Staff Spotlight: Kellie Iburg - third grade teacher at Norwood Park Elementary School < New

Every week, we’ll shine a spotlight on one Lincoln Public Schools staff member! Get to know the wonderful people making a positive impact across various areas within LPS. This week, meet Kellie Iburg, third grade teacher at Norwood Park Elementary School.

“Ms. Iburg is an excellent teacher! As a para in her classroom, I have witnessed firsthand the caring environment she has created. The team and community that is her classroom—they are learning, participating, helping each other and caring for one another. This is very heartwarming to witness. Ms. Iburg is always ‘catching kids being good’ and rewarding them. She compliments the class freely and makes sure everyone is learning. Her students love her!” - Amy Montgomery, special education para

How long have you worked for LPS?
I have been a teacher with LPS for 12 years.

What inspired you to become part of the education field at LPS?
What inspired me to become part of the education field at LPS was its dedication to professional growth and student achievement. Education has always seemed like one of the strongest tools for creating meaningful, lasting change. If I could be part of a district that truly invests in both students and educators, then I could make a lasting impact on our future generation.

What has been your favorite part of working here? What aspect of your job do you find most rewarding?
My favorite part of working in LPS is the strong sense of community. Everyone feels like they belong and have a voice that is valued and welcomed. It's great to be able to share ideas, learn from others, and work together towards common goals. The most rewarding part of my job is seeing growth and building relationships. It is very exciting when students have that "aha" moment or make connections. The relationships that are formed with students and families are truly special.

Did you attend LPS as a student? If so, which school(s)? If not, where are you from?
I grew up on a farm in Roca, Neb. I attended Blessed Sacrament Elementary School then went to Everett Junior High and Lincoln High School.

What path did you take after completing your formal education?
After I graduated from Lincoln High School, I attended Nebraska Wesleyan University.

What do you enjoy most about the Lincoln community?
What I really appreciate about the Lincoln community is how small and close-knit it is. It feels familiar, safe and welcoming—like a place where people truly look out for each other and are always ready to lend a hand when someone needs it.

What is your favorite childhood book or a book that has influenced your life positively?
One of my favorite childhood books is “The Giving Tree.” It influenced me by teaching that we should always be willing to give of ourselves for the good of others.

Share a shout out to a former teacher who impacted your life.
I would like to give a shout out to Deborah McGinn, my high school English teacher. She always believed in me and was very kind.

Do you know a LPS staff member we should feature for Staff Spotlight? Fill out this form to nominate them!

Posted on May 01, 2025

Launch at LPS: Northwest senior Sophia charts course as future education leader < Updated

Northwest High School senior Sophia has used her warm personality to create a winning academic and social environment everywhere she goes.
 
The future early childhood teacher has blossomed in her three years as a member of the Falcon community. She has met friends in a variety of activities, moved forward on an accelerated academic schedule and set a solid foundation for her post-graduation days. She said all of that has been possible because of Northwest’s friendly campus environment.

 
“Everyone is very open to making new relationships, and that’s very much stuck out over the years here at school,” Sophia said. “Everybody is really willing to join new groups and not stay within the same cliques all the time, so I’ve built a really good community around myself. I’ve always felt that comfort here of knowing I’ll always be able to make new friends and meet new people.”
 
Sophia’s dedication to lifting up people has been appreciated by dozens of friends and teachers. One of those on that list of admirers is Margaret Pass, who works with many students as a school counselor. Pass said Sophia has helped her classmates with kind words and inspiring actions.
 
“It’s really encouraging for all of the students,” Pass said. “They see that Sophia is open to making new relationships and is fun and friendly, and that really sets the tone for other students to be able to do that too. We are a smaller high school community, and so that kind of commitment to the community from Sophia and being a role model like that really goes a long way with all of our students and faculty.”

 
Northwest Principal Cedric Cooper said he has also noticed Sophia’s impact on fellow Falcons. He felt her willingness to work with everyone had made a positive difference.
 
“Sophia stands out as a senior who is a dedicated part of our community,” Cooper said. “She has goals for her future and partners with adults at school to give her best efforts. She always has a smile on her face and is willing to help and support others.”
 
Pass said Sophia’s work ethic has been a primary reason for her record of success at Northwest. She loaded her academic plate each of the past two years in order to set herself up for future opportunities. She also attended classes at The Career Academy last year and was a member of the Educators Rising organization.
 
“She is every teacher’s dream student,” Pass said. “She’s open and there’s only been positive feedback for Sophia in whatever she’s doing. She’s a leader here at school, and she worked really hard during her sophomore and junior years so that she was ahead and had openings to add things that she wanted to concentrate on. She’s really set her path and has come up with a good plan to move forward.”

 
Sophia began charting her course into the early childhood education field in earnest last year. She enrolled in the early childhood education pathway at TCA and worked with infants, toddlers and preschoolers in a practicum setting. She also joined TCA’s chapter of Educators Rising, which helps students learn more about the teaching profession.
 
“I went to TCA because I wanted to figure out what I wanted to do, and I got into early childhood, so I was like, ‘I’ll give this a real shot and see what happens,’ and I ended up falling in love with it,” Sophia said. “At the end of the day it was something that just felt right when I joined my practicum class. After working with the students, it really felt like what I wanted to do.”

 
One of the year’s highlights was a trip to the Educators Rising National Conference in July 2024. Sophia and four classmates traveled to Washington, D.C., to participate in competitive events and listen to experienced professionals. She took part in the Children’s Literature K-3 contest at nationals and spoke with future teachers from across the country.
 
Sophia said she has been impressed with the college and career readiness programs she has found at Northwest and The Career Academy. She said Lincoln Public Schools staff members have encouraged and motivated her throughout her time in the school district.
 
“I have yet to have a teacher who made me feel like, ‘Wow, I can’t go any further than this,’’ Sophia said. “It’s always been, ‘Right now I know you think you can’t, but we’re going to get you to the point where you think you can move forward, and everything is going to fall into place and work out.’ It’s very nice to have that feeling of support. You build that relationship with them here.”

 
Sophia plans to enroll at Southeast Community College or the University of Nebraska-Lincoln this fall. Pass said she is eager to see how the next steps of Sophia’s educational career unfold.
 
“Anything she wants to do, she’ll be able to do,” Pass said. “I can see her advancing in the field of education to administration or whatever she wants to do going forward. She would be excellent in a leadership role.”

Pass said Sophia’s warm personality will allow her to be a standout role model for many classes of future Falcons.
 
“We’re just really proud to have a student like Sophia going out into the world and representing us here at Lincoln Northwest,” Pass said.

Congratulations, Sophia!

We wish you the best in your future endeavors.
We are thankful our educators could help you Launch at LPS!
 

Looking for LPS graduation information?

Check out our graduation page at https://home.lps.org/graduation/ to get the details on celebrating your favorite high school grad.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on April 30, 2025

Science Star: North Star teacher earns prestigious award for science education < Updated

Karen Covil’s ability to cultivate scientific knowledge in the classroom has helped her reap one of the top teaching awards in the country.
 
The North Star High School science teacher is one of six recipients of the Robert E. Yager Exemplary Teaching Award from the National Science Teaching Association (NSTA). The organization recognizes people who have showcased excellent and innovative approaches to the field of science education. Hundreds of K-12 classroom leaders from 17 states, the District of Columbia and Puerto Rico were eligible to receive the award during the 2024-25 school year.

 
Covil has worked at North Star since 2012 and has taught biology, geoscience, physical science, chemistry and physics classes. She said it is fulfilling to help others make discoveries in subjects ranging from microbiology to meteorology.
 
“My students ask challenging questions, which motivates me to keep investigating and learning more about science for myself and my classes,” Covil said. “I thrive on these challenges, and teaching science at North Star is like going on a daily adventure with the students and the science content.”
 
North Star Principal Megan Kroll said she was thrilled when the NSTA announced that Covil had won the award. Kroll said Covil has a gift for helping students see how science connects to their daily lives. She has created engaging lesson plans, included STEM (science, technology, engineering, math) content in her presentations, asked students to express their perspectives and invited local professionals and scientists to visit her classroom.
 
“Karen is very deserving of this award,” Kroll said. “She is one of many teachers in our building who go above and beyond for students. I am both excited and appreciative that others are seeing the amazing things LNS teachers are doing and the positive impact they have on the Gator community.”

 
NSTA President Alicia Conerly said Covil had earned her spot as a Yager recipient. NSTA judges chose winners based on their ability to motivate and challenge students, exhibit effective planning and presentation skills and display a deep knowledge of science through publications and presentations. Recipients have also participated in professional growth activities across the United States with fellow science teachers.
 
“Transformative science education equips students with the skills and mindset to question, explore and innovate,” Conerly said. “This award reflects Dr. Robert E. Yager’s legacy of innovation and dedication to science education, recognizing educators who go above and beyond to engage, challenge and empower the next generation of scientific thinkers.”
 
Covil said her undergraduate experiences at the University of Nebraska-Lincoln gave her a solid foundation for her future teaching career. She took a wide variety of upper-level biology, chemistry and physics courses to complete her horticulture degree. She has passed on that broad spectrum of knowledge to her North Star classes.

 
“It has enabled me to help students understand that the different science subject areas are interconnected, and that even if they are taking physics, a phenomenon they are studying in my classes may also include biology or chemistry content,” Covil said. “These connections facilitate deeper sense-making and retention of science content.”
 
Covil enjoyed the same types of learning experiences as a graduate student in plant pathology at North Carolina State University. She researched diseases affecting Irish potatoes and explored plant breeding with potatoes, soybeans and dry beans. She also worked with crop growers to reduce pollution from fertilizers and published a journal article about fungicide and nematicide tests.
 
“These skills have enabled me to submit proposals for presentations at science education conferences and write journal articles to help support the greater science teaching community,” Covil said. “Conducting research for my graduate degree in plant pathology has given me real-world experience in science and the value of helping students connect with scientists to drive engagement with science content and future career interests.”

 
Covil has used her research and teaching background to spread science information across the United States. She co-authored a research paper about mentoring student teachers in science classrooms in 2024 that was included in the Innovations in Science Teacher Education journal. She presented “Teaching Physics with Real World Support: Collaborating with Local Organizations and Universities to Foster Equitable and Inclusive Learning Environments for High School Students” the same year at the NSTA National Conference in Denver.
 
Covil said one of her top goals is to create a classroom environment where all students feel valued and can express their questions and ideas. She said it is important to help them know that their unique contributions to scientific exploration are fundamental to understanding our world of scientific phenomena.
 
Covil has also been inspired by her North Star co-workers, especially those who serve with her in the science department. She said their passion for cultivating scientific knowledge has given many Gators the tools they need to be successful in life.
 
“Being in this type of environment as an educator brings a deep level of satisfaction with my teaching responsibilities and motivates me to do my very best work every day,” Covil said. “It also allows me to look for new and innovative ways of teaching science with the knowledge that I am well-supported in my decisions as a science educator.”

Want to know about our science curriculum? Visit our website at https://home.lps.org/science/.

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

Posted on April 29, 2025

Launch at LPS: Cherawn becomes MVP at Bryan Community by boosting classmates < Updated

Cherawn’s ability to boost the confidence of his Bryan Community Focus Program classmates has helped him reach Most Valuable Pupil status in the school’s hallways.
 
Cherawn has used his outgoing and uplifting personality to create a positive path forward at the focus program. The senior has become a role model for others by injecting encouragement into every conversation he has. His quick smiles, friendly greetings and pick-me-up discussions with friends have made a difference in both academic and personal settings.

 
“I don’t want to see anybody being down, because I know how it feels,” Cherawn said. “Why would you want to hurt someone when you could help them? You want to set someone up for success, because if you set them up for success, it’s going to be an ongoing thing, a recycling of great.”
 
Bryan Community Principal Denise Craig said students and teachers have benefited from Cherawn’s enthusiasm in many ways. She said he has built authentic friendships by showing that he cares for others and wants everyone to do well.
 
“Cherawn brings a positive vibe every single day,” Craig said. “He is charismatic and makes people feel welcome. He greets all staff members heartily each time he sees them in the hall, and he’s kind and energetic.”

 
Cherawn said he noticed a welcoming environment on campus when he arrived at Bryan Community this fall. The smaller class sizes meant additional opportunities for teachers to help students with lessons, and he felt a sense of camaraderie with people who were looking to achieve similar academic goals.
 
“It’s comfortable being here,” Cherawn said. “I feel more successful here, and definitely I’m able to work harder and just put pencil to paper and get things done. It’s thanks to the teachers and all of the support that I’ve had here.”
 
Cherawn’s efforts caught the attention of Bryan Community staff members Dwight Brown and Nathan Gumb. They said his willingness to talk to all students has been a source of sunshine at school.
 
