and then we let the kids take on the responsibility of running their own business,” said Knutson. “Students used their classroom money to create tills and make change, then split the profits with their partners.”
Following the first market, the fifth-graders assembled to reassess, share successes and failures, review business outcomes, and strategize how to improve for future market days.
Lyons and Indian Peaks Elementary Schools are collaborating on an exciting environmental leadership program, aimed at boosting eco-awareness among students. This initiative is the result of Lefthand Watershed’s mission to expand environmental education and data collection to nearby schools. By examining comparable data sets within the same watershed, the program facilitates valuable discussions and collaboration opportunities.
The main objective of the program is for fifth-graders at both schools to collect water quality data from the Lefthand watershed, which covers Lyons and Longmont within the broader St. Vrain Watershed, using accessible protocols designed for elementary students. This will provide a hands-on learning experience and enable student-led investigations and comparisons of data sets across the local watershed. Students at Lyons and Indian Peaks will conduct data synthesis sessions via Webex to discuss their observations on dissolved oxygen, pH levels, turbidity, and nitrates.
To collect data, students will follow detailed written protocols for conducting each test. “After the collection of water samples by groups, students dissolve pH, nitrate, and dissolved oxygen tablets in river water according to specific instructions about dissolve time and rest time,” explained Sarah Wegert, Lyons STEM Coordinator. “Subsequently, they’ll compare the resulting color change to the corresponding color chart for each test to determine the results. Students will use T-tubes, small plastic tubes with round disks at the bottom featuring a black and white pattern, usually about 8-10 inches in diameter, to measure turbidity. Beyond data collection, students will also engage in designing, constructing, and testing water filtration systems using different materials to explore the impact of pollution.”
Various human and natural influences, such as pollution and environmental changes, affect water quality, and a clean and healthy watershed is important for drinking water, agricultural use, animals, and aquatic habitats. “Adding data points upstream and downstream provides students with a concrete understanding of watershed health from a wide perspective,” shared Wegert. “We will capitalize on this opportunity by incorporating resources that enable students to see a large watershed from a perspective outside of Lyons or Longmont.”
Each school will partner with the Watershed Center to conduct three lessons leading up to a final data session. The lessons will take place at each school, with students gathering data independently. During the third lesson, Lyons students will brainstorm communication strategies and key messages for their Confluence event on May 4, where they’ll inform the Lyons Ecology Board and the public about efforts to improve watershed resilience.
“As environmental leadership schools, we are excited to forge connections with scientists and researchers in the field to further enrich our water quality analysis shared with the town’s ecology board,” said Wegert. “Our ultimate goal is to increase awareness and capacity as stewards of the watershed.”
In the final data sharing session, two students from each school will share hypotheses, review water quality data, analyze findings, and predict impacts in Webex breakout rooms. With guidance from educators, they will interpret and draw conclusions based on their upstream or downstream location within the watershed. Indian Peaks students will also share their data, impacts on the local community, and recommendations for their school community during Genius Hour Week in May.
Additionally, Lyons Elementary, Indian Peaks Elementary, Cal-Wood Education Center, and the Watershed Center are developing a new fifth-grade curriculum centered around off-campus data collection opportunities. In the coming months, they’ll develop and implement teacher training sessions and create support materials to enhance students’ learning experiences. Former Lyons Elementary student Wilma Spencer, now a ninth-grader at Lyons Middle Senior High School, is also collaborating with The Watershed Center and educators to develop and teach parts of the lessons at the schools, as well as provide feedback on lesson plans and curriculum development.
“Indian Peaks is excited about this collaboration with Lyons,” said Alice Nixon, Indian Peaks STEM Coordinator. “This program will give our students exposure and knowledge in new content areas that we have not participated in before. We are looking forward to using this opportunity to expand our knowledge on environmental challenges that our community is faced with, as well as how we can positively impact our environment.”
s and Indian Peaks Elementary Schools Collaborate Lyons and Indian Peaks Elementary Schools are collaborating on an exciting environmental leadership program, aimed at boosting eco-awareness among students. This initiative is the result of Lefthand Watershed’s mission to expand environmental education and data collection to nearby schools. By examining comparable data sets within the same watershed, the program facilitates valuable discussions and collaboration opportunities.
The main objective of the program is for fifth-graders at both schools to collect water quality data from the Lefthand watershed, which covers Lyons and Longmont within the broader St. Vrain Watershed, using accessible protocols designed for elementary students. This will provide a hands-on learning experience and enable student-led investigations and comparisons of data sets across the local watershed. Students at Lyons and Indian Peaks will conduct data synthesis sessions via Webex to discuss their observations on dissolved oxygen, pH levels, turbidity, and nitrates.
