EdNotes Express

Lincoln Public Schools Communication Services continues to look for the most effective way to provide you with information.  EdNotes is written and published specifically for the faculty and staff of Lincoln Public Schools.

If you have information you would like to include, please email Mindy Burbach at mburbach@lps.org.

Haack named interim principal at McPhee Elementary School < New

Lincoln Public Schools announced on Wednesday that Theresa Haack will be the interim principal position at McPhee Elementary School. Haack will fill the interim position after current principal Chris Boden announced she accepted a new position at the F Street Community Center. 

Haack is returning to McPhee after serving as the assistant principal at Arnold Elementary School since 2019. Prior to Arnold, she was the instructional coach at McPhee for two years. Haack started teaching at Lincoln Public Schools in 2008 and taught at Elliott and Sheridan elementary schools. 

Haack earned her bachelor, master and doctorate degrees from the University of Nebraska - Lincoln. 

Haack will officially start her duties at McPhee Elementary School in January. 

Posted on November 08, 2024


Meeting notices for the Lincoln Board of Education - November 12, 2024 < New

The Lincoln Board of Education will hold meetings on Tuesday, November 12, 2024, located in the Boardroom at Lincoln Public Schools Steve Joel District Leadership Center, 5905 O Street. The special meeting will begin at 4:30 p.m. for the purpose of negotiations and collective bargaining. The regular Board meeting will begin at 6:00 p.m.

Members of the public and media may access the regular meeting via live video streaming or by physically attending the meetings, which are subject to all national, state and local limitations on public gatherings associated with COVID-19. Overflow accommodations may need to be implemented to ensure the health and safety of all in attendance. 

The agenda for all meetings can be found here: lps.org/board.

There are multiple ways to view the livestream of the regular meeting:

Participation by citizens in Board Meetings

The Board believes public attendance and participation, when appropriate to the business at hand, is beneficial to the work of the Board and models the importance of civic engagement and civil discourse to the community’s children, but it cannot impede the Board from completing the business of the meeting. 

In keeping with Board Policy 8420 and Neb Statute 84-1412(3), the Lincoln Board of Education has established these reasonable regulations to conduct Public Comment:

  1. Persons speaking during Public Comment will be called forward individually by the Board Chair to the location identified for such purpose.
  1. A time limit of three minutes will be allotted for any speaker unless prior to the beginning of the Public Comment agenda item, the chair sets a different reasonable time frame to be allotted for speakers in order to accommodate the number of persons who have submitted "Record of Appearance" cards. The time limit is per speaker, per meeting and may not be transferred or assigned to other speakers.
  1. The chair may endeavor to organize public comment by what agenda items or other issues have been identified as topics by public speakers, adjust for the age of speakers, and/or split the Public Comment agenda item to be conducted in different positions within the Board’s Order of Business. At the discretion of the chair, the speaker may be allotted additional time. Board members may share, address or consider comments from the public during public comment, at the end of public comment or when related business is on the agenda.
  1. In order to be called forward to address the Board during Public Comment, each person wishing to speak must obtain a "Record of Appearance" card from staff at the meeting in which they wish to speak. "Record of Appearance" cards are available beginning 30 minutes prior to the scheduled start of the meeting. Those wishing to speak must accurately complete the required sections of the card, and submit it to the appropriate staff member by 15 minutes after the start of the meeting.
  1. Individuals will be called forward to speak by name, organization being represented, if applicable, and address. Each individual speaking to the Board will be required to identify himself or herself prior to giving public comment by stating their first and last name and, if applicable, any organization they represent.
  1. In cases where more than one person wishes to speak on the same topic, their presentations to the Board may, at the discretion of the chair, be grouped together by topic.
  1. If the number of people wishing to speak under the public comment portions of the agenda is large, the chair may rule that a public hearing be scheduled.
  1. Persons speaking to the Board during public comment may make printed materials (paper no larger than 8.5 x 11 inches) available to the Board but may not use any other form of media. Public speakers are asked to provide 10 copies of any copies of printed materials presented to the Board.

Persons attending Board meetings and/or speaking to the Board during Public Comment or during a public hearing must follow all requirements established by the Board, as well as all Board, chair and staff directions in order to help maintain the order, proper decorum, safety and security, and the non-disruptive functioning of the Board meeting. These include, but are not limited to the following:

  • Abiding by time limits;
  • Refraining from applauding, cheering, jeering, or engaging in speech that defames any individual(s), or stymies or blocks meeting progress;
  • Refraining from the use of audio recordings, video recordings, or any digital still images, posters, signs, costumes, other props and/or photographs;
  • Refraining from abusive, disruptive or threatening language or gestures; and
  • Staying in the areas identified by the Board as reserved for the public.

If at any time persons appearing before the Board do not comply with these or any other Board requirements, it shall be the responsibility of the chair to declare that person or persons out of order and require a change in behavior, delay or recess the meeting, or refuse permission to continue to address the Board, and ultimately may require the person or persons to leave the premises of the Board meeting.

Posted on November 08, 2024


Update given about the SRO program during 11/7 Safe and Successful Kids Interlocal Meeting < Updated

The Safe and Successful Kids (SSK) Interlocal Board, composed of members from both the Lincoln Board of Education and the City of Lincoln, held their regular meeting on Tuesday, Nov. 7, at the Lincoln Public Schools Steve Joel District Leadership Center in the Boardroom. The purpose of the meeting was to review the School Resource Officer (SRO) Program, School Perception and Discipline Data Reports for the 2023-2024 school year.

Lincoln Public Schools and the City of Lincoln share the goal of promoting school safety which is an essential element of a positive and safe school climate. Building that environment includes building positive relationships with students and families, providing proactive instruction for positive behaviors, offering a wide-range of student supports, focusing on de-escalating conflicts and negative behaviors, engaging and assigning developmentally appropriate and fair processes and consequences and utilizing those consequences and supports to address the root causes of misbehavior.

This is the fifth year of gathering data based on the goals and expectations established by the 2018 Memorandum of Understanding (MOU) for the SSK Interlocal Board. The MOU had six goals:

  • Create a common understanding that school administrators and teachers are ultimately responsible for school discipline and culture, and SROs should not be involved in the enforcement of school rules.
  • Minimize student discipline issues so they do not become school-based referrals to the juvenile justice system.
  • Promote effectiveness and accountability.
  • Provide training as available to SROs and appropriate LPS staff on effective strategies to work with students that align with program goals.
  • Employ best practices so that all students are treated impartially and without bias by SROs and LPS staff in alignment with applicable City and LPS equity policies.
  • Utilize best practices for training and oversight with the goal of reducing disproportionality.

“We have embraced a robust and full transparency process throughout the history of this partnership between Lincoln Public Schools and the Lincoln Police Department,” said LPS Associate Superintendent for Civic Engagement John Skretta. “Concerns have been voiced in the past that having SROs in schools could create or exacerbate a school to prison pipeline. You will see from this report, and all of the previous reports, that the number of referrals from calls for services at both the middle and high schools have dropped since the interlocal agreement began in 2018.”

Skretta added that LPS and Lincoln Police Department collaborate with students, parents, behavioral health professionals and the community to ensure success of the SRO program. Through this work, clear guidelines have been established and joint training with administrators and SROs takes place every year. This ensures there is a clear understanding of when an incident is only a violation of school rules, or when it is a law violation and the SROs need to be involved. 

Other key takeaways from the report include:

  • In 2023-2024, SROs received on average approximately 52 hours of training that included a variety of topics related to mental health, ethics, diversity and crisis intervention, among others.
  • In 2023-2024, 185 juvenile referrals were issued during calls for service at LPS secondary schools, down 54 percent compared to the four-year average of 402. A juvenile referral is when there is probable cause that a juvenile is responsible for a criminal act and they are referred to the county attorney. Only one student was lodged at the Youth Services Center in 2023-2024 after a call for service.
  • Historically teachers and staff initiated the highest percentage of calls, but that changed in 2023-2024 as administrators initiated the highest percentage of calls with 30 percent. This is the intended outcome as school administrators serve as the most skilled individuals to determine which issues should be referred to law enforcement.
  • In 2023-2024, administrators were notified during 85 percent of all calls for service resulting in a referral. There were 28 calls for service resulting in a referral where it is unknown if an administrator was notified. Because of the ongoing collaboration between administrators and SROs, we want to ensure that administrators are aware of all calls for service resulting in a referral.
  • In the annual perception survey, students who indicated that they were aware of their SRO reported that they feel safer with the SRO on campus. Overall, 87% of students reported feeling at least somewhat safer with an SRO on campus. This response ranged from 79-90% across demographic groups.
  • Overall, out-of-school suspension statistics in 2023-2024 were similar to previous years. The data continues to show evidence of disproportionality for students who identify as male, Black, Hispanic or two or more races, and those participating in Special Education services and the free/reduced lunch program. 

Staff made the following recommendations supported by feedback from stakeholders, the data collected and best practices:

  • LPS and LPD should continue professional development to reinforce the separation of law enforcement and student discipline.
  • LPD should also continue seeking to accurately record when administrators are involved in the referral to law enforcement. Both LPS and LPD will analyze those situations where an administrator is not notified to better understand why it did not occur.
  • Both LPS and LPD will continue with implementation of restorative justice programs with LPS continuing with the implementation of the Prevention Accountability and Restorative (PAR) Behavior Framework.
  • LPS will continue to work for higher response rates year over year on the perception survey to ensure that data accrued is authentically reflective of the diversity of students, families and staff.
  • LPS and LPD will continue to review the calls for service, referrals and school discipline data in an effort to provide professional development opportunities that may decrease disparities.
  • LPS and LPD will continue to build, deploy and enhance the capacity and expertise of the Threat Assessment Team. 

Posted on November 07, 2024


LPS nears record enrollment with 42,282 students in grades prekindergarten-12 < Updated

LPS released their official enrollment for the 2024-2025 school year on Thursday, November 7. Growing 647 students, the total enrollment is just 15 students shy of the 42,297 record enrollment during the 2019-2020 school year. Some of the growth can be attributed to an increase of new families to Lincoln. 

“Lincoln has a long history as a refugee resettlement community,” said LPS Associate Superintendent for Educational Services Mike Gillotti. “For some families this is their second or third move within the United States. They’ve often heard great things about our schools so they are excited to make their home here where they find a welcoming and supportive community.”

There are 679 more English Learners enrolled at LPS this year than last school year at this time, the highest number since 2016. 

Other highlights from the numbers released include:

  • Total enrollment grew by 101 students in elementary, 89 in middle and 385 in high school. 
  • The largest elementary school is Kooser with 929 students. 
  • The largest middle school continues to be Scott with 1,020 students.
  • Southwest is the largest high school with 2,109. Lincoln High is the only other high school with enrollment over 2,000 with 2,082 students.
  • Everett Elementary School saw the largest increase at the elementary level adding 67 students
  • Moore Middle School saw the largest increase at the middle school level adding 87 students.
  • The largest growth at high school was understandably Lincoln Standing Bear High School because they added the junior grade level.
  • An additional 314 students joined the Grizzlies in grades 9-11 bringing the total enrollment to 631.
  • The tenth grade class is the largest class at LPS with 3,478.
  • The largest grade levels experiencing growth are third, 10th and 11th grades.
  • The largest cohort to grow is students moving from last year’s eighth grade to this year’s ninth grade class with 188 more students.

The Numbers

The full 2024-2025 LPS District Statistics Booklet is still being compiled and will be posted on the website here next week. The community can view past statistic handbooks on the same page.

Posted on November 07, 2024


Gabelhouse, Thomsen earn statewide honors for artistic teaching talents

Sarah Gabelhouse and Liz Thomsen are helping local students create artistic masterpieces in their classrooms with Picasso-level teaching strategies.
 
The Nebraska Art Teachers Association (NATA) praised both Lincoln Public Schools employees for their work guiding students on artistic adventures. Gabelhouse, who began teaching at Standing Bear High School this fall, received the NATA Elementary Art Educator of the Year Award for her efforts at Arnold Elementary School last year. Thomsen received the NATA Middle/Junior High Art Educator of the Year Award for her talents at Lux Middle School.
 
Both classroom leaders said the state award experience has been humbling and encouraging. More than 75 teachers and administrators congratulated them at NATA’s fall conference in McCook.


 
“I was so honored and appreciative when I first found out about the nomination,” Thomsen said. “Then, when I went through the process and gathered three recommendation letters of support and read what my colleagues wrote about the work that I do in our building and for our district, I was so grateful for their perspective and recognition of my work. It’s a great feeling to know that others see what you are bringing to the building and trying to do for art education.”
 
“I felt honored to be recognized as a nominee,” Gabelhouse said. “To be selected as the recipient by the Nebraska Art Teachers Association was so very touching.”
 
NATA President Samantha Guelden said she and others on the executive committee were impressed with their educational resumes.
 
“Each candidate had amazing support letters of recommendation from colleagues and mentors that supported and reflected their hard work and dedication to arts education in Nebraska,” Guelden said.
 
NATA Awards Chair Crystal Hassenstab said publicly acknowledging efforts of teachers like Gabelhouse and Thomsen raises awareness of the value that art brings to school buildings.
 
“It is incredibly important for teachers to be recognized for the quality work they are doing in their art classrooms,” Hassenstab said. “Recognition not only validates the teacher’s dedication, creativity and impact on students, but it also highlights the significance of arts education as a whole.”
 
NATA members present the annual awards to teachers who have made “outstanding contributions” both inside and outside the classroom. LPS Curriculum Specialist for Visual Art Lorinda Rice said Gabelhouse and Thomsen both represent the commitment to excellence that is found throughout LPS.
 
“The beautiful thing about LPS art teachers is that they’re curious and want to know new ways of creating and learning,” Rice said. “That’s always good. If your teachers are modeling curiosity and lifelong learning, then you can have students who are seeing that and also noticing that they can do the same thing.”
 
Sarah Gabelhouse
 
Gabelhouse grew up learning about art from her mother, Diane, who won a statewide NATA award in 2010 for her educational work at LPS. Gabelhouse has continued the family legacy by helping students connect with art in imaginative ways.
 
Rice said Gabelhouse was nominated because of her willingness to pick up new teaching paintbrushes. She has developed innovative plans to help students with their drawing, sculpting and watercolor skills.


 
“Sarah has been doing some amazing things with inquiry-based learning and the creative process,” Rice said. “She’s one of our newer teachers who is continuing on with learning and trying to find new ways to engage today’s students in things that are meaningful to them in their artmaking.”
 
Gabelhouse spent her first three years at LPS at Arnold Elementary School before moving to Standing Bear. While the ages of her students are different, her goal is the same for all of them.
 
“I love facilitating creative growth in my students,” Gabelhouse said. “Helping them follow a path of their own curiosity that leads to research and experimentation, coming up with ideas and synthesizing their experience is super rewarding to witness. When a student has the ‘ah-ha’ moment and you get to see them feel good about sharing who they are and what they think about their understanding of the world through their artwork, it’s priceless.”
 
Gabelhouse has given many presentations about her instructional ideas to local and state audiences. She has spoken at NATA conferences and has passed along her artistic research to both teachers and administrators.
 
Gabelhouse said she hopes students can be energized and inspired each time they walk into her classroom.
 
“I completely believe that art can save lives, so it’s not too far-fetched to say that finding a path forward with art can positively impact a student’s life for the better,” Gabelhouse said. “I hope my classroom is that open door or beacon of light for my students, a place where they can try ideas and have success.
 
“I hope time in my class improves students’ understanding of the world, how to find a place where they can be successful, how to be curious, to play, experiment, fail and try again, to communicate visually, to make connections that can only be made through visual arts, and for my students to feel important and special.”
 
Liz Thomsen
 
Thomsen has led art classes in Nebraska since 2012 and has been with LPS since 2017. She said it is exciting to help students discover and use their artistic talents.
 
“I love how each day and class period is different!” Thomsen said. “I never get bored teaching art, and I love to empower my students to be artists, creative thinkers and curious learners.”


 
Thomsen brought a treasure trove of teaching knowledge with her when she arrived at LPS. That expertise made a valuable impact during the coronavirus pandemic, as she used many online tools to lead students in a remote learning program.
 
“During that time, Liz was instrumental in helping students learn different processes and techniques about artists and historical context,” Rice said. “She still continues that today in her Lux classroom, and what has happened is that it creates an opportunity for students to derive the learning with the guidance of the teacher.”
 
Thomsen earned a bachelor’s degree from Concordia University in 2010 and a master’s degree from the University of Nebraska-Kearney in 2019. Her first role at LPS was at Yankee Hill Education Center, where she developed multiple art-based courses. She began teaching at Lux after helping young artists in the remote learning program.
 
Thomsen said it is important to make students feel welcomed and appreciated every time they pick up a pencil or paintbrush.
 
“I want my class to be the highlight of their day,” Thomsen said. “I want them to walk away from my class with encouragement in their artmaking skills and empowerment with their creative thinking skills. I tell my students that I want all of them to have a middle school art experience where they feel successful and have made progress on their own individual art skills.”
 
Rice said Thomsen and Gabelhouse are using their Rembrandt-level talents to help students become the top artists of tomorrow. She said both are showcasing how art can make a life-changing difference for people.
 
“We want to bring that to the art classroom and share that with the rest of the world,” Rice said. “These two teachers are highlighting that in great ways.”

Learn more about our visual art curriculum on our website at https://home.lps.org/art/.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on November 06, 2024


TeamMates of the Month: Michael and Nick

Growing into the Future 

Nick Hernandez remembers his sixth grade mentee Michael as friendly and social when they first met, something Nick wasn’t at that age.

“I feel like I am doing fine, as an adult, but I did not have what he has.”

Michael remembers Nick as much taller than him! Naturally, they gravitated to basketball.

“We played a lot of ‘horse’ and ‘around the world.’ It was cool.”

Nick volunteers that it was Michael who dominated on the court. Michael agrees, but it wasn’t just about hoops.

“We talked about a lot of subjects I didn’t really understand at the time but now that I’m older, I’m understanding more. He definitely brings up some topics that are pretty interesting.”

Michael says those conversations opened his mind more about everything in and outside of school. Nick has noticed the change in their relationship too.

“It’s grown,” he says, spreading his hands wide. “Michael’s interests have expanded, and looking to the future is becoming more prominent. He’s thinking about what comes next.” 

Maybe that is why Michael chose the word “motivating” as one of the ways he would describe Nick.

“Hearing all of your stories, all of your past motivates me. A while ago, you were in the same spot I am now. You help me see how I could see and do things differently and just keep going.”