“There will be a student who I know is kind of struggling and feeling out of place or whatnot, and Cherawn will walk by and say, ‘Hey, how are you doing?’ and that type of thing,” Brown said. “That smile totally changes that student that day.”

 
Gumb coaches an American Legion baseball team in Lincoln, and he and Brown were talking one day about the extraordinary achievements of Most Valuable Player Award winners. Both felt Cherawn had reached that MVP level, and they wanted to do something to share their gratitude with him.
 
Brown and Gumb autographed a new baseball and wrote several inspirational messages on it for Cherawn. They approached him this spring and gave him the gift as a gesture of their appreciation.
 
“It wasn’t like an official school award or anything, but it was something Nate and I had talked about because we were so happy that Cherawn was a part of our community,” Brown said. “We just pulled him aside and we said, ‘We just feel like you’re an MVP.’ No one has ever gotten that type of recognition before. It was something Nate and I talked about and we said we have to recognize this guy in some way, because he brings something special and sincere.”
 
“I’ve still got it in my room,” Cherawn said. “It definitely has its own little holder. I’m definitely very appreciative of that because both of them have brought out a better me.”

 
Cherawn will graduate from Bryan Community in May and is eyeing a future career as either a barber or fashion designer. He said being able to overcome several obstacles in his life has taught him the importance of self-esteem and having a positive mindset. He said both career options would allow him to help others feel good about themselves as well.
 
“I really just had to focus on how I would adjust my well-being for myself,” Cherawn said. “Really, dressing up and just taking care of myself helped me a lot, so I feel like I can do the same for other people, and I want to do it.”

 
Cherawn said he has enjoyed being part of the close-knit environment at school. He felt he has become a better communicator in his time on campus.
 
“I don’t really consider this like a school. It’s more of a community,” Cherawn said. “It feels like a home, I can’t even lie. Everybody here is so in tune with each other and everybody is so close that you can really ask anyone for help. You can go to them and they can come to you.”

 
Brown said that type of encouraging outlook on life would allow Cherawn to reach MVP status in whatever career field he pursues.
 
“It’s not fake,” Brown said. “I watch not just what students do when they know they’re being watched, but also when they don’t know anybody’s looking at them. And I can tell you that Cherawn has had legit sincerity from day one. It’s been really awesome to see.”

Congratulations, Cherawn!

We wish you the best in your future endeavors.
We are thankful our educators could help you Launch at LPS!
 

Looking for LPS graduation information?

Check out our graduation page at https://home.lps.org/graduation/ to get the details on celebrating your favorite high school grad.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on April 29, 2025

Staff Spotlight: Calvin Haywood - campus supervisor at Lincoln High School

Every week, we’ll shine a spotlight on one Lincoln Public Schools staff member! Get to know the wonderful people making a positive impact across various areas within LPS. This week, meet Calvin Haywood, campus supervisor at Lincoln High School.

“Calvin is the best. He does all the things that make someone good at the job, like caring about people, being responsive, and staying calm even when there is chaos, but the things that stand out the most to me are about his personality. He is somehow both a man of few words and someone who makes everyone around him feel seen and noticed all at once. He demonstrates genuine care for others in the way he interacts with students and staff, and the only time anyone could possibly hear him complain is after a particularly bad game for his favorite sports teams. He has a quiet, but excellent sense of humor that brings a smile to everyone's faces. He leads with integrity and treats others how he would like to be treated in all circumstances. Our school is warmer and safer thanks to the work of Mr. Calvin Haywood.” - Sydney Jensen, Lincoln High School teacher, on behalf of everyone at LHS

In a few sentences, briefly describe your role at LPS.
As a campus supervisor, I am responsible for maintaining a safe and secure environment for students, staff and the community. Working with students at Lincoln High is awesome when you understand that everyone is different, and it is important to meet people where they are. Understanding that is something I use when working with students and staff as I navigate the halls at the high.

How long have you worked for LPS?
I started working at Lincoln High School in 2019. My oldest daughter had just transferred to Lincoln High from East High. It was in the middle of her junior year. I have three daughters. Two graduated from Lincoln High School. My youngest daughter is a senior at East High, and I have to admit that despite several failed attempts I could not convince her to join me at Lincoln High.

What inspired you to become part of the education field at LPS?
I had worked in corrections for over 31 years and was not excited about the path that corrections was going. I was looking for a change when a couple friends, Martha Florence and Eric Buchanan, thought that I might be able to use some of my experience working in the high school environment.

What has been your favorite part of working here? What aspect of your job do you find most rewarding?
I think my favorite part is seeing freshmen come in with their little friend groups, watching their personalities grow and develop during their four years, and then seeing them graduate—watching them grow into young men and women. I find it very rewarding to help students in whatever ways I can—something as simple as helping them find their classroom or escorting them to class when they’re late, just helping any way I can.

Did you attend LPS as a student? If so, which school(s)? If not, where are you from?
I am from Mississippi. I attended John F. Kennedy High School in Mound Bayou, Mississippi. I joined the military out of high school. Would you believe I used to jump out of airplanes? I was in the Army’s 82nd Airborne.

What path did you take after completing your formal education?
I attended and played football at the University of Nebraska–Lincoln in the early ’80s. Then, I worked as a case manager at the Nebraska State Penitentiary.

What do you enjoy most about the Lincoln community?
Lincoln offers several opportunities, one of which was an opportunity for me to explore acting. Several years ago I wanted to be an actor. I’ve worked at the Lincoln Community Playhouse, UNL Howell Theater, Union College Theater and The Downtown Dinner Theater. I also lived in New York for a couple of years where I did some off-Broadway work and had parts in several movies.

What is your favorite childhood book or a book that has influenced your life positively?
“Catcher in the Rye" was a book that had a big impact on me. It deals with the pain of loss, the struggle with identity and the importance of authentic connection.

Share a shout out to a former teacher who impacted your life.
My high school football coach, Coach James, was not only my coach but also a mentor. He saw more in me than I could see in myself. He always pushed me to be more involved, to put the work in. I gave him one of my Orange Bowl rings. He was so proud of that ring. His son told me he wore it every day until he passed away.

Do you know a LPS staff member we should feature for Staff Spotlight? Fill out this form to nominate them!

Posted on April 25, 2025

USDA grant helps Northeast students turn apples into key learning ingredient

Northeast High School students put their own twist on a familiar apple-based saying this spring when they included local crops in a community outreach event.
 
Members of Culinary II classes learned how an apple a day can create smiles all the way during a multi-day family and consumer sciences (FCS) lesson. They examined apples from a local orchard grower, baked oatmeal apple cookies with the Lincoln-based crop and provided the treats to area residents at a community showcase. The experience was part of a “Nourishing Northeast Lincoln” grant-funded program that is supporting agriculture education at Northeast High School and Culler, Dawes and Mickle middle schools.
 
Culinary II students Matthew and Ruby said they had gained many valuable life skills from the Nourishing Northeast Lincoln activities. The lesson’s goals were to help students understand where their food comes from, make informed purchases at grocery stores and farmers markets and have the ability to prepare that food at home.
 
“I think it’s pretty important, because if you don’t know where (your food) is coming from, then you don’t know the quality of it,” Matthew said.
 
“Just the experience of it has been good today,” Ruby said after bringing freshly-made cookies out of the oven. “It’s a good baking opportunity.”
 
Lincoln Public Schools FCS Curriculum Coordinator Kristin Vest said she was pleased to watch the Rockets learn more about the farm-to-school pipeline. LPS received a $100,000 grant from the United States Department of Agriculture this past summer. The Nourishing Northeast Lincoln program will benefit both FCS and Sustainability Department initiatives throughout LPS.
 
“The whole purpose of the grant is to help our students make connections between locally produced food, where our food comes from, teaching some fundamental things about agriculture and understanding the value of agriculture in our state,” Vest said. “For our culinary students, it’s about taking that food and then preparing it.”
 
The two-year grant will help students develop and expand school gardens and harvest food to use in their FCS classes and after-school clubs. They will learn about food sourcing, cooking and preservation techniques during the academic year, and there will be a mentorship program between FEWSS (Food, Energy, Water and Societal Systems) students at Northeast and eighth graders at Culler, Dawes and Mickle. Classes will also visit with local producers and growers about many agriculture-based careers during field trips.
 
The first portion of this spring’s lesson came when Picnic Hill Orchard owner Jason Steele visited with Culinary II classes. Steele spoke with students about the business, which is located on the southeast edge of Lincoln. The orchard produces 20 varieties of apples, ranging from well-known fruits such as Honeycrisp and Granny Smith to rarer types like Albemarle Pippin, Little Jewel and Nova Spy.
 
“It was actually entertaining learning all the facts about the apples,” Ruby said. “You go to the grocery store and you think all of them are the same, but they’re really all different.”
 
Matthew said he was happy to know that local farms and orchards are providing food for Lincoln residents. Students ate apple varieties that Steele brought from his orchard and tasted the differences in their flavor, tartness and texture.
 
“It’s pretty cool to learn from people, especially those that are close to home and grew up here and have spent their whole life here,” Matthew said.
 
The lesson’s second step came when students incorporated the local products into their oatmeal apple cookies. FCS teacher Bryce Peschel provided instructions before everyone began measuring flour, chopping apples and creating cookie dough.
 
Ruby partnered with classmate Teagan for the project. They assembled their supplies in a corner kitchen and marked off each box on the recipe’s checklist.
 
“I’m just hoping everybody enjoys them,” Teagan said. “It was fun.”
 
The third leg of the FCS relay race took place the following evening at Northeast. Vest provided free oatmeal apple cookies to visitors who passed by the FCS table. Representatives from the LPS Sustainability Department, City of Lincoln, Kiwanis Club of Lincoln, Southeast Community College and Family Service Lincoln’s Community Crops program were in attendance, and several LPS garden clubs showcased how they are growing crops and plants.
 
Visitors at the community showcase also learned how LPS contributes to the local economy through farm-to-school efforts. The school district spends more than $825,000 on local dairy products each year. It also purchases more than $150,000 of fresh produce items and more than $40,000 of chicken products from area farmers.
 
Vest said the multi-day FCS lesson gave students valuable perspectives about where their food comes from and the importance of local businesses. Not only can eating an apple a day be part of a healthy lifestyle, but consuming area products can nourish Lincoln’s entire economy as well.
 
“I think it’s tremendous,” Vest said. “They always say that’s the benefit of going to the farmers market, right, is learning who’s producing and growing your food and making that personal connection with them. So, for our students, who are consumers right now and will continue to be consumers in the future, I think it’s really powerful for them to see farmers and to hear from them, to hear about the hard work that they do.”
 
Visit home.lps.org/cte/fcs to learn more about family and consumer sciences classes at LPS and how they are preparing students for the future.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on April 25, 2025

Doppler Discoveries: Gators explore weather radar systems during geoscience presentation

If a weather radar system could detect an increase in scientific knowledge, it would have picked up a strong signal at North Star High School this spring.
 
Students enrolled in geoscience classes learned how meteorologists locate and track storms during an interactive presentation on campus. Adam Houston, a professor at the University of Nebraska-Lincoln’s Department of Earth and Atmospheric Sciences, talked with dozens of Gators about technology he and other weather researchers use every day. Students were then able to view a spinning mobile radar system attached to a truck outside the building.
 
North Star students Titus and Shaurya both said they were happy with what they had learned. Houston described the differences between mobile and fixed radar images to the classes, and he talked about the many objects that radar systems can detect. He also explained how meteorologists can help people stay safe when severe weather strikes in Nebraska.
 
“I thought it was cool that they were able to do this,” Titus said. “I enjoyed it.”
 
“What I really liked was how all the presentation and the visuals were really clear,” Shaurya said. “You could see every part of it. There was a key on each of the sample pictures so you’d know how fast the wind was moving.”
 
Karen Covil leads North Star’s science department and teaches geoscience classes to students in grades 9-12. She said Houston’s visit reinforced the Next Generation Science Standards (NGSS) that are used throughout Lincoln Public Schools.
 
The presentation also came nearly one year after an EF3 tornado moved across the northern edge of Lincoln on April 26, 2024. The tornado came close to North Star’s campus and caused significant damage in Lancaster County.
 
“Last year, many students experienced for the first time the impact of a high-end EF3 tornado that struck Lancaster County,” Covil said. “This was a terrifying occurrence for students, especially if they lacked significant experience with the safety procedures in the event of this type of weather and how storm spotters and meteorologists are helping to keep us safe.”
 
Houston focused his presentation on radar (radio detection and ranging) systems, which transmit pulses of microwave radiation to identify objects. Radars use the strength of reflected signals to determine the size of objects such as raindrops and hailstones. Since many other objects reflect energy pulses, radar systems can also detect birds, bugs and smoke plumes.
 