To collect data, students will follow detailed written protocols for conducting each test. “After the collection of water samples by groups, students dissolve pH, nitrate, and dissolved oxygen tablets in river water according to specific instructions about dissolve time and rest time,” explained Sarah Wegert, Lyons STEM Coordinator. “Subsequently, they’ll compare the resulting color change to the corresponding color chart for each test to determine the results. Students will use T-tubes, small plastic tubes with round disks at the bottom featuring a black and white pattern, usually about 8-10 inches in diameter, to measure turbidity. Beyond data collection, students will also engage in designing, constructing, and testing water filtration systems using different materials to explore the impact of pollution.”
Various human and natural influences, such as pollution and environmental changes, affect water quality, and a clean and healthy watershed is important for drinking water, agricultural use, animals, and aquatic habitats. “Adding data points upstream and downstream provides students with a concrete understanding of watershed health from a wide perspective,” shared Wegert. “We will capitalize on this opportunity by incorporating resources that enable students to see a large watershed from a perspective outside of Lyons or Longmont.”
Each school will partner with the Watershed Center to conduct three lessons leading up to a final data session. The lessons will take place at each school, with students gathering data independently. During the third lesson, Lyons students will brainstorm communication strategies and key messages for their Confluence event on May 4, where they’ll inform the Lyons Ecology Board and the public about efforts to improve watershed resilience.
“As environmental leadership schools, we are excited to forge connections with scientists and researchers in the field to further enrich our water quality analysis shared with the town’s ecology board,” said Wegert. “Our ultimate goal is to increase awareness and capacity as stewards of the watershed.”
In the final data sharing session, two students from each school will share hypotheses, review water quality data, analyze findings, and predict impacts in Webex breakout rooms. With guidance from educators, they will interpret and draw conclusions based on their upstream or downstream location within the watershed. Indian Peaks students will also share their data, impacts on the local community, and recommendations for their school community during Genius Hour Week in May.
Additionally, Lyons Elementary, Indian Peaks Elementary, Cal-Wood Education Center, and the Watershed Center are developing a new fifth-grade curriculum centered around off-campus data collection opportunities. In the coming months, they’ll develop and implement teacher training sessions and create support materials to enhance students’ learning experiences. Former Lyons Elementary student Wilma Spencer, now a ninth-grader at Lyons Middle Senior High School, is also collaborating with The Watershed Center and educators to develop and teach parts of the lessons at the schools, as well as provide feedback on lesson plans and curriculum development.
“Indian Peaks is excited about this collaboration with Lyons,” said Alice Nixon, Indian Peaks STEM Coordinator. “This program will give our students exposure and knowledge in new content areas that we have not participated in before. We are looking forward to using this opportunity to expand our knowledge on environmental challenges that our community is faced with, as well as how we can positively impact our environment.”
This school year, Rocky Mountain Elementary School transformed the way students engaged with Science, Technology, Engineering, and Mathematics (STEM) and the design thinking process. “STEM and design thinking are woven into everything we do at Rocky Mountain,” explained Carly Hester, STEM Teacher at Rocky Mountain. “We wanted to boost STEM opportunities without cutting into classroom time, so we came up with WonderLab.”
WonderLab is a unique program that integrates STEM concepts into the school’s specials: art, music, and PE. “Each week, we infuse STEM into a different specials class and co-teach a hands-on, fun unit,” explained Hester. “This approach allows students to explore overlapping ideas in a more natural way.”
Every student from kindergarten through fifth grade spends 45 minutes in WonderLab each week. In addition to that, classroom teachers incorporate STEM and design thinking into their literacy and science lessons. “We have Science Thursdays, where students dive into social studies and science for a full hour,” stated Hester. “This lets them engage more deeply with the content.”
Teachers at Rocky Mountain excel at incorporating design thinking into projects connected to their ReadyGEN units. “One notable example comes from our second-grade biliteracy class, where students read about Wangari Maathai’s efforts to combat deforestation and then built their own “Tree of Peace” using only pipe cleaners.
WonderLab has introduced students to various hands-on, project-based learning experiences. “We’ve studied the sound of music, and students composed their own songs using water xylophones,” shared Hester. “In art, they learned about circuits and created figures out of conductive salt dough that lit up. In PE, intermediate students made exercise warm-up videos for younger students, who explored the science behind why our bodies need exercise.”