Both Nick and Michael enjoy making connections with other people, but their motivations are different. With Nick, it is about finding people to explore ideas with. For Michael, connection is part of making sure others around him are happy and comfortable.

Nick says of Michael, “He really likes working with younger kids. He’s already got the mentoring spirit going.”

It is one of the things that may continue to spur his interest in pursuing a career in medicine. After an accident landed him in the hospital with a broken leg, Michael found that he enjoyed the community there and realized what a difference it makes to bring a positive outlook and caring into that setting. It’s something Nick has modeled too.

“I can tell he cares what’s going on in my life. That has made me realize how much I care about my future, what I want to do in college and after.”

And Nick is grateful to have learned that he can connect with younger people.

“I didn’t know if things had changed so much that I couldn’t. It turns out I’m doing okay.”

 

You can learn more about Lincoln TeamMates at https://lincolnteammates.org/.

 

 

Posted on November 04, 2024


Geothermal systems at LPS schools save approximately $4 million each year

Money may not grow on trees, but geothermal systems at Lincoln Public Schools are proving that it can grow underground.
 
LPS is reaping financial benefits from hundreds of geothermal wells, pipes and heat pumps every day. All but two school buildings rely on vertical-bore geothermal systems for heating and cooling.
 
LPS Director of Operations Scott Wieskamp said the systems have saved taxpayers millions of dollars in utility costs over the past three decades. LPS installed its first four geothermal wellfields in 1995 and began converting other buildings in 2005.


 
“It’s a great untold story,” Wieskamp said. “People know about it and know it’s here, but not about the money it’s saved for the taxpayer in terms of the investment. The fact that they took that leap back in the 1990s and the board and exec team were willing to make that decision was really forward-thinking. That was a great move, and now look what we have to show for it. It’s been incredible.”
 
LPS Sustainability Coordinator Brittney Wees said geothermal’s sustainability benefits are also enormous compared to a traditional forced-air heating, ventilation and air conditioning (HVAC) system. Geothermal heat pumps are more efficient for heating and cooling spaces than central air-handling units, and the wellfields and heat pumps produce fewer carbon emissions. They also allow LPS to maintain better indoor air quality.
 
“The geothermal systems in our schools are a huge accomplishment for sustainable design across our district,” Wees said. “They significantly decrease energy consumption for heating and cooling compared to a traditional boiler/chiller system.”


 
Vertical-bore geothermal systems rely on the constant underground temperatures of 50-59 degrees found in the Midwest. During the winter, pipes transfer the warmer underground water back to heat pumps, which then circulate the water’s heat into the air in each classroom. When outside temperatures are warmer, the heat pumps remove hot air from the building and transfer it to the water. Pipes then deposit the heat into the ground.
 
LPS discovered the benefits of geothermal when it constructed six schools in 1995. Lincoln Board of Education members directed Campbell, Cavett, Maxey and Roper elementary schools to have geothermal systems and Lux and Scott middle schools to have traditional systems.


 
Wieskamp worked for a local architectural firm at the time and was a member of the design team for Campbell, Cavett, Maxey and Roper. Geothermal systems use different ductwork and equipment than traditional HVAC models, and the technology was fairly new when the school board opted to install it. The decision, however, has paid off in millions of ways.
 
“Time has proven that there is no comparison regarding energy utilization and costs per square foot between the two conceptual approaches,” Wieskamp said.


 
LPS leaders soon found that the four elementary schools were saving a large amount of money. Their annual energy costs were in the range of 50-65 cents per square foot, while Scott and Lux both had annual energy costs in excess of $1.40 per square foot.
 
Those numbers attracted the attention of the United States Department of Energy, which commissioned an April 2000 report by the Oak Ridge National Laboratory. The report found that the four elementary schools used approximately 26 percent less source energy per square foot of floor area than other LPS buildings. Circulated air from geothermal systems also covered 100 percent of each school’s total floor area, while other buildings had less than ten percent of floor coverage.


 
Lincoln taxpayers approved a $250 million bond issue in 2005 that included geothermal and indoor air quality upgrades. Scott and Lux still have traditional systems today, but all other K-12 schools switched to geothermal technology over the next 15 years. Yankee Hill Education Center, The Career Academy, Steve Joel District Leadership Center, Don D. Sherrill Education Center, Nuernberger Education Center and the Science Focus Program building also have geothermal utilities.
 
Wieskamp said LPS administrators regularly monitor energy consumption. Each time a school building changed to geothermal, the energy expenses dropped in the following budget cycle.
 
“You could see that noticeable difference a year later when we compared what we were spending before to what we were spending with geothermal,” Wieskamp said. “There was not one building that disappointed us.”


 
Today, LPS has more than eight million square feet of building space. Wieskamp said geothermal units save each school at least 50 cents per square foot in energy costs, which equates to roughly $4 million in annual benefits. Multiply that by the several decades LPS has been adding geothermal wellfields, and those overall savings stretch into the eight digits.
 
“It’s an incredibly good deal for the taxpayer,” Wieskamp said.
 
Wees said the geothermal systems are helping more than the bottom line. They are also playing vital roles in every student’s ability to learn in their classrooms.
 
“Designing and operating a sustainable school is not just about saving energy and money,” Wees said. “It is also about having safe and healthy spaces for our students to come to each day. These systems keep each room at a comfortable temperature and they are providing essential ventilation and filtration to have great indoor air quality.”


 
Wieskamp said LPS will continue to benefit from geothermal wellfields, pipes and heat pumps for many years to come.
 
“It’s a perfect system for educational facilities in the Midwest, and it’s why it’s worked well for us,” Wieskamp said. “We have good design teams and good contractors, and LES (Lincoln Electric System) has been a great partner with us. All the stars have lined up to make geothermal just right for LPS.”

To learn more about our Sustainability efforts, visit our website at https://home.lps.org/sustainability/.

Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on November 04, 2024


Sheridan Elementary prepares students for civic engagement during 2024 LPS Student Vote

Sheridan Elementary School students Claire and Oliver wore proud looks on their faces as they placed “I Voted” stickers on their clothes Wednesday morning.
 
The two Sheridan fifth graders joined thousands of other children across the Lincoln area in the 2024 Lincoln Public Schools Student Vote event. Students from local public and parochial schools in Lincoln and the surrounding area take part in Student Vote every two years. The social studies department at LPS oversees the project, which first began in 1992 as a partnership between the school district and radio station KFOR.
 
Claire said everyone at Sheridan was excited about taking part in the process. At Sheridan, students in kindergarten through third grade voted on what their favorite playground item was and what the theme of a future Sheridan Spirit Day should be. Fourth and fifth graders voted on those topics and made choices on some races found on official Lancaster County ballots.
 
“I thought it was really fun and empowering because doing this with all my classmates, I felt like everyone was learning something new,” Claire said. “Everyone was talking to each other and getting so excited and it actually felt like a big deal, because it wasn’t just a few people excited about it, it was this whole schoolwide excitement. It wasn’t just a few people, it was everybody that was having fun with this.”
 
Oliver said he enjoyed doing something that his parents have talked about around the dinner table for many years.
 
“It felt like my parents, being in a small cubicle with a little paper,” Oliver said.
 
LPS K-12 Social Studies Curriculum Specialist Jaci Kellison said the reactions of Claire and Oliver are why Student Vote matters. The activity’s goal is to help students become more informed citizens once they reach adulthood. They learn that voting is a core principle of democracy, an educated vote is essential and all voices count in the voting experience.
 
“Student Vote is really important because it really allows students to dive deeper into our democratic process,” Kellison said. “It allows students to see the importance of voting, it allows students to understand what kinds of decisions voters get to make, why their vote matters, how their vote matters.
 
“They learn everything about the why, but also the how, so it really allows them to put that into action. We know that it increases the likelihood that they will become voters when they are of voting age.”
 
Fifth grade teacher Matt McMullin served as a Student Vote advisor at Sheridan. He worked with Claire, Oliver and other student election commissioners to plan and implement schoolwide activities. He said all of the Sharks were having fun on Student Vote election day.
 
“I think it’s going great,” McMullin said. “The few kids I’ve talked to have been really excited about it. A few kids have said they feel very adult. They feel as if their voice has been heard, and they really like the activities that we’ve done, so overall I think it’s been a great success.”
 
All LPS students in grades 4-12 made five decisions at the ballot box. They cast votes in the United States House of Representatives race in Nebraska District 1, both U.S. Senate races in Nebraska and the U.S. President race. They also voted on Measure 436, which is an initiative about Nebraska businesses offering earned paid sick leave for employees.
 
Some LPS schools also gave students in grades Kindergarten-3 a chance to vote on issues like future school spirit days. McMullin said Sheridan teachers felt it was good for students to build decision-making skills early in life.
 
“I think it’s important just in general to give students the real experience of what anything is,” McMullin said. “Just setting them up at a young age of seeing why their voice matters, seeing why it’s important to vote, seeing what the process is like, it gives them that responsibility, that ownership piece. I think it’s important to do that for them no matter how old they are.”
 
Leading up to the Student Vote election day, the LPS Communications Department produced three promotional videos. The videos featured multiple elected officials and community leaders who spoke about the process of voting, the importance of informed voting and the need for civility in elections. East High School senior Gabriel and Southeast High School freshman Makenna helped with the videos in their roles as Student Vote district ambassadors.
 
Sheridan student election commissioners met before school on Oct. 24 to finalize planning for the big day. They gathered Student Vote posters that fifth graders made during art class and hung them in every classroom. They also created announcements that were read to students Oct. 28-30.
 
The Sharks came into the library throughout the day on Wednesday to vote. They first created voter identification badges and brought them to a check-in table. They then proceeded to a separate part of the library to vote on both a Chromebook and a paper ballot. They brought their paper ballots back to a main table and placed them in a ballot box. Each student then received a circle-shaped sticker to wear the rest of the day.
 
Kellison smiled as she watched the Sharks enjoy their opportunity to vote.
 
“This is one of my favorite days of the year, because you can just feel the excitement when you go into buildings, particularly elementary buildings,” Kellison said. “You just feel that excitement that they are doing something that grownups get to do.”

Claire said she had learned a lot from becoming a voter in the Sheridan library.
 
“I feel like this election actually did make me realize the importance of that one day your vote will count, one day you will actually be choosing who you want to run your country,” Claire said. “I guess you can’t know the whole experience unless you’re actually voting for everything, but I feel like this has given us a really, really good preview of what it will be like to vote when we do turn 18.”

More than 4,000 students had cast votes by 9:30 a.m., and that number surpassed 18,000 at 1:30 p.m. There were 23,103 votes cast in this year’s election, which eclipsed the 19,698 votes from 2022.
 
Student Vote results were announced on Wednesday afternoon. See a detailed breakdown of the final 2024 Student Vote results.

See more highlights across LPS from this year’s event below.

Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on November 01, 2024


LPS unveils bullying prevention toolkits for students, teachers

Lincoln Public Schools educators will have a brand-new box of tools to use this year to teach bullying prevention and response lessons across the city.
 
LPS is enhancing its decades-long effort against bullying with a comprehensive set of materials for students, teachers and family members. Members of the Student Services Department have compiled a wide array of resources into toolkits geared for elementary and secondary levels. They developed the toolkits in coordination with the school district’s new PAR (Prevention, Accountability, Restorative) behavior framework.
 
Karmin Pedroza and Lori Hemmett designed the blueprint for the districtwide anti-bullying lessons. Pedroza is a supervisor within Student Services and Hemmett is the school counseling supervisor at LPS. They said the project’s main goal was to increase awareness about the many school and community resources that LPS uses each year.
 
“We’ve always had our bullying prevention lessons,” Pedroza said. “They’ve been a part of our health curriculum and we’ve had some additional resources available, but with our new strategic plan and our emphasis and focus on student wellbeing and staff wellbeing, it definitely made sense that we were bringing it back to the surface on what we do to support everyone.”
 
“What’s new this year is that we have put together a very specific campaign for our principals and our teachers to use,” Hemmett said. “We have resources that they either post digitally in their Google classrooms or their physical classroom space and messaging that is standardized for all principals to send home in either their weekly or monthly messages. It’s so parents see that we have a concerted effort to educate all of our students on the importance of reporting and being a good upstander.”


 
LPS teaches bullying prevention units to all students in preschool through seventh grade through its Social Emotional Learning curriculum, and there are multiple lessons in secondary classes such as career and technical education, family and consumer sciences, health and business. The school district has also conducted bullying prevention lessons for all staff for many years.
 
Pedroza and Hemmett began the project by contacting school counselors at every building. They wanted to compile a full database of bullying prevention materials that were already being used.
 
Pedroza said they were thrilled to catalog the large number of instances where local schools were mentioning the subject. For example, the 2024-25 handbook for Maxey Elementary School features two full pages of bullying prevention information. It includes the definitions of bullying, LPS Policy 5482 about the school district’s anti-bullying efforts and Maxey’s plan for preventing and responding to bullying behaviors and incidents.
 
“For us to say here’s an additional toolkit only strengthens what we’re doing,” Pedroza said. “We’re really pleased with what we’ve already seen. We’ve got buildings doing great work on a daily basis, so this just enhances what they have available to them.”


 
The elementary and secondary toolkits both include lessons about the difference between being a bystander and an upstander. Bystanders see bullying happening but do not do anything to stop it, while upstanders do their best to support and protect others around them.
 
“The efforts and resources and strategies that we’re engaging in are that we want to have solid relationships built with students so they feel comfortable reporting those things when they are happening,” Pedroza said. “We are creating that community that you know you can come to a trusted adult if you see those things happening or you’re experiencing those things.”
 
The toolkits also include multiple lessons and resources about cyberbullying, which can take place through texting, online games and social media. Hemmett said it is essential for students to know what to do when they are the victim of cyberbullying or see it affecting their classmates.
 
“It’s so important to help students realize that when they do see that happening, they have to report it, because those spaces are so hard for us to monitor,” Hemmett said. “A lot of that happens outside the school day, but it impacts how students are able to learn well and feel safe in the school day.”


 
LPS is unveiling the toolkits in conjunction with its new PAR behavior framework. District leaders spent 18 months developing PAR materials, which are designed to address all types of behavior in schools.
 
The 154-page guidebook includes links to prosocial lessons that are being taught in all grades and a list of reasons why certain behaviors might happen. It also provides restorative practices that can help repair relationships, create more empathy and encourage both accountability and responsibility.
 
“We truly can’t have teaching and learning happening unless we have a true understanding of behavior and how we can prevent and respond to it,” Pedroza said. “I’m really proud of the work LPS is doing so that we can have a balanced approach to having robust teaching and learning happening and having robust support on the prevention side of behavior and the response side of behavior.”
 
Hemmett said LPS wants to help everyone learn that it is never okay to be unkind to someone. She said the school district is focused on sharing that important message every day of the year.
 
“The real root of what bullying prevention is, is to create an environment of empathy,” Hemmett said. “You wouldn’t want to feel that way either, so why would you want to make someone feel that way?”

To learn more about our Student Services department and its resources, visit our website at https://home.lps.org/studentservices/. 

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Posted on October 29, 2024


Northeast students connect with retirees through pottery project

Northeast High School students are connecting pieces of the past, present and future through a pottery project with Eastmont Retirement Community residents.
 
Members of Janai Robinson-Makarov’s Pottery 1 class are sharing stories of retirees through an intergenerational art assignment. They will spend the next four weeks creating personalized art for the residents. The pottery pieces will reflect imagery of their teenage lives from 50, 60, 70 or 80 years ago.


 
Northeast student Taegen said the project has been meaningful for her. She felt everyone in the class learned a lot from listening to the local residents. They also enjoyed receiving art from senior citizens during their initial visit to Eastmont.
 
“One thing that made me enjoy the time I spent with the Eastmont residents was how kind they were,” Taegen said. “I did only talk to two of them, but I could tell they were all very kind and that it was a good community there. I also liked how they got to make some of their own art pieces by carving whatever they wanted into a piece of clay as a coaster for us!”


 
Mario said he had a similar experience. He spoke to a resident who told him about her time in high school. He was interested to hear about the different types of transportation and academic classes that were available back then.
 
“I enjoyed listening to the story that the lady told me,” Mario said. “It was interesting and the atmosphere was good.”
 
Robinson-Makarov teaches pottery, drawing and art classes at Northeast. She said her Pottery 1 students are gaining a newfound appreciation for the power of personal history. The project teaches them the answer to a simple question: If the roles were reversed, how would they want someone else to share their story?
 
“I want them to comprehend the importance of managing and taking responsibility for someone else,” Robinson-Makarov said. “They must learn to care for someone’s story and derive meaning from it. I want them to recognize the value and significance of their actions.”


 
LPS Visual Art Curriculum Specialist Lorinda Rice said she believes this is the first intergenerational art project of this scale to take place at LPS. 
 
The Rockets will showcase their finished pieces in an art show at Eastmont from 2-7 p.m. Friday, Nov. 15. Eastmont residents will congratulate them on their work during the show.
 
Rice felt the conversations between students and seniors have allowed both generations to share stories, learn from each other and feel a sense of value.
 
“In today’s society, where social media dominates as the main form of connection, many people are feeling a diminished sense of belonging,” Rice said. “This project gives youth the chance to practice social skills, actively listen and identify important insights from the stories shared by elders. The residents enjoy engaging with others, have valuable stories to share and want students to see the many possibilities their future holds. It’s a win-win!”


 
Robinson-Makarov seized the opportunity to participate after Rice e-mailed about the chance to be involved in the art project. She chose the pottery class after watching “their exceptional attention to detail” during the first three weeks of school. She felt they had both the artistic and social skills to make the plan come to life.
 
Robinson-Makarov spoke to Eastmont representatives and toured a community space inside the building. She said it became clear that the pottery pieces would be valuable additions to the area.
 
“I was determined to continue this art tradition and provide the seniors with the chance to contribute their memories and stories to the building with the assistance of my Pottery 1 students,” Robinson-Makarov said.


 
Taegen, Mario and their classmates interviewed residents in September to learn more about their personal histories. They talked about their childhood experiences, what they learned at school and where they lived and worked as adults. Students will base their pottery pieces on the stories they listened to during the visit.
 
Taegen said the project has helped the Rockets form positive relationships with people who were in their seats many decades ago. She said it also provides a wide range of artistic benefits to everyone in the class.


 
“I feel this project will help me grow into being a better artist and better at pottery,” Taegen said. “It will help me learn more about clay, since this is my first time actually taking clay seriously instead of just making random, small things as I did when I was a kid.”
 
