TC Titans Robotics Team at the West Senior High Innovation & Manufacturing Center
Embedded Files
A Season of Renewal
A Season of Renewal
A Letter from Your Superintendent
A Letter from Your Superintendent
Dear TCAPS Community,
As the snow finally recedes (hopefully soon!) and the first signs of spring emerge across Northern Michigan, there is a great sense of renewal throughout our school district. This is a truly special season with fresh energy as we charge into the final stretch of the school year.
It is always exciting to walk the hallways in all our schools that are full of so many talents and interests. From the first crack of the bat on the diamond to the perfection of our tennis and track athletes, our spring sports teams are back under the sun, showcasing incredible dedication and sportsmanship.
Energy is equally high this year in our new innovation and manufacturing centers. It is officially the height of FIRST robotics season, and our teams are refining code and adjusting hardware as they head into the thick of regional, state, and world competitions. The air in our performing arts wings is filled with melody as our music programs prepare for a busy slate of spring performances. All of these performances are a testament to our outstanding students and staff who have established our district as a statewide leader in the arts.
In the classrooms, our youngest learners are diving into spring-themed literacy challenges and hands-on science projects, while our seniors begin the bittersweet process of preparing for end-of-year milestones and the many events that lead up to graduation.
Dr. John VanWagoner, Superintendent
As we welcome the beginning of spring, we are all too familiar with the “second winter” that inevitably visits Northern Michigan in late March or early April. When the snow is finally gone for the school year, the resilience our students and staff have demonstrated during the winter months will no doubt lead to an exciting and productive spring. Whether we are inside a classroom, auditorium, gymnasium, or out on a muddy field, the TCAPS spirit remains unshakable.
I am incredibly proud of our TCAPS students and the dedicated staff members who guide them. Their commitment ensures that our focus remains unwavering on providing a world-class education for every child. I hope you all find time to enjoy the upcoming “spring break” and the incredible sense of possibility this season brings.
Thank you for your support of our great school district.
Sincerely,
Dr. John VanWagoner
Superintendent
Letters from the Classroom
Letters from the Classroom
A Student Finding Support
A Student Finding Support
Going into my sophomore year at Central, I had a sickening fear of people reading my writing. So naturally, I joined the school newspaper. My first day, I was terrified. I knew nobody in the class, and worst of all, I was painfully intimidated by the teacher, Ms. Roskelley. Despite this, my first quarter went smoothly. That is, until we got to finaling, which is where Ms. Roskelley reads over your article to make sure it’s not full of errors. I’ve always been a fast writer, so that made me the first one set to final. I remember the sinking pit in my stomach as I walked up to her desk, hand and legs shaking, chest tightening, the swell of nausea in the back of my throat. And then, to my horror, she began to read my article out loud. I couldn’t imagine anything worse. The entire time I expected criticism, nothing I wrote could possibly be worth reading. But, to my surprise, nothing of the sort ever came. I got a “this is good” and a smile, and as I walked back to my seat, the knot in my chest loosened just a little bit.
Throughout the rest of the year, it was mostly the same ordeal, shaking hands and legs partnered with intense nausea. Each time I expected the same thing, and every time, it never came. By the start of my junior year, I was feeling pretty comfortable in the class, that is, until I saw who I had to sit next to. Bridget Belden. Current Editor-in-Chief, loud, opinionated, and very very scary. I didn’t expect to talk to Bridget, and I didn’t expect her to talk to me. But slowly, I realized she actually wasn’t all that scary. She’s actually really funny and very sweet. I have laughed more in this class than I have in years, and that is much in part due to Bridget. I spend my entire day looking forward to that class, simply because Ms. Roskelley and Bridget are some of my favorite people to talk to. They’ve been nothing but supportive of me, and it’s truly changed my life and the way I see myself. When Bridget told me I was “one of the best writers in here,” I nearly cried. She’s nothing like I expected her to be, in the best way possible. She truly has become such a role model for me and I don’t think she realizes how much I look up to her.