These experiences are designed to foster critical thinking and problem-solving skills in a supportive environment. “Students learn how to embrace challenges and view them as opportunities to grow,” said Hester. “Feedback helps them refine their designs and experiments, enhancing their learning journey. We are creating and interpreting graphs in PE, showing them that math isn’t just for ‘math time.’”
The impact of the school’s focus on STEM has been profound. “Our diverse and tightly knit student body has benefited greatly,” said Hester. “Offering hands-on, team-centered challenges helps our multilingual and newcomer students quickly feel part of our community. STEM showcases the many talents and rich backgrounds our students bring every day.”
Thanks to Sanborn Elementary, one lucky dog will get a cozy place to relax outdoors when they get adopted. As part of the school’s entrepreneurial club, also known as the DragonPrenure’s Club, students designed and constructed a doghouse, which they donated to the Longmont Humane Society.
The inspiration for this project began after Noah Tank, a long-term guest teacher, ran several innovation labs at Sanborn and saw a need for students to have more opportunities to learn about potential career paths. “When I discovered a student already had a business selling pupcakes, it was a natural next step to create an adoption bundle with pupcakes and a doghouse,” shared Tank. Sanborn staff embraced the idea as a way to teach students about business and make a positive impact in the community.
With the help of their teachers, students participated in the entrepreneurial process, which guided them through brainstorming ideas for the bundle, devising ways to make the doghouse appealing for buyers, and eventually designing and constructing the doghouse. “Everything was done by students, and many experienced a project like this for the first time,” said Tank.
The construction process was a team effort, with students and parent volunteers coming together for two build days. “It allowed parents to see and experience the opportunities their children have at school and students were able to actually see their designs come to life. They also practiced their problem-solving skills after experiencing a few complications.”
During the project, students learned about project management, teamwork, and how to use tools responsibly. They also discovered the importance of staying focused and accountable when working in a group. Additionally, they gained experience in graphic design while creating a logo for the Entrepreneurial Club and digital advertising for the doghouse.
“The DragonPrenure’s Club helped me learn how to work better as part of a team. I improved my building skills too. Before I joined the club, I already knew how to use a drill, hammer, and all the other basic tools, but I didn’t know that electric sanders were a thing. I also learned about strategy, how to improvise, and how to solve problems. The best part of the club was the teamwork. Everyone worked well together, and I hope we get to do it again next year.”
As the completed doghouse was handed over to staff from the Longmont Humane Society, students felt a sense of pride and accomplishment, knowing that their creation would benefit a dog in need. According to Tank, “The students loved that their doghouse was being donated. Many of them were in awe that something they made was going to be used by a real organization.” The Humane Society plans to use the doghouse as an incentive to help one of their older residents find a forever home.
Timberline’s preschool program is dedicated to preparing students for success beyond kindergarten, integrating academic and social-emotional learning to ignite their curiosity. Through hands-on exploration, students develop foundational skills in literacy, math, science, and social-emotional development.
Jeslyn Reckinger’s journey to becoming a preschool teacher has been fulfilling and inspiring. “Every day, I am reminded of the profound impact we have on these young minds and the importance of fostering a love of learning from the very beginning,” says Reckinger. Reckinger began her career at Timberline PK-8 after earning a bachelor’s degree in sociology, supplemented by coursework in psychology, from the University of Colorado at Boulder, and a master’s degree in elementary education with a focus on early childhood education from the University of Colorado at Denver.
Influenced by the Reggio Emilia approach, Reckinger emphasizes children’s natural curiosity and desire to learn. “We believe that every child is unique and capable of reaching their full potential,” she shares. “Our program is designed to support their individual growth and development.”
Timberline PK-8’s preschool program is designed to prepare children both academically and socially for kindergarten. “We offer a rigorous curriculum, expecting most students to write their names, engage in simple math, and start reading early words by the end of the year,” Reckinger noted. The program’s success is attributed to its comprehensive approach, which combines academic rigor with a strong emphasis on social-emotional development. Collaboration is key for the overall success of the program, and the preschool teachers work closely with gifted and talented teachers, STEM teachers, librarians, and other specialists.
In order to spark curiosity and enthusiasm for learning, Reckinger customizes activities to suit her students’ individual interests. “We craft engaging learning experiences based on what they enjoy,” she stated. This involves incorporating activities such as counting, sorting, and letter-sound exploration through play-based learning. Students also engage in hands-on experiments such as with their use of the Innovation Center’s Plant Wave device, which allows students to delve into plant biology while integrating STEM principles into their learning experience.
