GOING PRO
Willow Canyon High School Alum Allison Veloz overcomes adversity to play professional soccer in Mexico
IN THIS ISSUE
Calendar of Events for the Local Community
Feature Story: Mentoring the Next Generation 4 6 8 10 16 18 22 28 34 36
Spotlight: Students Take Home Gold
Student Voice: Pancake Puffs Recipe
Cover Story: Going Pro with Allison Veloz
Teacher Tips: Why I Substitute
Spotlight: The Influence of a Good Teacher
CONNECT community
15802 N Parkview Place Surprise, AZ 85374
Editorial Staff
Renee Ryon
Ryan McGinley
Carly McVay
Sarah Catalano
Contributing Writers
Jamie Matthews
Kimberly Stanfield
Hunter Wallace
Contributing Artists and Photographers
Grace Rico Club Necaxa
Northern Arizona University
Aleah Salcido-Noriega City of Surprise City of El Mirage
Advertising
Interested in advertising with us?
ON THE COVER
Allison Veloz celebrates after scoring her first goal for Club Necaxa in Mexico. Veloz turned pro after a successful collegiate career at Northern Arizona University and a record-setting run at Willow Canyon High School. (Image courtesy of Club Necaxa)
Feature Story: Artwork for All
Parent Perspective: Flag Football
Community Capture Artwork
The Community Connect Magazine offers full page, half page, and quarter page options for each issue. Contact us at publicrelations at dysart.org for more information on pricing and deadlines or visit dysart.org/CommunityConnect.
Story Ideas?
The Community Connect is always looking for story ideas and contributing content. If you know of an idea or person that should be featured, please feel free to reach out to us at publicrelations@dysart.org.
About Us
The Community Connect Magazine is a publication aimed at telling the stories of students, staff, and community members who make extraordinary contributions to our community. The magazine has one of the largest circulations in the Northwest Valley. The mission is to provide a publication for the community, about the community, through the support of community business advertisements.
On the Calendar: Holiday Events Galore!
NOV
Shadow Ridge Presents Beauty and the Beast
Looking for an event for the whole family? Then come to Shadow Ridge High School’s Fall Musical, Beauty and the Beast. It’s a “tale as old as time.” November 13th, 14th, and 15th at 7pm in the Shadow Ridge Auditorium. Tickets start at $12.00 for Seniors/Students/ Military and $15.00 for general admission. Tickets can be purchased online at https://our.show/srhsbeauty or at the door.
City of Surprise Veterans Day Parade
Join Surprise in honoring our service men and women at the 10th annual parade. The parade begins at 10 a.m. and will be routed along Bullard Avenue between Paradise and Tierra Buena lanes. It will feature community floats, bands, dancers, and more!
NOV 11 from 10:00 a.m. to 12:00 p.m.
SciTech Festival
This educational event features interactive science, technology, engineering, art and math exhibits, and demonstrations. Science enthusiasts of all ages can engage with robotics presentations and fun experiments!
NOV 16 @ 10:00 a.m.
Mark Coronado Park
Events Notice:
All calendar events are subject to date, time, and location changes and/or cancellation. Please check with the hosting venue and/or organization for the most up-to-date information on the event.
Dysart Open Enrollment Begins
The Open Enrollment
Priority Period for the 20252026 school year begins on November 14. Parents who would like their child to attend a school outside of their residential attendance boundary are invited to apply at dysart.org/OE.
The Murder Mystery at the Murder Mystery
This play within a play follows the actors at the Cheboygan Murder Mystery Playhouse in their final dress rehearsal for their show. Come see our show and see if you can figure out who the murderer is!
NOV 14 & 15 @ 7:00 p.m. Dysart High School
City of Surprise Party
Join residents on Friday, December 6 and Saturday December 7 from 5 - 9 p.m. for the annual Surprise Party and enjoy visits with Santa, foam snow party, drone light shows, performances, kid’s zone, live entertainment, food, a shopping village, and more! The traditional tree lighting with Mayor and Council is December 6 at 6:30 p.m.
DEC 6th and 7th from 5:00 p.m. - 9:00 p.m.
Surprise Recreation Campus
DEC
Winter Choir/ Band Concerts
Sounds of the Season
Enjoy this concert that gets us into the spirit of the season with a performance alongside the West Valley Youth Orchestra. DEC 8 westvalleysymphony.org
City of El Mirage Winterfest Celebration & Parade
Event fun includes parade (light parade begins at 6:00 PM and will run by the Winterfest event festivities at Gentry Park), live music by Rockin’ Wonderland, photos with Santa, bounce houses, children’s entrepreneur market, and more!
DEC 7 from 6:00 p.m. - 9:00 p.m.
Gentry Park
Many Dysart schools will be hosting winter concerts for choir and band to perform the songs they’ve been working on all semester. The community is encouraged to check out the arts calendar and come out and support the students.
VARIOUS DAYS IN DEC. www.dysart.org/arts
Bowls of Hope at WHAM
Bowls of Hope is the Annual charity event at the WHAM Art Center. This will be their 11th year for this worthwhile endeavor. Their potters are busy hand making beautiful bowls all year. These bowls will be for sale to the public with proceeds going to six local charities.
DEC 7
16560 N Dysart Rd, Surprise, AZ
RecentShadow Ridge High School graduates Hunter Conditt and Rydon Inthasak had the opportunity to compete against fellow high school animators over the summer during the 2024 National Leadership & Skills Conference in Atlanta, GA. Their 30-second animation won them the National Championship, complete with gold medals. Shadow Ridge Career and Technical Education (CTE) teacher Scott Kaczynski served as their advisor and coach during the competition.
The annual SkillsUSA event hosts high school teams from across the country, and showcases various personal, workplace, and technical skills. For the Animation division, the day-long competition started with each of the 45 teams being given a prompt. This year’s challenge was to create a story about toy cars racing on a track. It had to be 30 seconds long and consist of three separate scenes. Color, pixel resolution, and use of the industry standard of 30 frames per second (FPS) were all taken
into account by the judges. Then, the teams had only eight hours to design, model, texture, animate, and render their submission.