Parker Ziegler, Traverse City Central High School, Class of ‘27
The patience Ms. Roskelley has is beyond me, her putting up with my endless chatter and questions means the world to me. I’ve learned so much from both of them. But the one thing I never expected them to change, was the way I saw my writing. The first time I had to final this year, I expected it to go like it always had. So imagine my surprise, when I felt nothing. There was no shaking hands, or pit in my stomach. Somewhere between them making me constantly laugh and us talking much more than we probably should, I had stopped expecting the worst from them.
I can’t even begin to articulate how important writing is to me. It’s how I express myself when I’ve lost my voice. The support I’ve received from Bridget and Ms. Roskelley has given me back a piece of myself that I thought I had lost forever. Sure, I’m still a little bit wary of others reading what I write, but it’s been years since I’ve felt this free. So, for that, I am forever grateful. I think, in the end, the moral of this story is to do the scary. There’s always a light at the end of the tunnel, and who knows, maybe you’ll come out the other side no longer alone.
Building Community Through Our House System
Building Community Through Our House System
Alicia Key, Long Lake Elementary School, Teacher
This year, Long Lake Elementary proudly implemented a House System inspired by the Ron Clark Academy. The House System groups students and staff into six school-wide “houses,” each made up of students from every grade level, PK–5. By creating teams that extend beyond individual classrooms, the system fosters a strong sense of belonging and shared identity. Throughout the year, students earn house points by demonstrating positive behaviors and strong character, reinforcing our commitment to a supportive, connected school community.
Since its implementation, the House System has had a tremendously positive impact on our school culture. Because each house includes students from all grade levels, meaningful connections and camaraderie are built across ages. Monthly house assemblies bring our entire school together to celebrate the winning house and recognize individual students who exemplify our character trait of the month. The system has also encouraged the development of buddy classrooms, where older and younger students regularly engage in shared activities that strengthen relationships.
Monthly House Assembly at Long Lake Elementary School
Leadership opportunities have expanded as well, with fifth-grade students serving as house leaders and positive role models. Teachers actively support the system by reinforcing positive behavior in real time, awarding house points through a convenient app to ensure recognition is timely, meaningful, and school-wide.
Perhaps the most powerful feedback has come directly from our students. Their voices reflect the pride, excitement, and sense of belonging the House System has brought to Long Lake Elementary. As Kiki, a third-grade student, shared, “My favorite thing about our house system is how everyone feels welcome and has a place to belong… no one is ever left out.”
As educators, it has been incredibly rewarding to watch the momentum of the House System grow throughout the year. The enthusiasm from both students and staff suggests this is just the beginning. As the system continues into future years, we are excited to see it evolve, deepen traditions, and further strengthen our school community. By continuing to build on the strong foundation we have created together, our hope is that every student feels seen, valued, and part of something truly special.
Student Spotlight:
Student Spotlight:
Dedication Meets Achievement
Dedication Meets Achievement
Athletics
Athletics
Matthew Quigley
Matthew Quigley has been a cornerstone of the Traverse City West wrestling program since his freshman year. He holds the distinction of being the first Titan to qualify for and place at the MHSAA State Finals, finishing his debut season as the state runner-up with a 46-4 record. During his sophomore season, he went 49-2, capturing both District and Regional championships and placing third at the State Finals. Now in his junior year, Matthew remains undefeated and recently surpassed the 100-career-win milestone.
Beyond his win-loss record, Matthew holds the school record for career pins and has earned All-Conference and All-State honors for two consecutive seasons. This year, he repeated as a Big North Conference, District, and Regional champion. As he prepares for the upcoming State Finals at Ford Field, he stands as one of the most decorated wrestlers in the history of the program.