Doppler radar systems use the Doppler effect to measure the speed of a storm. Sound moves through the air as a series of waves, and these waves change length if they are moving toward or away from a source. This creates a higher pitch if the moving source approaches our ears and a lower pitch if it is leaving us.
 
The same effect takes place in the atmosphere when a pulse of energy from a NEXRAD (Next Generation Radar) system strikes an object. The energy is reflected back toward the radar, which can then measure how fast the object is traveling either toward or away from the radar’s location. This ability to “see” the wind is what allows meteorologists to view the formation of tornadoes and supercell storms.
 
Radar systems that are fixed in one location have a limited range because of the earth’s curvature, but mobile radars like the one North Star students looked at are more flexible. Titus said he was interested in watching the mobile Doppler radar dish spinning on a weather monitoring truck. He then approached Houston after the presentation and asked him several questions about the equipment.
 
“I think it’s cool that they’re able to go so close to the storms and detect these things,” Titus said.
 
Shaurya said the radar presentation came at a good juncture in the geoscience course. Students are ready to begin a new unit about storms and other weather-related topics. By the end of the semester, he and other Gators will be familiar with how the energy transfer from the sun to earth creates an unequal heating of our planet’s surface. This leads to air pressure differences, wind patterns and storm development, which are all key ingredients of weather forecasting.
 
“We can predict if the weather’s going to change or if there’s a thunderstorm that might affect our property or something like that, which is interesting,” Shaurya said. “We can take precautions to protect our property and protect us.”
 
Covil felt Houston’s visit allowed her students to gain a deeper understanding of science, technology, engineering and math (STEM) concepts. She said this would motivate many Gators to explore STEM topics even more as they move through high school.
 
“Students benefit from seeing the real-life work of scientists in the field,” Covil said. “This provides valuable mentorship opportunities as well as inspiration to students when considering what they might like to do for future STEM careers.”
 
Visit home.lps.org/science to learn more about science courses at LPS and how they are helping students expand their academic horizons.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on April 23, 2025

Student News Desk: Northwest theater students creating memories on stage with Matilda scenes

Written by Amelia Proffitt, Northwest High School

The Lincoln Northwest thespians are bringing the story of Matilda Wormwood to life this spring through song and dance. After months of blocking, learning lines, music rehearsal and choreography, the show will open in just a few short days.

Matilda: The Musical is based on the book by Roald Dahl and follows the life of Matilda Wormwood, played by Ellie Ramirez, a 5-year-old girl with a considerable gift of reading and mathematics. Matilda faces challenges at home with her neglectful parents, Harry Wormwood, played by Jonah Hagge, and Zinnia Wormwood, played by Cassandra Colgrove, when they fail to adequately nurture her talents.

Matilda finds comfort in her teacher, Miss Honey, played by Andy Hanson, who provides her with the love and encouragement she lacks at home. Miss Honey serves as a beacon of light to Matilda, a stark contrast to what she receives at home. However, being at school is not an escape when they’re under the rule of the headmistress, Agatha Trunchbull, played by Marley Forry.

The significance of Matilda's story is interpreted in several different ways among the cast. Some see it as a story of rebellion and defiance when they ultimately take down the antagonist, and some see it as a story that highlights the innocence of childhood and mentorship.

“The message that I see is that children are so full of imagination and wonder. So, when presented with a problem, children will face it in the most childlike way,” said Audrey Coatney, playing Amanda Thripp.

On the contrary, Ben Hershberger, playing Nigel Fleabottom, says, “The meaning of the show is, well I think Matilda says it best herself: ‘Sometimes you have to be a little bit naughty!’”

The musical is flourishing, despite some lingering nerves among the cast as they await opening night.

“I’m always nervous before a show, but the second I'm in the light they disappear and muscle memory kicks in,” said Emmy McInteer, who plays Erica. “Then, it's all worth it at the end when the audience cheers for you as you bow.”

Even the crew can experience nerves. “I get nervous before calling a show,” Stage Manager Cade Chiles said. “I’m nervous for the actors, and I'm especially worried that they'll miss my cue line.”

Auditions for Matilda only took place a few months ago, and in those months, the cast has been putting their whole heart into a production they will be proud of.

“The best part of this show so far was just the knowledge that every one of us put everything we had into it,” said Izzy Butters, playing Alice.

With the help of choreographer Kayleigh Schadwinkel, the seven separate dance numbers came together flawlessly after only five days of incredibly hard work.

“I would say choreography week is one of the hardest aspects of putting on a musical, at least for me,” said Madison Lemons, playing Rudulpho. “Learning all the dances in five or so days is very stressful on the body and mind.”

Not to mention, with tech week and show week rehearsals stretching to almost 11 p.m. every day leading up to the opening night, exhaustion is bound to be just as big of a role in the show. The entire production team dives headfirst into tech week starting April 22, only nine days before the curtains rise and hearts race on stage.

“What most people don't understand about tech week, is that those are actually some of the best nights,” said Hagge. “Even though we're tired, there’s kind of this understanding that we're in it together, and that's what it takes to put on a great show!”

The entire cast and crew is bubbling with the anticipation of an audience in their auditorium. They are thrilled to embody the lessons they've learned and the growth they’ve been reaching for every rehearsal. On May 1, 2, and 3 the shows will begin at 7 p.m. and on May 4 the Sunday matinee starts at 2 p.m.

The Northwest Falcons had a wildly successful competition season with their previous show, A Wrinkle in Time, earning them a spot at the NSAA State Play Production Championships and walking away with the title of Best Technical Theatre. The directors, cast, and crew plan to carry the momentum to the spring musical, aiming to steal the spotlight once more. Their passion for theater has risen again, and they’re ready to captivate a new audience with a story of childhood wonder and empowerment.

The entire production team counts down the days until May 1, some with eagerness, some with apprehension, and some with heartache. As the final performance of Matilda quickly approaches, the cast gets ready to solemnly say ‘goodbye’ to the characters they grew to love, and the bittersweetness of it all to sink in. Not only will it be the final showing of Matilda, but also the final show of the 2024-2025 school year.

Lemons, a senior, is preparing to take the final bow, and ready herself for the next act in life to begin.

“Part of me is always going to miss looking forward to seeing what the next show is or finally hearing a song come together,” Lemons said. “However, what I will miss the most is definitely the people. I’m excited about my future and what I’ll be doing in college, but I'm going to miss this more than you know.”

Following countless hours put into rehearsals, the cast and crew discovered the power of their own stories – the power of standing up, speaking out, and a little bit of mischief, just like Matilda Wormwood herself. Even so, long after the lights fade and the stage is bare, the lessons, friendships, and unforgettable moments will stay with them. After all, sometimes you have to be just a little bit naughty to change your story.

Posted on April 23, 2025

Elementary students showcase talent during district art show

Kooser Elementary School student Santana is a shining example of the positive power art can have on lives of all ages.
 
Santana, a fourth grader at Kooser, shared his talent alongside dozens of other young artists at the 2024 elementary district art show. Lincoln Public Schools students, parents and community members gathered at the Steve Joel District Leadership Center and the Hawthorne Building this spring to look at more than 220 vibrant drawings, paintings and prints.
 
Santana presented a watercolor painting that showed a nature scene full of hope. He said art is comforting for him and has helped him feel better.
 
“Many bad things have happened to me, but I figured out how to move away from them and start having a more happy life,” Santana said.
 
Joann said she has noticed the uplifting influence of art in her son’s life. She watched with pride as Santana explained how he created his watercolor scene.
 
“I think it’s good for him,” Joann said. “It’s good to freely express his emotions and puts him in a better mood overall. He draws at home too.”
 
Santana’s artistic skills have also made a major impact on other people. Morgan Beach leads art classes at Kooser and watched Santana paint a bright rainbow above green grass and flowers. He drew clouds above the rainbow and flipped back his paintbrush to create rain droplets on the canvas. He added a teal-and-blue sky with the words “Days can be sad but always stay happy” at the top.
 
“It’s going to be hard for me to part with this,” Beach said. “I’ve already talked with the computer teacher, and I’m going to make a whole bunch of color copies. I’m going to have a hard time parting with this particular piece.”
 
LPS students Vanellope, Granger and Ke’dric also spoke about their artistic creations. Vanellope, a second grader at Roper Elementary School, created a print of floating hearts for the district show. She made hearts of various sizes in two rectangular prints. One side featured a solid blue-and-white design of the hearts, and she made the second side in an identical shape through a “ghost print” process.
 
“It’s kind of like jelly,” Vanellope said. “Every color you have to paint on paper and then you put on a kind of jelly, and then you stamp it on the paper. If you still have a little more paper left, then you can make a ghost print.”
 
Granger is also in second grade at Roper. She produced a print called “I Love U” using the same type of method.
 
“I did it because I love a lot of people,” Granger said.
 
Granger said it was fun to cut out her design on paper and roll paint on it. She said it was “very special” to know her artwork was giving other people joy at the district show.
 
Ke’dric talked with excitement about his drawing of a giraffe that was on display. He picked a full spectrum of hues and shades for the giraffe when he began working on it.
 
“I chose the gold because gold is my second-favorite color, I chose the pink down here because that’s my first-favorite color, the blue is my third-favorite color, and then I did these for the different spots,” Ke’dric said. “I did the ears because it looked cool.”
 
Kafi said he was happy to see his son gain confidence from the art projects he has completed at LPS. Ke’dric is in fourth grade at Adams Elementary School and has brought home many drawings from his art classes.
 
“I think it’s amazing,” Kafi said. “I’m very proud of him. He has a lot of skills, and one of his skills that he’s really good at is art, so I’m glad that he was able to express himself in this painting.”
 
The district exhibit is one of many opportunities LPS artists have to showcase their successful work. Individual buildings host dozens of art shows throughout the school year. Art teachers also guide students in projects such as the “Only One You” rock painting venture at Kahoa Elementary School and the Glow Art Show event at Humann Elementary School.
  
In addition to providing examples of artmaking abilities, the district show also gave glimpses of the personal power art can have on society. When Santana was asked why he liked painting, his response was immediate and heartfelt.
 
“You’re the reason I love art,” Santana said as he pointed at Beach.
 
Beach smiled back, knowing that art would give Santana a chance to create many more winning rainbows in his life.

Click here to learn more about the wide array of art classes available at LPS. The site includes a list of school and district art teachers, programs of study and links to area museums and galleries.

The school district’s secondary art show will be on Thursday, May 9, from 5-7 p.m. at the Steve Joel District Leadership Center. 
 
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Posted on April 21, 2025

Irving students create robots, biodegradable Legos for state contest

Irving Middle School students used their ocean-sized creativity to collect successful results at a state robotics and project innovation contest.
 
Members of the Irving Robotics Club competed in the First Lego League (FLL) Challenge State Championships this spring. Seventh graders Marcus, Greta, Fletcher, MayLynn, Jaxon and Kenzie and sixth graders Sydney and Graydon applied their science, technology, engineering and math (STEM) knowledge throughout the tournament. Judges evaluated teams on their ability to build and code robots, create innovative solutions to real-world problems and show sportsmanship to other students.
 
Marcus and Fletcher said everyone on the Aquatic Androids team enjoyed their time at the tournament. Eighty-nine groups from all corners of the state traveled to the University of Nebraska-Lincoln for events. All students in grades 4-8 are eligible to compete in Nebraska FLL Challenge contests.
 
“It’s fun because there’s nothing else really like it, a robotics competition,” Marcus said. “You just get to hang out with all of your friends and team members and see how you do against other teams.”
 
“I definitely enjoyed seeing all of the other teams,” Fletcher said. “I thought it was really cool to see what other people are doing, because this is just what we do. To see other people who like to do robotics too was really fun.”
 
Irving teacher Lindsey Brown sponsors the robotics club and helps the Aquatic Androids throughout the school year. She said it was impressive watching the eight students figure out problems and speak about their solutions.
 
“They like to do this,” Brown said. “It’s one of the most articulate groups I’ve ever taken to a First Lego League competition. They’re really good.”
 
FLL organizers release a new competition theme each year that is based on real scientific challenges. The theme for 2024-25 was “Submerged,” which meant students had to use their STEM and teamwork skills to explore life in the ocean.
 
One of the main parts of the FLL contest was designing and building a Lego robot. The Aquatic Androids wrote computer code so their robot would follow pre-programmed instructions. Once this was accomplished, the team placed its robot on a detailed ocean map so it would operate autonomously to complete different tasks. No remote controls of any type were allowed during the state competition.
 
Teams scored points based on how many missions their robot could successfully accomplish. For example, one FLL challenge involved having the robot grab pieces of Lego-built krill and “feed them” to a Lego whale on the map. The 15 possible missions were worth different point values based on their difficulty level.
 