Hunter and Rydon agree that teamwork played a big role in completing their award-winning submission on time. “It took a lot from both of our sides,” Hunter said of their collaboration. “It was all made onsite, so it was a real quick deal where we just threw ideas out and made it work.” Hunter made the majority of the assets used in the animation, but credits Rydon with bringing it all to life. The duo relied heavily on what they learned from their animation teacher, Mr. Kaczynski.
Both students had been in his class since they were Freshman. While Mr. Kaczynski had taught them technical skills like lighting, texturing, and rendering, according to Rydon, the most important skill they learned was the art of storytelling. “You can have a really good looking animation, but if there’s no story, then there’s no substance.”
“Champions cannot be ‘one hour a day’ animators,” he said. “[Hunter and Rydon] have always been selfmotivated, going the extra mile and working on personal projects outside of the class.”
Mr. Kaczynski is understandably proud of his former students, but he’s not surprised they’re gold medalists.
Dysart_Future_7.5x5_ad.pdf 1 8/27/24 2:39 PM
When they were announced as the winners, Hunter and Rydon said they cheered until they lost their voices. Even their competitors from other Arizona schools could be heard celebrating their achievement. While this may seem like the ultimate reward for four years of animation classes, they say their CTE experience has given them much more than a gold medal. Both Hunter and Rydon are now launching their careers as Commission Artists who create 3-D models for independent games, among other things. They feel that CTE courses allow students like them to explore career options that they would never have considered before. Giving students practical, hands-on experience allows them to experiment with a wide variety of career fields. “Nowadays there are so many ways to make money,” Rydon notes. “So I just think that it’s important that schools offer things like this to let kids explore.”
Watch the award-winning animation on YouTube
PANCAKE PUFFS
Enjoy this original recipe from high school culinary student Hunter Wallace!
INGREDIENTS
• 1 ¼ cups all purpose flour
• 1 tablespoon granulated sugar
• 2 teaspoons aluminum-free baking powder
• ½ teaspoon salt
• 3 eggs (divided)
• ½ teaspoon vanilla extract
• 1 cup buttermilk
• Filling of your choice (jams, maple cream and cream cheese work great!)
• In a medium size mixing bowl, whisk together the flour, sugar, baking powder, and salt. Set aside. Separate the egg yolks from the egg whites. In a large mixing bowl, whisk together the egg yolks, vanilla extract, and buttermilk. Then in the bowl of a stand mixer, or with an electric mixer, beat the egg whites until very foamy, soft peaks form.
• Add the dry mixture to the buttermilk mixture and stir until just combined; a few small lumps are OK. Then use a rubber spatula to fold the egg whites into the batter. You want to fold in just until they are combined; don’t over mix.
• Heat your pancake puff pan over low/medium heat on a stovetop. A Danish Æbleskiver pan works great, but a cupcake pan will work just as well. Once warmed, gently spray with nonstick cooking spray (I hold my pan over the sink as I do this so any excess can roll off), and fill each hole with one tablespoon of batter. Then add a teaspoon of filling and cover with just a bit more batter (about 1/2 tablespoon or a little less). Allow to cook for a couple minutes, then use a small wooden chopstick or the end of a wooden spoon to gently flip each pancake puff.
DIRECTIONS ABOUT THIS RECIPE
This original recipe was submitted by Hunter Wallace, a senior at Valley Vista High School. He participated in the Culinary Arts Career and Technical Education (CTE) program for three years. His goal when he graduates is to attend Scottsdale Community College for their culinary program, then attend Northern Arizona University for their hospitality program. He hopes to one day own a restaurant of his own.
CTE programs in high school prepare students for a variety of careers by teaching them academic, technical, and realworld skills. Learn more at dysart.org/CTE.
Hunter Wallace, a senior at Valley Vista High School, poses with his finished Pancake Puffs in the Culinary Kitchen at the school.
Hunter Wallace mixes the foamy egg whites with the buttermilk mixure. Make sure not to over mix during this step!
A Danish Æbleskiver pan works great for the Pancake Puffs, but a cupcake pan will work just as well.
GOING
On a Sunday afternoon on her day off, Allison Veloz answers the phone from Aguascalientes, a small town in the heart of Mexico. She’s living in a foreign country for the first time, she doesn’t speak the language, and she’s 1,200 miles from her family in Surprise. “At first I was like, what did I do,” said Veloz emphatically. “But now I feel like this is where I live, and this is where I work. I don’t feel like I am working though. I’m literally just playing soccer. I’ve done this my whole life, and now it’s just paying off.”
Allison is living out her dream of playing professional soccer. She plays for Club Necaxa, a Mexican professional football club with a storied past and bright future. Allison has come a long way from her early days playing for both Kingswood Elementary School and Willow Canyon High School in the Dysart District. Her journey to the professional level has had a series of twists and turns though that she credits with making her the person and player she is today.
Allison started playing soccer at the young age of four growing up in California.
“I’ve been told that when I started walking, I wasn’t walking,” she said with a laugh. “I was just running all the time. So my Dad was like, ‘we need to put her in something.’”
While soccer started out as an activity to keep her young, rambunctious self occupied, it quickly became a passion. When Allison moved to Flagstaff with her family in 4th grade, she started playing club soccer. She did that for two years before moving to Surprise, and attending Kingswood Elementary School. While at Kingswood she played soccer, but also volleyball, softball, and basketball. Apparently she still hadn’t stopped running.
“I actually enjoy playing a lot of sports,” she said. They’re just fun to me.”
It was in high school though that soccer started to become more serious for Veloz. She made the varsity squad at Willow Canyon as a freshman. She recalled freshman year being about breaking the ice, and getting comfortable with the team and level of play.
“I knew I could do better,” she remembers after her first year of high school. “This was fun, but I want to beat all my stats.”
Willow Canyon alumni Allison Veloz dribbles a soccer ball while playing for Club Necaxa in Mexico. Allison is one of the few athletes in Dysart history to sign a professional contract for athletics. (Image courtesy of Club Necaxa)
“She was an extremely skilled player,” said Kendra Melbye, Willow Canyon’s Girls Soccer Head Coach. “She’s very fast. She came in very raw, but she was still an extremely talented player. The things that she could do with her speed and the skill she had was very impressive.”
Allison left her mark on the program after her junior season. She achieved eight school records, including most goals in a season (39), most goals in a career (75), and most goals in a game with seven. The latter was her fondest memory from Willow Canyon.