Reckinger emphasizes the importance of creating a supportive environment by recognizing and respecting each student’s uniqueness. The curriculum is adjusted to cater to different learning styles and to encourage individual growth. “I ensure that play areas in the classroom are accessible to all students, promoting constructive play and collaboration,” she said. Additionally, Reckinger advocates for a “check-in” process during conflicts, where students express their actions and feelings, take ownership, and work together to find solutions. This process demonstrates to students that each one is valued and an integral part of our community,” she added.
The preschool program actively engages parents in their child’s educational journey. Building strong relationships with students and families of diverse cultural and linguistic backgrounds is a priority for Reckinger. She ensures that all materials and communications are translated into home languages and presents lessons in both English and Spanish to support language development from the start.
Reflecting on her role as a preschool educator, Reckinger shares, “What I find most rewarding about teaching preschool is witnessing the boundless curiosity, kindness, and resilience of my young students. I feel so honored that families are willing to let me teach their young children and care for them. I love getting to know each child both uniquely and in the context of their families and cultures.”
Meet just a few of our approximately 2,300 outstanding graduates who will walk across a stage this week to receive their St. Vrain Valley Schools diploma. Congratulations to all students in the Class of 2024!
Ben Egan
Jazz Composition, Berklee College of Music
What’s a favorite memory from your time at St. Vrain?
My fondest memories at Erie High School will always be the spring musicals. I’ve participated in the pit orchestra every year since I was in eighth grade, and it is always the highlight of my year. I get to spend so much time with some of the coolest, most talented people in the whole school, and playing the music is something I will dearly miss.
Maryn Perschon
Professional Writing/Communication and Spanish, Brigham Young University at Provo
What makes your high school unique?
What really Makes Erie High unique is the small town feel it still has. Even though the community has grown a lot since it was built, the feeling at Erie is still that of a supportive small town community. We still get to do things like Homecoming parades where the whole town shows up. When our football team goes to state the community goes to support them. The community behind Erie High makes it just an incredible place to be.
Marco Martinez
Aerospace Engineering, University of Colorado at Boulder
How has your school’s focus program prepared you for postsecondary success?
Through my participation in the Erie Academy of Engineering and Aerospace, I have been able to take advantage of courses in computer aided design, engineering design, aerospace, physics, and more. Through my experience in the program, I have further strengthened my passion for aerospace engineering while also learning the basics of engineering that will propel me forward as I pursue an engineering degree in college.
Sierra Ryan
Computer Science, Arizona Sate University
Why should a student want to attend your high school?
During my years as an Erie Tiger, my experience was anything but traditional. I attended classes at multiple high schools, devoted much of my time to the Innovation Center, and even took AGILE courses online while enrolled at Erie. This showcases the commitment of both St. Vrain and Erie High in providing students with access to every possible resource and opportunity within the district. Erie stands out for its dedication to prioritizing the individual needs of each student. Whenever I expressed interest in exploring new areas, they ensured I had the opportunity to do so. Their commitment to my education was unwavering, as they consistently adapted to my unique needs as a student.
Mahayla Johnson
Astrophysics with a Minor in Music, Montana State University
What makes your high school unique?
For me personally, what makes Frederick High unique is the wide variety of music classes my school offers. I play cello and was able to work in our pit orchestra, which plays the music for musical theater shows. That was a very unique experience.
Marcos Meza
Why should a student want to attend your high school?
A student should want to attend Frederick High because it is an amazing environment for anyone to be in. There are great teachers, great staff members, amazing academic and athletic programs, and there is a large variety of clubs for everyone.
Mareta Sagapolutele
Criminal Justice, Front Range Community College
What advice would you give to students entering high school next year?
As you embark on your high school journey, remember that it’s a time for growth, exploration, and self-discovery. Stay open-minded and embrace new opportunities, whether they’re academic, extracurricular, or personal. Take advantage of the resources and support available to you, including teachers, counselors, coaches, and other mentors. Set goals for yourself, both short-term and long-term, and work diligently towards achieving them. Don’t be afraid to step out of your comfort zone and try new things, as these experiences will help you learn and grow. Remember to prioritize self-care and balance in your life, as maintaining your physical and mental well-being is key to success in high school and beyond. And most importantly, have fun.
Evin Sturn
Exercise Sports Medicine, Western Colorado University
How has your school’s focus program prepared you for postsecondary success?