Robinson-Makarov said it was inspiring to watch students and residents share happy expressions with each other. She said those smiles showed how important it is for everyone to connect the past, present and future with the pottery projects.
 
“This joy also signifies that students, irrespective of their backgrounds, aspire to pursue meaningful endeavors in their busy lives,” Robinson-Makarov said.
 
To learn more about the school district’s art curriculum, visit our website at https://home.lps.org/art/. 
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on October 28, 2024


Matzen tallies rewarding career in leadership role at Southwest

Southwest High School students know they are more than a number to John Matzen every time they spot him walking down one of the hallways.
 
Matzen has solidified his spot as a source of guidance and encouragement to every Silver Hawk on campus. He has been with Lincoln Public Schools for nearly two decades and is in his fourth year leading more than 2,000 students and staff at Southwest. He is being recognized during National Principals Month, which takes place across the United States each October.


 
Matzen had initially planned to become an accountant when he entered college. He said the decision to switch to an education career has added many wonderful moments to his life.
 
“I feel like I have the best job in the world,” Matzen said. “Every day I get to interact with amazing students who are going through the journey that we all go through. The teenage years are not always easy, but they are some of the fond years that we look back on. Being able to help students navigate through those years, share wisdom when I can and celebrate with them when they find those accomplishments and reach those goals is very rewarding.”


 
LPS Director of Secondary Education Jessie Fries said Matzen is a strategic and thoughtful principal whose leadership has been valuable for everyone at LPS. He led the implementation of the digital hall pass program at Southwest last year. He was also instrumental in creating a framework for student cellphone guidelines on campus. Southwest’s pilot program for electronic devices was later adopted by all LPS high schools.
 
“John is known as a leader who helps simplify complex ideas and initiatives,” Fries said. “He always does so in an inviting and thoughtful manner with the goal being to improve how we support students, families and staff in LPS.”
 
Brett Schuster has been an associate principal at Southwest since 2019. He said every Silver Hawk knows that Matzen will act with honesty, integrity and respect regarding every issue that is brought before him.
 
“First and foremost, John is a great principal because he cares deeply about each individual student and staff member at LSW,” Schuster said. “As a result, every decision he makes is grounded in what is best for our kids and what is best for our staff.
 
“Beyond that, John is an outstanding communicator, collaborator and servant leader. These characteristics allow John to form positive, trusting relationships and rapport with diverse groups of students, staff and community members, which is crucial for leading any large school or organization.”


 
Matzen grew up in Milford and learned about the value of education from his parents. His dad was an instructor at Southeast Community College’s campus in Milford, and his mom taught classes at an elementary school in town. The memories of watching his parents make positive impacts on the lives of their students led to his own life-changing choice at the University of Nebraska-Lincoln.
 
“At some point during college I just realized that there was more to a job than just financial rewards,” Matzen said. “Education was rewarding in so many other ways.”


 
Matzen graduated from UNL with degrees in both English and business administration/accounting. He later earned a certification in business education from UNL and a master’s degree in educational leadership from Doane University.
 
Matzen was a business teacher at North Star High School for the first seven years of his LPS career. He became an instructional coordinator and associate principal at the school before accepting a job at Southwest as associate principal in 2018. He was named principal three years later.


 
Schuster said Matzen is both humble and assertive in his role as principal. He said Matzen is decisive and confident when making difficult decisions about everything from weighted classes to cellphone policies. He has also displayed a desire to include everyone in the fact-finding process.
 
“Realizing that no one person has all the answers, John often displays humility by listening to and considering ideas and perspectives that are different from his own,” Schuster said. “In turn, this results in a sense of shared leadership in our building, while also helping ensure that we are making the best decisions possible.”


 
Matzen said he feels fortunate to spend time with high-quality staff members at Southwest.
 
“We have an amazing staff here,” Matzen said. “The people I work with every day are an inspiration to me. They have also found their role in society and are educators through and through. They want to make the world a better place by providing these opportunities for our children, and I’m so glad I get to work with them.”


 
Matzen said he wants to continue to let everyone at Southwest know that they are more than a number when they enter the building. They are Silver Hawks who are valued, respected and treasured on campus.
 
“I would love to be the principal at Southwest until the day I decide to hang up my lanyard and ride off into the sunset,” Matzen said. “I truly feel like this is the right position for me, and because I’ve been able to find the career goal and place where I feel like I best fit, now my focus is helping others to get through their career or their schooling to find that same satisfaction.”
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on October 28, 2024


McPhee principal Boden accepts position with F Street Community Center

McPhee Elementary Principal Chris Boden announced on Thursday that she accepted a position as Supervisor of the F Street Community Center. She will finish the semester at McPhee and begin her new role in January.

Boden has served the McPhee community as principal since August 2018. Prior to McPhee, she was the assistant principal at Elliott Elementary School from 2015-2018, and behavior coach from 2012-2015. Boden also taught at Clinton, Cavett and Prescott elementary schools.  She has spent 32 years in education.

Lincoln Public Schools is working on filling the position, and will announce plans in the near future.

Posted on October 25, 2024


LPS, Foundation for Lincoln Public Schools and ALLO Communications celebrate partnership and community impact

Lincoln Public Schools, the Foundation for Lincoln Public Schools and ALLO Communications marked the success of their partnership at a special event that took place at Union Bank Stadium ahead of the Lincoln Northwest football game Thursday night. 

LPS Superintendent Paul Gausman expressed his heartfelt appreciation for ALLO's partnership, particularly their contributions to the Foundation for LPS’ Fielding Dreams Campaign. This initiative, aimed at upgrading the athletic facilities at Lincoln Standing Bear and Northwest high schools, saw tremendous support from volunteers, donors and the community.

“As we conclude the Fielding Dreams Campaign, the impact of what we have achieved with our community partnerships is unmistakable,” Gausman said. “These facilities now stand as a testament to what our community can accomplish when we come together to support our students. They provide Lincoln’s young student-athletes with the resources and environment they need to thrive.”

Combined with the 2020 school bond, the campaign raised over $23.6 million, resulting in state-of-the-art athletic complexes for the district’s student-athletes.

“The success of the Fielding Dreams Campaign is largely due to the dedication of our volunteers and the unwavering support of community partners,” said John Neal, interim president of the Foundation for LPS. “By enhancing athletic facilities, we sought to provide more time, opportunity and growth for Lincoln’s students and their families.”

Gausman added how the partnership with ALLO is just one example of how collaboration can create lasting and positive change, enhance the lives of students and strengthen the broader Lincoln community.

Brad Moline, president and chief executive officer of ALLO Communications, underscored the company’s commitment to community investment, rooted in its core values of connectivity and service. He emphasized ALLO’s pivotal role in providing essential telecommunications infrastructure to the city and highlighted programs such as ALLO for Education and SmartSchools, which have directly benefited students and schools across Lincoln.

“Our team is proud to support education across Nebraska, working to close the digital divide,” Moline said. “From The Bay High to Fielding Dreams, ALLO’s commitment to Lincoln’s schools is much like investing in fiber: a 30- to 50-year investment in success.”

The Foundation for Lincoln Public Schools is a non-profit organization dedicated to fostering excellence in education. By connecting donors with key areas of need, the Foundation helps ensure that all students in Lincoln Public Schools have the support they need to reach their full potential.

Posted on October 24, 2024


LPS threat assessment team adds psychotherapist to assist with prevention, restoration work

When Liesel Hogan and Yeti walk through the hallways of Lincoln Public Schools buildings, every step can literally be lifesaving.
 
Hogan is helping students and families heal from traumatic experiences as the newest member of the LPS threat assessment team. She is the team’s first full-time psychotherapist. Hogan brings years of knowledge as a licensed independent mental health practitioner (LIMHP) to the school district. She and her therapy dog Yeti have supported many students in grades K-12 during the first ten weeks of the academic year.
 
“I’m really happy to be in this role,” Hogan said. “Just being in schools has been a dream, but being able to be involved in that intersection of risk prevention and mental health is where my passion has always been. To have an opportunity to work in that specific space has been wonderful. I’m super excited that LPS created the role and I’m able to be part of the team.”

Hogan said she is grateful to be serving the LPS community. The Sidney native worked in outpatient therapy before becoming an integrated therapist in Educational Service Units that serve public schools outside of Lincoln. She now provides LPS students with mental health services and strategies for conflict resolution, anger management and social skills development.
 
Joseph Wright is director of security at LPS and oversees a department that is focused on both prevention and restoration for students and families. The team includes a certified threat manager, two licensed clinical social workers and a police detective.

“If you look at all the different disciplines, now we’ve pulled in a high-level licensed mental health professional,” Wright said. “We’re really creating this high-level multidisciplinary team that can look at kids and families who are in really unique and challenging situations and hopefully decipher how we can lend supports and help kids be successful. A successful kid and a successful family are going to be a safe family.”


 
Wright said adding Hogan to the group has already made a major difference for the entire community.
 
“We’ve seen a lot of insight that is extremely helpful and that is at a higher level,” Wright said. “Her appreciation of what she’s seeing and the information we’re getting from kids and about kids and the situations they’re facing is incredible. Her expertise is already showing us that she’s going to bring a lot more to the table for us than we’ve previously had.”
 
Hogan was interested in becoming an elementary education teacher when she first attended Hastings College, but she soon discovered that her biggest passion was for helping people outside of the classroom. She wanted to support children who were facing serious situations such as abuse or violence or who were having suicidal thoughts.


 
Hogan meets students on an individual basis and works with families, school staff and community partners to provide both intervention and healing. Her job at LPS also allows her to support teachers, as she is able to listen to their concerns for students and help them realize that they are not alone.
 
“When you have mental health assistance readily accessible to students and teachers, it provides that layer of support so that someone is there to intervene and provide follow-up and a back end on everything,” Hogan said. “Teachers get to feel safer in having relationships with students and asking them what they need if they see that they’re struggling, rather than feeling like it’s all on them.”

Hogan spends a majority of her time at middle and high schools, but she is also supporting students at many elementary schools. Wright said early intervention is essential for creating safe and successful outcomes for all children.
 
“For us to have Liesel available to help younger kids is really beneficial,” Wright said. “The sooner we can start with kids and the sooner we can approach, define and start to heal kids who have been through a lot of trauma, we’re going to have a lot more success than if we wait until a kid really starts getting into a dangerous place. The sooner, the better is really a literal thing here.”
 
Yeti has been a key partner for Hogan in her prevention and healing efforts. He is starting his third year as a therapy dog, and is the first LPS dog to travel to all buildings. Hogan said Yeti’s presence in school has been “enormously helpful” for building initial trust and rapport with everyone.


 
“Students naturally understand that the adults are here and they’re working, and they might say hello to an adult, but they’re not going to stop and interact with them as much as when I walk down the hall with Yeti,” Hogan said. “Then I have an opportunity to create a relationship with them and open up conversations with them.”
 
Yeti provides even more support during individual sessions with students. Hogan said Yeti has an untrained ability to sense if someone is upset or sad. She has watched him extend a paw or lay his head in a student’s lap to calm them down, which jumpstarts the entire healing experience.


 
“I’ve seen it personally where kids are really struggling, and then they start to pet Yeti, and you can just watch that process happen,” Hogan said. “They start breathing deeper, they start re-engaging with their environment, they start responding to questions and interactions from adults in the room more. It’s really quite impressive and moving.”
 
Hogan said her goal is to work with others to create lifesaving outcomes at LPS every day.
 
“My role is only part of a multidisciplinary approach to ensuring the safety of our students, staff and buildings,” Hogan said. “I am grateful to bring my experience to an incredibly talented and passionate team.”

To learn more about the LPS safety and security team, visit our website at https://home.lps.org/security/. 
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on October 24, 2024


Student News Desk: East Book Club helps Spartans showcase love of reading

Lincoln Public Schools understands the importance of quality journalism to help inform our community and shine a light on the people, programs and events that make our school district unique.

Student News Desk is our ongoing effort to promote excellence in journalism and public education. We select a story written by student journalists from our high school publications classes to be featured on the Lincoln Public Schools homepage and social media each month. Congratulations to Avari Wischhof of East High School for being selected for October!

Written by Avari Wischhof, East High

Lincoln East’s Book Club began their second year as a club with new aspirations and ideas on how to enhance the book loving culture among Lincoln East students. With a rocky first year, the club decided to start fresh and establish an inviting environment for young readers. The club meets every other Tuesday in the library at 3:05pm after school.

With only two meetings under their belt so far this year, the Book Club’s initial focus is on letting the members explore their literary passions through reading their choice of a novel, and encouraging the participation of various activities to get to know one another and explore a deeper understanding of their book. This month’s genre is fantasy, and each member is encouraged to select a book within this genre. The club then comes together to discuss memorable moments in the story.

“Instead of having everyone read the same book, we each read different books in a genre,” Book Club president, Kashish Nagia, said. “That allows us to have people read what they want while still being contained.”

This perspective differs from a typical book club in which each member reads the same book and then discusses it together. However, this system works better for East’s book club because of the decreasing population of book readers.

“I think these days, not a lot of people read books,” vice president, Jihye Seo, said. “But book club really helps you know that there’s other people out there or just being able to read any books that you might like and then you can discuss it or you could talk about your favorite characters. It’s more 40% book, 60% social.”

The social aspect is indeed something that is valued for the Book Club at East. An activity that the members can participate in is called a tea party, which is where the members meet up, get some tea and snacks, and discuss the various books that they are reading. This allows the members to feel connected through their love of reading and share their differing perspectives.

“This year, I think I’m just excited about adding all the new people because they’re wonderful new readers,” Seo said. “They’re just contributions to how diverse of a reader we can get.”

Another activity that the club participates in includes something they refer to as “Buried Book” where members can read books that haven’t been checked out from the library in two or more years. The members are also expected to design book review posters once they have completely read their book of choice. This way, they can promote or share their opinion of their book to others.

Book Club is an outlet for passionate readers to meet new people, discuss their feelings about books, and produce creative material inspired by literature. If this club sounds interesting, make sure to check it out in the library after school, every other Tuesday.

Posted on October 24, 2024


Mickle students strengthen academic muscles through physical education class

Mickle Middle School students Korbyn, Caden and Taytum left the school’s weight room this fall knowing they had just strengthened their muscles of confidence, perseverance and self-esteem.
 
All three students are building their physical, mental, social and emotional powers through a new strength and conditioning class for eighth graders. Mickle piloted the physical education course in January 2023 and offered a full year of strength training in 2023-24. The class is currently available at seven middle schools and will be offered to all eighth graders within the next two years.
 
Korbyn beamed as she heard Mickle teacher Anna McVay encourage her during her last set of weights on the bench press. Korbyn will play basketball for the Missiles this winter and wants to improve her power, agility and endurance. She said it has been fun adding more numbers to her bench press marks this semester.
 
What’s the best part about taking the class?
 
“That I’m getting stronger for my sport,” Korbyn said.
 
Caden and Taytum also said they have noticed many benefits from the class. Caden participates in football, basketball and track and field at Mickle, and Taytum is thriving in both softball and wrestling.
 
“It’s really helped me get a lot stronger for sports, and I’ve liked being able to do this with my friends,” Caden said. “I can tell that I’ve gotten stronger already.”
 
“I think it’s made me mentally stronger for sure,” Taytum said. “Confidence-wise I’d say it’s definitely helped. I know I can do a lot of things now because I’ve been able to see the progress I’ve made here.”
 
Those words were music to the ears of McVay, who has been teaching health and physical education at Mickle for 15 years. She has enjoyed watching students learn lifelong skills such as time management, discipline and teamwork from the course.
 
“They’re intrigued by it,” McVay said. “They want to work out, they want to be better, they want to get stronger. There’s tons of buy-in, which creates a lot of excitement from them, so it’s really fun to see from my point of view.”
 
Matt Avey said the strength class is one of the best physical education courses offered by Lincoln Public Schools. Avey, the curriculum specialist for K-12 health and physical education at LPS, said he has been pleased with the way students have responded to the academic opportunity.
 
“It provides the students with foundational knowledge and skill development necessary to continue strength and conditioning at the high school phase, and it also provides tremendous confidence and competence to middle school students at a transition phase in their academic pathway in LPS,” Avey said. “Having these skills and seeing actual improvement is a tremendous asset to any adolescent, and it provides them with the desire to continue working on their own personal fitness!”
 
The seed for the class was planted eight years ago when Avey finished writing curriculum and objectives for all high school strength courses. He asked high school teachers for their input on growing the program throughout LPS. All of them said long-term athletic development (LTAD) was essential for teaching younger students about physical fitness.
 
The solution came when McVay approached Avey about the possibility of piloting a strength class for eighth graders at Mickle. She wanted to provide a solid workout foundation for them to rely on when they moved to high school. That included learning the details of every lift, becoming knowledgeable about muscles and tendons and realizing the importance of setting goals.
 
“I immediately knew we had found our starting point and we quickly got to work,” Avey said. “Anna has been instrumental in taking a concept and making it a reality.”
 
McVay said one of her biggest goals has been creating a place where students of all experience levels can feel comfortable. She has emphasized to the Missiles that the weight room is a judgment-free zone because everyone is learning together.
 
“Everyone should be respectful and encouraging in every capacity, and I just wanted it to be a gym that was not intimidating,” McVay said. “Because a lot of times, even as adults, people don’t go to gyms because they’re intimidated. They don’t want to take strength in high school because they’re intimidated.
 
"I wanted it to be a safe environment where they felt like they could learn and know that not everyone around them knows what they’re doing either. We’re all new to this.”
 
The strength course is currently offered at Mickle, Dawes, Schoo, Moore, Lefler, Irving and Scott. Avey said Lux and Culler will have weight rooms installed this spring and will begin offering the course next fall. Goodrich, Park and Pound are slated to add weight rooms in 2025-26.
 
McVay said it is rewarding to watch students like Korbyn, Caden and Taytum leave her classroom with a sense of accomplishment and joy.
 
“That is probably the coolest part,” McVay said. “I never speak numbers with kids of, ‘Oh, you got 225 on the bar.’ I don’t do any of that. It’s more so of they’ve improved, their movement pattern has improved, they have put more weight on the bar. I don’t care how much weight, but they are increasing their strength.
 
“And they have an immense sense of pride with that. They know there’s an association between their work day in and day out and their strength going up every single week, every single day.”