“I remember playing Centennial my junior year, and I scored seven goals in that game,” she beamed. “That was fun. I broke the record of the most points and goals in a game for Willow Canyon that day.”
“Just the speed that she had and the talent and touch that she could do things with the ball, you just couldn’t stop her,” said Melbye. “I mean, in that game, she was just really unstoppable.”
““I was devastated at the time,” she recalled. “I cried to Coach Melbye. I was so sad, and I felt like I had a certain amount of responsibility for the team as well. That was a really tough decision for me, but I felt like at the time I had no other way to go, because I was signed to that school and this was the head coach telling me what was best.”
I think the biggest thing that has helped me is being mentally strong and no matter where you come from or who is supporting you, that you have control of yourself and your goals.
Allison played for three years as a forward, earning accolades at every step of the way. Her first setback in soccer came after that junior season though, when her high school career came to an abrupt end. She was signed to play Division I soccer at a school in California. Back then there was a rule stipulating that she couldn’t play club soccer and high school at the same time. Her future college coach indicated that playing club should be the priority for her development.
Allison Veloz dribbles during a game at Northern Arizona University (NAU). She played for two years at NAU. The Lumberjacks won the Big Sky Conference and tournament during her junior year and the team made it to the finals her senior year. (Image courtesy of NAU)
- Allison Veloz
So her senior year Allison played club, and prepared herself for Division I soccer at the collegiate level. But a mere 20 days before the report date, Veloz encountered another devastating blow. The school and coach informed her that her SAT scores were two points shy of the benchmark needed to attend the school. They advised that she go to the junior college right by the school and spend two years there before transferring back to the Division I school. With little time and options, Veloz reluctantly agreed. But the thought of going from a Division I program to a junior college was difficult for her.
“
“It made me the player I am today, because of how strong you have to be mentally to be at a junior college and come out from that,” she said.
She played at the junior college for two years, working on her game and studies. Troubled by the experience though, Veloz decommitted from the Division I school and began to look for new opportunities. She was getting inquiries from a variety of schools, both DI and DII.
“My goal was always DI. I was not going to sell myself short, I just had to be patient.”
It was about that time that a former coach from California reached out to her. He was now a coach at Northern Arizona University (NAU). They invited her out to a camp and watched her play at the junior college, calling her after every game. And then things just fell into place. NAU offered her a spot. With knowing the coach, having her family in Arizona already, and having a brother who already attended NAU, it felt like the right decision for her. It also satisfied that DI goal.
Veloz played two seasons with NAU. Her first year
Allison Veloz dribbles a ball during her historical game at Willow Canyon High School. During the match with Centennial, Veloz scored a record-breaking seven goals. She would go on to score 39 goals that season on their way to the state playoffs.
she played in 20 games, starting in 13 of them. She scored four goals and three assists through the season, including two multi-goal matches coming against Ottawa and Montana.
“My first year there we actually won the Big Sky Conference, and we won the Big Sky Tournament,” she remembers fondly. “I got my ring, which is nice.”
It was during her time at NAU that professional soccer started to become a possibility. Another one of her former coaches who had been following her career reached out. He asked her if she would be interested in playing professionally in Mexico.
“I was like, I need to live out this dream first and just play college,” she remembers. “I have one more year. Just hold that thought because, yes, I do want to play professionally. Of course. But I am going to play my last year at NAU.”
That last year was a memorable one. As a senior,
Allison led the Lumberjacks with seven goals and 14 points on the season, in addition to a team-high four game-winning goals. She was named to the Big Sky First Team All-Conference along with Big Sky All-Tournament team honors.
“We won the semifinal game of the Big Sky Tournament against the #1 ranked team, Montana,” she said. “I scored the winning goal to get us to the championship. It was a nice memory.”
After that season, Veloz set her focus on professional soccer. If there is one thing you need to know about Allison, one goal is never enough.
“I feel like you can never settle, and not stay hungry, or else nothing is going to happen,” Veloz said. “If I made it to my dream school and that was the only goal in my head, I feel like that wouldn’t be enough.”
She was able to work out with the Lumberjack squad in the Spring. Players that want to go pro can work out
with the team to prepare and train. NAU also helped her with film. She had her contact send the footage, and Allison got four teams interested in having her try out. Club Necaxa was the quickest in inviting her and setting everything up. The tryout went so well that Club Necaxa offered her a contract before she left Aguascalientes. She accepted right away.
After going to California to train and work on her Visa and paperwork, Allison traveled down to Mexico this summer to begin her first season as a professional. Having never lived in another country, it was quite the adjustment for her.
“I don’t know Spanish, so there is a language barrier,” said Veloz. “I’m learning. I’ve been here for three months and I know more. I can get around now. When I first got here I could never go to Walmart on my own.”
At practice, coaches are speaking very fast. But there are two Americans on her team so that has helped with the adjustment. She lives in a residential, gated community but feels like the area is safe.
in her.
“Playing against these pro teams has brought a lot out in me that I didn’t think I could do. It’s pushing me to be the best version of myself, mentally, physically. I’m being surrounded by people who I should be surrounded by, and people who are pushing me. It’s hard sometimes. But I think it’s worth it.”
“You wear Necaxa stuff and people respect you,” she said. “I walk to the club sometimes and people will stop me and want my picture and want my signature. They really respect you around here.”
When Allison is asked if she ever thought she would be a professional soccer player,
“I’ve always gotten told throughout high school, little comments like, ‘when you go pro don’t forget about me,’” she said. “At the time in high school I didn’t feel like I was good enough to go pro. I think over the years of making these teams, I was getting validated team by team of how serious I can take this.”
Now that she’s in her first season of professional soccer, Allison shared that the experience is bringing out the best
True to herself and her need to stay hungry, Allison isn’t done yet. “Now that I am here, I feel really good, confident in what I can do for this team, but I do feel like I want to play for a bigger and better team, and excel there as well.”
After her one year contract with Club Necaxa she’ll reevaluate her options. She could continue with the club, seek out another one in Mexico, take her talents to Europe, or even sign with a team in the United States. Her coaches in Mexico want her to play for the Mexico national team, so she is in the process of getting her dual citizenship.
Going from a four-yearold to a professional athlete, Allison has picked up a lot of life lessons along the way, none more important than the mental aspect.