I have participated in Frederick High School’s Biomedical Science Academy. This pathway offers incredible opportunities to learn about the human body along with diseases and treatments related to it. Third year students in this pathway even get to use VR to further explore human anatomy. The classes are incredibly hands-on and entertaining and have inspired me to pursue a career in the medical field.
Derreck Noah Manchego
Government Cybersecurity and Computer Communications, University of Colorado, Boulder
Why should a student want to attend your high school? An ‘in person’ high school experience isn’t a perfect fit for all students. It was essential to my scholastic success to have the opportunity to attend LaunchEd Virtual Academy. Online school fostered an education tailored to my learning style and extracurricular needs.
Cole Gaddis
Biomedical Engineering, Colorado School of Mines
Why should a student want to attend your high school?
Prospective students should pick Longmont High School because of the quality and character of its staff. I was honored to get to learn from some of the smartest, kindest, and most passionate people I’ve ever met and they are largely responsible for making me who I am today. The people that I’ve met in my time here have left a lasting impact on me and have been an unbelievable support system in my life. The staff at LHS is unmatched, and I’ll forever be indebted to them for all they’ve done for me over the last four years of my life.
Savannah Pohl
Business, University of Puget Sound
What advice would you give to students entering high school next year?
My advice for incoming freshmen would be to get involved in as many things as possible. You may think you’ll be too busy for everything, but the beauty in signing up for things is you find your interests and you can always say no to plans later on. Meet as many people as you can and just enjoy the moment. Be where your feet are. High school only happens once, so don’t let fear hold you back and make the most of it.
Vianca Razo
Criminal Justice – Law, University of Colorado Colorado Springs
What’s a favorite memory from your time at St. Vrain?
I have so many incredible memories from my time at St. Vrain, however one of my most recent favorite memories was at a Hispanic Education Foundation scholarship award ceremony. This day was one of the days I was able to open up not only as a St. Vrain student, but as a first generation Hispanic student. I felt represented and honored that students were recognized for their journeys. Also, that day I was able to hear other students’ journeys, including my friends, and it made me realize that we all deserve opportunities like this because of our dedication and hard work over the years.
Yuno Ide
Business Administration – Marketing, San Diego State University
How has your school’s focus program prepared you for postsecondary success?
Future Business Leaders of America (FBLA) has had the greatest impact on preparing me for success in my postsecondary education. FBLA is a nationally recognized program that is the largest business Career and Technical Student Organization in the world. This program inspires and prepares students to become community-minded business leaders in a global society through relevant career preparation and leadership experiences. One of the biggest reasons I chose to attend Longmont High School is the High School of Business program. When I made my decision, I didn’t realize that there was a connected program that furthered the academic journey. I have been involved in the FBLA chapter since my freshman year as just a chapter member the first two years and growing to be a chapter parliamentarian officer my junior year, and chapter president my senior year. This year has been the most influential, as I was able to lead our chapter to become the largest chapter in the state of Colorado, hosting multiple fundraisers to support different organizations in our community, and getting a proclamation signed by the City of Longmont. This program has allowed me to reach out to new people and grow my social skills to be able to speak with confidence and have the opportunity to reach out to new students.
Sage Wynja
Finance and Applied Mathematics, University of Colorado at Boulder
How has your school’s focus program prepared you for postsecondary success?
The AP program, and access to concurrent enrollment classes at Lyons has allowed me to advance my knowledge throughout high school, and achieve numerous college credits before starting my postsecondary education. My AP teachers have helped me every step of the way, allowing not just me, but many of my classmates to pass their exams, and achieve college credit preemptively. In addition, Lyons has made it possible for me to advance myself beyond the classes taught within the building. My counselor helped make it a reality for me to take Calculus 2 through Front Range, and to take AP classes online that are not traditionally taught at Lyons. What Lyons does not directly offer, they have made possible for me, allowing me to be thoroughly prepared to begin working towards my double degree starting this fall.
Emma Johnson
Chemical and Biological Engineering, Colorado School of Mines
Why should a student want to attend your high school?
There is an opportunity to pursue any passion you have at Lyons. The culture here is for students to be involved in multiple extra/co-curriculars. Beyond academics, a majority of our school population participates in band, choir, the school musical, athletics, leadership positions, clubs, and civic service organizations. Lyons also offers the support for every student to reach their individual goals. My teachers and counselor were very supportive and flexible with me attending a neighboring high school for an AP class not offered at Lyons while still doing multiple other activities.