To learn more about our Physical Education curriculum, visit our website at https://home.lps.org/pe. 
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on October 23, 2024


Highlights of the Oct. 22, 2024 Lincoln Board of Education meetings

Lincoln Board of Education Special Meeting

The Lincoln Board of Education met for a special meeting on Tuesday, Oct. 22, at the Lincoln Public Schools Steve Joel District Leadership Center, 5905 O Street. The special meeting began at 4:30 p.m. After opening the meeting, the Board immediately moved to Closed Session for the purpose of negotiations and collective bargaining. 

Lincoln Board of Education Regular Meeting

The Lincoln Board of Education met for its regular meeting on Tuesday, Oct. 22, at 6:00 p.m. at the Lincoln Public Schools Steve Joel District Leadership Center, 5905 O Street. 

Special reports, presentations and celebrations of success

Student Vote

Lincoln Public Schools K-12 Social Studies Curriculum Specialist Jaci Kellison joined two students to present about Student Vote.

Student Vote started in 1992 as a partnership with KFOR and Lincoln Public Schools.  The event aims to empower students to be engaged, active, and informed members of their school, community, state, and nation.  Student Vote is held every two years. It initially started using paper ballots, but over the years LPS designed a computer voting system, which we use today. 

This year’s Student Vote Election is scheduled for Wednesday, Oct. 30. The purpose of this event is focused on the importance of voting, the types of things citizens get to have a voice in, why your voice matters, and why it’s important to be a part of the democratic process. It is not focused on party platforms or particular views of candidates, particularly at the younger grade levels. Students only need familiarity with what they will see on the ballot in order to participate in the mock election.

East High School senior Gabriel Buggi and Southeast High School ninth grade student Makenna Kroeger spoke about their work as Student Vote District Ambassadors and what they’ve learned during the process.

First reading

Schools and libraries cybersecurity pilot program

The Federal Communications Commission (FCC) is accepting applications from eligible school districts and public libraries to participate in a three-year pilot program. Participants selected for the program will receive support to defray the costs of eligible cybersecurity services and equipment, while providing the Commission with data to better understand whether and how universal service funds could be used to improve school and library defenses against increasing cyberattacks. 

Staff propose that the district apply for funds through the program to purchase a web filtering and security platform to help maintain online safety and integrity, enabling digital and distance learning by filtering and classifying websites, and monitoring user activity.  

Participation requires a 20% match of the total, which would be covered by funds already budgeted for the 24-25 school year. LPS will apply for approximately $360,000 over a three-year period

Due to the application deadline of the grant, the Board waived the second reading and voted to approve the grant application.

Superintendent update

LPS Superintendent Paul Gausman gave an update to the Board.

First, Gausman recognized and welcomed to the meeting John Neal as the Interim President for the Foundation for Lincoln Public Schools. Neal recently retired from LPS as the Associate Superintendent for Civic Engagement.

Gausman also spoke about The Career Academy career fair held on Oct. 10. The Lincoln Chamber helped to promote the event, and there were 57 companies in attendance with over 800 students participating.

“The Career Academy under the direction of Josh Jones is doing an amazing job of connecting our students with future employers and helping them forge a different path forward,” added Gausman.

Gausman wrapped his report giving an update on recent LPS Interview Days. There is an Educator Interview Fair coming up on Oct. 30, and those interested need to register by Oct. 28. Anyone interested in becoming a teacher, counselor, school psychologist, speech-language pathologist, social worker or school nurse within Lincoln Public Schools are eligible to participate in our Educator Interview Fair.

Public comment

There were no individuals that addressed the Board during public comment.

Glimpses of LPS

We open every Board meeting with a video that highlights Lincoln Public Schools. Tuesday’s Glimpses featured PE strength training classes at Mickle Middle School. 

Posted on October 22, 2024


Thomas uses Educator Interview Fair as springboard to fulfilling LPS career

Northeast High School social studies teacher Tori Thomas has mapped out a fulfilling career path during her first few months at Lincoln Public Schools.
 
The Lincoln native is sharing her love of geography and history with students every day as a first-year teacher. Room 151 has become a place to learn about everything from topographical features of Europe to the social ramifications of World War I. Thomas uses her background as an award-winning speaker to help her students connect with those topics in fun and engaging ways.
 
“It’s been a really good experience here at Northeast,” Thomas said. “I’ve learned so much in these first couple of months. It’s been fun to see the students engage with the lessons and watch the learning process happen for them. Teaching has been something I’ve wanted to do my entire life, so to be able to start this job has really been a dream come true.”


 
Thomas began rowing on her LPS teaching river after attending an Educator Interview Fair during her senior year at the University of Nebraska-Lincoln. The East High School graduate said it was encouraging to know she would have a chance to lead students in her hometown.
 
“I’d always heard how fulfilling it was to teach for LPS, and I saw firsthand how much of a difference teachers can make when I was a student, so I knew I wanted to interview here,” Thomas said. “Now that I’m working here, I can say that everything I’ve heard is true. I work with great people here at Northeast and I have all of the support I need to learn and grow in my role.”


  
LPS Director of Recruitment and Supervisor of Secondary Personnel Ryan Escamilla said previous interview fairs have been essential for the school district. He felt the instructional and behavioral supports, quality school buildings and wide array of benefits found at LPS have made it attractive for people.
 
“Many high-quality candidates attend our interview fairs because of the strong reputation LPS has in support for both students and staff,” Escamilla said. “New-to-LPS teachers often share the satisfaction they feel belonging to a school district that supports them in the classroom, which allows them the freedom to place all students first and foremost.”
 
Escamilla said the fairs also allow candidates to discover how LPS practices its “All Means All” philosophy. They can learn how the school district approaches education and how they can reinforce those student-first bonds.
 
“We want our candidates to know what LPS stands for and how they will fit within our district,” Escamilla said.


 
Erik Witt directed LPS recruiting efforts last year and is now program supervisor at the LPS Pathfinder Program. He interviewed Thomas at the fair and was impressed with her passion for helping students reach their full potential.
 
“Tori had great references and experiences that spoke to her abilities to build strong relationships with students and have high academic expectations,” Witt said.
 
Witt said he was “absolutely thrilled” when Thomas accepted an offer to teach at Northeast. He felt her academic and professional credentials would allow her to have a strong start to her educational journey.


 
“Tori’s decision to return to LPS to make the same impact her educators had on her speaks volumes about the meaningful connections she experienced as a student,” Witt said. “There’s nothing quite like seeing former students come full circle and inspire the next generation of students!”
 
Thomas was an Honor Roll student at East and earned academic pins for compiling 4.0 grade point averages in consecutive semesters. She excelled in both band and speech and continued those activities in college. She played piccolo in the Cornhusker Marching Band and received the Jack R. Snider/Band Alumni Scholarship for her leadership, volunteerism and integrity.
 
Thomas also won multiple awards for her skills on the UNL speech team. She placed sixth in the program oral interpretation category at the American Forensic Association National Speech Tournament as a senior. She also secured collegiate medals in poetry interpretation, duo interpretation and after-dinner speaking as a Husker.
 
Thomas said having a solid background in both band and speech has paid off in the classroom.
 
“When you’re teaching, you’re in front of people for an extended period of time, so being comfortable with public speaking has definitely been helpful,” Thomas said. “Band gave me a place where I could work on leadership skills, and that has been something I’ve used in teaching too.”
 
Thomas said one of her main goals is to give students the knowledge they will need to map out their own successful futures at Northeast.
 
“I want to help students learn why this matters and how they can connect the material I’m teaching to their lives,” Thomas said. “It’s definitely something I want to continue to work on as the year moves along.”

Lincoln Public Schools is looking for more talented educators to join our team.

Our next Educator Interview Fair is Wednesday, Oct. 30. All teachers, counselors, school psychologists, speech-language pathologists, social workers and school nurses are encouraged to apply.

You can register now for our fall 2024 Educator Interview Fair at https://bit.ly/educator24. The deadline to register is Oct. 28. 

You can also check out more LPS career opportunities on our website at https://home.lps.org/hr/careers.

Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on October 21, 2024


Vercellino guides Robinson students on pathways to success

Jeff Vercellino wants every Robinson Elementary School student to feel special, safe and successful every moment they are in the building.
 
Vercellino is reaching that goal as principal of the newest Lincoln Public Schools elementary site. He has worked at LPS for nearly three decades and has made positive impacts on thousands of students during that time. He is being recognized during National Principals Month, which takes place across the United States each October.
 
Vercellino said it has been a privilege to work with students across the city. He has served in multiple roles during his career and has been a principal for nearly two decades.


 
“I’m someone who is relationship-driven, and I want to be intentional about interacting with students and staff on a daily basis,” Vercellino said. “I believe leading with that type of relational approach makes a huge difference, because you bring out the best in people when you make them feel valued and appreciated. That’s true for both students and staff. I want to be that encouraging voice to help them every day I’m here.”
 
LPS Director of Elementary Education Gena Licata said Vercellino has developed a sterling reputation for integrity and hard work. He makes the rounds at Robinson each morning to visit people in the building and see how they are doing. Those actions have created strong communication networks to and from classrooms.
 
“He’s been a principal in our district for a long time in several different schools,” Licata said. “He’s a great leader who works hard to ensure teachers feel supported and have a sense of belonging in the schools where they serve.”


 
Sharon Eickhoff has had a front-row seat to Vercellino’s leadership talents at both Robinson and Cavett Elementary School. She is currently assistant principal at Robinson and was assistant principal at Cavett when Vercellino worked there. She said his commitment to building strong relationships ensures that everyone at school feels respected and cared for.
 
“He’s always approachable and welcoming, making it easy for students, staff and families to reach out for support,” Eickhoff said. “Jeff brings creative ideas that uplift and inspire everyone, creating a space where everyone can step up as leaders. He encourages students to aim for excellence the Robinson Way, promoting pride in their achievements. Plus, his sense of humor adds a fun touch to our daily interactions, creating a positive atmosphere throughout the school.”
 
Vercellino grew up in Lincoln and graduated from East High School in 1991. He joined LPS after earning an elementary education degree from Nebraska Wesleyan University in 1995.


 
Vercellino was a classroom teacher at Lakeview Elementary School from 1995-2001 and was an instructional coordinator there for the next two years. He was assistant principal at Cavett from 2003-07 before becoming principal at Hartley Elementary School.
 
Vercellino returned to Cavett as principal in 2012 and led the Cardinals for the next 9.5 years. He began forming the Robinson team in January 2022. He said it was difficult leaving Cavett after so many years, but the chance to create an entirely new school community was too good to pass up.
 
One of Vercellino’s top priorities was meeting with school namesake Ada Robinson, who taught Clinton Elementary School students for 37 years. The “Rooted in Relationships” motto found in Robinson’s hallways is a direct reflection of her caring educational philosophy, which is something Vercellino said he has strived to establish.


 
“It’s been one of the most fulfilling things in my educational career,” Vercellino said. “Helping to start an elementary school from the ground up has been incredibly rewarding. To get to do this and share the vision that Mrs. Robinson had for helping students receive a quality education has been a true honor.”
 
Vercellino said he has been blessed to have had mentors who believed in his leadership potential. He was happy teaching at Lakeview and coaching baseball at Lincoln High when he started his LPS career. An encouraging word from someone he knew at school changed the direction of his life.
 
“I got one of those taps on the shoulder from someone at Lakeview who said I could be a leader,” Vercellino said. “She saw something in me that I hadn’t noticed in myself. That gentle nudge inspired me to get on that leadership path. It made all the difference in the world.”
 
Eickhoff said she has watched Vercellino provide similar encouraging nudges to others. He has praised staff for their efforts, given teachers the ability to give presentations at schoolwide meetings and worked to build confidence in everyone he meets.
 
“I’ve really enjoyed working with Jeff both at Cavett and at Robinson,” Eickhoff said. “He’s been an incredible role model, giving me plenty of opportunities to learn and grow. What I admire most about him is how he believes in people and pushes them to do their best. I’ve watched his leadership grow over the years, and I’m impressed by how eager he is to keep learning from others.”


 
Vercellino said his previous experience as a teacher, coordinator and assistant principal has helped him in his current role. He said treating everyone with respect and dignity is key to helping them feel special, safe and successful.
 
“Kids can tell if you truly care about them or if you’re just going through the motions,” Vercellino said. “It’s important to show them that you care about them when they’re at school.”
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on October 21, 2024


Meeting notices for the Lincoln Board of Education - October 22, 2024

The Lincoln Board of Education will hold meetings on Tuesday, October 22, 2024, located in the Boardroom at Lincoln Public Schools Steve Joel District Leadership Center, 5905 O Street. The special meeting will begin at 4:30 p.m. for the purpose of negotiations and collective bargaining. The regular Board meeting will begin at 6:00 p.m.

Members of the public and media may access the regular meeting via live video streaming or by physically attending the meetings, which are subject to all national, state and local limitations on public gatherings associated with COVID-19. Overflow accommodations may need to be implemented to ensure the health and safety of all in attendance. 

The agenda for all meetings can be found here: lps.org/board.

There are multiple ways to view the livestream of the regular meeting:

Participation by citizens in Board Meetings

The Board believes public attendance and participation, when appropriate to the business at hand, is beneficial to the work of the Board and models the importance of civic engagement and civil discourse to the community’s children, but it cannot impede the Board from completing the business of the meeting. 

In keeping with Board Policy 8420 and Neb Statute 84-1412(3), the Lincoln Board of Education has established these reasonable regulations to conduct Public Comment:

  1. Persons speaking during Public Comment will be called forward individually by the Board Chair to the location identified for such purpose.
  1. A time limit of three minutes will be allotted for any speaker unless prior to the beginning of the Public Comment agenda item, the chair sets a different reasonable time frame to be allotted for speakers in order to accommodate the number of persons who have submitted "Record of Appearance" cards. The time limit is per speaker, per meeting and may not be transferred or assigned to other speakers.
  1. The chair may endeavor to organize public comment by what agenda items or other issues have been identified as topics by public speakers, adjust for the age of speakers, and/or split the Public Comment agenda item to be conducted in different positions within the Board’s Order of Business. At the discretion of the chair, the speaker may be allotted additional time. Board members may share, address or consider comments from the public during public comment, at the end of public comment or when related business is on the agenda.
  1. In order to be called forward to address the Board during Public Comment, each person wishing to speak must obtain a "Record of Appearance" card from staff at the meeting in which they wish to speak. "Record of Appearance" cards are available beginning 30 minutes prior to the scheduled start of the meeting. Those wishing to speak must accurately complete the required sections of the card, and submit it to the appropriate staff member by 15 minutes after the start of the meeting.
  1. Individuals will be called forward to speak by name, organization being represented, if applicable, and address. Each individual speaking to the Board will be required to identify himself or herself prior to giving public comment by stating their first and last name and, if applicable, any organization they represent.
  1. In cases where more than one person wishes to speak on the same topic, their presentations to the Board may, at the discretion of the chair, be grouped together by topic.
  1. If the number of people wishing to speak under the public comment portions of the agenda is large, the chair may rule that a public hearing be scheduled.
  1. Persons speaking to the Board during public comment may make printed materials (paper no larger than 8.5 x 11 inches) available to the Board but may not use any other form of media. Public speakers are asked to provide 10 copies of any copies of printed materials presented to the Board.

Persons attending Board meetings and/or speaking to the Board during Public Comment or during a public hearing must follow all requirements established by the Board, as well as all Board, chair and staff directions in order to help maintain the order, proper decorum, safety and security, and the non-disruptive functioning of the Board meeting. These include, but are not limited to the following:

  • Abiding by time limits;
  • Refraining from applauding, cheering, jeering, or engaging in speech that defames any individual(s), or stymies or blocks meeting progress;
  • Refraining from the use of audio recordings, video recordings, or any digital still images, posters, signs, costumes, other props and/or photographs;
  • Refraining from abusive, disruptive or threatening language or gestures; and
  • Staying in the areas identified by the Board as reserved for the public.

If at any time persons appearing before the Board do not comply with these or any other Board requirements, it shall be the responsibility of the chair to declare that person or persons out of order and require a change in behavior, delay or recess the meeting, or refuse permission to continue to address the Board, and ultimately may require the person or persons to leave the premises of the Board meeting.

Posted on October 18, 2024


Register to Attend Our Educator Interview Fair - Oct. 30

Are you or someone you know interested in a career as an educator at Lincoln Public schools? Certificated candidates interested in becoming a teacher (general, special education, early childhood), counselor, school psychologist, speech-language pathologist, social worker or school nurse within Lincoln Public Schools are eligible to participate in our Educator Interview Fair.

Educator Interview Fair

Wednesday, Oct. 30, 2024
8:30 a.m. - 4 p.m.
In-person at the Steve Joel District Leadership Center (the district office at 5905 O St.) or over Zoom.

All interested candidates must reserve their spot by filling out the form: https://bit.ly/educator24 

Please register by Oct. 28 If you are not available on the event date, or have questions, please contact Ryan Escamilla, director of recruitment, at mescami@lps.org.

You must also fill out an application for the 2024-2025 Certified Pool to move forward. HR will contact you for an interview time, if you’ve been selected. Walk-in interviews are not available.

Posted on October 16, 2024


Northwest students solve mysteries through forensic science class

Northwest High School students Betsabee, Antenai, Lucia and Arlette were sure they were making an unsolvable mystery as they painted blood splatters on a life-sized paper outline of a person.
 
The four Falcons were in the middle of creating their own crime scene as part of a forensic science course at school. Groups of students filled an upper hallway with fingerprints, blood spots and other vital clues for detectives. They then went up and down the hallway trying to crack their classmates’ cases.
 
Antenai said she and her three teammates liked how they had prepared their crime scene. They developed a storyline and then used brushes, markers, paint and other artistic tools to make the scenario come to life.
 
“It was very messy, but I think we’re going to throw them off,” Antenai said. “Everybody’s thinking that it’s one person who killed our person, but I think we’re going to throw them off. I think we did good.”
 
Fellow senior Shamarr felt the same type of confidence as his team worked on trying to decipher a puzzle near a window. They used a magnifying glass to look at the fingerprints of Mr. Addams, Mrs. Addams, Rosie, Daisy, Mrs. Addams’ sister and Rosie’s cousin. Rosie, the oldest daughter of Mr. and Mrs. Addams, had gone missing during a family vacation in Hawaii, and the family had called the police to try to find her.
 
“I think we accurately solved it,” Shamarr said. “There were a few things that we didn’t understand, but I think we ended up figuring it out at the end.”
 
Cindy Larson-Miller praised students as she watched them use an evidence-based process to unravel the mysteries. Larson-Miller is science department chair at Northwest and also leads classes at the Bryan College of Health Sciences Focus Program. She said the 16 Falcons in the course were gaining lifelong skills by learning how to gather facts and answer questions in a scientific way.
 