Sydney said it was interesting to learn how teams from other schools constructed their robots. Everyone used a prescribed FLL Challenge kit that included mission models, electric motors and sensors and hundreds of Lego pieces.
 
“We got a lot of ideas from other teams’ robots, so we can use those next year,” Sydney said. “We found new ways to do challenges, and there were new things we can try building, but just building them in a different way.”
 
A second part of the contest was completing a project innovation challenge involving ocean-related problems. Team members were concerned about the rising amount of plastic pollution in oceans, and they wanted to create a biodegradable alternative to plastic.
 
Greta, Marcus and MayLynn led the project and used a 3D printer to form Lego molds. They then engineered biodegradable Lego pieces out of flour, water and sugar. They began the process in early December and created their successful pieces in early March.
 
“It was mostly trial and error,” Marcus said. “If something worked from one of our failed prototypes, then we would try to make another set out of it.”
 
“There were three or four generations of 3D-printed molds that they went through,” Brown said. “Each mold became more accurately like a Lego, and then they tested their solutions inside of it. They learned a lot.”
 
Greta, Marcus and MayLynn then presented their work at the state contest. They spoke about the research and development process and showed their 3D molds and biodegradable plastic to judges. Greta said it was a good experience to share what they had learned over the previous few months.
 
“All of the staff who were there were really nice, so that really helped calm our nerves,” Greta said.
 
Judges also watched students to see if they demonstrated positive core values such as sportsmanship and gracious professionalism throughout the state trip. Irving displayed this to many elementary students who were attending a non-competition portion of the event.
 
The Aquatic Androids raised money for the contest through a Fund a Need platform from the Foundation for Lincoln Public Schools. Community members provided funds to pay state registration fees and purchase supplies to build a practice table for the robot games.
 
All of the Aquatic Androids have been friends since elementary school and enjoy solving robotics problems. They are planning to return to state next spring carrying an ocean-sized amount of experience and eagerness.
 
“We plan to do the same thing next year, and we think we’ll do so much better,” Marcus said. “We already did pretty well this year, especially with our robot and project innovation, so we’re really excited for next year.”
 
Visit home.lps.org/science, home.lps.org/cte/cs and home.lps.org/math to learn more about STEM-based classes that are helping LPS students.
 
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Posted on April 21, 2025

Writing Winners: LPS students sharpen writing skills through state literature contest

Ethan, Justin and Imogen used the power of the pen to propel them to statewide writing success this spring.
 
The three Lincoln Public Schools students earned awards for their writing talents in the annual Letters About Literature contest. The competition encourages young people to read and be inspired by a variety of books, plays and poems. Students then wrote back to their author and explained to them how the literature impacted their life.
 
Ethan is a seventh grader at Irving Middle School and Justin and Imogen both attend fifth grade at Prescott Elementary School. All three said the experience had boosted their reading, writing, critical thinking and analytical skills.
 
“I liked thinking about the book and how it changed my point of view,” Ethan said. “I liked editing too. It was fun, because I could go back to what I first wrote and see how I could make it better.”
 
“I enjoyed having the opportunity to get more in-depth about a book that I liked and read a lot,” Justin said. “I also liked how it gave me the opportunity to practice writing.”
 
“I got to think not just about the book, but about my writing too,” Imogen said. “I got to write to the author about how this book changed me and how this book helps people and makes a difference for all of the people reading it.”

 
LPS curriculum specialists Lisa Oltman and Sara Danielson said contests like Letters About Literature promote the academic well-being of students. Oltman oversees English Language Arts curriculum for grades K-6 and Danielson leads grades 7-12.
 
“It showcases what we consistently encourage with students: picking up a text to explore worlds outside of their own,” Danielson said. “In doing so, students will strengthen their use of comprehension strategies, build background knowledge and grow their vocabulary.”
 
“It is a great opportunity for students to express themselves through writing and hopefully influence others to read a book they might otherwise not read,” Oltman said. “We want students to develop a love of reading and writing, and students are more likely to develop this love when they have strong reading and writing skills.
 
“This is the driving force behind the work we do every day. We work to help students develop those strong reading and writing skills so they can participate in contests such as these.”
 
Students could select any contemporary or classic book, play or poem to read for their Letters About Literature project. They then spent time thinking about what they learned or experienced from the fiction and nonfiction works. They transferred those thoughts to paper by writing letters to their selected author.

 
Nancy Svoboda works with academically-gifted students at LPS and mentored Justin, Imogen and Ethan on the project. She said the contest was a good way to encourage children to read, ponder, write and rewrite, which are talents that will help them in any profession they eventually pursue.
 
“For students in elementary and middle school to learn to express themselves in writing is a skill that will serve them throughout life,” Svoboda said. “To write well is difficult. It takes time and work. Almost always there are rewrites. To learn to honestly express your thoughts, ideas and feelings is difficult.”
 
Ethan wrote to author and sociologist Sudhir Venkatesh, who produced a manuscript about the effects of poverty and crime in America. Ethan said the book was eye-opening and gave him new perspectives about the world, which he tried to incorporate into his letter.
 
“I think it did help my writing, because I got to think more about the book,” Ethan said. “I wasn’t trying to win a contest or anything, but I got to think about how to make my writing better.”
 
Imogen penned a letter to Kimberly Brubaker Bradley about the book “Fighting Words,” which talked about the experiences of a girl who was placed in the foster care system. She said the novel helped her understand the world more fully.
 
“I knew this happened to people, but I didn’t know in-depth why it happened or how often it happened or anything like that,” Imogen said.
 
Justin read the book “Finding Junie Kim” by Ellen Oh. He spent time making multiple versions of his letter before submitting his entry to the judges.
 
“I almost wished I had saved my first draft so I could compare it to the finished product I have now,” Justin said. “I like how I got to basically change the entire thing, to go from an unpolished rough draft where my mind was a blur to a finished product.”
 
All three students will have their letters archived in the Jane Pope Geske Heritage Room of Nebraska Authors at Bennett Martin Public Library in Lincoln. They also met Nebraska Gov. Jim Pillen this month during a reception for state honorees in elementary, middle and high school divisions.
 
Svoboda said she was proud of what Ethan, Imogen and Justin accomplished during the entire writing process.
 
“Anytime you engage with a student and see ‘the lights go on,’ it is fun,” Svoboda said. “It is a moment. Anytime you see a student rethink a piece they’ve written and then edit that piece and then be proud of rethinking and editing, it is a magic moment.”
 
Visit home.lps.org/reading and home.lps.org/english to discover more reading and writing opportunities for LPS students. 
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on April 21, 2025

Staff Spotlight: Katelyn Johnson - fourth grade teacher at Eastridge Elementary School

Every week, we’ll shine a spotlight on one Lincoln Public Schools staff member! Get to know the wonderful people making a positive impact across various areas within LPS. This week, meet Katelyn Johnson, fourth grade teacher at Eastridge Elementary School.

“Katelyn goes above and beyond each day to support the students in her classroom and the students at Eastridge. She is a key member of our School Improvement Committee and our MTSS-B/PAR Committee. Katelyn continuously plans fun activities for staff members to engage in. Katelyn is a vital part of Eastridge Elementary and takes pride in the work that she does to support the Eastridge school community. We are lucky to have her!” 

How long have you worked for LPS?
I am in my 10th year with LPS. I began my teaching career in January 2015 as an interventionist at Clinton Elementary. The next school year, I was hired to teach fourth grade at Eastridge Elementary and have been here ever since!

What inspired you to become part of the education field at LPS?
I am a proud product of LPS. 

I also had the privilege of growing up watching my mom be an amazing educator. I would often spend summer days in her classroom and help her set up for a new school year. I watched her change and touch the lives of so many students and families. I wanted to make an impact like my mom was making and also share the teaching journey with her. 

I am extremely proud to say that my mom and I now help each other set up our classrooms each year and we share ideas with one another. It has been so special sharing this profession with my mom and it has bonded us even more!

What has been your favorite part of working here? What aspect of your job do you find most rewarding?
My favorite part of working at Eastridge Elementary is the small community vibe! We are a smaller school, but with that, I have been able to connect with so many students and families. One thing I love about being in a small school is that I have had so many siblings and get to interact and build stronger relationships with my families. I love watching students grow throughout their elementary years and it is so special when they come back and visit!

Did you attend LPS as a student? If so, which school(s)? If not, where are you from?
I attended Morley Elementary, Lux Middle School and East High School.

What path did you take after completing your formal education?
I graduated from the University of Nebraska-Lincoln.

What do you enjoy most about the Lincoln community?
Lincoln has a small town feel! I am constantly making connections with people and realizing we have so many things and people in common. People in Lincoln are helpful, kind and genuinely care about one another. I am so proud to be raising my family in the Lincoln community.

What is your favorite childhood book or a book that has influenced your life positively?
One of my favorite childhood books growing up was "Where the Wild Things Are"! I had so many educators throughout my schooling who made learning and reading fun!

Share a shout out to a former teacher who impacted your life.
One teacher who impacted me immensely was my student teaching cooperating teacher, Sonya Zimmerman. She showed me what a positive classroom environment can do for the culture of your classroom. She also led by example and showed me how powerful family connections are. I am so grateful for all I learned during my time in her classroom. She is a huge part of my teaching path!

Do you know a LPS staff member we should feature for Staff Spotlight? Fill out this form to nominate them!

Posted on April 17, 2025

Launch at LPS: Madhav makes many positive contributions across Southwest campus

Southwest High School senior Madhav has engineered spotless solutions to everything ranging from math problems to marketing slogans while on campus.
 
His ability to achieve those results has depended on a simple belief: treat others well and they will return the favor in kind.

 
Madhav has become a shining star at Southwest with his work ethic, entrepreneurial spirit and strong academic skills. He is president of the school’s National Honor Society chapter, has founded a math mentoring club to help classmates and creates highlight reels of fellow Silver Hawks with photos and videos. He said he has enjoyed his LSW career because of the community feeling in the school building.
 
“There’s always a place for you here, no matter if you’re a part of band, if you’re a part of athletics, if you’re a part of something like math club,” Madhav said. “There’s always a club here that can represent you. You can feel welcomed everywhere here.”

 
Southwest Associate Principal Ashley Turner said she has been impressed with the life path Madhav has placed himself on. She felt he has played a key part in maintaining a positive culture at Southwest with his empathy and compassion for others.
 
“I think he has a huge role here,” Turner said. “He’s one of those kids who’s an influencer, and I know that’s a word that gets overused, but he’s an influencer of others because he’s so good at talking with others. There are no rules on who he talks with. He has his core friends, but he’s friendly with everybody.”
 
Turner said Madhav’s willingness to spend time with multiple groups of people has led to many positive outcomes. Silver Hawk supporters might see him taking photos on the sidelines of a soccer match one afternoon, and they would notice him tutoring a friend about a pre-calculus problem the next morning. In between, they might spot him helping a teacher or parent through a window cleaning company he co-founded last year with friends Griffin and Nathan.
 
“He’s well-known and well-seen in the building,” Turner said. “He’s one of those kids that when they graduate, you’re like, ‘Oh no, we won’t see Madhav next year.” And that’s sad, because he’s part of Southwest. He’s such a good person.”

 
Madhav said his time at LPS has taught him both academic and personal lessons. He felt his time management and communication skills have improved from when he first stepped into Southwest’s hallways.
 
“I like the preparation that it gives,” Madhav said. “The classes really prepare you for the future, and it really does help people who care. The biggest thing I would say is that if you show respect to teachers, they’ll give it back to you 101 percent. If you show respect to classmates, they’ll give it back to you 101 percent. Anybody here will respect you if you respect them.”
 
Two of Madhav’s biggest passions involve math and business. He is planning to enroll in a new integrated business and engineering (IBE) program at Purdue University next year to explore both fields.

 
Madhav said he enjoys math because of the structure it provides and the satisfaction that comes from figuring out solutions. He has completed high-level calculus courses at Southwest, and he is currently taking a linear algebra class at the University of Nebraska-Lincoln.
 
“Math makes sense,” Madhav said. “I like math because it has rules in it. It’s something I love.”

 
Turner said Madhav has showcased the key business insights of dependability, honesty and industriousness. He shows up on time for math mentoring sessions, leads National Honor Society activities and has built an extensive friendship network in Lincoln.
 
“He just dives into things fully,” Turner said. “He obviously has this entrepreneurial spirit, and he’s really good about doing things that you ask him to do. If I would say, ‘Hey, can you help judge graduation speeches because you are so good about representing so many students here in our building?’ he would do it without hesitation. He’s just a very likeable, hardworking young man.”
 