Giovanni Basile
Secondary Math Education, Front Range Community College and P-TEACH apprentice
How has your school’s focus program prepared you for postsecondary success?
Lyons’ great counseling team has been wonderful in helping connect me with the district wide P-TEACH program which has greatly helped me further my journey to becoming a teacher. My counselor worked with me to fit my classes into my schedule and I got to do multiple teaching field experiences at Lyons middle school and later at the elementary school.
Emma Rooney
Biology, University of California, Santa Barbara
What’s a favorite memory from your time at St. Vrain?
My favorite memory would be my first release of the adult Northern Redbelly Dace that I had helped raise as a part of the Northern Redbelly Dace Recovery Project that raised and released this endangered fish species into local restored habitats in an effort to restore native ecosystems. For two years within this program, I monitored behavior, tested water quality, gave daily feedings, and completed general tank maintenance. The release event symbolized the program’s dedication and direct actions to combat the environmental consequences of human activity and ultimately gave me a sense of community and accomplishment that I cherish.
Isaac Campbell
Actuarial Science, Purdue University
Why should a student want to attend your high school?
MHS does a fantastic job of preparing students for college level coursework and the administration does a good job of advocating for students. The culture it has built surrounding academics, performing arts, and sports is also unique in terms of other high schools.
Kensington Fairley
Media Communications and Performance for Film and Television, University of Colorado at Denver
What’s a favorite memory from your time at St. Vrain?
My favorite memory from my time at St. Vrain has been performing on the auditorium stage for the last three years. I have made so many memories on that stage and have created a passion for performing because of Mead High School theater.
Alexis Johnson-Gonzalez
Biology Pre-Med Track, Creighton University
Why should a student want to attend your high school?
Students should decide to attend Mead High School because we contain a balance between great academics and great student spirit participation. Mead High School can help you discover what you love, but make sure you make memories throughout the four years you have here.
Thomas Molinaro
Electrical Apprenticeship
What’s a favorite memory from your time at St. Vrain?
My favorite memory is having the opportunity to be part of the wrestling team at Mead High School during my senior year.
Jessayla Stiffler
Early Childhood Education, Front Range Community College
What makes your high school unique?
New Meridian is unique because it has smaller class sizes, allowing teachers to support you. Also, New Meridian is on the same campus as the Career Elevation and Technology Center, which allows for easy access to post-secondary learning opportunities.
Nicholas Monroe
Will Pursue Work or an Apprenticeship in Welding/Automotive
Why should a student want to attend your high school?
This school is for any student who would like to receive additional support. The staff at New Meridian will help you accomplish your goals.
Esmeralda Vega
Undecided, Lincoln Tech
What makes your high school unique?
The thing that makes New Meridian High School unique is the students. We all come together to help bring light to everything we have done, and we all support each other. We want to show our admiration for learning and express ourselves in the world.
Anne Booth
Cognitive Science, Brown University
How has your school’s focus program prepared you for postsecondary success?
I think I am better prepared for college after Niwot’s outstanding academics, in particular, their teachers. I have yet to meet a teacher at Niwot that has not deeply cared about my academic success. Being an athlete, I tend to miss classes when I am in season, which makes it very difficult for me to learn in the same way my classmates do. So having the ability to communicate with my teachers, and also them being so understanding of my situation has been so important in getting me to where I need to be. My teachers are the best that I have ever had and I could not ask for more in preparing for college at an Ivy League school.
Desta Soma
International Relations and Economics, New York University
Why should a student want to attend your high school?
A student should attend Niwot for greater exposure to a rigorous curriculum, a cohort of motivated and driven students, a community that excels in both academics and athletics, and lastly for impeccable teachers who go above and beyond for their students; providing a support system that encourages students to realize their passions and impact.
Yash Deshpande
Neuroscience (Pre-Med), Case Western Reserve University
Why should a student want to attend your high school?
Choosing to attend Niwot High School was a great decision. By choosing this school, I surrounded myself with extremely diverse and motivated students who pushed me to challenge myself. This school is also very flexible in terms of class selection. If you want to pursue the entire IB program, go for it. If you want to take a mix of AP and IB classes without doing the entire IB diploma, that works just as well. Or if you feel like taking all standard level courses, you can do that.
Paris Lee
Legal and Foreign Affair Studies, United States Air Force Academy
How has your school’s focus program prepared you for postsecondary success?
Niwot being the only school in St. Vrain that has both AP and IB courses prepared me in many ways. I was able to take part in the AP courses which gave me the ability to improve my understanding of college-level classes, work ethic, mindset, and almost a sneak-peak into what college life will be like to give me a great advantage moving forward.