Kylie Ball
Senior Kylie Ball is a powerhouse of energy and dedication at Central, leaving an indelible mark as a standout three-sport athlete in basketball, soccer, and track. A key member of the Student Athlete Leadership Organization, she has defined her high school career through a relentless pursuit of excellence and a “tenacious” spirit. Whether sprinting on the track or leading in a huddle, Kylie balances a high personal standard with an unwavering commitment to her teams’ success.
Across every season, coaches highlight Kylie as a catalyst for unity and accountability. In soccer and track, she is recognized for a tireless work ethic that extends to her academic pursuits, while on the basketball court, she is celebrated as a selfless teammate who elevates everyone around her. By combining a fierce competitive edge with positive communication, Kylie’s leadership by example has made her a true cornerstone of Central’s athletic community.
Music
Music
Ash Alexander
Ash Alexander is a senior at West Senior High School, where he balances a rigorous academic schedule with active involvement in the performing and visual arts. He is a member of Chorale and Choral-Aires and is currently enrolled in AP Studio Art. He has also performed in the school’s productions of Guys & Dolls and Little Shop of Horrors.
Academically, Ash has excelled, completing seven Advanced Placement courses throughout his high school career. He studies voice privately and has participated in District and State Solo & Ensemble Festivals, consistently earning First Division ratings. Last year, he was selected as an alternate soloist for the Michigan School Vocal Music Association’s “Top High School Vocalists.”
After graduation, Ash plans to attend Michigan State University to major in Creative Advertising and minor in Music. He would like to encourage everyone to stay involved in the arts!
Victoria Boals
Victoria Boals, a junior at Central High School, balances a rigorous academic schedule with an equally demanding commitment to music. She is a member of the Philharmonic Orchestra, plays bass in the Zero Hour Jazz Big Band, and participates in the school musical. She has also served as Secretary of the Orchestra Council for two consecutive school years (2024–2025 and 2025–2026).
Victoria is a frequent participant in the MSBOA Solo & Ensemble Festival, where she has earned superior ratings and qualified for the state festival for three consecutive years. In addition, she performs with the Traverse City Civic Orchestra; through this program, she mentors students in the Prelude Orchestra and plays bass in the Sinfonia Orchestra.
On stage, Victoria has appeared as a Who in her school’s production of Seussical and as Josephine Strong in this year’s production of Urinetown. She consistently seeks out opportunities to grow as a musician, whether singing and dancing on stage or performing on bass.
Modernizing Our Schools
Modernizing Our Schools
District Bond Projects and Budget Update
District Bond Projects and Budget Update
Christine Thomas-Hill, Assistant Superintendent of Finance and Operations
Central Grade School: Renovation Update
Central Grade School: Renovation Update
As we prepare for a comprehensive renovation starting this summer, we are ensuring a smooth transition for our students and staff.
The Transition (2026-2027): To facilitate three years of construction, K-5 programs will move to the Glenn Loomis Building. Preschool remains at TCAPS Montessori. TAG 4th Grade will be split between Eastern and Silver Lake Elementary, while TAG 5th Grade moves to TCAPS Montessori for one year.
The Vision: Estimated completion by the 2029-2030 school year. The project includes a modernized layout with a central office hub, a dedicated cafeteria, and a renovated third floor—all while preserving the iconic front lawn and Lars Hockstad Auditorium.
Key Dates: Community walkthroughs will be scheduled in May or June, with construction officially beginning in July 2026.
West Middle School: Instructional Music Addition
West Middle School: Instructional Music Addition
Major improvements are coming to the West Middle School music programs to better support our Band, Orchestra, and Choir students.
Scope of Work: This project includes renovation of existing interior building spaces for the Band and Orchestra Classrooms and adjacent instrument storage spaces. In addition, renovations within the Media Center will create a new conference room, an adjacent Learning Center, and a School Store. New construction includes an approximately 1,500 square foot addition to house the school’s Choir Classroom.
Work is slated to begin during Spring Break (March 2026), with substantial completion expected by November 2026.