Madhav has also volunteered his time to support students at various activities. He began taking footage of fellow Silver Hawks at football games last year, and the hype videos that he created were well-received by both players and coaches. He has added more sports in his senior year because he enjoys giving others recognition for their efforts.
 
“It’s fun seeing those kids from the sidelines and seeing them focus in on something they love,” Madhav said.

 
Madhav said spending time with family and friends has become higher on his priority list as well. He enjoys studying math homework assignments with friends, goes on walks with family members and tries to fill his life with positive memories.
 
“You’re going to have to find time for certain things, but if you really do want it, you’ll find time and you’ll make sure it works,” Madhav said.
 
Turner said she feels Madhav’s contributions to society will only multiply in the years to come.
 
“Honestly, I feel like Madhav could do anything,” Turner said. “He’s super determined, so whatever he does decide to do, he’ll be successful at it. He’s super driven and he’s good at coming up with ideas. He’s an idea-driven guy, and once he has one, he acts on it and nothing’s going to stop him. He’s a good kid.”

Congratulations, Madhav!

We wish you the best in your future endeavors.

We are thankful our educators could help you Launch at LPS!
 

Looking for LPS graduation information?

Check out our graduation page at https://home.lps.org/graduation/ to get the details on celebrating your favorite high school grad.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on April 17, 2025

Launch at LPS: Northeast senior Millie sets sights on becoming star engineer

Northeast High School senior Millie is planning to design a career that will one day take her to the far reaches of the Milky Way galaxy.
 
Millie is setting her sights on landing a star-studded job in the space engineering field. She would like to use her imagination and intellect to create space equipment such as rovers, satellites and rocket ships. Her comet-sized resume includes multiple academic and leadership awards, and she has secured a pair of major engineering scholarships for college.

 
Northeast Principal Keri Applebee and social studies teacher Matt VanEngen both said Millie has been a role model for her fellow Rockets. Millie serves as Student Council president, is involved in National Honor Society and is taking an independent study class in advanced engineering. She has also been student manager for the girls basketball team, led fundraisers for local charitable organizations and offered friendly smiles to everyone she meets.

 
“Millie is an incredibly bright student with an incredibly bright future,” Applebee said. “She will be a leader as an engineer when she graduates college.”
 
“I think that Millie will be incredibly successful in college and her career!” VanEngen said. “In order to be successful, you have to have a consistency about how hard you work and a commitment to doing that every day, and that is exactly what Millie has. She has all of the tools to be successful as she moves into the next phase of her life.
 
“She works hard, she takes initiative, she is reliable, she is someone you can depend on and she is someone who is dedicated. We will miss her very much next year but are so excited for her future!”

 
Millie said she enjoys the process of putting together puzzles in both engineering and service-oriented arenas. She has designed racecars powered by rubber bands, created a blueprint of a tank-car hybrid and used 3-D printers for construction projects. She has also attended Northeast administrative meetings in her Student Council role, operated the scoreboard at basketball practices and coordinated blood drives and clothing drives for the People’s City Mission.
 
“I like figuring out how to solve the problem that’s in front of me,” Millie said. “It’s fun to look over all of the options and come up with the best way to do something. The creative part of that is something I really like.”

 
Millie said her time at Northeast has been a good training ground for her engineering dreams. She has etched her name on Northeast’s Honor Roll and has earned a pair of prestigious financial awards. She received the $30,500 Wallace Scholarship from the Wichita State University College of Engineering and an $18,000 scholarship from the National Science Foundation.
 
“It created an environment that prepares you well for college,” Millie said. “I took a lot of AP (Advanced Placement) and Diff (differentiated) classes, so all of those were heavily preparing me for college, especially with getting dual-credit classes.”
 
Millie first became interested in astronautical activities in eighth grade, and her love of space topics grew as she moved through high school. She became determined to work in the space industry after attending a camp at an international science education center and space museum in Hutchinson, Kan.
 
“There’s so many things you can do with engineering when it comes to space,” Millie said. “You can design a whole rocket ship, or you can be the person who designs the chairs that astronauts have to sit in when they’re launching off. I’d be happy doing anything with space.”

 
Sarahi Lopez began working with Millie when she was a student teacher at Northeast, and she has continued to help her as a full-time instructor this year. After she heard Millie had already taken her Engineering 2 class at Northeast, she helped her arrange an independent study course in engineering. The class will allow her to become certified in the Autodesk Inventor software program.
 
“She’s amazing,” Lopez said. “She’s very persistent and she’s willing to take the time to solve the problem. She’s just an incredible problem solver.”
 
VanEngen, who also serves as Northeast’s head girls basketball coach, said Millie made practices and games smoother with those same management skills. She ensured water bottles were always full, organized every player’s jewelry on game days and kept practice sessions running on time.
 
“If anyone ever needed something, Millie was there to help,” VanEngen said. “Millie was so influential in our day-to-day operations. She will be missed so much now that she is graduating. Her organization is everything you want from a manager!”

 
Lopez said she is eager to watch Millie’s future take shape. She said her contagious confidence and willingness to work hard would make her a shining star in everything she does.
 
“It’ll be bright,” Lopez said. “Just from talking to her and working with her, I can see her going to space. I know I’ll be reading an article 20 years down the road, and I’ll be thinking, ‘Oh, it’s Millie. See what she’s doing!’ It’s cool to know that she’s going to do great things in her life. She is going to go so far.”

Congratulations, Millie!

We wish you the best in your future endeavors.

We are thankful our educators could help you Launch at LPS!
 

Looking for LPS graduation information?

Check out our graduation page at https://home.lps.org/graduation/ to get the details on celebrating your favorite high school grad.
 
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Posted on April 14, 2025

Linguistic Leaders: LPS students secure state honors for excellence with world languages

Lincoln High School junior Phoebe Pierson has used her love of world languages to become fluent in life skills such as perseverance, dedication and taking initiative.
 
Pierson is one of more than two dozen Lincoln Public Schools students who were honored this winter for their linguistic talents. The Nebraska Department of Education recognized students with the Distinguished World Language Scholar Award (DWLSA) and the Student Language Spotlight Award.
 
Students earned the DWLSA for demonstrating outstanding leadership in language learning, commitment to language study and communicative competence. The Student Language Spotlight Award recognized recipients for exceptional achievements in their world language classrooms.

 
Pierson was included in the “High Honors” category of the DWLSA. She has reached the Level 5+ mark of the LPS World Language Proficiency Targets for her German-speaking abilities, which is the top level for students.
 
Pierson said discovering information in a different language is helping her in multiple ways.
 
“Learning languages like German is super important in many aspects of life,” Pierson said. “For example, languages can open up countless travel opportunities which help people experience different places for real, and be fully immersed in the culture. Beyond this, learning a world language helps people grow intellectually and emotionally because it forces them to develop new skills such as dedication, patience and commitment. Without these, language learning is almost impossible.”

 
Marissa Wanamaker leads German classes at Lincoln High and nominated Pierson for state accolades. She said Pierson is “an amazing language learner.”
 
“Phoebe exemplifies dedication,” Wanamaker said. “She is the first to complete assignments, ask how she can further a topic we covered in class and puts in the work outside of and during class to ensure that she produces high-quality work.”
 
Northwest High School students Hannah Estrada and Nghi Tran each earned the same “High Honors” status for their efforts in Danielle Fulcher’s Spanish classes. Estrada is a sophomore and has completed Levels 3 and 4 of the Spanish Novice proficiency program, and Tran is a freshman who has finished Levels 1 and 2.
 
Fulcher said she was proud of both Estrada and Tran for their work inside and outside of the classroom. Estrada has joined Northwest’s Spanish Honor Society and is able to distinguish different dialects of Spanish in her reading. Tran has shown a deep curiosity to learn more and deepen her love of languages.
 
“One of my greatest joys as a teacher is to see my students inspired by what they are learning and demonstrating a desire to learn more, and Hannah has taken what she’s learned in class and set out on her journey to learn more,” Fulcher said. “In my Spanish 2 classes Nghi really set herself apart by the quality of the work she turned in. She went above and beyond with her tasks, adding details with her writing and perfecting her accent with her speaking skills.”
 
Tran said she has grown in many ways by spending time in the Spanish language.
 
“I enjoyed learning Spanish, beyond just the aspect of the vocabulary and language itself, but also comprehending more advanced communication skills that I’ve never gotten to understand and experience before without the help of world language,” Tran said.
 
German and Spanish are two of the six world languages offered at LPS. The school district also provides classes in Arabic, French, Japanese and Mandarin at various buildings. The LPS curriculum includes world language competency-based credits, proficiency targets for each semester of instruction and grading guidelines for speaking, listening, writing and reading.

 
LPS Language Curriculum Specialist Katie Damgaard said recognizing students for their work helps them realize that they are key members of a globally-connected community.
 
“It is essential to support and celebrate LPS (language proficiency and studies) students who demonstrate outstanding leadership and commitment in this area,” Damgaard said.

 
Pierson said it is exciting to weave nouns, verbs and adjectives together into understandable sentences.
 
“I have quite enjoyed seeing my progress, as I have gotten quite a bit better from where I started,” Pierson said. “This shows that my hard work has paid off, which is both satisfying and motivating. It’s also awesome to be able to use a foreign language in real-life situations.”
 
Tran said she is determined to help others in multiple languages.
 
“My commitment to learning Spanish isn’t for benefiting myself, but rather for the people around me,” Tran said. “I want to enable easier communication for people in the hope of leading them to better opportunities for themselves. Making the world more accessible and convenient to everyone is my motivation to keep going forward with learning Spanish.”
 
Wanamaker and Fulcher said students like Pierson, Estrada and Tran represent the many reasons why world languages are an essential piece of the LPS education puzzle.
 
“Learning languages takes hard work and is so important to become a global citizen,” Wanamaker said. “Phoebe not only is very proficient in the German language, but she has taken the time to understand different cultures and become more open minded. I honestly can’t think of a more important aspect of education and am so happy that she is being recognized.”
 
“Learning a second language enriches a person’s life in so many ways (communication skills, college and career readiness, building empathy), and yet enrollment in language classes is diminishing and fewer world language teachers are entering the profession,” Fulcher said. “Letting our students shine and recognizing them for their excellence is the best way to reverse this trend.”

2025 LPS World Language Awards Recipients

Student Language Spotlight Award

Alicia Wang – Singing – Chinese Novice: Elementary (Level 2) – Maxey Elementary School
Alyssa Freeman – Singing – Chinese Novice: High School (Level 2) – East High School
Anthony Guo – Recitation – Chinese Novice: Elementary (Level 2) – Kloefkorn Elementary School
Belinda Qiao – Idioms – Chinese Intermediate Mid: High School (Level 4) – East High School
Brooks Xia – Idioms – Chinese Intermediate Mid: High School (Level 4) – East High School
Catherine Sun – Singing – Chinese Novice Heritage: Elementary (Level 2) – Adams Elementary School
Evan Dong – Culture Presentation – Chinese Intermediate Heritage: Middle School (Level 3) – Scott Middle School
Grace Cai – Idioms – Chinese Intermediate Heritage: High School (Level 4) – East High School
Iris Hui – Singing – Chinese Novice Heritage: Elementary (Level 2) – Maxey Elementary School
Ivy Zhou – Singing – Chinese Novice Heritage: High School (Level 2) – Maxey Elementary School
Jade Xia – Culture Presentation – Chinese Intermediate Heritage: Middle School (Level 3) – Scott Middle School
Katelyn Xia – Singing – Chinese Novice Heritage: Middle School (Level 2) – Cavett Elementary School
Maha Shamdeen – Project – Chinese Novice: High School (Levels 1 and 2) – North Star High School
Olivia Bechtel – Singing – Chinese Novice: High School (Level 2) – Southeast High School
Rui Tao – Recitation – Chinese Novice: Elementary (Level 2) – Cavett Elementary School
Shirley Tao – Singing – Chinese Novice Heritage: Elementary (Level 2) – Cavett Elementary School
Sophie Cai – Recitation – Chinese Novice: Elementary (Level 2) – Maxey Elementary School
Suzy Ma – Singing – Chinese Novice Heritage: Elementary (Level 2) – Maxey Elementary School
Wensi Cui – Idioms – Chinese Novice: High School (Level 4) – East High School

Distinguished World Language Scholar – High Honors

Allyson Hale – Chinese Novice (Levels 1 and 2) – North Star High School
Ernest Xie – Chinese Novice (Levels 1 and 2) – Adams Elementary School
Grace Cai – Chinese Intermediate Low (Levels 3 and 4) – East High School
Phoebe Pierson – German Intermediate Mid (Level 5+) – Lincoln High
Quinn Bohaty – German Intermediate Low (Levels 3 and 4) – Schoo Middle School
Hannah Estrada – Spanish Novice (Levels 3 and 4) – Northwest High School
Nghi Tran – Spanish Novice (Levels 1 and 2) – Northwest High School

Distinguished World Language Scholar – Honors

Iris Hui – Chinese Language Learning: Elementary – Maxey Elementary School
Teh Meh – Chinese Language Learning: High School – North Star High School
Wensi Cui – Chinese Language Learning: High School – East High School
Oslo Gegg – German Language Learning: High School – Southeast High School

Visit the LPS website at https://home.lps.org/worldlanguage/ to learn more about our world language curriculum. 
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on April 14, 2025

Staff Spotlight: Rosenda Pech - health technician at Yankee Hill Education Center

Every week, we’ll shine a spotlight on one Lincoln Public Schools staff member! Get to know the wonderful people making a positive impact across various areas within LPS. This week, meet Rosenda Pech, health technician at Yankee Hill Education Center.