Leigh Jordan Baker
International Affairs with a Minor in Media, Journalism and Film, University of Colorado at Boulder
Why should a student want to attend your high school?
Silver Creek is an extremely rich and unique environment, something I know I wouldn’t be able to find anywhere else. Academically, SCHS offers 20+ AP courses alongside numerous honors and interesting elective classes that can inspire any student’s interest. The teachers are knowledgeable and make themselves truly available to students – remaining for questions after class or just speaking with kids to spark joy. Often you’ll find students practicing piano at lunch, meeting for clubs after school, or running on the track. These activities, which are fervently supported by the students themselves, offer a space for free expression and community that is life changing, be that through art, athletics, or otherwise. Silver Creek is a home for anyone who should want to attend.
Oliver Welsh
Finance, University of Colorado Boulder, Leeds Scholars Program
How has your school’s focus program prepared you for postsecondary success?
The Silver Creek Leadership Academy has been one of the most influential aspects of my high school experience. I remember complaining thoroughly to my mother when applying for the program in the summer preceding high school and feared giving presentations and what being a leader really entails. I quickly learned leadership is not only standing as a representative or becoming a CEO but working to reach your full potential your way as well as inspire others to do the same their way.
Kavya Kataria
Biomedical Engineering, Georgia Institute of Technology
What’s a favorite memory from your time at St. Vrain?
My favorite memories all come from my time being a part of the Silver Creek Cross Country team. I joined on a whim my freshman year and while running five or more miles a day seemed daunting, the friendliness and motivating energy of the team motivated me to stay dedicated even on challenging days. Running all four years of high school has allowed me to build community and while we work very hard, every run is filled with laughter and memories. I’ve grappled with setbacks both in my performance and mindset, however, the support of my team has allowed me to shatter personal bests, and make the best of friends. Cross Country has taught me the importance of surrounding yourself with supportive people and that hard work and consistency leads to progress.
Max Nacius
Undeclared, Colorado School of Mines
What makes your high school unique?
The number of extracurricular opportunities that are offered here is amazing. There are trips in the state to neighboring schools for music, sports, and other activities. You can even travel around the country for sporting events and musical activities. You can take trips outside the country through History Class or with the Leadership Academy. The large variety of clubs and societies, like the National Honors Society, that are in the school also impacts the well-being of the students and how much they can be involved in the programs offered here.
Aiden Phelan
Environmental Engineering and Business, University of Colorado at Boulder
How has your school’s focus program prepared you for postsecondary success?
I joined the STEM program as well as concurrently earning my AP Research diploma. These two focus programs allowed me to study what I am interested in. I began working on a project in STEM and then continued it into my AP research class. I built an emissions filter for cars out of compostable filters that improve plant growth. I am planning on studying environmental engineering and this project was an amazing gateway into the field of study.
Idaly Gomez Pena
Computer Science, University of Colorado at Boulder
Why should a student want to attend your high school?
A student should want to attend Skyline High School because of the great atmosphere, school spirit, and amazing teachers. I’ve had some of the best teachers here at Skyline and they are all willing to help students succeed.
Emilio Gutierrez
Exercise Science, Colorado Mesa University
What makes your high school unique?
Skyline is unique because of its diverse and rigorous focus programs. There are four focus programs that cater to students of various interests and curiosities. The STEM program is designed for those passionate about engineering and science. Skyline’s Visual & Performing Arts (VPA) Academy caters to artistically focused students, while our FalconTECH (P-TECH) program is focused on computer science. Finally, our newest program, Business/DECA, helps students passionate about business and entrepreneurship.
Laura Heuer
Undeclared, Colorado Christian University
What advice would you give to students entering high school next year?
High school is one of the most pivotal seasons of personal development in one’s lifetime. During your high school years, you will begin to establish who you are as an individual as well as what you value and believe. Try new things! Experiment with new hobbies that develop your personality and expand your self-confidence. Remember that, whether popular or not, right remains right, and wrong remains wrong. Seek truth above all else as you develop your beliefs and values, and don’t be afraid to go against the majority. Nurture meaningful connections with teachers, mentors, friends, and family who will support you in your high school journey. Strive for excellence across academics, extracurriculars, relationships, and self-care. When challenges arise, lean on your trusted allies for guidance and support. This high school journey is yours to shape, embrace it fully and forge ahead with courage.
Cade Campise
Data Science Honors Program, Xavier University
How has your school’s focus program prepared you for postsecondary success?