“I think the biggest thing that has helped me is being mentally strong and no matter where you come from or who is supporting you, that you have control of yourself and your goals,” she shared. “Don’t worry about outside factors that might set you back. People have told me, you are not going pro. People have told me, you aren’t going to play Division I in college. Did I listen, no. What they were saying wasn’t true to myself and what I was telling myself. That was somebody else’s opinion. You have to be confident and know that you are in control of your controllables. It’s not about where you go, it’s about your mindset.”
Allison Veloz poses with her Big Sky Conference trophy that her and her team earned while playing at Northern Arizona University (NAU). (Image courtesy of NAU)
Why I to SUBSTITUTE
By Kimberly Stanfield, Dysart Unified School District Substitute
When I retired from education in 2021, I was ready to be finished. I loved my 30 years as a teacher, and felt thankful for the privilege of educating hundreds of students over the years, but it was time for a change. I wanted to see what other careers would be a good fit for me. About six months into my retirement, I felt myself unexpectedly being drawn back to the classroom. It turns out I wasn’t quite done with teaching after all. I made the decision to be a substitute teacher, and it’s one of the best decisions I’ve ever made.
Over the past few years, I have worked at many schools in the Dysart Unified School District. I prefer to work closer to home, but will drive farther if it’s a school where I’ve worked before and enjoyed my time there. Every school campus has its own energy, its own personality. As a substitute teacher, you can find the schools where you feel the most comfortable, where you feel the most at home. You can also build connections with teachers who will request you the next time they need a substitute. I have felt welcomed and appreciated at every school I’ve visited. The administrators, the front office staff, the support staff, and the teachers on campus are all so thankful to have guest teachers, and they do everything possible to make you feel supported.
Working with children means that every day is a new adventure. That is one of the best parts of being a substitute teacher. You have the opportunity to have a positive impact on the students you teach, whether they are in preschool, high school, or somewhere in between. What you bring to the job is your knowledge and life experience, and what you take away is the satisfaction that you have been part of the education process. I
am currently working in a 3rd grade classroom, and we recently read an article about the decline of the honeybee population. It was fascinating! We discussed theories about why the population is decreasing, and the methods scientists are using to track the decline. I loved to hear the students’ ideas and to learn along with them. There are two final reasons why I enjoy being a substitute teacher: flexibility and freedom. My love of teaching brought me back to the classroom, but being able to create my own schedule is what has kept me going. Some weeks I work every day, but more often I just work two or three days. It is perfect for someone who just wants a part-time job. You can even work as a substitute and still have time for another job. If you are thinking about getting into the field of education, substitute teaching is a perfect way to discover where your strengths lie, while also making some money. As a substitute teacher, you also have the freedom to select the position that suits you best. I spent my career teaching middle school, but decided to aim for variety as a substitute. I have danced and sang with preschool students, taught art classes at the elementary level, and spent a few days with high school students in their engineering and coding class.
I may someday find another career path as I originally planned when I retired. In the meantime, I find such reward and value in working with students as a substitute teacher, and don’t plan to give that up anytime soon.
Dysart Schools contracts with ESI for substitute teacher services. Interested applicants can learn more and apply at dysart.org/substitutes
Kimberly Stanfield teaches students their letters and sounds during a day substituting at Freedom Traditional Academy.
Tanner David recently completed her Doctor of Philosophy in Industrial and Organizational Psychology. She graduated from Grand Canyon University (GCU) with a 3.96 grade point average and finished the program in an astounding two years and eight months. That in and of itself is a tremendous accomplishment worthy of sharing. But what makes her degree all the more meaningful and unique is that her high school Spanish teacher helped her do it.
Back in 2005 when Tanner was a freshman at Willow Canyon High School, she enrolled in a Spanish class with Dr. Jason Ward, a now 32-year veteran teacher.
“We just communicated really well,” Tanner remembered. “He was super helpful and supportive.”
Tanner had Dr. Ward for two years of Spanish and attributes those early high school classes with shaping her perspective of Dr. Ward and the style he brings to his classrooms.
“To be honest, I can’t really remember many teachers from high school,” she said. “The most influential teacher I’ve been impacted by has been Dr. Ward. I just found his class very challenging for me. And so when I find a class challenging and then you have this combination of a teacher that makes you still want to come to class, it’s kind of hard to forget it. He just made everything really exciting, even though it was really difficult to learn a different language when you’re not used to it.”
While Dr. Ward made an impression on Tanner, the same was true of Dr. Ward.
“I remember her vividly well,” he shared. “She’s very hard not to forget. She was very passionate. I can remember that if she was really motivated on a topic, she would not stop until she had her point made, and nothing’s changed. She’s still the same.”
After two memorable years in class together at Willow Canyon, their paths wouldn’t cross again for many years. Tanner graduated high school and went off to spend two years at Glendale Community College playing volleyball, before transferring to California State University, Dominguez Hills, where she earned her degree in Psychology. She then went on to earn her Master of Science in Psychology at the University of Phoenix.
In December 2021 Tanner made the decision to pursue her doctorate degree at Grand Canyon University. Dr. Ward, while still teaching high school students at Willow Canyon High School, also happens to be a professor at GCU serving as dissertation chair and research methodologist.
“I teach these two classes specifically, and they’re both research-related classes. My procedure or process is always the week before I set up my classroom, I go through the roster just to see, you know, who’s attending, how many students there are, and how many I need to plan for. I saw her name and I’m going, you know, it can’t be. It can’t be Tanner David who I taught in high school. So I just sent her a little message through the platform and I asked her if she graduated from Willow Canyon High School? And she said, ‘yes I did!’ Well, then on our first day of class, I saw her and knew who she was immediately. I mean, she hadn’t changed.”
And so, after 19 years, Dr. Ward once again became Tanner’s teacher. He taught her two classes back to back in Foundations of Research Design. It was during those classes that Tanner first got the idea of expediting her studies. Dr. Ward presented an overview of the doctoral process to the class and timelines associated with it.
“He gave an outline and said, you can be done in under three years if you do these things,” Tanner remembered.
Dr. Jason Ward poses with Tanner David in their cap and gowns at Grand Canyon University, celebrating Tanner’s successful defense of her dissertation and graduation. Ward served as her chair during her doctorate and as her high school spanish teacher.
“And I was like, that’s what I want to do.”