“Rose is a terrific coworker and role model for our students! She goes above and beyond to support all students throughout our building.” - Grace Galinsky, teacher, Yankee Hill Education Center

In a few sentences, briefly describe your role at LPS.
I'm a health technician here at Yankee Hill Education Center. I do what I can to help support students and staff in having a safe and successful day. Whether it be something as minor as basic first aid or as major as medical emergencies—and so much more in between!

How long have you worked for LPS?
This is my second school year here.

What inspired you to become part of the education field at LPS?
One of my best friends (and biggest inspirations because she is amazing) is a treatment nurse with LPS Health Services—shout out to Jessica Brazda!! When she found out I was looking for a job, after having been a stay-at-home mom and looking for additional purpose in my life, she asked me if I had ever considered working in education. I hadn't, but she thought I'd be a great fit, especially for Health Services! So, here I am, and I'm ridiculously grateful that she nudged me in this direction!

What has been your favorite part of working here? What aspect of your job do you find most rewarding?
Being a part of the LPS organization has been great as far as the community goes and the resources offered to help students succeed. But, what I find most rewarding is the work I get to do, the students and staff I am privileged to know and help support, acknowledging big and little wins achieved by each student, and seeing the growth that continues to happen daily here. It matters. They matter!

I truly enjoy being a part of Yankee Hill: seeing where the students begin with us, acknowledging their struggles, supporting them where we can, witnessing them achieve big and little wins, and hearing them share their experiences back with their peers and staff—which can be both inspiring and hopeful to the students, and also a great reminder of why us as staff "do what we do" every day we show up.

Did you attend LPS as a student? If so, which school(s)? If not, where are you from?
No, I spent my formative years at St. Wenceslaus Elementary School and then Bishop Neumann Jr/Sr High School in Wahoo, Neb.

What path did you take after completing your formal education?
After graduating high school, I went on to earn my associate’s degree in business administration from Southeast Community College. I worked at Daitron for 2.5 years (where they manufactured harnesses for Kawasaki's Rail Car Division), first as a secretary, then as a production coordinator. Then, I went on to work at Kawasaki for 4.5 years, in the Consumer Products Division, in human resources. But, I had to make the difficult decision to leave there in order to take care of myself with the critical health conditions I had at the time. From there, I was a stay-at-home wife and mom for my husband and our two daughters for several years, along with some part-time jobs here and there. But, now I'm here and enjoying this chapter of my life!

What do you enjoy most about the Lincoln community?
I love the diversity in Lincoln, everything from the people, to the food, to the culture, to the dancing, to the music and everything in between! I myself am Mexican, Filipina and Czech. So, I grew up eating menudo, pozole, mole, tamales, Mexican adobo, Filipino adobo, lumpia, roasted duck or turkey, sauerkraut, dumplings, jaternice, kolaches and rosettes! I listened and learned how to dance to different types of Mexican music and polkas. I never learned how to dance the Tinikling (Filipino folk dance with bamboo sticks), but it's still on my bucket list! 

What is your favorite childhood book or a book that has influenced your life positively?
The Harry Potter series was most impactful. It heightened my sense of wonder, empathy and understanding. It taught me the importance of perseverance, believing in myself and standing up against injustice. On a much less serious note, but still very important to me since it helped shape my love for all things spooky and my love for telling scary stories around campfires and such is "Scary Stories to Tell in the Dark" by Alvin Schwartz. Those were always fun, but they definitely made it a little spookier when going to play "Ghosts in the Graveyard" (night time hide and seek) or laser tag in the dark with my cousins on the farm! Both of these series absolutely helped me to cultivate some of the best friendships I've ever had in my life!

Share a shout out to a former teacher who impacted your life.
My junior high teacher, Mrs. Jill Johnson (God rest her soul), was an absolute inspiration! She was kind, compassionate, empathetic, funny, clever, disciplined, patient and so much more. She was like a mother figure to so many of us there at school, and she was our biggest supporter of whichever school activities we were participating in since we'd often see her cheering from the crowd!

Do you know a LPS staff member we should feature for Staff Spotlight? Fill out this form to nominate them!

Posted on April 11, 2025

Launch at LPS: Brooke builds winning portfolio during her North Star career

North Star High School senior Brooke has created an academic, social and community portfolio that puts her in a Fortune 500 level at Lincoln Public Schools.
 
The future finance-based professional has set herself apart at North Star with a winning combination of academic talent, a hardworking mindset and a kind and compassionate demeanor. She is a National Merit Scholar Finalist, has won multiple state business awards, leads the school newspaper and has studied environmental issues in Chile and Argentina. She has also worked three jobs in high school, earned a national leadership scholarship and been a friendly face to everyone in North Star’s hallways.

 
Brooke has used that wide range of opportunities to launch a successful life at LPS. She said it has been fun to share those moments with friends, classmates and teachers at school.
 
“What I’ve enjoyed most about North Star is the diversity that we have here, not only in people, but in different clubs and classes that we can take,” Brooke said. “For me, I’m involved in four different extracurriculars, and I think it’s super important to have that variety. I think it’s helped me a lot to grow as a person, just having those different experiences.”

 
Shelby Cowan and Shaima Shakir said Brooke is the gold standard of the Gator community because of her work ethic and empathy for others. Cowan teaches English classes and advises the school’s yearbook and newspaper staff, and Shakir steers hundreds of students in positive directions as a school counselor. Both said they have been impressed with the type of role model Brooke has become for many people.
 
“When you have a high GPA and all of these achievements, you’re a leader, but with that, she has a great personality,” Shakir said. “Being nice, being kind, being respectful and always being there when somebody needs her. It doesn’t matter who it is. That’s what sets her apart.”
 
“Brooke is the epitome of leading by example,” Cowan said. “Her quiet confidence and pursuit of excellence in everything she does makes her an outstanding example for other North Star students.”
 
Shakir said Brooke’s willingness to go above and beyond is one reason why she has become a standout student and citizen. She has compiled a 4.51 grade point average with her work in Advanced Placement and honors courses, and she has volunteered her time with Downtown Lincoln Association, NeighborWorks Lincoln and the Indian Village Neighborhood Association. She is also a member of North Star’s National Honor Society chapter and the LNS Environmental Club.

 
Brooke’s hard work recently helped her win a $25,000 national scholarship from the Girls Inc. organization, which provides leadership opportunities for girls interested in careers such as science, math and technology. Girls Inc. required applicants to write three essays in addition to providing an academic transcript and letters of recommendation. Brooke penned her essays last fall and received her good news in February.
 
“That’s the thing about Brooke. She doesn’t stop and think, ‘Oh, someone else will do the work for me.’ She does the work herself,” Shakir said. “She takes time out, even though she’s doing everything else.
 
“She puts 120 percent into everything, whether it’s scholarships or college applications, no matter how much the process is. Some students might get scared and stop, but with Brooke, she moves on. It doesn’t matter how much time it’s going to take or how difficult it is. She challenges herself.”

 
That frame of mind propelled Brooke to become editor-in-chief of “The Gator Galaxy” newspaper this year. She caught the writing bug after taking an AP language class as a junior, and she felt journalism would be a good way to continue crafting stories. She said working on the yearbook and newspaper have helped her connect with even more of her fellow Gators.
 
“Just getting to know the school and bringing it all together in one book is really neat,” Brooke said. “It’s just super cool to be able to unite everyone in that way.”

 
Brooke has also excelled in the Future Business Leaders of America (FBLA) organization. She was on an International Business team that secured a trip to nationals with a fourth-place finish at last year’s state contest. She also won an eighth-place state medal in Business Calculations, participated in FBLA community service projects and helped with career exploration events at school.
 
Brooke said her busy schedule has helped her improve her time management skills. She has also learned to zero in on activities that she thoroughly enjoys. She would like to study either economics or data science in college.
 
“One piece of advice I’ve heard is that when you say yes to one thing, you have to say no to another thing, so I’m really being conscious of what I’m opening myself to, because it means I’m closing another door,” Brooke said. “I’m definitely just prioritizing what matters most.”

 
Shakir said Brooke’s future prospects are trending upward every day. She felt Brooke would represent North Star well because of her positive outlook on life.
 
“She shows respect to adults and students with everything she does,” Shakir said. “That’s what I see in her. She’s a great communicator, she has critical thinking and she’s a great leader. I feel like she’s a great role model not just for students here at North Star, but for everyone in the community.”

Congratulations, Brooke!

We wish you the best in your future endeavors.
We are thankful our educators could help you Launch at LPS!

Looking for LPS graduation information?

Check out our graduation page at https://home.lps.org/graduation/ to get the details on celebrating your favorite high school grad.

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

Posted on April 09, 2025

Preparing Professionals: North Star students gain valuable insights in preschool practicums

As soon as North Star High School students Izzy and Mia walked into Chelsea Waller’s prekindergarten classroom one day this spring, students began crowding around them with smiling faces.
 
“Will you play with me?”
 
“How do you do this?”
 
“I really like having you here.”
 
Izzy and Mia are gaining valuable insights into youth education through a practicum offered in their Preschool/School Age Child class. They began attending Waller’s classroom at Campbell Elementary School in February to soak up knowledge about early childhood education. The immersive experience teaches them how to guide healthy development of children through lessons and activities.
 
Izzy and Mia are both exploring preschool teaching as one of their primary career options. They said their time at Campbell has reinforced how much they love working with young students.

 
“Youth education is really an amazing experience,” Izzy said. “No matter what your mood is, you come here, you interact with these kids and you leave feeling so much better. It’s amazing how much it helps.”
 
“The bonds you make with the kids are pretty incredible,” Mia said. “Sometimes I’ll leave here with little drawings that they’ll make me or little letters that they write. It just makes everything worth it.”
 
Mallory Gregory teaches family and consumer sciences (FCS) courses at North Star and arranged the practicum experiences. Her seven Preschool/School Age Child students are embedded in classrooms at both Campbell and Kooser this semester. She said all of them have commented on how much they have enjoyed working with both children and teachers.
 
“I love getting students out of the classroom and with connected career professionals,” Gregory said. “Not only does it open doors to students, it gives the industry a glimpse of how amazing our future is through these high school students.”
 
Waller said she has been impressed with the enthusiasm Izzy and Mia have shown in her classroom. They began playing with students as soon as they arrived on the first day, and both have written about developmental milestones they have seen the children reach. They have also asked Waller about topics such as classroom management and lesson planning to better help everyone in the room.
 
“They care about them,” Waller said. “They know what they’re interested in, they know what the students want to play with or what child might want to play in a certain area. It works really well with all of them.”

 
Lincoln Public Schools has been offering the Preschool/School Age Child class for 20 years as part of the FCS curriculum. Southwest, Southeast, North Star and Lincoln High all offer practicum experiences for their students.
 
FCS and Health Sciences Curriculum Coordinator Kristin Vest said LPS will begin offering a new Education and Teaching course at all eight high schools this fall. The course will introduce students to career opportunities and related skills in the fields of early childhood education and secondary teaching. All eight schools will include observation-focused practicums in early childhood and elementary classrooms as part of their new courses.
 
The Education and Teaching course will align with newly-adopted state standards and pathways. In addition to providing the same opportunities for students at every high school, the class will also dovetail with the LPS Grow Your Own effort. The initiative focuses on recruiting and developing future teachers from within the LPS community.
 
Waller is an example of how LPS is encouraging people to join the education profession. She was inspired to pursue a teaching degree while working as a paraeducator at Campbell. She has been leading her own prekindergarten classes for the past six years.
 
“This has been my dream job,” Waller said. “It’s why I went back to school to get my bachelor’s degree. I worked as a para in this very classroom, so that was always my dream to get to do that. Coming back and being a teacher in the classroom that I was a para in, it was meant to be.”

 
Waller said the increased demand for prekindergarten services in Lincoln is why it is important to help students like Izzy and Mia explore the profession. LPS currently has early childhood programs at 31 elementary and high school sites. New construction projects are increasing the number of early childhood classrooms to 91, which will allow LPS to serve approximately 1,800 preschoolers.
 