Due to our school being a blended learning environment, we still have school focused programs that traditional full online classes do not. The weekly CommUnity of Strengths program teaches us about being a more mindful and positive person. Grade-level meetings help us delve into more specific aspects that are more relevant to each grade, like resume making for seniors. And finally, the test-prep class for non-seniors helps students get ready for their upcoming SAT test, as well as give very useful general test taking information that will be useful for college and beyond.
Freya Temple-Weed
Law/Economics, University of Arizona
What makes your high school unique?
What makes St. Vrain Virtual High School unique is the size of it. Because it’s smaller than most traditional schools, I was able to develop personal relationships with staff. The team at SVVHS has given me insight on my future and confidence to succeed in and out of the classroom.
Zachary Berkowitz
Mechanical Engineering, Purdue University West Lafayette
How has your school’s focus program prepared you for postsecondary success?
At St. Vrain Virtual High School, the volume of Advanced Placement (AP) classes that I’ve been able to take has been simply amazing. With their more difficult coursework and their higher level of learning, AP classes are almost always a fun and meaningful experience. In AP Calculus, I learned more in the first semester than I feel like I did in all of my years of middle school combined, and in AP Macroeconomics and AP Microeconomics I learned genuinely interesting models and methods of analysis for the flow of goods and capital that were entirely ignored in every prior math and humanities class I had taken. Now, I’m going to graduate with 12 AP classes under my belt, most of which I can apply to the basic classes in college for my major, and I’ve learned how much fun it is to learn something new!
Nathan Waugh
Undecided, University of Oregon
Why should a student want to attend your high school?
St. Vrain Virtual High School provides a lot of flexibility, and can set your own learning pace, and select the classes you want to take.
Genevieve S. Carter
Design Engineering, Colorado School of Mines
How has your school’s focus program prepared you for postsecondary success?
The school provides support for homeschooling, access to unique and specific experiences, and wonderful teachers to aid you in your journey. APEX itself and its amazing teachers helped keep me on track, learn everything I need to know for where I’m going next, and I hopefully made lifelong friends. Their connection with the Innovation Center and Front Range Community College allowed me to explore new interests and fields, which have determined the path I want to take. APEX and its connections helped me greatly in finding and being ready for wherever I go next.
Quinn Kimmett
Geography, University of Colorado
How has your school’s focus program prepared you for postsecondary success?
While APEX itself offers academically rigorous course options and dedicated educators, students at APEX are also able to pursue concurrent enrollment through Front Range Community College. I have taken advantage of this opportunity, which has allowed me to get a taste of college before graduating high school.
Sedona Hope Parsons
Musical Theatre, Community college for One Year Before Transferring to a Four-Year University
What advice would you give to students entering high school next year?
Be kind to yourself and others. We are all human beings with our own struggles and lives. Forgive yourself, forgive others, and learn everything you can. Learn about yourself, the people around you, your passions, and the world we live in.
Isaiah Rizner
What’s a favorite memory from your time at St. Vrain?
Getting to help raise money for Make-A-Wish was super fun and I’m very happy for the impact it made in our community.
St. Vrain Valley Schools has been honored with the Association of School Business Officials International (ASBO) Certificate of Excellence in Financial Reporting (COE) for the 20th consecutive year. This award recognizes school districts that meet high standards for financial reporting and transparency. St. Vrain Valley Schools earned this distinction for its Annual Comprehensive Financial Report (ACFR) for the fiscal year ending in 2023.
“For over half a century, ASBO International’s Certificate of Excellence in Financial Reporting has been the gold standard in promoting and recognizing excellence in financial reporting,” said ASBO International Executive Director Jim Rowan. “Communicating the financial and economic state of a district is crucial for engaging with the school community and building their trust. Districts that receive the COE Award have demonstrated their ability to do that at the highest level.”
By participating in the COE program, school districts show their commitment to financial transparency. Applicants submit their ACFR for review by financial professionals who provide feedback to enhance future reports. If the report meets the program’s standards, it receives the Certificate of Excellence. Participation in the COE program can also support bond rating and continuing bond disclosure processes.
“Achieving the Certificate of Excellence in Financial Reporting for the 20th consecutive year speaks volumes about our district’s commitment to transparency and sound financial practices,” said St. Vrain’s Executive Director of Budget and Finance Tony Whiteley. “It highlights the hard work and dedication of our financial team, as well as the collaborative spirit among staff across all schools and departments throughout the district.”