“At GCU, we have this really amazing way of completing this process much more expediently,” said Ward. “We accelerate it because the prospectus and parts of the dissertation are completed as a part of the two residencies that are required. So it’s built into their coursework.”
While most students take between four to five years to complete the process, Tanner set her sights on three. The doctoral process is a long and arduous one, and her next step, and one of the most important ones, is the assignment of a dissertation chair. This is a faculty member who guides and supports a doctoral student through the process of writing their dissertation. As Tanner said, a chair is the person who oversees the entire process, and is sort of the coach of the team. The process involves a committee of people including content experts, a methodologist, and a quality review board.
Tanner knew after two years of Spanish and two courses at GCU that Dr. Ward was the person she would like to have as her chair. To have a favorite teacher is to not only develop a connection and mutual respect, but also to be compatible stylistically. Dr. Ward definitely has a style of teaching, and Tanner attributes his methods with her fondness to Dr. Ward.
“I knew how he operated in high school, and I remember him as a very straightforward teacher, and that’s the way that I operate,” she said. “That’s the only way that I know how to operate. I don’t like beating around the bush, and he’s always been a straight up type of teacher.”
said. “There has to be a happy medium, and I think that Dr. Ward found that and it worked well for me.”
Dr. Ward was assigned as her chair, but he credits her determination and drive with being the catalyst for her success. He said after they got set up, she asked very few questions.
“She was very self-sufficient,” he said. “She was easy to chair because she required very little help on my part. So from that perspective, it was kind of nice because oftentimes, you know, there’s gotta be a little bit of hand holding, but in her case there was none.”
He said when students go through their academic quality review, they will usually have feedback and revisions to do, and then perhaps more feedback and more revisions.
When someone makes that big of an impact in your life, it’s something that you don’t forget. “ “
- Tanner David
“My style is not for everybody, but I’m very direct,” said Ward. “I don’t mince words and she does appreciate that because she’s very direct as well. My thought is, get through all the muck and and just get to the you know, the crux of what needs to be addressed. I believe that the two worst words in the English language are ‘good job’ because they do nothing for you to help you to improve.”
Through this journey Tanner wanted someone that would give her good criticism and feedback, because that was most valuable to her. But at the same time she wanted someone who could make her think outside the box and challenge her to be the best version of herself.
“You always have teachers that maybe are too nice or they’re too harsh to the point that you don’t like it,” she
“Tanner’s was approved the first time, so she didn’t have to go through all of the other stuff because she dotted every ‘I’ and crossed every ‘T,’” he said. “She told me just last week that she finished her entire program in two years and eight months. GCU says it’s a program that you can finish in three years if you are doing what you need to do and staying on top of everything.
Tanner was like four or five months ahead of that. I mean, and that’s just crazy. It’s exceptional. She just is a go-getter, and it’s been great to be a part of her journey.”
“I sacrificed a lot in the last three years,” she said of the process.
“There were times when I couldn’t do things because I was studying and staying up all night. I was also working full time while going to school.”
Tanner now works as the Director of Process Improvement at Oasis Behavioral Health Hospital.
“It’s an inpatient psychiatric hospital for kids and adults, and we also have a behavioral health inpatient facility connected to it as well,” she said. “My job specifically is to implement processes to make sure that the organization runs more fluently and it stays within compliance.”
While Dr. Ward credits Tanner’s drive and determination for her success, she said that it was Dr. Ward who was one of the biggest factors in achievements.
“When someone makes that big of an impact in your life, it’s something that you don’t forget,” she said. “You realize that people really don’t change, and they’re really just there to try to make you a better person,” she said. “So I think it was a great experience for me.”
Willow Canyon High School teacher Zachary Raubolt and Dr. Cheryl Martin pose in front of the willow tree at Willow Canyon High School.
THE NEXT GENERATION
Weall have that teacher who made a huge impact on our lives and don’t often get a chance to reconnect.
Two educators at Dysart Schools got that chance through the Ready2Teach Educator Preparation Program. Dr. Cheryl Martin and Zachary Raubolt were both eagerly awaiting introductions for the Ready2Teach program this past summer. Dr. Martin was beginning her new role as the Instructional Specialist for the program. In this role, Dr. Martin supports, coaches and teaches first-year teachers. Dr. Martin has been an educator for Dysart since 2001 and has taught various grade levels and subjects. She’s been an Exceptional Student Services Specialist for Special Education and has her doctorate in Organizational Leadership with an emphasis in Special Education. Zachary Raubolt was also beginning a new role as a Willow Canyon High School Special Education teacher in the second cohort in the Ready2Teach program.
Ready2Teach is a district program supported by the Arizona Department of Education (ADE) that provides an alternative pathway to teacher certification. Staff within the two year program have already obtained a bachelor’s degree from an accredited institution and are employed as fulltime Arizona teachers with an Alternative Teaching Certificate. Participants in the program are paired with an instructor who provides extensive guidance and supports them along the way. Introductions for the second cohort of the Ready2Teach program happened in May 2024.
Dr. Martin and Zach exchanged glances as she was introduced as his instructor within the Ready2Teach program for the upcoming school year.
“He’s looking at me and I’m looking at him and thinking that guy looks familiar,” shared Martin.
“He comes up to me and says, ‘I’m Zach Raubolt, Mrs. Martin, you taught me in 5th grade at West Point Elementary School.’ ”
Cheryl was overcome with emotion as memories of Zach as an energetic 11 year old in her class came flooding back. Zach was in her 5th grade class at West Point Elementary School back in 2011 where she taught for 16 years. She was touched that he remembered her as a teacher and honored that she now had the privilege to guide him in his own journey as a Special Education teacher.
“I balled, I’m sitting there crying in the meeting, it just took my back,” said Martin. “Now I’m teaching him again but I’m teaching him to be a teacher.”
“I immediately knew right away, she recognized me. It’s funny as I was a personality in class, and I stood out in classes sometimes,” said Zach.
Zach first met Dr. Martin when he moved to Arizona in 2011 from California. Changing schools in 5th grade was an adjustment, and he was sad to leave his friends in California, but Mrs. Martin’s welcoming class atmosphere made the transition a bit easier. He participated in the Wildcat Network News which was the morning announcements program at the school.