“I think it’s using what you see around you to figure something out,” Larson-Miller said. “You can apply that to any problem you have in your life, if you look around and you look at the evidence and you try to make sense of it and you look at things carefully. Even if that’s all they take away from it, I’m happy.”
 
Larson-Miller has taught forensic science classes for 12 years and is in year two of the program at Northwest. She and University of Nebraska-Lincoln student teacher Jon Matulka began the nine-week course in August by creating a crime scene for everyone to investigate. That set the stage for a full series of lessons and labs at school.
 
Larson-Miller and Matulka taught the Falcons how to examine fingerprints, bones and teeth at crime scenes during the class. They showed them how scientists extract DNA from hair and blood to collect clues about both the victim and villain, and they talked about the different techniques to gather and preserve physical evidence. They also shared information about investigators, psychologists, data analysts and other potential law enforcement careers.
 
Antenai said she has enjoyed learning about the forensic science profession. She has watched crime shows on television for many years, and she jumped at the chance to take the class when she found out about it.
 
“It was really fun,” Antenai said. “I didn’t know that I was going to enjoy this class so much, but I would always go home and I would tell my mom, ‘We lifted fingerprints today,’ and I was really excited. I liked this class.”
 
Shamarr said the class inspired him to consider becoming a crime scene investigator. He is now exploring the possibility of majoring in criminal justice in college, and he has visited several campuses with that in mind. He said Larson-Miller and Matulka have equipped everyone in the course with the knowledge they will need to be successful.
 
“I feel like if I would get into that sort of field, I would already know what I’m looking at,” Shamarr said. “I know what I’m doing right now. I really like it.”
 
In addition to providing a strong forensic science background, Shamarr said the class has also helped everyone develop teamwork skills. His group put together a storyline that included a teddy bear, empty glass, small purse and fingerprints of five people.
 
“You have to start asking questions, and then everybody’s ideas start pulling together, and then you get something really good that comes out of it,” Shamarr said. “I think what came out of our ideas was pretty good.”
 
Students on each team presented their theories about the other crime scenes they looked at during the final class period. Larson-Miller and Matulka will grade them based on how well they documented, preserved and judged the available evidence.
 
Larson-Miller said she believes the class will continue to grow at Northwest in future years. She said it is fun to watch students become actively interested in science.
 
“It’s so engaging that kids want to be here,” Larson-Miller said. “They want to learn. They realize that science can be fun, and I think it’s just really a way to reel kids into school.”
 
Visit home.lps.org/science to learn more about the wide range of enriching science classes available at Lincoln Public Schools.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on October 16, 2024


Everts provides supportive presence as Park principal

Charlotte Everts was handling crosswalk duties east of Park Middle School one morning when a mother pulled up to the curb to drop off a student.
 
As her younger child left the car, she asked Everts to come over to hear exciting news. It was about her older son, who had previously been a student at Park and was now in high school.
 
“She wanted to tell me that he made the honor roll,” Everts said as the mother drove off. “That makes my day. That’s so awesome to hear.”


 
Everts has heard hundreds of similar encouraging stories from parents and students during her seven years as Park’s principal. She is being recognized for her Lincoln Public Schools leadership as part of National Principals Month. She has more than 20 years of experience at LPS as a teacher, coordinator and administrator.
 
Everts greets students every morning at a crosswalk along South 8th Street to give them a positive start to the day. She wants to use those connections to help them in academic, social and emotional ways at school.


 
“One of my biggest goals is that every kid feels safe, seen and heard,” Everts said. “That’s really important to me. When I first came, I would say good morning and kids wouldn’t answer, but now everyone is responding. If you’re daydreaming and you don’t say it first, they’re like, ‘Good morning!’ which is really neat.”
 
LPS Director of Secondary Education Jessie Fries said Everts is “an incredible instructional, strategic and systems leader” at Park. She said Everts has developed the talent and strength of everyone in the building by establishing a clear vision for success.
 
“Mrs. Everts is in classrooms on a regular basis and is intentional about providing feedback to support teachers and improve student learning,” Fries said. “She is known to be a calm, collected and caring leader and we are grateful for her leadership in LPS.”


 
Park Associate Principal Alyssa Martin said it has been a privilege to work closely with Everts at school. She said Everts is a role model to many people because of her dedication to students and her thoughtful and creative personality.
 
“Charlotte devotes immeasurable amounts of time and energy to the Park community and keeps students at the heart of everything she does,” Martin said. “She is constantly reflecting on what has been done and dreaming up innovative ways to meet the needs of the scholars and families we serve. The warmth and patience she exudes in all she does helps keep Park feeling safe and calm.”
 
Everts began her career at Dawes Middle School before working outside of Lincoln for one year. The Wahoo High School graduate returned to LPS as a special education teacher at Lefler Middle School for seven years. The job required her to visit students throughout the building, which gave her valuable insights into classroom management.
 
“When you’re in different classrooms, you get the opportunity to see really strong teaching, and you build up your own repertoire of teaching strategies that work at all different levels,” Everts said. “I really liked that. It helped me a lot in my career.”


 
After raising her children for seven years, Everts returned to Lefler as a sixth grade resource teacher. She became the special education coordinator at Lefler before joining Goodrich Middle School’s team as an instructional coordinator. She oversaw the summer school program, helped with Title I planning and was in charge of the Community Learning Center program there.
 
Everts said that wide-ranging resume has provided a firm foundation for her current job. She credited many people who allowed her to soak up a wide array of knowledge.
 
“I’ve been very fortunate,” Everts said. “I’ve had really great mentors who gave me a lot of great opportunities that helped me be prepared when I stepped into this role.”


 
Martin said Everts has built that same type of support system for others at Park. She travels throughout the building each day to solve problems, offer praise and let people know that she is there for them.
 
Everts began the first period one morning talking with students in a family and consumer sciences course. She encouraged members of an industrial arts class who were making wooden letters of their names, and she then stopped by the life skills room to watch part of a lesson there. She finished the 45-minute tour listening to journalism students ask questions as part of a skill-building activity.


 
“Charlotte prioritizes taking care of people,” Martin said. “She acknowledges hard work and individual contributions, celebrates milestones and achievements and expresses genuine care and concern. I have learned that strength and wisdom do not have to be loud to be effective, and that doing what is right for our unique community of learners is not always easy, but it is always worth the effort.”
 
Everts said several times during the morning that she admires the talent and dedication of all of her Park co-workers. She said they have made it a joy to come to school every day as their principal.
 
“I just can’t say enough about my staff and admin team and counseling team,” Everts said. “I truly feel like I’m surrounded by the best. We have a really strong, amazing staff, and I feel fortunate that I’m here with them.”
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on October 14, 2024


Digital citizenship lessons help LPS students safely navigate online

Lincoln Public Schools students like Raeleigh, Avery and Myla are learning that digital citizenship can help them safely navigate the ocean-sized amount of information that is available online.
 
The three Randolph Elementary School fifth graders are joining thousands of LPS students in comprehensive digital literacy lessons each week. The school district is giving everyone in grades K-12 the knowledge they will need to sail on smooth internet seas. The detailed strategy includes lessons on everything from being kind online to the positive and negative effects of social media.
 
Raeleigh, Avery and Myla spent one morning learning how companies create digital content to try to get people to buy things. Mark Weddleton, a computer science teacher and librarian at Randolph, talked about commercials, branded content and product placement in online games and businesses for children. He told students that these items were neither good nor bad, but they needed to be aware of them in order to make informed decisions.
 
“I liked it because we got to talk about a lot of different things,” Avery said. “You can actually apply it to what’s going on in real life on the computer.”
 
“It’s really important to learn stuff like this,” Raeleigh said. “You need to know what’s going on.”
 
“It was fun being able to do some activities and answer some questions,” Myla said. “You have to know how to work on the computer, especially if you want to find a good job someday.”
 
Weddleton has led computer science classes at LPS for a decade and has 30 years of experience as a teacher. He said digital citizenship skills have become increasingly vital in a world including smartphones, laptops and social media.
 
“The deluge of information that kids can access can be overwhelming, but it also has this beautiful thing of ensuring you’re not just reliant on one source,” Weddleton said. “There are definitely pros and cons, and rather than focusing on only the cons, we try to educate kids and help them sift through it all and help them be conscious as they explore this information.”
 
Angela Christensen-Fischer is leading the same type of digital citizenship effort at Standing Bear High School. The school librarian teaches about media and information literacy, digital safety and wellbeing and the social responsibilities that come with technology. Standing Bear has incorporated these lessons into advisement period meetings to reach students in all grade levels.
 
Christensen-Fischer said she and other LPS teachers recognize the significance of these lessons in a technology-based landscape.
 
“Many of the topics we cover, such as password security and being kind online, are ones that LPS students have been learning about since early elementary,” Christensen-Fischer said. “However, as students get older, they find themselves in a digital world that is much more complicated, and we have a responsibility to help them navigate it. Not only do we teach about digital safety and how to interact appropriately, we try to help students understand how to use technology responsibly as a learner and citizen.”
 
LPS wants to remind scholars and their families of the importance of digital literacy during National Digital Citizenship Week, which is being held Oct. 14-18. The annual celebration highlights the value of making kind, safe and smart online choices.
 
The school district has developed lessons that are woven into classes at every grade level. For example, the digital citizenship plan for fifth graders like Raeleigh, Avery and Myla includes comparing different types of digital communication, learning how to use multimedia tools and understanding how users knowingly and unknowingly provide data to companies.
 
In addition to in-person education, LPS Library Services also releases digital literacy tips every Tuesday on social media. Previous tips covering various technology topics are also available on the department’s website.
 
Weddleton has seen many positive outcomes from the digital citizenship classes. One of those is students realizing they are not alone in their online journeys.
 
“Once you start introducing things, it’s really fascinating to see what the kids know and what their experiences have been,” Weddleton said. “For example, when we talk about cyberbullying, kids’ hands shoot up. They all want to talk about it because they’ve all had experiences with it.”
 
Christensen-Fischer also felt the digital lessons are paying dividends. She said students’ mindsets about social media, for example, have been changing over the past several years.
 
“While most students do seem to use social media, I hear more and more students talking about the downsides of it as well,” Christensen-Fischer said. “We are trying to help them be mindful of the effects, and while I don’t see many students giving up social media, I am hopeful that we can continue to influence how they use it and how tied to it they are.”
 
Weddleton said printed books act as mirrors, windows and open doors because they can help readers learn more about both themselves and others. Online tools can offer those same benefits if they are applied wisely, which is why LPS is investing so much time and energy helping students sail on the digital literacy ocean.
 
“A lot of what we’re doing is making kids aware of those things so they can be thoughtful in their use of online information,” Weddleton said. “When we’re thoughtful on how we use it, it does open up a whole different world.”
 
To learn more about our Digital Citizenship curriculum, visit our website at lms.lps.libguides.com/LPSdigitalcitizenship. You can also check out our other digital literacy resources for students and families at home.lps.org/technology/keyconcepts. 

Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on October 14, 2024


Early College and Career STEM students forming college connections through UNL partnership

Northeast High School students Daniela and Ketzia are turning on faucets of knowledge through a unique partnership with the University of Nebraska-Lincoln.
 
The two juniors are part of a six-person group of Northeast students who are earning college credits by attending classes on campus. They are members of the Early College and Career STEM Focus Program, which has been embedded in Northeast’s building since the Fall 2022 semester. The first-year experience is a joint venture between Lincoln Public Schools and the UNL College of Agricultural Sciences and Natural Resources (CASNR).

The program teaches participants about a wide range of Food, Energy, Water and Societal Systems (FEWSS) topics. All six Rockets travel to UNL’s East Campus twice weekly for a college class called Science and Decision Making. They are the first LPS students to participate in this FEWSS initiative that is keeping them academically hydrated.


 
Ketzia said she has been enjoying her early exploration of college life. She would like to pursue a career as a veterinarian after high school. She felt her trips to campus have led to exciting academic adventures.
 
“I wanted to do it because I wanted to see what college would be like,” Ketzia said. “I heard it was the first time that they were doing it, and I was interested in that. No one really ever gets to have an experience like this, to be the first to do something, and Lincoln Northeast is the first to be able to partner with UNL to send high school students here.”
 
Daniela also felt the class was filling her well of academic wisdom to the brim. She is considering a potential career as a labor delivery nurse, and she wanted to fine-tune her time management and organizational skills in a college environment. She said it was “very cool” to spend her semester with 90 older students in a large classroom at Hardin Hall.
 
“This helps mentally prepare me for what I’ll be doing later on,” Daniela said.


 
The six Rockets will earn high school science credits that will count toward their Northeast diplomas and three college credits from the course. They will have the option of compiling even more college credits by taking UNL classes in the second semester.
 
Tiffany Heng-Moss has led CASNR programs as dean since 2018 and helped develop the collaboration between CASNR and LPS with the Early College and Career STEM program. She said the program - also known as FEWSS - is “a one-of-a-kind model” in the United States because it teaches all Northeast students about food, energy and water in classes like social sciences, math and science. She said the chance to have high school students on campus was a logical next step in the growing educational relationship.
 
“We’re very lucky to have this brand-new partnership with Lincoln Northeast High School,” Heng-Moss said. “It’s great for us to connect with the next generation and get them excited about the opportunities. It also gives them a chance to see the University of Nebraska through a different lens.”


 
Bailey Feit has played a vital role in making those connections happen. Feit coordinates FEWSS classes and activities at Northeast and talks with the six students every day. She said it is exciting to watch them build self-confidence and begin to form a college transcript at the same time.
 
“I think they are excited that they’re different,” Feit said. “They get to have this opportunity, and no other high school student gets to have this opportunity, so they’re really feeling a lot of pride.”
 
Feit worked with LPS and CASNR administrators on many logistical issues before the program launched this fall. They ensured students had enough available time in their Northeast class schedules to travel to and from campus, and they answered the transportation question by providing them with UNL parking permits. All six also completed the UNL application process and were accepted as visiting students.
 
“It’s difficult to start something innovative, but it’s also really exciting,” Feit said.


 
The college science course is held every Tuesday and Thursday. All CASNR students are required to take the class, which teaches them how to develop and use critical research skills. Feit said the Northeast students are held to the same high academic standards as their older peers.
 
“They are treated like college students,” Feit said. “I’m pretty sure no one in that room actually knew who the high school students were. The professors don’t act any differently around them. They are expected to do the exact same assignments and be graded at the same level with the same rubrics.”
 
The two seniors and four juniors spend the other three days of the week working with Feit during seventh period at Northeast. They are completing advanced research projects on FEWSS subjects that interest them.


 
Ketzia said that rigorous workload will benefit her in the future. She said it is exciting to have her faucets of knowledge running on full blast during her time at college.
 
“I like being able to be here on campus,” Ketzia said. “To have it be here and get that real-world experience is really cool. It’ll get harder, but I know it’s going to prepare me for what’s to come because I do want to attend UNL when I graduate.”

Ready to choose your journey? Explore the Early College and Career STEM program at Northeast High School and other LPS Focus Programs on our website at https://home.lps.org/focus.

Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on October 11, 2024


LPS high school students explore futures at college fairs

Southeast High School junior Elayna knew exactly what she wanted to do when she entered the doors of Prasch Gym for the school’s fall college fair.
 
The first part of her plan was finding colleges that offered her preferred academic programs of pre-veterinary medicine and pre-dentistry.
 
The second checkmark on her list was learning if those schools sponsored swimming teams that she could compete on as a college student.
 
And finally, once those two goals were completed, she wanted to discover as much information as possible about financial aid, merit-based scholarships and opportunities for campus visits.
 
Hundreds of Lincoln Public Schools students shared Elayna’s future-seeking story at college fairs this fall. Southeast held the first of eight fairs that included colleges, universities, trade schools and military institutions from across the United States. The weeklong series included stops at Southwest, North Star, Northeast, Lincoln High, East, Northwest and Southeast Community College.
 
Elayna said she was pleased with how her morning was going. She visited with representatives from three Midwest universities during the first 15 minutes of the fair. She was happy to learn that all three would be potential sites for her to explore.
 
“It’s been great,” Elayna said. “I’m really glad I’m here. I’ve been able to talk with a lot of good schools already.”
 
Fellow Southeast junior Lauren also said she was excited about the experience. She joined her friend Tatum as they walked along the first row of tables spread across the gym floor.
 
“In our classes we’ve talked about what type of questions we can ask and what to look for at the fair,” Lauren said. “It’s been really good. I was able to research some of the schools I’m interested in before coming here, which I think is helping a lot.”
 
Kelley Winter and other members of Southeast’s counseling staff said those stories illustrate the importance of the college fairs. Southeast has held fairs on campus for the past four years. Participation numbers have skyrocketed from pre-2020 events that took place at an off-campus site on weekends. Winter said approximately 400 Southeast juniors and seniors attended this year’s fair.
 
“We’ve had great feedback from students on having it here at school,” Winter said. “They love the convenience of being able to walk around and talk with everyone here during the school day. I think it’s been a great thing for them. I know there have been a lot of kids who have benefited from this.”
 
College representatives like Blenda Haxhiu said the fairs have been instrumental in connecting students with post-secondary options they may not have known about beforehand. Haxhiu traveled three hours from her out-of-state university to speak with LPS students throughout the week.
 
“It’s so important,” Haxhiu said. “To get to have face-to-face conversations with students is something that you can’t match. It’s such a great thing for everyone. That’s why I really love coming to fairs like this.”
 
The college fairs are even more important this year due to a new Nebraska law regarding the Free Application for Federal Student Aid (FAFSA). The law requires all public high school students to either complete or opt out of filing a FAFSA form to graduate.
 
Students must fill out a FAFSA to receive financial aid from colleges and universities. The newest FAFSA will be available for students to complete in December. The form helps students access millions of dollars in federal funds that go unclaimed each year
 
Winter and other Southeast counselors plan to get the word out about the FAFSA in many ways. They will be sending messages to families of seniors and will be hosting senior meetings at school. A weekly online newsletter to seniors provides information about free FAFSA webinars, and their counseling website includes many links to post-secondary planning resources.
 
Lauren and Elayna both said that information has made a difference. Counselors offer a monthly online newsletter for juniors that includes the same type of helpful advice that they give to seniors.
 
“We’ve learned a lot about FAFSA and what we need to do with it,” Lauren said. “We’ve learned that there’s a lot of money available for going to college. The biggest thing you have to do is try for it and send in your applications.”
 
“It’s been nice learning about things like merit-based scholarships and how schools offer financial aid,” Elayna said. “That’s been really helpful.”
 
