Gold Hill Elementary Thrives with Unique Educational Approach

Gold Hill Elementary, a small school nestled in Sunshine Canyon, began the academic year with just 11 students. Classroom teacher Chrissy Maedke has transformed the historic two-classroom building into a vibrant learning environment, ensuring that each student experiences the same engaging spaces found in larger schools. Located approximately 10 miles above Boulder, Colorado, this mountain school features a large main room divided into various areas, including a theater section adorned with neon signs and a dedicated music and art space.

The classroom embodies a cozy atmosphere, with tables arranged for group activities and a reading nook equipped with a teepee and a log seat, which is a favorite spot for the school rabbit. A bee box and a metal trough for growing cherry tomatoes add an element of hands-on learning. The school operates a small kitchen and principal’s office in an adjoining room, while a nearby field is used for outdoor games through a casual agreement with a private owner.

Books and cherished artifacts decorate the space, including puppets, a turtle shell, and a collection of scrapbooks that chronicle the school’s rich history. “I want them to know ‘this is my place, this is where I belong,’” Maedke said. “I want school to feel like another home.”

Gold Hill Elementary has maintained continuous operation since its founding in 1873, despite challenges that included threats of closure and two significant fires. Historical records indicate that enrollment peaked at 94 students in 1889, though records are incomplete for a significant portion of the school’s history. In recent years, enrollment has varied, with a high of 26 students in fall 2015 and a low of 10 students last fall.

The school, like others in the Boulder Valley School District, faced declining enrollment following the pandemic. Many families who previously opted for open enrollment have since withdrawn. The demographic shift in the surrounding town has also contributed to these changes, as older residents remain in place, and new buyers tend to seek vacation homes rather than permanent residences.

“We need to protect our rural communities,” Maedke stated. “And to protect our rural communities, we need to protect our rural schools. I’m very proud of what we have to offer here. It’s a special place.”

This academic year marks the third consecutive year of enrollment under 15 students, and it is the first time in many years that Gold Hill Elementary has operated with a single teacher. In her 18th year at the school, Maedke is responsible for teaching students from kindergarten through fifth grade. Currently, her classroom includes one kindergartner, three second graders, four third graders, two fourth graders, and one fifth grader, with two of the students being her own children.

In addition to teaching, Maedke takes on the responsibility of organizing fundraisers and school events. These range from seasonal fundraisers to a traditional Halloween maze and a spring musical that has become a cherished community event. “There’s a whole lot rolled into it,” she remarked. “People are invested in this school. They’re willing to participate in anything we have going on.”

Supporting Maedke in her multifaceted role are Christine Kuebler, a part-time paraeducator and office manager, and her husband, Dan Maedke, who volunteers frequently and serves as the Parent-Teacher Organization president and school custodian. Principal Jess Seevers, who oversees Gold Hill as well as Jamestown and Flatirons elementary schools, spends part of each week at Gold Hill. Traveling teachers provide specialized instruction in art, music, and support for special education and literacy.

Looking ahead, Maedke aims to attract more families from Boulder to increase enrollment, which currently includes three children from two families who commute from the city. She plans to participate in the district’s upcoming “BVSD is the Place to Be” enrollment event and is organizing an open house for prospective families on December 12, 2023. While the school’s remote location may pose challenges, she emphasizes that transportation is available through a public bus service called The Climb.

Despite fluctuating student numbers, Maedke believes Gold Hill Elementary offers a distinctive educational experience. Older students mentor their younger peers, while the small class sizes and multi-age classrooms allow for personalized instruction tailored to individual student needs. The school employs an experiential learning program that includes project-based activities and approximately 30 field trips annually, culminating in an end-of-year camping trip. For instance, when students study watersheds, they collaborate with water engineers and geologists.

“I want the kids to see themselves as future scientists and writers and explorers,” Maedke explained. “Learning from these professionals is fun, and there’s so much learning that happens.”

Students also appreciate the unique aspects of their school experience. Third grader Sophie Buis enjoys nature walks and “all the fun math,” while classmate Summit Featheringill is captivated by the wildlife around them. Fifth grader Zelda Bar-Evan values the numerous plays and the intimate setting of the school, stating, “You get to do a lot more field trips and a lot more fun stuff. Mountain schools are the best.”

On a recent sunny afternoon, Maedke led a small math lesson, encouraging her students to “flex your brains” with challenging problems. She incorporated songs to reinforce math concepts, making learning enjoyable. Outside, Dan Maedke engaged students in skip counting through hopscotch, while Kuebler assisted a kindergartner with a counting exercise using colorful beads.

In the smaller room, traveling literacy and special education teacher Brian Schultz provided targeted support to the remaining students. When fewer teachers are available, Maedke adopts a strategy similar to larger classrooms, working with small groups while others engage in independent learning activities. Kuebler assists where needed, ensuring that all students receive the attention they require.

Maedke emphasizes her commitment to meeting district learning benchmarks while fostering self-confidence in her students. “Really, we want the kids to be learners,” she said. “We want them to question, wonder, and explore.”