“The Network News and working with Mrs. Martin that first year at West Point really brought me out of my shell,” said Zach. “I’ve always been outgoing but being new to the school and being involved in the news helped my communication skills, and taught me how to be accountable. I learned how to speak loudly and clearly, and it was great to have something to work towards outside of the normal classwork.”
“Moving was hard and having that support from my teachers was always nice when I was younger,” shared Zach. “Seeing Mrs. Martin during that introductory meeting brought back a
lot of memories from being younger and was a full circle moment as I went to school in the district from middle school at West Point, then Valley Vista High School and now at Willow Canyon as a teacher. It’s a real big step in this program, and she’s supporting me through it.”
Dr. Martin’s classroom provided a community where Zach could learn and grow and also work with a student with special needs. This was one of Zach’s first experiences working with special education students. He provided support for a special education student and would sit with him in class when he needed help and walk with him to his next class. Additionally, Zach’s Mom, Angela, has been a paraprofessional in the Special Education program at Willow Canyon and he would help with the Best Buddies Club, which is a a national organization that builds one-to-one friendships between people with and without intellectual and developmental disabilities, offering social interactions while improving the quality of life and level of inclusion.
“I love working with those kids and I planned to get a Master’s Degree in Special Education and this opportunity presented itself through Ready2Teach,” said Zach.
co-taught classroom where he found that he wanted to continue teaching special education.
The principal, Thom Luedemann, suggested that he participate in the Ready2Teach program since he had a passion for special education and there was an opening in the English co-taught classroom for the 2024-2025 school year.
“Zach is so connected with the community and school and that partnership with Mrs. Atchley was so effective so I knew he’d be great in the Ready2Teach program,” said Luedemann. “He’s competent and capable and he holds students to high standards, and they respect him.”
Zach worked at Willow Canyon in a supportive role as Personalized Learning Tutor who assisted students in completing elective courses online through iSchool. Here he worked with students one-on-one that were on the spectrum. Zach was in this role for three years as he was pursuing a Secondary Education degree at Arizona State University (ASU) with a focus on social studies.
“I always wanted to do something that required me to move and talk a lot,” said Zach. “I enjoy working with the kids here, it’s great to make those connections and I wanted a job where I could help others.”
During his student teaching, he taught social studies and co-taught English with Jamie Atchley for the 20232024 school year at Willow Canyon. Co-teaching is a collaborative approach to instruction in which two teachers work together to plan and then implement instruction for a class that includes students with disabilities. It was in the
Launched in the 2023-2024 school year, Ready2Teach began as the district was experiencing a need for special education teachers. The district was seeing less and less teachers coming out of traditional teaching programs. The district applied to participate in an Educator Preparation Program with the Arizona Department of Education. Dysart created the Ready2Teach program and chose to begin small with 13 teachers. The first cohort of teachers was specifically for the Exceptional Students Services Preschool program. The majority of participants were already working with special education students within the district in some capacity but in a supportive role such as a paraprofessional or behavior technician and had not completed their teaching certification or teacher preparation programs. Instead of a traditional teacher preparation program that includes class time and student teaching through an educational institution, the Ready2Teach offers an alternative pathway to certification. The second cohort began in the 20242025 school year to expand to K-12 special education teachers.
“We wanted to work with folks that already expressed a desire to work with students with disabilities but perhaps had barriers that would not allow them to complete a teacher preparation program,” shared Corey Montano, Director of Exceptional Student Services. “Participants are paid as a full time teacher, walk away with no debt,
Willow Canyon High School teacher Zachary Raubolt assists a student in his English 5 class in September 2024.
are provided a ton of support, and fill a critical need in the district.”
Zach is unique to the program as he already had a teaching certificate. The majority of the Ready2Teach participants have an alternative teaching certificate and will receive a standard certificate through ADE after completion of the two year program and once licensing tests are passed.
Zach and Dr. Martin met over the summer and during professional development training to prepare for the upcoming school year where Zach would co-teach English 5/6 and Language Arts Strategies at Willow Canyon. They talked about classroom management, lesson planning, and Individualized Education Plan (IEP) preparation.
Once the school year started they identified specific items to work on, and Dr. Martin began weekly visits to Zach’s classroom to observe.
“In those early observations I was just sitting back like a fly on the wall to build that relationship from being a teacher/student to adult peers and I just wanted to identify what we need to work on and how I can best guide Zach,” shared Martin.
“He speaks very well and is eloquent. It is amazing to see so much growth in the last few months,” shared Martin. “He is positive with the students, they are engaged and he commands their attention but in a friendly way.”
In addition to Dr. Martin, Zach was provided extensive support including an Exceptional Student Services Specialist, Teaching and Learning Specialist, content support, instructional cabinet and day-long monthly meetings as a group where participants share their experiences in their role and cover curriculum and goals within the program.
“It’s nice to see and understand that others have struggles and frustrations about the same things and just hearing our success stories with peers in the program is huge,” said Zach. “On days when it is busier or harder I reach out to my mentor or fellow teachers to give me feedback and help lift me up and show how I can improve on things.”
During a recent observation in Zachary’s classroom, Dr. Martin shared with his class that she taught him back in 2011 at West Point Elementary School. They passed around a class picture from that year and Zach touched on his experience as her student and the relationships and atmosphere that she brought to the class.
“The friends I made in that classroom are people that made a huge impact on my life from that moment and
those people are still in my life,” shared Zach.
“I taught him as a little kid and now I’m teaching him to be a teacher and when I Ieave, those same strategies big and small will continue,” said Martin. “It’s very rewarding to know that.”
“No matter what preparation you have, it does not fully give you the first hand experience of what is going to happen in the classroom,” said Zach. “Each group of students is different and Mrs. Martin being able to observe and give me strategies with each group is amazing.”
The Ready2Teach program sets teachers up for success because they already have that classroom experience in some capacity and the constant feedback from the support provided allows reflection and then direct strategies for teachers to implement in the classroom.
“There are some days where I ask if I am doing enough?” said Zach. “Mrs. Martin reminds me that this is where I am at today and to give myself grace, and that I will continue to get better with this.”
“The big thing is that Dysart in itself set me up for success from elementary school to high school and then on to college and now they are still supporting me to be a great teacher so that I can continue to teach 20 years down the line,” said Zach.