LPS has created a FAFSA webpage with a large amount of information about the process. It includes many facts about FAFSA and how it benefits students. It also features multiple links to resources that students can use to complete the form. 
 
Winter said all of the Knights who attended Southeast’s college fair have taken the first steps toward their successful post-graduation pathways.
 
“They get to learn about scholarship opportunities, they get to meet with people from all over the country, and they get to see that their future is right there waiting for them,” Winter said. “It’s really cool to watch all of the students when they’re here. You can tell that they understand that there are a lot of good things in store for them in life.”

LPS seniors must complete the FAFSA for graduation by April 18, 2025. 

To learn more about the FAFSA and available resources, visit our website at https://bit.ly/LPSFAFSA.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on October 11, 2024


Making a difference: LPS bus drivers play important role in student wellbeing

Adam Woockman was waiting in his school bus one afternoon when Norwood Park students left the side door of the building for a scheduled fire drill.
 
As they walked past the bus, they spotted Woockman and waved to him with excitement.
 
“Hi, Mr. Adam,” they said as Woockman responded to them by their first names.
 
The scene illustrated the important role that Woockman plays in the lives of hundreds of Lincoln Public Schools students. As a bus driver, he transports children at Dawes Middle School and Norwood Park Elementary School to and from school and home each morning and afternoon. He also drives students on field trips to places such as Pioneers Park and Lincoln Children’s Zoo, and he ensures high school musicians, athletes and actors safely arrive at softball games, show choir festivals and other activities.
 
Woockman has driven the same daily LPS routes in the northern part of town since 2019. He said it has been fulfilling to work with students during that time.
 
“I enjoy getting to know the kids,” Woockman said. “I want to make sure it’s a positive experience for them. Greeting them by name, giving them a nice, positive, encouraging environment on the bus so they have a good ride to school and a good ride home. Those are the things I enjoy about it for sure.”


 
LPS Director of Transportation Phil Skorupa said Woockman and other bus drivers are key members of the LPS family. He said the LPS Transportation Department considers the bus as an extension of the classroom, and drivers like Woockman are the first and last school employees students see each day. That gives them the opportunity to make a positive impact on their lives.
 
“They set the tone oftentimes for their students and help get them prepared for a day of learning,” Skorupa said. “They also provide a valuable service for students who need it, to get them to school safely.”
 
Woockman was helping his daughter get on the bus to attend preschool at Arnold Elementary School five years ago when he struck up a conversation with the driver. They discovered that their families had mutual acquaintances, and Woockman began asking questions about what it was like to operate a bus. The driver’s answers convinced him that it would be a good career opportunity.
 
“He had nothing but positive things to say, and it really helped that the schedule lined up with being home with the kids in the summer,” Woockman said. “I thought, ‘You know, I should do this,’ so I applied and got the job, and the rest is history.”
 
Skorupa said Woockman’s decision has paid big dividends for the students he serves. He encouraged other people to explore the career during the Transportation Interview Day on Monday, Oct. 14. The event will run from 12:30-4 p.m. at Culler Middle School.
 
“It is vitally important that we have dedicated professionals who come to work every day, ready to take on the important job of getting kids to school,” Skorupa said. “Kids are out there waiting for the bus, and without bus drivers, that doesn’t happen. We appreciate all of our staff who embrace this important role.”
 
Woockman completed the LPS training program and began helping students at both Norwood Park and Dawes. He soon learned the names of every rider on his two routes, and he formed friendships with teachers, paraeducators and other staff members at both buildings. He also started picking up additional hours with his work for field trips and school activities.
 
Woockman said it has been important to operate the same routes each year. Having that continuous presence has helped establish trust and respect among students on his 84-passenger vehicle. It has also set the stage for dozens of positive moments as they grow older.


 
Woockman has had many experiences where he has met a former Norwood Park or Dawes student while driving a bus for an activity. Earlier this fall, he took members of the North Star High School marching band to a Saturday competition in Waverly. Three of the Gators in the band rode on Woockman’s bus when they went to Dawes, and they told him how their families were doing and what they liked about high school.
 
“I’ll remember them, and they’ll remember me,” Woockman said. “It’s really cool just to make that connection. They might have left the school, but I’ll make that connection with them somewhere else. It’s pretty fun.”
 
Woockman said his primary focus is to treat every one of his riders exactly how he would treat his own children.
 
“If I display that to them, display joy in all circumstances, then they’re going to respond to that in a very positive way,” Woockman said. “They’re going to know throughout the years that I’m someone who cared about them, that they have someone they know who showed them kindness and cared about their life in a genuine way.
 
“If they can look back and say, ‘Oh, he was a great person to me,’ and then if they ask why is that, I can say, ‘Well, I cared about you guys.’ That’s the goal. That’s what it’s all about to me.”

Interested in joining our transportation team? We invite you to our next Transportation Interview Day on Oct. 14. Learn more about this opportunity on our website at https://bit.ly/3XKwpxC.  

You can also explore more LPS job opportunities at https://home.lps.org/hr/careers.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on October 09, 2024


Highlights of the Oct. 8, 2024 Lincoln Board of Education and ESU 18 Regular meeting

Lincoln Board of Education Regular Meeting

The Lincoln Board of Education met for its regular meeting on Tuesday, Oct. 8, at the Lincoln Public Schools Steve Joel District Leadership Center, 5905 O Street. 

Special reports, presentations and celebrations of success

Bryan Community Focus Program Principal Denise Craig

The Board recognized Bryan Community Focus Program Principal Denise Craig.

The Nebraska State Association of Secondary School Principals named Craig the Outstanding New Principal for Region 1 last May. This recognition is given to principals within their first five years of the principalship to those that demonstrate enthusiasm for the position by having an impact on students, parents, teachers and peers.

Craig has worked in education since 2005, starting her career at Scott Middle School. Before being named principal at Bryan, she served as the instructional coordinator for four years. Craig has also worked at Lincoln High School and North Star when it had a middle school.

In the nomination for the award, a colleague wrote:

“Within this role, Ms. Craig works with some of the most unique and caring teachers and families within Lincoln Public Schools. Her openness and acceptance of all students serves as the foundation for her school community, and she is truly in the education business to change the lives of her students forever.”

Second reading

NDHHS Youth Mental Health Education funding

Nebraska Department of Health and Human Services (NDHHS) Office of Health Disparities is offering grants up to $10,000 per applicant for programs that serve youth at risk and provide education and resources about mental health to increase the number of adolescents who have an adult they can talk with about serious problems.

In the past, LPS has used federal grant funds to implement Hope Squads. Hope Squads is an evidence-based suicide prevention curriculum that uses peer support teams to help students learn about mental health and reduce the risk of suicide. 

Students nominate their peers to participate on the Hope Squad based on traits like being a good listener, concern for others and being easy to talk to. These students become the school’s Hope Squad - teaching and connecting with the entire student body to reduce stigma and change school culture. 

Each secondary school requires an advisor to oversee the program. The grant would help pay for 20 school sponsors, or one for each middle and high school, for their time to lead and coordinate Hope Squads using the curriculum.

The Board voted to approve the grant application.

Board committee reports

Wellness, American Civics, Multicultural Committee

Committee Chair Annie Mumgaard gave an update from the committee meeting earlier in the afternoon. 

Wellness was the focus of this meeting. Board members received an update on pandemic protocols and what lessons were learned from the COVID-19 pandemic. They also learned about nutrition services and the fresh fruit and vegetable program. They then received an update on the addition of schools to the USDA Community Eligibility Provision program.

Superintendent update

LPS Superintendent Paul Gausman gave an update to the Board.

First, Gausman reported that three Lincoln Board members were recognized at the Nebraska Association of School Boards regional meeting. Board member Piyush Shrivastav was recognized with an initial Board Award of Achievement Level II, Board member Lanny Boswell was recognized at Level VII, and Board member Kathy Danek was recognized for attaining the prestigious Level X.

Gausman also took a moment to acknowledge October is National Principal Appreciation month. He thanked the individuals who answered the call to take on these challenging leadership positions.

“Our principals work countless hours serving our students, our families, our staff and our community. Their passion for education and their genuine care for each student shines through in everything they do,” said Gausman. “Their ability to handle challenges with grace and their skill in finding innovative solutions are qualities that truly set them apart.  Thank you, principals. Your impact on our school community is immeasurable, and we are fortunate to have you.”

Gausman ended his report by reminding the community of two upcoming interview days.

On Monday, October 14, those interested in working in the Transportation Department are encouraged to attend the Transportation Interview Day from 12:30 - 4 p.m. at Culler Middle School. Open positions include bus drivers, substitute bus drivers and transportation paras.

Then on Friday, October 18, from 12:30 - 4:30 p.m. LPS will be holding a Classroom Paraeducator Interview Day at the Steve Joel District Leadership Center.

Anyone interested in more information about either of the interview days can find information on the LPS website. While walk-ins are welcome, those interested are encouraged to fill out the application ahead of time to speed up the process.  

Public comment

There were no individuals that addressed the Board during public comment.

Glimpses of LPS

We open every Board meeting with a video that highlights Lincoln Public Schools. Tuesday’s Glimpses featured Dawes Middle School Family and Consumer Science classes as they traveled to ShadowBrook Farm as part of the Farm to School Grant

Educational Service Unit 18 Regular Meeting

The Educational Service Unit 18 met for its regular meeting immediately following the Lincoln Board of Education meeting. 

Posted on October 08, 2024


Grant cultivates Farm to School lessons for Dawes students

As soon as Dawes Middle School students Avery and Kade began walking down a gravel pathway at ShadowBrook Farm, they entered a world full of exploration and excitement.
 
Eighth graders in the school’s family and consumer sciences (FCS) class made two hours of discoveries on their trip to the 34-acre farm. Picking tomatoes fresh from the vine, feeding goats in a rustic barn and sampling fresh cheese from an onsite creamery were all on their educational maps.
 
Avery and Kade both said they enjoyed their experiences on the west edge of Lincoln. What were some of the things they found out while roaming across the farm?
 
“That when you’re making yogurt, sometimes you have to put other yogurt into the milk, because then the bacteria will multiply and make more yogurt,” Avery said. “It’s super cool.”
 
“I didn’t know how cheese was produced,” Kade said. “I learned that it’s hard to make cheddar.”
 
Lincoln Public Schools eighth graders at Dawes, Culler and Mickle all visited ShadowBrook Farm this month as part of the United States Department of Agriculture’s Patrick Leahy Farm to School Grant Program. LPS received a grant called “Nourishing Northeast Lincoln” to use in FCS classes at the three middle schools.
 
Kate Stewart said she and other FCS teachers felt traveling to the farm would help students in many ways. They learned about food sources and preparation, how farmers care for animals and what the different steps are for raising produce. Many of them also walked on agricultural land for the first time, which expanded their educational horizons in many ways.
 
“As a teacher, I was just excited to give them this experience,” said Stewart, who has taught at Dawes for the past six years. “We have a lot of kids that probably have never been to a working farm, so just to see their faces, to see their excitement, it was amazing.”
 
Charuth Van Beuzekom and Kevin Loth have operated ShadowBrook Farm for more than 25 years. They began farming and growing vegetables along West Denton Road in 1997, and the family started milking dairy goats and making cheese in 2006. They and business partner Ian Richmond also raise hogs and chickens, grow many varieties of cut flowers and sell their products across the state.
 
Van Beuzekom guided students throughout the sunny morning. She gave them many details about the farming and milking processes that take place every day. Students learned that it takes ten hours to make cheddar cheese, listened to a presentation inside a goat milking facility and watched her explain the differences between sweet potatoes and pumpkins.
 
The group began the day by meeting dozens of goats being housed in outdoor pens and inside a barn. Kade and her classmates burst into smiles as the goats lined the fences to receive morning meals from them.
 
“I think feeding the goats was the best part,” Kade said. “I’ve never fed them before.”
 
Everyone walked along a large vegetable field before examining sweet potatoes, pepper-growing plants and yellow and red tomatoes. Loth gave them a series of facts about pigs while standing in a pasture, and Van Beuzekom showed students how goats are milked. Their final stop was inside the creamery, where topics such as pasteurization, fermentation and the production of whey were on the knowledge lineup.
 
Avery felt the outdoor adventure was full of thumbs-up moments. He and other Diamondbacks enjoyed food together at picnic tables outside the creamery after the tour. He said he wanted to have the farm’s cheese on all of his grilled cheese sandwiches from now on.
 
“It’s pretty cool,” Avery said. “You get to come here and learn some new stuff, have some nice snacks and meet new people. Really nice people.”
 
Stewart said it was important for students to know that their food comes from farms and gardens across the country. She said giving them a firsthand look at a farm will deepen their understanding about culinary topics in class.
 
“We’re excited to use some of this information in lessons, and use our school garden and use some of the produce we get from that to create some cool recipes and maybe take some produce home as well,” Stewart said.
 
Stewart said one of the goals is for students to feel confident about adding fresh ingredients such as tomatoes and sweet potatoes in dishes that they cook. She would like to use additional Farm to School Grant Program funds to teach them about preserving, canning and freeze-drying food. They can then transfer these skills to their kitchens at home and create meals for their families.
 
Kade said she was motivated to enroll in future FCS classes because of the field trip. Stewart said those types of reactions are why she was happy to see students make many positive discoveries on the farm.
 
“We gave the kids a really cool experience today,” Stewart said.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on October 08, 2024


LPS announces rule changes to address student behavior

Lincoln Public Schools has been working with school administrators and staff over the last year to develop new rules on cell phones and personal electronic devices used during instructional time, and implement a new hall pass system at the high schools.

“During my first year, I had many conversations with staff, students and families and gathered feedback about what needed to be addressed in my transition report,” said LPS Superintendent Paul Gausman. “I heard loud and clear from all groups that student behavior needs to be addressed immediately. We cannot have effective instruction happening in our classrooms if we do not get student behaviors under control.”

Gausman went on to say that both of the new rules being implemented this year will help maximize instructional time, increase communication and enhance safety.

“After a pilot cell phone policy was in place at two high schools last year, administrators and staff saw a significant positive change in the learning environment. Other Nebraska school districts have also implemented a digital hall pass system at the high school level and seen positive results,” added Gausman.

Changes being implemented during the 2023-2024 school year are outlined below.

PLEASE REFER TO THE LPS IMPORTANT INFORMATION BOOKLET FOR THE LATEST REGARDING PERSONAL ELECTRONIC DEVICES PLANS

2023-2024 Personal electronic device plan 
(cell phones, headphones, earbuds, smartwatches, etc.)

Recent studies have shown that excessive cell phone and social media use are causing a mental health crisis for our teenagers. These studies resulted in the U.S. Surgeon General releasing an advisory in May about the negative effects of social media on teens’ mental health. Experts agree that children and teens need clear cut rules and limitations when it comes to using digital devices and social media platforms. 

Lincoln Public Schools will implement the following consistent electronic device expectations across the school district to help reduce the number of outside distractions during the school day to maximize instructional time.

Information about the updated plans on the use of cell phones and personal electronic devices in school will be shared with students during the first week of school.

Elementary schools
As in years past, the expectation remains that all elementary students will keep personal electronic devices turned off and kept in their backpacks during the school day. It is recommended these devices stay at home as the school is not responsible for the loss of personal items brought to school. Parents/guardians who need to communicate immediate information with their student during school hours can continue to contact the school office and a message will be shared with the student.

Middle schools

  • All personal electronic devices must be powered off and out of sight at all times during the school day. The use of personal electronic devices by students is NOT allowed during the school day. This includes classrooms, hallways, common spaces like lunchrooms, and restrooms between the hours of 8 a.m. and 3 p.m.
  • If each student has their own school locker, the personal electronic device should be turned off and stored in the locker prior to the start of the school day.
  • Smartwatches may be worn, but cannot be used for communication purposes.
  • Students who need to have electronic devices in order to monitor health conditions will continue to follow their individualized plans.
  • If a student uses a personal electronic device during the school day the following sequence of consequences will be applied. (Compliance at any step will prevent movement to the next step.)
    • Step 1: Staff will ask the student to put their electronic device in the designated storage location in the classroom. (Does not count as an electronic device infraction if the student complies with the teacher's request). If the student does not comply, move to Step 2.
    • Step 2: The teacher will contact the office and the device will be collected and held in the main office for the remainder of the day. The incident will be logged as an electronic device infraction. If the student does not comply, move to Step 3.
    • Step 3: If the student refuses to turn over the device, they will be removed from the classroom and escorted to the office or designated problem-solving location. The device will be held for the remainder of the day.
  • If a student is accessing a personal electronic device in the hallway during the instructional period, the student will be returned to their classroom and asked to put their device in the classroom holder. 
  • Students who need to contact parents/guardians for emergency reasons may request to use the phone in the school office.
  • Parents/guardians who need to communicate immediate information with their student during school hours may contact the school office and a message will be shared with the student.
  • As in years past, the school is not responsible for the loss of personal items brought to school.

High schools

  • All personal electronic devices must be powered off and out of sight during the instructional period. 
  • Students may use their personal devices before and after school, between class periods and during lunch.
  • Smartwatches may be worn, but cannot be used for communication purposes.
  • Students who need to have electronic devices in order to monitor health conditions will continue to follow their individualized plans.
  • If a student uses a personal electronic device during the instructional period the following sequence of consequences will be applied. (Compliance at any step will prevent movement to the next step.)
    • Step 1: Staff will ask the student to put their electronic device in the designated storage location in the classroom. (Does not count as an electronic device infraction if the student complies with the teacher's request). If the student does not comply, move to Step 2.
    • Step 2: The teacher will contact the office and the device will be collected and held in the main office for the remainder of the day. The incident will be logged as an electronic device infraction. If the student does not comply, move to Step 3.
    • Step 3: If the student refuses to turn over the device, they will be removed from the classroom and escorted to the office or designated problem-solving location. The device will be held for the remainder of the day.
  • Students who need to contact parents/guardians for emergency reasons may request to use the phone in the school office.
  • Parents/guardians who need to communicate immediate information with their student during school hours may contact the school office and a message will be shared with the student.
  • As in years past, the school is not responsible for the loss of personal items brought to school.

Digital hall passes (high school only)

Each high school will be utilizing a digital hall pass system for student requests to leave class during instructional time. The new system is designed to maximize instructional time, efficiently increase communication between staff and enhance school safety.