West Senior High School: Circulation - Phase 2
West Senior High School: Circulation - Phase 2
Phase 1 of the Circulation project was completed last summer. This summer’s focus is on the remaining parking lots, sidewalks, and traffic lanes.
TCAPS Administration Building
TCAPS Administration Building
The Glenn Loomis building is currently undergoing renovations to prepare for the arrival of Central Grade students and staff. The Business Office and Human Resources will relocate to the new TCAPS Administration Building at Sabin this April, followed by all remaining administrative departments moving in August for our permanent location.
Board Finance and Operations Committee
Board Finance and Operations Committee
The Board Finance and Operations Committee holds monthly discussions on upcoming district purchases with updates, including pictures of projects underway. These meetings are available to view on the TCAPS website under 2026 updates.
Flexible Learning, Infinite Possibilities
Flexible Learning, Infinite Possibilities
Online Education at TCAPS
Online Education at TCAPS
Dr. Jessie Houghton, Chief Academic Officer - Secondary
At Traverse City Area Public Schools, we recognize that the path to academic success isn’t one-size-fits-all. For students in grades 6–12, TCAPS offers a comprehensive online learning program designed to meet diverse educational needs while maintaining the high standards of our district. Hosted through East Middle School or Traverse City High School, every course is fully aligned with the Michigan Merit Curriculum, ensuring that students are able to earn a traditional TCAPS diploma while enjoying the flexibility of a digital classroom.
What sets our program apart is integration. Online students retain full access to TCAPS extracurricular programs, clubs, and social activities. Whether a student is aiming for university enrollment, an internship, or a direct career path, our graduates have seen incredible post-secondary success.
Enrollment in the online program is a collaborative process. We work closely with students, parents, and counselors to ensure online learning aligns with the students’ unique educational goals. To see if this path is right for your student, please reach out to your school’s Counselor or Assistant Principal today.
Spring Forward with the Student Support Network
Spring Forward with the Student Support Network
As we look ahead to spring, our district remains committed to ensuring that every student has the support they need to feel safe, supported, and ready to learn. Through the Student Support Network (SSN) and the McKinney-Vento (MV) Homeless Assistance Program, families facing housing instability or other challenges can access essential resources.
The SSN connects students and families with clothing, hygiene items, school supplies, and referrals to community agencies. Spring often brings added transitions—such as changes in housing, employment, or family circumstances. SSN staff work closely with school personnel, students, and families to identify needs and provide timely support.
Under the McKinney-Vento Act, students experiencing homelessness—including those staying with others (“doubled up”), or living in shelters, hotels, or other unstable housing—have specific educational rights. These include immediate enrollment, transportation to maintain school stability whenever possible, and access to additional services. Our McKinney-Vento liaison partners with families, schools, and community agencies to reduce barriers and ensure continuity of learning.
Students do not need to navigate these challenges alone. Support is confidential and focused on helping students succeed both academically and emotionally. If your student could benefit from assistance, or if your housing situation has changed, please contact the SSN Coordinator and MV Liaison directly at 231.933.1789 or complete the Student Support Network Request Form. For more information about the SSN or to make a donation, please visit the TCAPS Student Support Network website.
Together, we are committed to ensuring that every student feels safe, supported, and ready to learn—this spring and throughout the school year.
support our work through a donation, please visit the TCAPS Student Support Network webpage. Let’s work together to ensure that all students feel safe, supported, and ready to learn—this month and every month.
TCAPS Foundation launched an inaugural campaign in November to raise funds for the Student Support Network (SSN) and Learning, Enrichment, and Athletics Program (LEAP). We are honored to share that 97 donations were received! As a gifting incentive, Scott Newman-Bale, Partner at Shorts Brewing Company, provided a matching gift of $10,000, bringing the combined campaign total to $32,847! Thank you to all who participated, either through a donation or by sharing our campaign with others.