Within the first four years of the program, the Ready2Teach program will create 26 teachers who will impact hundreds of students and our school communities. The Special Education Ready2Teach programs will continue next school year with a possibility to expand to general education.
Zachary Raubolt and Dr. Cheryl Martin point to themselves in a photo from Mrs. Martin’s fifth grade class at West Point Elementary School.
Love is Elementary
Marley Park Elementary School may be known for its clock tower bells, but this fall it’s wedding bells that have everyone talking. Fifth grade teacher Jennifer Massey and 7th grade science teacher George Guddendorf, better known as Mr. G, tied the knot on October 12, 2024. The couple met at Marley Park Elementary School, and spent quality time together at PTA Bingo, school spirit nights, and professional development meetings. So, when Mr. G. decided to pop the question, it was only fitting that he did so on campus, in front of their Marley Park family. Marley Park Principal Jessica Felix was given the extra special honor of officiating the ceremony. We wish the newlywed Mavericks a lifetime of happiness!
Images courtesy of Grace Rico
A student at Kingwood Elementary School jumps from affirmation to affirmation, enjoying the new artwork on display on the concrete as part of Isaac Escarcega’s Accessible Playground Initiative.
Ateight in the morning it was already 92 degrees… and raining. What sun there was on this midsummer morning made the air sticky and uncomfortable. But none of that would stop local artist Isaac Escarcega from setting up his shade canopy, which on this day doubled as an umbrella, next to the playground at Rancho Gabriela Elementary School, and breaking out his paints. He had a job to do and not even the unpredictable weather would slow him down.
Months earlier, Isaac, a current college student, had dedicated his summer break to designing and painting what are known as sensory paths for three elementary schools in the Dysart Unified School District. Rancho Gabriela Elementary School, Cimarron Springs Middle School, and Kingswood Elementary School would all be the lucky recipients of these colorful additions. His goal was to complete the paths at all three campuses before the start of school on August 1st, which was coming up fast.
Isaac’s desire to complete the task on time was driven by more than just his strong work ethic. This job was something special. This was a passion project for Isaac because he was no stranger to Dysart Schools. A proud graduate of Shadow Ridge High School (Class of 2021), he’s also a Mountain View School alumnus. There was no way to have known it back then, but his natural artistic talent would someday allow him to give back to his childhood community in a very unique way.
Practically born with a brush in his hand, Isaac has been painting and drawing as far back as he can remember. It’s as instinctive and as necessary to him as breathing. Even as a kid, creating daily works of art was one of his favorite
pastimes.
“I’m always the guy that’s drawing this or that,” he shared. “I paint on my own time everyday. It’s just what I do. Art’s my life.”
It was no surprise that by high school his artistic abilities were already well-established. It was at that time that the self-taught artist availed himself of the exceptional visual arts program at Shadow Ridge High School. He credits his teachers for constantly encouraging him and giving him opportunities to move ahead in class. Going beyond a canvas, Isaac was even introduced to graphic art programs in high school.
Isaac found the arts program to be more of a community than a traditional classroom. There, he collaborated with other talented student artists who helped to add new techniques to his skill-set, and vice-versa.
After high school, Isaac made a name for himself as a canvas and mural artist, painting beautiful scenes both for and on people’s homes. It was that respected reputation that got his foot in the door at Canyon Ridge School a while back. At the time, the school was looking to do some campus beautification, but didn’t know where to start. Luckily, Sheryl Masowdi, a Canyon Ridge parent and PTA President, knew just who to ask. She and Isaac attended the same church and Sheryl had heard that his work came highly recommended. The young artist was ecstatic to take up the task.
“They just let me do whatever,” he recalled with an exuberant smile. Joined by Lizzie Standlee, his long-term girlfriend, painting assistant, and fellow Shadow Ridge and Mountain View alumni, he went to work.
“I’ve always been helping him with all his projects,” Lizzie said. “I’m not a good painter obviously,” she joked. “But I help in all the other ways like getting the paint ready and making sure we’re not messing things up!”
Isaac admiringly adds that she braves the bad weather and early mornings without complaint, and he concedes that he couldn’t do it without her.
So with Lizzie by his side, Isaac took full advantage of the freedom to be creative and reinvigorate the school’s playground in his own way. Ultimately, Isaac painted a vibrant hopscotch board with confidence-boosting
A sensory playground painting is seen at Kingswood Elementary School in the Dysart Unified School District.
affirmations, winding pathways, obstacle-course style challenges, and also refreshed all the playground equipment.
While Canyon Ridge was getting a makeover, Dysart Special Education Parent Teacher Student Association (SEPTSA) was making plans to take playground renovations throughout the district a step further as part of their Accessible Playground Initiative. “We weren’t involved (with Isaac) at that point,” recalls Sara Rivera, President of Dysart SEPTSA.
“Because we’re a districtwide PTA, we look at special education across the district, and one of the biggest needs that we found was the accessibility features of the playgrounds, and there not being a lot of them.”
An effective option for developing inclusive and
accessible playgrounds at a minimal cost is to use preexisting paved surfaces to create sensory paths. Growing in popularity in recent years, sensory paths utilize bright colors, geometric shapes, letters and numbers, among other imagery to encourage children of all abilities to play together. For students with mobility challenges, using flat surfaces literally levels the playing field, allowing them to physically play alongside their peers.
Encouraging open-ended play is another advantage of sensory paths. While something like hopscotch or an obstacle course are done mostly the same way every time, images like a giant keyboard or number blocks encourage kids to invent their own games with their own rules and goals. Kids benefit not only from the physical activity they get while jumping on letters to spell
Isaac Escarcega, a graduate of Shadow Ridge High School, paints a design on the concrete playground area at Rancho Gabriela Elementary School. The efforts are part of an Accessible Playground Initiative by the Dysart Special Education Parent Teacher Association (SEPTSA) to provide accessible features on playgrounds across the district.
their name, for example, but the stimulating colors and shapes provide sensory input that can aid in cognitive development and focus.
Sara admits the SEPTSA doesn’t want to stop there. “Our big goal is that every school playground would be covered in rubberized surfacing, which helps kids with mobility challenges. But starting here, it’s really easy to get some paint and an amazing painter like Isaac and his partner Lizzie. So that’s where we’re starting.”
But how did SEPTSA get connected with Issac, exactly? That’s where fate lent a hand.