  • Schools will be training students how to use the digital pass system with their Chromebooks during the first week of school. 
  • Each student will be allowed three student-initiated passes per day to allow students to go to the restroom, library, office, nurse, counselor or other classrooms.
  • Teachers, at their discretion, may allow passes beyond the three pass limit. 
  • The health office may provide passes to individuals with medical concerns.
  • If an emergency (trouble breathing, significant injury, etc.), students may leave the room immediately and the teacher will notify the office/nurse.
  • If a student doesn’t have their Chromebook, a staff member can create a digital pass at the request of the student.
  • Paper passes will also be used when appropriate.

Posted on October 08, 2024


Meeting notices for the Lincoln Board of Education and ESU 18 - Oct. 8, 2024

The Lincoln Board of Education and ESU 18 will hold regular meetings on Tuesday, Oct. 8, located in the Boardroom at Lincoln Public Schools Steve Joel District Leadership Center, 5905 O Street. The Board will hold a regular meeting at 6:00 p.m., with the ESU 18 meeting immediately following.

Members of the public and media may access the meetings via live video streaming or by physically attending the meetings, which are subject to all national, state and local limitations on public gatherings associated with COVID-19. Overflow accommodations may need to be implemented to ensure the health and safety of all in attendance. 

The agenda for all meetings can be found here: lps.org/board.

There are multiple ways to view the livestream of all meetings:

Participation by citizens in Board Meetings

The Board believes public attendance and participation, when appropriate to the business at hand, is beneficial to the work of the Board and models the importance of civic engagement and civil discourse to the community’s children, but it cannot impede the Board from completing the business of the meeting. 

In keeping with Board Policy 8420 and Neb Statute 84-1412(3), the Lincoln Board of Education has established these reasonable regulations to conduct Public Comment:

  1. Persons speaking during Public Comment will be called forward individually by the Board Chair to the location identified for such purpose.
  1. A time limit of three minutes will be allotted for any speaker unless prior to the beginning of the Public Comment agenda item, the chair sets a different reasonable time frame to be allotted for speakers in order to accommodate the number of persons who have submitted "Record of Appearance" cards. The time limit is per speaker, per meeting and may not be transferred or assigned to other speakers.
  1. The chair may endeavor to organize public comment by what agenda items or other issues have been identified as topics by public speakers, adjust for the age of speakers, and/or split the Public Comment agenda item to be conducted in different positions within the Board’s Order of Business. At the discretion of the chair, the speaker may be allotted additional time. Board members may share, address or consider comments from the public during public comment, at the end of public comment or when related business is on the agenda.
  1. In order to be called forward to address the Board during Public Comment, each person wishing to speak must obtain a "Record of Appearance" card from staff at the meeting in which they wish to speak. "Record of Appearance" cards are available beginning 30 minutes prior to the scheduled start of the meeting. Those wishing to speak must accurately complete the required sections of the card, and submit it to the appropriate staff member by 15 minutes after the start of the meeting.
  1. Individuals will be called forward to speak by name, organization being represented, if applicable, and address. Each individual speaking to the Board will be required to identify himself or herself prior to giving public comment by stating their first and last name and, if applicable, any organization they represent.
  1. In cases where more than one person wishes to speak on the same topic, their presentations to the Board may, at the discretion of the chair, be grouped together by topic.
  1. If the number of people wishing to speak under the public comment portions of the agenda is large, the chair may rule that a public hearing be scheduled.
  1. Persons speaking to the Board during public comment may make printed materials (paper no larger than 8.5 x 11 inches) available to the Board but may not use any other form of media. Public speakers are asked to provide 10 copies of any copies of printed materials presented to the Board.

Persons attending Board meetings and/or speaking to the Board during Public Comment or during a public hearing must follow all requirements established by the Board, as well as all Board, chair and staff directions in order to help maintain the order, proper decorum, safety and security, and the non-disruptive functioning of the Board meeting. These include, but are not limited to the following:

  • Abiding by time limits;
  • Refraining from applauding, cheering, jeering, or engaging in speech that defames any individual(s), or stymies or blocks meeting progress;
  • Refraining from the use of audio recordings, video recordings, or any digital still images, posters, signs, costumes, other props and/or photographs;
  • Refraining from abusive, disruptive or threatening language or gestures; and
  • Staying in the areas identified by the Board as reserved for the public.

If at any time persons appearing before the Board do not comply with these or any other Board requirements, it shall be the responsibility of the chair to declare that person or persons out of order and require a change in behavior, delay or recess the meeting, or refuse permission to continue to address the Board, and ultimately may require the person or persons to leave the premises of the Board meeting.

Posted on October 04, 2024


Meet LPS Focus Program Scholar: Eden, Nebraska Business

Lincoln Public Schools Focus Programs are a customized high school experience rooted in connection and opportunities. 

LPS offers our scholars - like Standing Bear 11th grade student Eden - almost a dozen focus programs where they can choose their journeys. 

Eden chose one of the school district’s newer focus programs, Nebraska Business at Standing Bear High School, to get a head start on college. The junior thought business would be a good launchpad for her future career goals and this focus program would not only give her a taste of college life, but also save money with its dual credit classes. 

Read more about Eden’s Nebraska Business experience in this Q&A as she is one of our featured Focus Program Scholars.

 

Name: Eden 
Home High School: Standing Bear High School 
Grade: 11
Focus Program: Nebraska Business 

Why did you choose the Nebraska Business Focus Program?
I chose the Nebraska Business Focus Program because I felt that it was going to be a good way to begin college credits at a lower cost. I also get the chance to understand more with a smaller class, being able to ask more questions and having a closer connection with the teachers rather than taking it in college with a lot more students. 

What do you like most about the Nebraska Business Focus Program?
I enjoy having the opportunity to take a college-level class at our school. It makes it more convenient. 

What makes the Nebraska Business Focus Program different?
We get the opportunity to start college credits with a professor who comes from the University of Nebraska-Lincoln and we also get to experience kind of how a college class is going to feel. 

How do you get to explore your passions or interests at the Nebraska Business Focus Program?  
With the Nebraska Business Focus Program, you understand a lot about how to be a good decision-maker. You learn how to not only make the most efficient decisions but also general information on how the economy around the world works. This information is and can be useful in all kinds of different career fields. 

How has attending the Nebraska Business Focus Program empowered you as a student?
It's made me feel like it can help me get ahead, not just with college credits but the content we’ve been learning so far has been very valuable and has been something that I feel that everyone can benefit from.

 

What are your relationships with other students and staff like within the Nebraska Business Focus Program?
Our class is very comfortable. Everyone gets along and the teachers are always making sure we have a complete understanding of everything.

How has being a part of a LPS Focus Program added to your high school experience? 
It's given me an earlier preview of what is to come in college.

How has the Nebraska Business Focus Program prepared you for the future?
In lots of other classes, one of the main questions that has been asked is “How will this help me in the future?” and it can sometimes be hard to give that answer, but with our Nebraska Business class it is made extremely clear how this will help us in our everyday lives and that's never been a doubt in our classroom. 

Why are focus programs like the Nebraska Business Focus Program important to high school students?
I believe it's important to high school students because there are a lot of students who are looking for any opportunity they have to move faster through their years in school to be as young and successful as possible, and these dual credit focus program opportunities help with just that. 

What is the greatest thing you’ve learned since attending the Nebraska Business Focus Program?
The greatest thing I've learned so far during the focus program has been what to expect from college classes. From the Nebraska business class, specifically, I've learned how to make decisions that will benefit me the most with the lowest opportunity cost.

Choose your passion. Choose your community. Choose your future with LPS Focus Programs.

Learn more about the Nebraska Business Focus Program at Standing Bear by visiting its website at https://business.lps.org/.

Don’t forget also to explore LPS Focus Programs at home.lps.org/focus.

Posted on October 04, 2024


Local author ignites creative spark, inspires future writers at North Star

North Star High School sophomore Maggie couldn’t stop smiling as Lincoln-based author Allison Bitz wrote her a personalized message in a book-signing line.
 
Maggie joined many of her fellow Navigators in the school library for a 45-minute discussion with Bitz about the art of storytelling. Librarian Courtney Pentland invited Bitz to come to North Star to talk about “The Unstoppable Bridget Bloom,” which is Bitz’s first novel. She earned a 2024 Nebraska Book Award in the “teen novel” category for the 345-page work, which has received positive reviews from multiple book critics.
 
Bitz was the third novelist Maggie has met as part of Pentland’s author visit series. She said it is fun to visit with professional writers and learn how they have painted award-winning paragraphs on paper.
 
“I like to write personally, so hearing them explain how they got the inspiration for writing their own stories helps me with writing,” Maggie said.
 
Shalynn, a junior at North Star, and Arcelia, a senior, also had glowing things to say about the visit. They were impressed with the wide variety of questions Bitz fielded from students. Both beamed as they held up signed copies of two of her books.
 
“I liked how she answered every question that came up,” Arcelia said. “She made sure to get everyone in the room.”
 
“She was very specific on her answers too,” Shalynn said. “It was good to hear that she was willing to give that type of specific information.”
 
Bitz said she enjoyed the entire experience. Students asked about her writing process, how she develops characters in her books, who her favorite authors are and how she blends her love of music into her writing. Bitz can play piano, saxophone and percussion instruments and wrote sheet music that is inserted at the end of “The Unstoppable Bridget Bloom.”
 
“This was so great,” Bitz said. “It’s rare that I get to talk to actual teens about my teen book, so to have a room full of fully-engaged teens who asked questions was such a joy. I loved talking with them, I loved hearing their perspectives and their questions, and hearing what they want to read and write. It was great. I just loved it.”
 
Pentland said those types of reactions from students and authors are why she started the series five years ago. Some of the visits take place on Zoom if the authors live far away, but Nebraska-based novelists like Bitz have appeared in the library.
 
“For some of them, it is meeting a celebrity,” Pentland said. “That is the experience because it’s this person who has published this book that they’re reading and they’ve been enjoying. Having that here, it’s pretty magical to see the connection and that spark that happens when they get to talk to the person face to face.”
 
All North Star students are welcome to attend the visits, which take place three to four times each school year. Everyone who signs up receives a copy of the author’s book ahead of time, which allows them to become more familiar with their writing style. The library budget pays for each author’s visitation fee, and Pentland uses a grant from the Foundation for Lincoln Public Schools to purchase books.
 
Pentland has asked writers of many different genres to talk with students. She has met some authors at library conferences and seeks others out after receiving recommendations from colleagues. Lynn Painter and Lydia Kang, who both live in Omaha, have traveled to North Star for in-person visits, and bestselling author/illustrator Troy Cummings talked with life skills students via Zoom last year from his home in Indiana.
 
Pentland said the visits have sparked a large amount of student well-being at North Star.
 
“What I find the most enjoyable are the connections the students are making with authors,” Pentland said. “They get to talk to people who do this for a living, and especially with our Nebraska authors, they get to see that it’s possible for them to be able to do that job.”
 
Maggie said the chance to speak with published authors has motivated her to keep developing her own writing talents.
 
“The first time I did the author meet and greet, I thought it was really cool, because I got to meet an author, and I had never done that before,” Maggie said. “I really enjoyed it, so I did it again, and that was online in a Zoom meeting, and that one was still just as fun.”
 
Bitz encouraged students like Maggie to keep adding embers of creativity, hard work and persistence to their writing campfires. She finished her first draft of “The Unstoppable Bridget Bloom” in 2018, but the novel didn’t appear on bookshelves until May 2023.
 
“Just keep writing,” Bitz said. “A first draft is not supposed to be perfect. It’s supposed to be a work in progress, so keep moving ahead to where you want to go.”
 
Pentland said words like that will mean the world to North Star students who are looking to follow in Bitz’s pen strokes.
 
“If that’s something that they’ve wanted to do or thought about doing or maybe haven’t even contemplated that they could possibly be a published author, they see that process,” Pentland said. “Maybe that’s something they could do in the future.”
 
For more information about libraries across LPS, visit the LPS Library Services website at home.lps.org/libraries.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on October 02, 2024


Community members celebrate formal dedication of Standing Bear High School

 

Presentations, performances and percussion instruments were all part of a special day in the history of Standing Bear High School on Sept. 29.
 
People from across Nebraska came to the newest Lincoln Public Schools high school for a formal building dedication ceremony. Members of the Ponca Tribe of Nebraska joined LPS officials on stage for the 40-minute event.
 
The building is named for Chief Standing Bear, who was one of the first civil rights leaders in Nebraska. Principal Sue Cassata and other school leaders have worked closely with Ponca representatives to tell the story of their history and culture to students.
 
Lincoln resident Makala Laravie is a fourth great-granddaughter of Chief Standing Bear. She came to 70th Street and Saltillo Road with her family to tour the school and listen to the presentations on stage. She felt the event was a fitting tribute to her relative.
 
“This is actually my first time ever being here at the building,” Laravie said. “It’s a very beautiful school. It’s just truly an honor, you know, to be here.”
 
Candace Schmidt told the audience that the ceremony marked the beginning of a bright future for the high school. Schmidt, the chairwoman of the Ponca Tribe of Nebraska, said actions taken in 2024 will impact people in many ways over the coming years, decades and centuries.
 
“As Ponca people, we carry a philosophy that extends our vision seven generations into the future,” Schmidt said. “We understand that our choices today have the potential to influence the lives of our descendants far beyond our immediate horizon. In dedicating this school in Chief Standing Bear’s name, we honor not only his sacrifices and wisdom, but we also reinforce our commitment to nurturing the next seven generations of leaders, thinkers and creators.”
 
Laravie said it meant a great deal to attend the ceremony with younger and older family members. She and fellow Ponca Tribe of Nebraska members Angela Bessmer, Doug Esau, Jessie Hinman and Carrie Voss took a photo together after the ceremony to commemorate the day.
 
“It’s definitely important just to be here and to be at that forefront and set those steps forward for our younger generation,” Laravie said.
 
LPS Superintendent Paul Gausman said Standing Bear High School’s prospects are upbeat. Lincoln community members approved its construction as part of the 2020 bond referendum. Today, the building has 632 students and will likely reach its initial 1,000-person capacity within the next two years.
 
“When we set out on this journey, our goal was clear: to create a nurturing environment that fosters academic excellence, personal growth and community engagement,” Gausman said. “Today, as we dedicate Lincoln Standing Bear High School, we can confidently say that we have achieved that goal and even more.”
 
A committee of ten residents and three school board members unanimously voted in 2021 to name the new school after Chief Standing Bear. Community members suggested more than 200 names for the building, but the committee felt it was important to ensure future students learned about Standing Bear’s contributions for all Americans.
 
Cassata told the audience that decision has led to many positive outcomes for everyone involved.
 
“Naming a school for a person isn’t something that LPS takes lightly,” Cassata said. “Rather, the naming and the legacy that is formed from that name creates a path for our school.”
 
Schmidt delivered a powerful retelling of Chief Standing Bear’s story to the audience. He and other Ponca members were forced to move from their homeland in northeast Nebraska to an Oklahoma reservation in 1878, and his 16-year-old son died there that year. The United States Army arrested him after he returned to Nebraska to bury his son at the place of his birth.
 
Chief Standing Bear and his attorneys appealed his arrest in federal court, and Judge Elmer Dundy ruled in their favor in May 1879. Dundy said Native Americans were “persons” under the law and were free to enjoy the rights of every other person.
 
Schmidt said family members told her about Chief Standing Bear at home, but the story was never taught or mentioned in school buildings when she was growing up. She said it is encouraging to know that is not the case today.
 
“This shows how far we have come and how we have progressed, that here today we come together in a spirit of respect and honor as we dedicate this school to the legacy of Chief Standing Bear,” Schmidt said. “It’s a moment filled with significance, not just for us present here, but for the countless future generations whose lives will be shaped within these walls.”
 
More than a dozen descendants of Chief Standing Bear were recognized during the ceremony, and two Ponca Tribe of Nebraska members gave traditional performances on drums. They closed the event by playing a song created specifically to honor his legacy and namesake.
 
Schmidt said the newest LPS high school will be an inspiration for everyone who walks through its hallways.
 
“This school is more than a place or an academic institution,” Schmidt said. “It is a foundation of building character, instilling values and cultivating a sense of responsibility that echoes the vision of Chief Standing Bear. We aspire for the youth to follow in his footsteps, understanding that their efforts today contribute to a future where respect, justice and equality are a reality for all.”
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on October 01, 2024


Lefler AVID students harvest knowledge, plant seeds about agriculture careers during UNL visit

How many plants would you have to grow in Nebraska to harvest a million bushels of corn?
 
Lefler Middle School students learned how to reap answers to questions like that during a field trip that taught them about math, agriculture and horticulture.
 
Twenty-eight sixth graders in Lefler’s AVID (Advancement Via individual Determination) program traveled to the University of Nebraska-Lincoln East Campus for a full day of activities. They learned about corn, soybeans and many other plants from UNL College of Agricultural Sciences and Natural Resources (CASNR) professors and specialists.
 
Lefler students Tali and Brandon said they enjoyed exploring indoor and outdoor classrooms on campus. They spoke just after the Lions used their math knowledge to calculate kernel-based amounts of a million bushels of corn.
 
“I really learned a lot about division,” Tali said. “I also learned about how things grow. I didn’t know a whole lot about bushels and stuff like that, so I learned about that too.”
 
“I’ve enjoyed being in groups and doing all of these activities,” Brandon said. “The math was actually really kind of fun. It’s also been fun learning about plants and stuff, because they’re actually interesting once you get to know more about them.”

Tammera Mittelstet is the CASNR statewide education coordinator and walked alongside students throughout the day. She said it was important for them to learn how much agriculture impacts their everyday lives in Nebraska. She felt the campus visit also gave them a first glimpse of how many potential careers are available in agriculture and natural resources.
 
Brandon agreed with Mittelstet’s assessment.
 
“I feel like there could be a bunch of possible careers,” Brandon said. “You can see that they’re okay to do. It’s really interesting to know that there are all sorts of cool things to go into.”
 
Linda Romero watched students examine rows of corn and soybeans under sunny skies in the UNL Teaching Gardens. The idea for the Lefler field trip came after Romero attended the CASNR AG/HORT Soybean Science Institute this summer. She and CASNR/LPS Early College and Career STEM Pathway Coordinator Bailey Feit talked about the possibility of bringing students to campus.
 
Two months later, their vision for a fun and educational time sprouted into reality.
 
“Bailey and I built a connection there and I said I want to bring my AVID class because I had so much fun with it,” Romero said. “I wanted them also to experience what I experienced here, so we took about two months to plan it. This is my third year teaching AVID, and I know my students would not have this experience if it weren’t for AVID in place, so it was important to me to have them come today.”
 