“Our Pre-K program has grown so much that we need more people,” Waller said. “We need people wanting to go into this field, so if I can show them what it’s like and introduce them to this career, then that’s what I want to do.”
 
Mia has five nephews younger than ten years old, and her positive experiences with them prompted her to take the practicum course. Izzy began nannying when she was in seventh grade and continued babysitting for other families in high school. She then became a summer camp preschool teacher at the Fallbrook YMCA, which solidified her early education teaching dreams.
 
Izzy said the Preschool/School Age Child class has given her additional zeal for her future career. She would fully endorse the practicum experience to anyone with the same type of interest in helping the littlest learners.
 
“I’d recommend it. One hundred percent,” Izzy said. “Anyone who has a love for younger children should look into anything with being around kids.”
 
Visit home.lps.org/cte/fcs to learn more about the many early childhood education opportunities available for LPS students.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on April 09, 2025

History Headlines: Standing Bear students gain lifetime skills with first History Day projects

Standing Bear High School students produced plenty of historical headlines this semester with their efforts on in-depth class projects.
 
Members of the Advanced Placement (AP) United States History class have been working on National History Day (NHD) projects for the first time. They have conducted detailed research about a range of topics for group and individual exhibits and presentations. The Grizzlies competed in the school’s first district contest alongside students from Southeast and East high schools on March 31.
 
Jasmine Shulyak and Janet Kovalenko said they have enjoyed the new activity. They created a project about the landmark Tinker v. Des Moines Independent School District case, which addressed free speech rights of students in public schools. In addition to sifting through dozens of primary and secondary sources, they also corresponded with Mary Beth Tinker, one of the three main student petitioners in the U.S. Supreme Court case.
 
“I think that this project is going to help us broaden our perspective on how the world works and stuff like that, but it’s also helping teach us how to do thorough research and looking at both primary and secondary documents,” Shulyak said. “It’s been great.”
 
Addie Kahle said she has also had fun with her NHD project. She explored the lives of African American women who became important contributors in the Space Race. One of the people she researched is Katherine Johnson, who analyzed the flight trajectory for Alan Shepard’s groundbreaking Freedom 7 space mission. Her talents as a skilled mathematician also made the Project Apollo moon landings a reality.
 
“It’s just cool to go behind the scenes and learn what they did and how it happened,” Kahle said. “I’ve really enjoyed learning how they overcame a lot of adversity to accomplish some really great things.”
 
Standing Bear social studies teacher Kyle Beacom said those academic breakthroughs are why NHD is important. Beacom began leading NHD activities at Southeast in 2012 and helped many Knights earn district, state and national awards. He wanted to give Standing Bear students the same types of successful opportunities when he started teaching at the new school.
 
“It’s been good to bring it over here and see kids really dig deep in their research,” Beacom said. “A lot of them fall in love with their topics, which is fun.”
 
The Grizzlies are joining one of the largest social studies activities in the country. More than 500,000 students in grades 6-12 work on NHD projects each year. They use their historical research skills to create papers, exhibits, performances, documentaries and websites. Nebraska students have been participating in NHD since 1985.
 
Juniors Maddie Kulhanek, Orla Blake and Kavai Dodworth said it has been exciting to figure out the details of their research project about women’s suffrage. They wrote a play about Susan B. Anthony and Elizabeth Cady Stanton, who worked to gain equality for women in the United States. Anthony was arrested in 1872 after she cast a ballot in the presidential election. The ensuing trial created national headlines and made Anthony a key figure in the voting rights movement.
 
“This has been really fun to do,” Kulhanek said. “I think we’ve all learned a lot from doing this project.”
 
The three teammates pored over many historical items to create an accurate script. Beacom required everyone in the class to find at least ten sources for their NHD project, which meant the three Grizzlies had to gather a minimum of 30 documents.
 
“It’s a lot of sources,” Dodworth said. “It’s been challenging, but it’s made the project a lot better.”
 
Shulyak said she and Kovalenko have experienced similar academic rewards. They began researching the Tinker v. Des Moines case in September and learned how it affected public schools across the country. U.S. Supreme Court justices ruled that school officials cannot censor student speech unless it materially and substantially disrupts the educational process.
 
“We’re planning out how we’re going to have the exhibit board set up, and we were thinking about a trifold, but it’s going to be set up like you’re in a courtroom type of situation,” Shulyak said earlier this spring. “I’m pretty excited to get started on it.”
 
Beacom said he has enjoyed watching students elevate their critical thinking and project management skills. They have also discovered how organization, dedication and curiosity can lead to successful outcomes.
 
“I’m hoping to replicate college-level projects where it takes an entire semester to complete,” Beacom said. “I’m also wanting them to learn things like grit, some perseverance, working through things that are tough like annotated bibliographies. Hopefully it gives them a better understanding of American history and makes connections to some of the lessons that we’re teaching in class as well.”
 
Beacom said he has been impressed with the enthusiasm he has seen from students this year. He said that was a good sign of things to come.
 
“Hopefully this group of juniors has a good experience and will spread the word to the sophomores and they’ll want to do it next year too,” Beacom said.
 
Blake said she was happy to be one of the pioneers of Standing Bear’s NHD program. She would recommend the activity to every Grizzly interested in history.
 
“I’ve been having a lot of fun with this,” Blake said. “It’s definitely been a good thing.”
 
LPS has many social studies opportunities for K-12 students. Visit home.lps.org/socialstudies to learn more about activities at every grade level.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

LPS Nebraska History Day District Contest State Qualifiers

Senior (Grades 9-12) Individual Exhibit

1st place: Milena Prochaska – Title IX: A Catalyst for Educational Equality – Lincoln Southeast
2nd: Ellaina Manning – Fighting Against Communism in America: How the Red Scare and John Birch Society Worked Against Communism in America – Lincoln Southeast
3rd: Molly Andrews – Salem Witch Trials: Judicial Rights and Responsibilities – Lincoln Southeast

Senior Group Exhibit

1st place: Janet Kovalenko and Jasmine Shulyak – Activism and Armbands: The Influence of Tinker v. Des Moines on Student Rights – Lincoln Standing Bear
2nd: Avril Ameli, Ava Bearden, Camree Craft and Peyton Svendsen – The Great Flappers of the 1920s: Paving the Way for a New Era of Women – Lincoln Southeast
3rd: Sam Abak and Ashton Reichmuth – Indian Citizenship Act of 1924: Path to Progress – Lincoln Standing Bear

Senior Individual Documentary

3rd place: Ryker Ressel – Stonewall Inn: The Past, the Uprising and Everything that Ensued – Lincoln Southeast

Senior Group Documentary

1st place: Chase Bergstrom and Tobias Pfeifer – The Forgotten Brother: How Vincenzo Capone Fought Moonshiners and Protected Native Americans – Lincoln Southeast
2nd: Sam Heaston and Hunter Hupka – Foundations of Freedom: The Nebraska State Constitution – Lincoln Southeast

Senior Individual Website

1st place: Jackie Burkey – The Affordable Care Act: The Government’s Role in Protecting Americans’ Right to Afford Healthcare – Lincoln Southeast

Senior Group Website

1st place: Katelyn Pischel and Autumn Veen – Prohibition: Reform Gone Wrong – Lincoln Southeast
2nd: London Lambrecht and Joseph Perez Meza – Newburgh: How Washington Kept Us Together – Lincoln Southeast

Senior Individual Performance

1st place: Gideon Terwilleger – The Tuskegee Men – Lincoln Southeast

Senior Group Performance

1st place: Orla Blake, Kavai Dodworth and Maddie Kulhanek – The Sneaky Women: How Susan B. Anthony and Elizabeth Cady Stanton Fought for Women’s Rights (by sneaking in to vote) – Lincoln Standing Bear

Senior Individual Paper

1st place: Jackson Froeschl – Unveiling Injustice: The Systemic Mistreatment of Mexicans in America During and After World War II – Lincoln Standing Bear
2nd: Erin Louderback – How the Seneca Falls Convention Launched the Women’s Suffrage Movement – Lincoln Southeast
3rd: Jonathan De Jabet – The Nuclear Nuance: How the Responsibilities of the Nuclear Age Affected the People of the World – Lincoln Southeast

Special Awards for Exceptional Projects

Jackson Froeschl – Lincoln Standing Bear – Lorraine Berkhout Award for the Best Achievement in Historical Writing
Gideon Terwilleger – Lincoln Southeast – Best Project in the Diversity of American Culture
Milena Prochaska – Lincoln Southeast – Sandra Slade McDermott Award for the Best Project in Women’s History
Janet Kovalenko and Jasmine Shulyak – Lincoln Standing Bear – James Isemann Award for the Best Project in Military History

Posted on April 08, 2025

Launch at LPS: Southeast senior Olivia plays successful keys in life at school

Olivia’s imagination, curiosity and outgoing personality have helped her unlock the doors of success at Southeast High School.
 
Whether dancing her fingers across piano keys, forming sentences of code on a computer keyboard or learning the keys to languages like Spanish and Mandarin, the Southeast senior has become a shining role model for fellow Knights. Her classroom and creative interests have helped her construct a launching pad for many positive post-graduation moments.
 
School counselors Kelsey Lorimer and ReeAnna Armagost said Olivia has distinguished herself during her four years in Southeast’s hallways. In addition to her academic excellence, she has become involved in a wide range of activities. She is president of Southeast’s African American Caucus, vice president of LSE Business Club, founder of the school’s badminton club and member of the LSE Leadership Cadre. She can also draw calligraphy, engage in detailed conversations about economics and become friends with people from Brazil to Taiwan.

 
“There’s no resume like Olivia’s,” Lorimer said. “I can pick it out because I know her, but it would stand out to me even if I didn’t know her. It just has such a wide variety of really unique and cool interests and hobbies and experiences.”
 
“What I admire is her attitude,” Armagost said. “She’s just a positive person who puts everyone in a good mood. Her mind’s always going. She’s thirsty for knowledge and is always wanting to know more and take on that challenge. She doesn’t just sit back and take the easy way out.”

 
Olivia said she enjoys being a “serial hobbyist” in her school and community activities. Her willingness to try new things has helped her secure lifelong skills and become well-respected among her peers.
 
“I think I’ve come to understand that it’s important to get involved outside of just going to class and going home,” Olivia said. “It takes putting in hours after school on homework or preparing for competitions, or at school, going to clubs and talking to teachers and getting involved in activities. I think that’s made a world of difference in my time here.”
 
Lorimer said Olivia’s leadership skills have benefited many Knights. The LSE Leadership Cadre meets every other week and helps students learn how to guide their classmates in academic and social ways. Navigating difficult conversations with both grace and truth has allowed Olivia to form strong bonds with her classmates.
 
“She’s not afraid of a challenge and she’s not afraid of conflict,” Lorimer said. “She’s able to put forth her thoughts and opinions in a firm but empathetic way, and it has been really refreshing.”

 
One of Olivia’s main goals is to expand her ability to speak with people from across the world. She traveled to Spain last summer as part of a language immersion program. She experienced new food, customs, culture and conversations during her international trip.
 
Olivia also befriended an exchange student from Taiwan who attended Southeast last year. She decided to enroll in Mandarin classes because she wanted to speak to her new classmate in her native language. Her efforts helped her earn a Student Language Spotlight Award from the Nebraska Department of Education this winter for her Mandarin singing skills.
 
“If I knew her language, we’d be able to communicate better,” Olivia said. “I have some friends who are from Brazil, and I wish I could learn Portuguese so I could learn their humor. It’s good to be able to communicate on a deeper level when you know somebody’s language.”

 
Olivia has also become fluent in the language of music. She played the clarinet in middle school and fell in love with the piano after watching the movie “La La Land” four years ago. She said the joy she sees from her piano teacher has given her additional motivation to perform jazz tunes.
 
“It helps that I have somebody like that,” Olivia said. “He plays piano professionally, so that’s kept me engaged. I like to see people who love what they do.”

 
Armagost and Lorimer said Olivia’s enterprising outlook on life has set her apart. She embraced the ideas of responsibility, decision-making and thoughtfulness after several difficult personal experiences in middle school. Those taught her the importance of reaching for goals herself instead of relying on others to do things for her.
 
“The immersion program, she searched that out herself,” Armagost said. “The Mandarin classes, she sought those out herself. Just the initiative, the self-motivation is there for her.”
 
“There’s some natural leadership that happens, but because of that initiative, she seeks out those roles too, which gives her the platform to make a difference and an impact on a greater scale than just in her circle,” Lorimer said.
 
Olivia is planning to double major in economics and international relations at Columbia University next year. She would like to use her bridge-building skills to become an international diplomat.