“Canyon Ridge is my childrens’ school,” explained Sara. As it turned out, the eye-catching work Isaac had done to makeover the Cougar’s campus served as quite the resume.
Knowing what SEPTSA had envisioned for the sensory paths, Sara thought whoever did this bold and brilliant artwork at her own kids’ school would be perfect for this very special task. “Those were great designs, and so beautifully done,” she said.
Sara went straight to the school’s PTA, and inquired
Isaac Escarcega paints a snake on a design at Rancho Gabriela Elementary School as part of his project to design colorful artwork at a variety of district campuses. The artwork is a hit with regular and special education children who learn and play through the art.
about this mystery artist. Sheryl, who also happens to be a SEPTSA member, was more than happy to once again recommend Isaac.
“Yeah, that was a great phone call,” Isaac recalled. “It was so out of nowhere, I was just at home and they were telling me, ‘All the schools want you,’ and I’m thinking, ‘What? Is this real?’”
While Isaac is admittedly excited for any project that involves paint, there was something special about this enterprise. Given that the end goal was to eliminate barriers and bring kids together made this an art project with a purpose, and neither the heat, rain, nor the early mornings could temper his enthusiasm.
His eagerness to have the students enjoy the paths is evident in his designs. He solicited input from the schools as to what their students would enjoy. Each image was then carefully crafted to incorporate the school’s colors, mascot, and design preferences. Rancho Gabriela, for example, has cartoonish orange rattlesnakes that appear to scoot across the oversized number board. Kingswood Elementary School has its brilliant purple and silver on
A keyboard design is shown on the concrete area of the playground at Rancho Gabriela Elementary School painted by Isaac Escarcega.
prominent display. Cimarron Springs Middle School opted for a video game theme that immerses students in life-sized scenes. This extra touch is just another way to make it meaningful for students.
“Anything for the kids,” Isaac said. “The bright colors, all of it. I just want them to have fun and play.”
It’s that play that is so crucial to the cause. “Recess is a huge part of growing up,” Sara points out. “There are a lot of kids that don’t get that opportunity, they get to watch other kids get that opportunity.”
Isaac echoed that sentiment with an added bit of nostalgia. “I remember being at my school, and I remember the playground. Even if it’s in the back of my head I still remember it, and I just want that for the kids.”
While the goal is to eventually paint sensory paths at all the elementary and middle schools in the district, Isacc playfully called out one in particular. “I’m waiting for Mountain View to get one! That’s my elementary school!”
District, are one of his favorite places to work. He calls it a “good environment” where the focus is always on providing positive messages.
Isaac’s future is undoubtedly as bright as his artwork. Currently, he is majoring in Fine Arts at Estrella Mountain Community College, where he draws upon both his collaboration experience from his high school years and his practical experience that he gained this summer. While he has returned to Estrella Mountain Community College for the fall semester, his next step is to apply to Huntington University Arizona where he plans to study animation.
Anything for the kids. The bright colors, all of it. I just want them to have fun and play. “ “
- Isaac Escarcega
Currently, six other Dysart schools have abandoned their plans of using run-of-the-mill stencils, and have instead booked Isaac, which is just fine by him. It would seem that school campuses, especially in the Dysart
As for the Dysart SEPTSA, their work also continues this fall. Sara emphasizes that being a member of SEPTSA is not meant to take away from an individual school’s parent organization. Being a member of both actually serves to magnify the positive impact on the community. It was that networking, after all, that allowed a talented young artist to come full-circle and make recess in his childhood school district as memorable for today’s students as it was for him.
To learn more about the Accessible Playground Initiative and other special education events, please visit DysartSEPTSA.org.
A Mother’s Journey into her Daughter’s
FLAG FOOTBALL FIELD OF DREAMS
By Jamie Matthews
As a mother of an amazing student athlete, I’ve had the privilege of watching my daughter Nia Young and her passion for sports blossom, just as my own love for football did when I was a little girl. From an early age, football wasn’t just a game to me - it was a dream.
In 2003, that dream became a reality when my sister and I tried out for the tackle Columbus Comets football team. Making the team was an unforgettable moment. It felt like the little girl from my backyard was finally where she belonged. But my time with the team was cut short. During one practice, a bad hit left me with a knee injury, ending my chances of playing the sport I loved.
Even though my football journey was cut short, I never lost my love for the game. So, when my daughter Nia came home beaming with excitement after hearing that
Shadow Ridge was going to have a girls flag football team, I couldn’t help but reflect on my own dreams. As proud as I was, I was also nervous. My injury was a reminder of how physically demanding football could be, and Nia was already a talented track athlete - I didn’t want anything to jeopardize that.
But then I remembered the unwavering support my mother gave me when I wanted to play football, despite her own concerns. Now, as a mother, I knew I had to do the same for Nia. Watching her prepare for her first Powderpuff game, I prayed over her, just as my mother prayed over me. When Nia stepped onto that field, I saw a confidence and joy in her that reminded me of myself all those years ago.
Nia is a senior and one of the captains on the Shadow
Jamie Matthews poses with her daughter, Nia Young before a flag football game at Shadow Ridge High School
Ridge Flag Football team. Seeing Nia play her first flag football game was more than just a proud mom moment-it was a reminder of how far we’ve come. Flag football for girls is an incredible opportunity that allows young women to show their talent and passion for a sport that, for so long, was seen only for boys. It’s not just about the game; it’s about breaking barriers and creating opportunities for the next generation. The sport of girls’ flag football is growing, and it’s going to open doors for so many young women. Watching these girls on the field, I see the same determination, talent and love that myself and many other women have. But now, they have something we didn’t-a future in the sport. Flag football is carving out a place for young girls in the Dysart Unified School District and all over the world to not only play, but also thrive, compete, and maybe even turn their passion into a professional career.
As I continue to support Nia, I hope that she and her teammates at Shadow Ridge High School can demonstrate their hard work, dedication, and skills for the world to see. More importantly, I hope that little girls watching them play will be inspired to pick up a football, chase their dreams, and feel the same joy that Nia and I have experienced.
My message to those girls-and to the parents standing
behind them is simple: support your child’s dreams, no matter how unconventional they might seem. With encouragement and love anything is possible.
Nia Young springs toward the end zone during a flag football game against Prescott.