Every student received one corn seed and one soybean seed when they first arrived. Professor Donald Lee and associate professors Meghan Sindelar and Leah Sandall then showed them why corn plants have tassels, what soybeans look like from a close-up view and how agronomists protect crops and cultivate new types of hybrids.
 
Brandon said he wasn’t aware of the different uses for corn and soybeans before walking through the rows of crops.
 
“I knew very little,” Brandon said. “I just knew they were a plant. I didn’t know all of these interesting things about them.”
 
The group then traveled to room 280A in Plant Sciences Hall to connect the fields of math and agriculture. Lee explained to them that one bushel of corn would fill up a six-gallon container, and all six groups of students gathered two ears of corn and two soybean plants. They then began computing numbers on whiteboards to solve their story problems.
 
Lee earned a doctorate in plant breeding and genetics from Montana State University in 1988 and currently teaches and researches crop and weed genetics at UNL. 
 
“I’m really impressed,” Lee said. “Linda has done a great job with this class. They’re really prepared.”
 
“I’m having fun figuring out the math,” Tali said. “I like learning about soybeans and corn and agriculture.”
 
Everyone then returned outside to walk through a greenhouse filled with hot-weather plants. They examined prickly cacti, looked at large leaves of a banana plant and stood amazed at the many colors and textures found throughout the heated indoor space.
 
Romero said she believes the field trip will provide fertile learning soil for all of Lefler’s AVID students in the future.
 
“They didn’t know what soybeans were before coming here, so I had them do a little bit of research on that,” Romero said. “Then when we get back from today, now we can have some conversations about, ‘Oh, now that you saw corn, you saw soybeans, you saw all these different plants, and what do you think about it?’ It should be pretty fun to hear what they have to say.”

To learn more about AVID, visit our website at https://home.lps.org/avid/.

To learn about the Early College and Career STEM Focus Program at Northeast, visit our website at https://eccsp.lps.org/.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on September 27, 2024


Lincoln Northeast High School garden sprouts into a successful venture

Lincoln Northeast High School students planted positive seeds in 2021 when they began planning for the high school’s first community garden.
 
Those initial ideas have sprouted into a successful venture for everyone in the neighborhood.
 
Students, parents, staff members and area residents celebrated the community garden Aug. 2 during an event called a Garden Gathering. The morning tour was designed to give people an in-depth look at the academic and societal benefits that students are harvesting from the garden. Organizers also wanted to tell residents about future plans for Lincoln Northeast’s garden, and they hoped to inspire them to spread the community garden concept throughout the city.
 
Brittney Albin, sustainability coordinator for Lincoln Public Schools, said she was happy to help people learn more about Lincoln Northeast’s outdoor space. Dozens of residents looked at thriving plants and vegetables in the garden before moving into the library for slideshow presentations and networking sessions.
 
“These Garden Gatherings are something we hold on a quarterly basis to provide resources and build connections between the local organizations and volunteers who are interested in supporting outdoor learning and gardens,” Albin said. “The tour really gives an opportunity to see one of many approaches that a school can take to maintaining a garden on their campus.”
 
Bailey Feit joined Albin for the outdoor and indoor presentations. Feit works in the College of Agricultural Sciences and Natural Resources (CASNR) at the University of Nebraska-Lincoln, and she is the CASNR/LPS early college and career STEM pathway coordinator at Lincoln Northeast. The focus program teaches students about FEWSS (food, energy, water and societal systems) concepts. She said Lincoln Northeast’s garden has produced many smiling moments for students there.
 
“It’s integrated into the curriculum at school, and that’s what makes it so exciting,” Feit told people while pointing to one of the garden beds. “It’s a really good learning experience for everyone.”

Students in Brooke Jambor’s English Language Learners (ELL) class proposed the idea of a community garden during the Spring 2021 semester. They were inspired to create their own outdoor classroom after reading a story called “Seedfolks” at school. They asked Lincoln Northeast Principal Keri Applebee if the school would support the project and she enthusiastically agreed.
 
Students then obtained assistance from many community partners as they began to turn their plans into reality. Volunteers built and installed four garden beds that included a variety of plants. Students collected seeds of each item and learned about important topics such as soil conditions and irrigation practices. They then watched with excitement as the garden began to spring to life.
 
Their efforts paid off even more in the 2022-23 school year. The FEWSS/Garden After-School Club led an expansion project that added a pollinator habitat, trellises, a cut flower bed, two stationary raised garden beds and four raised garden beds on wheels. The area also features a “three sisters” bed filled with corn, beans and squash and a corn bed containing sweet corn, popcorn and decorative corn.
 
Lincoln Northeast students Grace, Eva and Hoda spoke to visitors during the outdoor tour. They beamed as they talked about items ranging from sunflowers to fall vegetables. They later said indoors that they were happy to take part in the project.
 
“It’s been really interesting to me to see how the garden attracts pollinators and how that helps the environment,” Eva said. “It makes everything more sustainable, and that’s the whole goal of this. I’ve had a lot of fun doing this.”
 
“It’s been good to see the tomatoes grow this summer,” Hoda said. “I’ve enjoyed that.”

Kiegon is the fourth member of the current student group at Lincoln Northeast. He began learning more about gardening in middle school and has continued his agronomy interests on the LNE campus. He was inspired by family members such as his grandfather, who spent decades working as a farmer.
 
“Following in their footsteps is the most honorable thing I can do,” Kiegon said.
 
Kiegon spoke at length about his goal to develop a self-sustaining irrigation system for the garden. The student group is planning to build rain barrels that would store water throughout the year. They could then use the free water to nourish plants and vegetables during the growing season.
 
Feit said Grace, Eva, Hoda and Kiegon have many other goals for the 2023-24 school year. Feit said the group would like to install interpretive signs throughout the garden to help visitors learn more about the entire project. They also want to build a shed with solar panels on the roof, establish mentorship programs with area middle schools and create partnerships with local organizations and churches.

Feit told residents that students wanted to emphasize that everyone in the community is welcome in the garden.
 
“We’re trying to get the word out to people that there is a community garden here at Northeast,” Feit said. “We don’t have a fence and there’s a reason for that.”
 
Feit also felt the garden was a place for people from all backgrounds to grow friendship roots. She was a math teacher at LPS for 12 years before moving into her current role, and student gardeners at Lincoln Northeast have come from diverse family, economic and social experiences.

Feit and Albin both said the smiles that Grace, Eva, Hoda and Kiegon displayed were good indications of how the garden has made a lasting impact on many lives. They felt the positive seeds students planted more than two years ago have turned into a successful venture for everyone in the community.
 
“We’re continuing to take the vision those first students had and expand that each year,” Feit said. “We want the garden to bring people together.”

The next Garden Gathering will take place at Roper Elementary School during the second quarter. Participants will learn about hydroponics, tower gardens and gardening in the winter season. More information about the LPS garden program is available here.

Posted on September 25, 2024


East captures NSAA Cup championship

Lincoln East students enjoyed successful moments in all of their activities during the 2022-23 school year.
 
Their accomplishments helped them capture one of the most prestigious awards Nebraska high schools can receive.
 
Nebraska School Activities Association officials announced in August that East was the Class A winner in the all-school, girls and boys divisions of the NSAA Cup contest. The NSAA Cup honors schools for achieving excellence in their interscholastic activities programs.
 
Lincoln East Activities Director Zach Limbach said he was proud of everyone in the Spartans community for their hard work. Lincoln East won the Class A all-school and boys NSAA Cup titles for the second straight year.
 
“East High, home of the Spartans, is the pinnacle in opportunities realized through sports and activities: championships won, diplomas earned, leaders equipped and launched to impact the world after high school,” Limbach said. “Well over 75 percent of our student population takes part in athletics and activities.
 
“We have tremendous overall support from our booster club, parents, teachers, coaches and community stakeholders. We have established active student leadership groups that continue to encourage and support all of our programs. It’s good to be a Spartan!”


 
Lincoln Public Schools Director of Athletics and Activities J.J. Toczek said the award reflected the elite standards students have set for themselves. The Spartans claimed Class A state championships in four activities and qualified for multiple girls and boys state tournaments and meets.
 
“This is a huge honor for both Lincoln East and Lincoln Public Schools,” Toczek said. “It shows the time, dedication and effort that both our athletics and activities student participants and our coaches put in to make the programs successful at Lincoln East. This is an award that encompasses both sports and fine arts, so it really is a great honor.”


 
The Spartans finished the 2022-23 season with 850 points in Class A all-school standings. Omaha Westside (742.50 points), Lincoln Southwest (640), Gretna (592.50) and Millard North (555) rounded out the top five.
 
Limbach said Lincoln East students and coaches achieved NSAA Cup success because they have built a positive culture at school. He said that is true in academics, activities and community service.
 
“We have outstanding students, outstanding coaches and an outstanding culture,” Limbach said. “We remain enthusiastically positive about what we have accomplished in the past and what we plan to accomplish in the future.
 
“Winning the NSAA Cup the last two years in a row was a huge accomplishment that makes us all proud. But, winning it was merely a byproduct of doing things the right way and continuing to strive to continuously improve. We care about each other and support all of our programs.”


 
NSAA officials began the NSAA Cup program in 2006 to recognize high schools for having success in many activities. The organization divides the contest into girls, boys and all-school categories. Schools are divided into Classes A, B, C and D based on student enrollment.
 
Schools earn points in girls and boys divisions for gender-based activities. Coed schools share points from fine arts activities equally in each division. Schools combine points from girls and boys activities in the all-school division.
 
Schools receive five points for each NSAA-sponsored activity they participate in. They earn additional points for finishing in the top eight positions of a state championship event.
 
For example, schools that win a state volleyball title receive 50 points in both the girls and all-school divisions. Teams that finish second through eighth receive 45, 40, 35, 30, 25, 20 or 15 points.
 
Schools split NSAA Cup points evenly if they tie for a specific placement. Schools receive wrestling points based on their highest team finish at either the individual or dual state meets.
 
Lincoln East soared up the Class A charts by winning state championships in girls cross country, boys tennis, speech and baseball. The Spartans also collected points in volleyball, boys cross country, girls golf, softball, music, play production, individual wrestling, boys basketball, girls and boys swimming and diving, girls and boys track and field, girls tennis, boys golf, girls soccer and boys soccer.


 
Lincoln East finished first in the Class A girls division with 465 points. Omaha Westside (422.50), Millard North (392.50) and Lincoln Southwest (372.50) were in the next three spots.
 
The Spartans were first in the Class A boys division with 510 points. Omaha Creighton Prep (392.50), Gretna (390), Omaha Westside (385) and Lincoln Southwest (327.50) were second through fifth.
 
NSAA officials will make a public presentation of the award on Friday, Sept. 8. They will honor the school at the end of the first quarter of Lincoln East’s football game against Lincoln Southwest at Seacrest Field.
 
Toczek said Lincoln East’s success in the NSAA Cup was due to a strong participation rate in school activities. He encouraged all LPS students to become members of a team or organization this year.
 
“It shows that there is something for everyone at LPS to be involved in, both in athletics and activities,” Toczek said. “We encourage all students to get involved, because we know that students who participate in athletics and activities enjoy greater success academically and have a lot of health benefits, both physically and mentally. It’s better for the entire community when students are participating in things at school.”

Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on September 25, 2024


Prescott CLC connects students to agriculture through storytime with Nebraska's first lady

Prescott Elementary’s Community Learning Center (CLC) students welcomed Nebraska First Lady Suzanne Pillen on Sept. 27.

The state’s first lady helped bring agriculture to life by sharing a story with the students. Pillen read Right This Very Minute as part of the state’s Agriculture Literacy Week. She wanted to use the book to help the students connect that lots of the food on their plates is produced by Nebraska farmers and ranchers.

“I learned about farming and how it's important to Nebraska,” Prescott fourth-grade student Vivienne said. 

“Books are interactive and require kids to think. I am passionate about helping kids think about how agriculture is a part of their everyday life,” First Lady Pillen said.

Prescott’s CLC serves more than 100 kids. The reading session with Nebraska’s first lady exemplifies how Lincoln’s CLCs help further learning before and after school.  

"We appreciate Mrs. Pillen's visit to our Prescott Elementary Community Learning Center today and highlighting the importance of agriculture in our state," Lincoln CLC Director Nola Derby Bennett said. "Lincoln CLCs are an essential learning partner with Lincoln Public Schools and provide students with a variety of academic and enrichment activities after school to connect them to our community and what they learn during the school day.”

The CLC initiative supports 30 LPS schools in the development and implementation of high-quality extended education opportunities, weekend and summer enrichment programs and other supportive services for students, their families and the surrounding neighborhood.  

“I think my favorite part about CLC is you're staying after school and like hanging out with my friends and doing these cool activities,” Prescott fourth-grade student Estes said. 

Lincoln’s CLCs are centered around a community school model with lifelong learning as one of the core principles. There are 20 elementary, six middle and four high schools with a CLC.

“Ideally, the school would function as a centerpiece of the neighborhood. Today, it's good to just have someone here who has a connection to the neighborhood,” Prescott CLC Site Coordinator Raina Engelhard said.

Learn more about Lincoln Community Learning Centers at https://clc.lps.org/schools/.

Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on September 25, 2024


2018 LPS Marching Band Invite - Final Ratings

The 37th Annual Lincoln Public Schools Marching Band Invitational was held on Saturday, Oct. 14 at Seacrest Field. All six of the Lincoln public high schools braved the damp conditions and performed, as did bands from across the state. Here are the final ratings from the event:

Beatrice HS - Class B - Rating: I

Schuyler Central HS - Class A - Rating: II

Bennington HS - Class B - Rating: I

Seward HS - Class B - Rating: I

Norfolk HS - Class A - Rating: I

Lincoln North Star HS - Class AA - Rating: II

Grand Island HS - Class AA - Rating: I

Lincoln HS - Class AA - Rating: I

Piux X HS - Class AA - Rating: I

Lincoln Southwest HS - Class AA - Rating: I

Waverly HS - Class AA - Rating: I

Lincoln East HS - Class AA - Rating: I

Lexington HS - Class AA - Rating: I

North Platte HS - Class AA - Rating: II

Lincoln Northeast HS - Class AA - Rating: I

Kearney HS - Class AA - Rating: I

Washington HS - Class AA - Rating: I

Lincoln Southeast HS - Class AA - Rating: 1

 

Outstanding Color Guard - Waverly HS

Outstanding Percussion - Lincoln Southeast HS

 

Lincoln Southwest 9th-grade band - Class AA - Exhibition

Lincoln East 9th-grade band - Class AA - Exhibition

Posted on September 25, 2024


LPS students net winning moments at CLC basketball games

Students from six Lincoln elementary schools are scoring points in the game of life this fall through their involvement in a new youth basketball league.
 
Fourth- and fifth-grade students in the Lincoln Community Learning Centers (CLC) program are taking part in the inaugural CLC basketball league. Teams from Arnold, Belmont, Huntington, Lakeview, Norwood Park and Riley are playing five games during the fall. Twelve students from each after-school program – six girls and six boys – are representing their buildings this year.
 
Huntington Principal Kristi Schirmer smiled as she watched teams from Huntington and Riley run up and down the court on Oct. 12. She said the basketball league has been a valuable addition to the CLC curriculum.
 
“This is something really positive that they’re doing,” Schirmer said. “It’s awesome to see. They’re learning how to be part of a team, they’re learning how to communicate with each other and they’re able to have people cheer for them. They’re learning so much in this kind of environment. This is giving them skills that you can’t teach in a classroom.”
 
Lincoln CLC Director Nola Derby-Bennett said she has been thrilled with the response from students, teachers and parents. CLC students enjoyed playing in an elementary soccer league in previous years, and CLC leaders wanted to expand that successful venture to the basketball court. They partnered with multiple Nebraska Wesleyan University students to get the new league up and running.
 
“CLCs have a focus on creating equitable access to academic and enrichment activities for students,” Derby-Bennett said. “As part of our regular club programming, all CLC sites offer opportunities for students to move and develop healthy recreation habits. We know that our students enjoy learning and playing competitive sports, and there are times when cost and time commitments can be barriers for families to access other opportunities that are available in our community.”
 
NWU freshman MacKaylee Madsen is helping coach Riley’s team this fall. The Conestoga High School graduate said she has enjoyed watching her players have fun and learn new skills. None of the Riley students had played competitive basketball before joining the league, but they have quickly caught on to concepts like dribbling, passing and defense.
 
“I’ve really liked doing this,” Madsen said. “It’s been so much fun to see them improve. Today was the best we’ve played, so I’m really proud of them.”
 
All six teams spent two weeks in September practicing at their schools before starting their round-robin schedule. The eight-week season includes a bye week to give students additional time to practice.
 
Jeralyn Klingenberg is the CLC school community coordinator at Huntington. She said many teachers and staff members have encouraged students with their presence at games. Multiple teachers traveled to other schools to watch the Eagles during the first two weeks, and Huntington’s gym was packed with fans during the girls and boys games with Riley.
 
“Our students have had two away games so far, and every game they come back to school talking about what teachers were there and who was cheering them on,” Klingenberg said. “We have been lucky in that we have had different teachers/staff attend each game.”
 
Huntington and Riley parents filled chairs spread across two edges of the court at the start of the girls game, and a row of Huntington students sat along one of the baselines. One of the Huntington teachers wore an inflatable eagle costume and spread her wings for high-fives with students. Schirmer also led fans from both schools in a wave that moved all the way around the gym.
 
“It’s really cool to see this,” Lincoln CLC Curriculum Specialist Kristi Chambers said as she watched the action. “It’s great to see this much support for our kids.”
 
Huntington players wore green t-shirts and Riley donned blue t-shirts for the four-on-four game. Coaches of both schools made many substitutions throughout the afternoon to ensure everyone had plenty of playing time.
 
School and CLC leaders are using the program to plant seeds of sportsmanship. Schirmer welcomed everyone to the gym and told all of the Huntington students and fans that she was proud of the Eagles. She then encouraged everyone to support Riley players and fans as well. The entire gym erupted in cheers for the Rams.
 
Derby-Bennett said she has already heard many stories about the program’s social and educational benefits. She said CLC leaders have seen multiple students display more positive behavior since the league began, and coaches have watched them gain more self-confidence in their practices and games. Their classmates have also experienced the joy of cheering for other people while watching the games.
 
Schirmer said all of those outcomes are helping CLC students land on the winning side of life’s scoreboard.
 
“It has been a wonderful experience for the students to play sports,” Schirmer said. “They are learning social skills and competition skills.”
 
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Posted on September 25, 2024


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