Currently, over 31% of TCAPS families are economically disadvantaged, including over 425 who federally qualify as homeless. The TCAPS Foundation remains committed to the success and sustainability of the SSN and LEAP programs and the students they each serve. By lifting the financial burdens of these programs, we can ensure all students have access to basic needs, support, and opportunities for engagement, growth, and belonging.
We are beyond grateful to be part of a community that prioritizes the care of all children. As we seek to grow the TCAPS Foundation in 2026, we hope you will join us. Check us out online at www.tcaps.net/give or email smithgi@tcaps.net.
Start Strong with TCAPS Early Learning
Start Strong with TCAPS Early Learning
At TCAPS, we believe that a child’s educational journey doesn’t start in Kindergarten—it begins the very first time they step into a room designed to spark curiosity and foster independence. Those early years aren’t just an introduction to “real school”—they are the most formative years of a child’s life, and our early childhood programs are here to ensure every child has the tools to flourish from day one.
We know every family in our community is unique, and so are their needs. That is why we are proud to offer a wide range of early childhood options tailored to support every child’s development and each family’s schedule. All of our programs are designed to emphasize social-emotional growth and collaborative play, helping children build the skills necessary for lifelong success.
Flexible Tuition-Based Preschool: Our tuition-based programs are available for children ages three to five. Full-day options are two, three, or five days per week. Scheduling flexibility allows families an opportunity for a slow start, while providing a predictable routine without feeling overwhelmed.
State-Funded Universal Preschool (GSRP): This program is available for students who are four years of age. Classrooms operate four full days per week and focus on ensuring that every student enters elementary school on an even playing field.
TCAPS Montessori Toddler: For our littlest learners, the tuition-based Toddler classrooms at TCAPS Montessori provide a unique space to develop self-reliance and a natural love for learning from the very beginning.
Research consistently shows that quality early childhood education is one of the best investments a community can make. Studies show that children who participate in these programs demonstrate stronger literacy and math skills, better self-regulation, and higher rates of graduation later in life. But the true impact is often seen through our parents’ eyes. One former preschool parent recently shared:
“My son continues to show me why preschool was so important to his journey. He has been able to self-regulate during tough moments, guide his peers through uncertainty, and grasp the concepts his Kindergarten teacher is introducing. I know this is without a doubt due to the time he spent in your classroom vs. being home with his younger siblings. I would have never known how important those skills would be to his future without you!”
By choosing a TCAPS early childhood program, you aren’t just finding childcare; you are joining a community that prioritizes your child’s cognitive and emotional well-being. Together, we are building a foundation that will support our students for decades to come.
Building Futures:
Building Futures:
Our Commitment to Every Learner
Our Commitment to Every Learner
We have many reasons to be proud of our schools, but perhaps none is more vital than the robust special education services we offer our most diverse learners. Our commitment is backed by an amazing team of 55 high-quality special education teachers and more than 50 dedicated paraprofessionals working throughout our classrooms. We believe that every student deserves a tailored educational journey, which is why we provide comprehensive services starting at age three and continuing through a student’s graduation.
At the core of our work is the Least Restrictive Environment (LRE). We strive to ensure that every student remains integrated within their school community to the greatest extent possible. This collaborative spirit was recently highlighted by one of our parents, who shared their gratitude for the seamless partnership between their child’s principal, paraprofessional, and general education teacher. This “team-around-the-child” approach has allowed their son to thrive in an inclusive classroom for the past two years—a success bolstered by the profound insight and passion of his special education teacher.
Because the “I” in IEP stands for “Individualized,” we offer a flexible range of support settings tailored to the student. This includes specially designed instruction directly within the general education classroom to maintain peer connections, as well as small group settings designed to address specific individual goals more rigorously. We are also proud to be a regional leader in specialized programming, offering dedicated Early Childhood Special Education (ECSE) and Mildly Cognitive Impaired (MiCI) programs for students requiring more intensive support.
Our mission is simple: to see the potential in every student and provide the expertise and empathy required to reach it. We are not just meeting requirements; we are building futures.
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