 
Olivia said she has enjoyed her time in Southeast’s hallways. She felt her Lincoln-based friendships and connections have given her the keys to a successful future.
 
“It makes me excited for college and my future career,” Olivia said. “I’ve seen what it can do when you talk to a whole bunch of people and get to know everybody. People know your name and you know other people’s names. It makes life easier. It makes it more fun to be at school.”

Congratulations, Olivia!

We wish you the best in your future endeavors.

We are thankful our educators could help you Launch at LPS!

Looking for LPS graduation information?

Check out our graduation page at https://home.lps.org/graduation/ to get the details on celebrating your favorite high school grad.

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

Posted on April 08, 2025

Standing Bear students learn about economics of sports gambling

Standing Bear High School students focused their attention on sports gambling this spring by viewing the topic through the lenses of personal finance, economics and human behavior.
 
Dozens of Grizzlies took part in an interactive lesson called “Beyond the Bet: The Economics of Gambling” in their World of Business classes. Nebraska Council on Economic Education (NCEE) Associate Director Matt Pierson spent 45 minutes teaching them about the social and financial impacts of sports gambling, the probability of making successful bets and how the activity affects human decisions.
 
Standing Bear student Kate said she learned a lot from Pierson’s presentation. She said it was interesting to know that gambling takes place throughout society. Card games at casinos, fantasy sports leagues, stock market purchases, lottery tickets, wagers on outcomes of basketball games and bets on 50/50 drawings can all be considered forms of gambling.
 
“I really liked the lesson,” Kate said. “I thought it was cool how he brought in interactive things that we could do, and I thought it really showed how there’s so much into gambling.”
 
Classmate Payton said the lesson helped him become more aware of sports gambling. He has filled out March Madness brackets and signed up for fantasy football drafts because of the fun nature of both activities.
 
“Sometimes it can be good and sometimes it can be bad. It’s not always the same,” Payton said. “It just depends on who the person is.”
 
Pierson and NCEE President Jennifer Davidson spent approximately one year developing the three-lesson unit, which has received national acclaim for its evenhanded and in-depth approach to the topic. They led a four-person writing team that weaved activities, videos and statistics together in each of the lessons.

Pierson and Davidson presented the award-winning curriculum at the 2025 National Association of Economic Educators (NAEE) Spring Conference, and they also shared it at Nebraska business, marketing and information technology conferences this past fall. The free lessons are accessible to thousands of teachers across the country under the education section of the Federal Reserve Bank of St. Louis website.
 
Pierson said introducing students to concepts like risk, incentive, and opportunity has become more important with the increased number of gambling websites and businesses available to consumers. Teenagers are also able to access gambling sites through their smartphones and other new technological devices.
 
“The more I talk to high school students, I’ll just ask them, ‘Hey, are you gambling?’ And once they realize that I’m not here to turn them into any authority or anything like that, usually a good percentage of them have done some sort of activity that falls under gambling,” Pierson said. “I think especially with it becoming more active on the phones too, they’re able to make bets from their couch, using their brother’s account or using their friend’s account or whatever it may be. I think it’s really, really important to hit that in high school.”
 
One of the lesson’s main goals is to teach students the mathematical reasons why gambling is unpredictable. Pierson asked Standing Bear volunteers to complete five sports-themed activities in front of the class. Kate tried to kick as many small wads of paper as she could through the legs of a chair, which mimicked soccer, and Payton played a baseball game that involved hitting crushed pieces of paper above a line on the wall.
 
Before Kate and Payton started their first round, students wrote down guesses of how many times they would succeed in making soccer goals or hitting home runs. After watching them complete the first round, their classmates then made new guesses of their second-round totals. Only five to ten percent of the class guessed the exact second-round number each time.
 
“I think a lot of them are surprised that they can’t predict it, especially the second time,” Pierson said. “The second time I like to reiterate to them, ‘Well, you’ve already seen it. Same person, same everything.’ You know how many they’re going to get, and they still can’t predict it. I think that makes it a little more real to them, like, ‘Oh yeah, I can’t predict these things.’”
 
Kate said it also gave her a firsthand perspective of how sports gambling can potentially affect collegiate and professional athletes. After she scored three goals in her second round, she heard people asking her to change her behavior so they could win the guessing game. Pierson then shared several examples of athletes who had received angry threats from gamblers for not collecting enough touchdowns, rebounds or digs.
 
“I definitely heard people shouting at me to stop and telling me to do one more and stuff,” Kate said. “Obviously, I was in a very low-pressure situation, but even that kind of affected me a little bit, so I just know that people in really high-pressure types of situations, like major league and stuff, they probably experience that a lot more than I did.”
 
Pierson said he has enjoyed helping high school students view sports gambling through more-educated lenses in their business, finance and human growth classes.
 
“With March Madness going on and just being in the middle of that, sports betting is obviously going to be a huge topic for people,” Pierson said. “Getting to speak to high school students about that, who are for sure at least exposed to it and some are participating in it, and getting to talk about real life with them a little bit is really a great opportunity.”
 
Visit the Nebraska Business Focus Program at Standing Bear High School webpage at business.lps.org to learn more about this learning opportunity with the University of Nebraska-Lincoln’s College of Business. LPS teachers and Nebraska Business professors lead students in pre-pathway and early college and career pathway courses.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on April 04, 2025

Staff Spotlight: Cortney Townsley - computer science and library specialist at Saratoga

Every week, we’ll shine a spotlight on one Lincoln Public Schools staff member! Get to know the wonderful people making a positive impact across various areas within LPS. This week, meet Cortney Townsley, computer science and library specialist at Saratoga Elementary School.

“From the moment she started at Saratoga, Cortney has worked hard to make the library a fun and welcoming space for all students. She thoughtfully rearranged the space to be colorful, inviting and easy to navigate, ensuring students feel comfortable and engaged. Her creativity shines through her teaching, making learning exciting while also holding students accountable and fostering a safe, supportive environment. Cortney’s work ethic and positive attitude make her a joy to work with, and this past year, she has gone above and beyond by mentoring a new librarian—serving as a leader and role model.” - Emily Jacobs, Library Instructional Leader, Library Services.

In a few sentences, briefly describe your role at LPS.
I am the kindergarten through fifth grade computer science and library specialist. I also help with the lunchroom and after-school duty.

How long have you worked for LPS?
This is my 18th year teaching with LPS. I taught early childhood for one year, second grade for 14 years and this is my third year as a librarian.

What inspired you to become part of the education field at LPS?
Being an LPS student and working throughout the district in college, it was where I wanted to be. I love working with children and watching them grow as individuals and learners.

What has been your favorite part of working here? What aspect of your job do you find most rewarding?
I have enjoyed working in different buildings throughout my career at LPS. I have been in the biggest buildings, and now I am at one of the smallest buildings in the district. No matter the size, each school is a caring community of diverse individuals that I get to learn from.

There are so many rewarding aspects of my job. I love helping students find the perfect book or discover something new. I enjoy watching their faces light up when a book they requested is purchased. I get the opportunity to see students thrive in their decision making skills. As a specialist, I get to see the students grow over many years. I also get to be a small part of opening their world when they open a book.

Did you attend LPS as a student? If so, which school(s)? If not, where are you from?
I went to Zeman for kindergarten through third grade, Humann for fourth-sixth grade, Pound Jr. High and Lincoln Southeast High School.

What path did you take after completing your formal education?
I earned my associate’s degree from Southeast Community College. I then went to the University of Nebraska-Lincoln for a bachelor's degree in inclusive early childhood education. I received a master's degree from Nebraska Wesleyan in historical studies while teaching at Roper. While teaching at Morley, I earned my second master's degree from the University of Nebraska-Omaha in library sciences.

What do you enjoy most about the Lincoln community?
As a lifelong resident, Lincoln is a big small town. You can run into someone you know out and about almost everyday. I enjoy having my family and friends close.

What is your favorite childhood book or a book that has influenced your life positively?
As an avid reader and a librarian it is difficult to pick. “The Miraculous Journey of Edward Tulane,” “Echo,” “The One and Only Ivan” and “Jory John's Food Group” series are just a few.

Share a shout out to a former teacher who impacted your life.
Mrs. Chelley Peterson was my second grade teacher at Zeman. I was in her first class, and I remember her smile and encouragement. When I went to my new teacher meetings, she was the expert teacher. It was a full circle moment.

Dr. Becky Pasco (former director of the University of Nebraska-Omaha’s Library Science Education program) was a force. Her passion for libraries, librarians and students is unmatched.

Do you know a LPS staff member we should feature for Staff Spotlight? Fill out this form to nominate them!

Posted on April 04, 2025

Artistic Upgrades: Arts and Humanities students, teachers enjoy building renovations

If Arts and Humanities Focus Program student Null had to describe the school’s newly-renovated building in one word, that word would be “amazing.”
 
Dozens of Arts and Humanities students share Null’s optimistic outlook in freshly-designed classrooms and workspaces. Lincoln Public Schools completed a $2.6 million upgrade to the “Bottler’s Building” facility this spring, which has improved the educational opportunities for many people. Located at 643 South 25th St. across from Lincoln High School, the 1920 structure was the home of a Coca-Cola bottling plant for many decades.
 
Null said the transformation of the Bottler’s Building has created a feeling of freedom and excitement for everyone in the focus program.
 
“As a student who was in the building before the renovations, the new space is an amazing improvement!” Null said. “It really feels like a proper school now. The old classrooms were cramped and I noticed teachers and students having a hard time navigating them and feeling uncomfortable. Now, there’s enough space for teachers to really move and get to every kid who needs help.”
 
Arts and Humanities teachers Michelle Hrbek and Maggie Elsener said they have also been impressed with everything they have seen. Both lead a variety of art classes at the school, which was launched in 1998.
 
“It is amazing teaching in our new facility,” Hrbek said. “I feel it and the students do too. It is validating having a space designed to meet students’ needs. Instruction was strong before the renovation, but after the renovation, it has become less stressful.”
 
“The excitement about our new space has been clear to see, with both staff and students showing a lot of enthusiasm,” Elsener said. “A lot of hard work went into renovating the building, and the effort continues from staff and students going into making it feel like home.”
 
The Lincoln Board of Education authorized the purchase of the Bottler’s Building property for $2.3 million in 2022. LPS leaders envisioned a space where Arts and Humanities students could continue to pursue creative projects in subjects such as writing, music and visual arts. All students in grades 9-11 are also required to take a year-long Humanities course, which focuses on local, national and international real-world issues.
 
Hrbek and Elsener said prior to the renovations, students and staff were operating in a warehouse-like environment. Noise from heating and cooling systems drowned out conversations, sparse lighting made photography projects more difficult, and there were not enough electrical outlets for 21st Century technology needs.
 
The construction project addressed all of those concerns. Crews added walls and doors to a multipurpose room, expanded space in existing classrooms, added electrical outlets throughout the building and upgraded the sound and lighting systems.
 
Elsener and Hrbek said morale has been sky-high at the school throughout the second semester. Students, teachers and administrative staff have felt energized with everything in their new home.
 
“The updates have given us a much-needed boost, especially in a place where students create with so many different materials and techniques,” Elsener said. “We’ve already got some large sculptures taking up residence in the space, so we’re definitely thankful for the extra room. As we plan for our upcoming art show, we’re excited to have such a beautiful space to work with.”
 
“Students benefit in an array of ways,” Hrbek said. “They come in excited each day knowing that they have what they need to perform at their best, whether that’s a photography studio, room for pottery wheels, counter space, storage, great acoustics and whatever else helps them succeed.”
 
Null said the reconfigured multipurpose room in the middle of the building is one of the project’s highlights. The former space “wrapped around the classrooms awkwardly,” but the new community room has created a strong link throughout the school. It is used for Humanities classes, guest speakers, lunch hour, student art shows and class activities for art and English.
 
“The new one, even though it’s smaller, feels bigger because of how the space is used,” Null said. “It connects the classrooms together more like my home high school, with open space that doesn’t take away from classroom size.”
 
Hrbek and Elsener said everyone at Arts and Humanities appreciates the work that went into bottling a top-notch learning environment at the building.
 
“We are grateful for everything the community and district did to make this renovation happen,” Hrbek said. “Our facility is beautiful and our student scholars are reaping the benefits.”
 
“The updates are a clear sign that the community values the arts and humanities and recognizes their impact in helping students understand how they can make a difference, not just in their own lives, but in the world around them,” Elsener said. “We’re still discovering all the possibilities this new space offers, but one thing is clear: we no longer have to simply make it work – it actually works. And for that, we are truly grateful.”
 
Explore how you can choose your journey with the Arts and Humanities Focus Program on our website at arts.lps.org.

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

Posted on April 02, 2025

Musical Mentor: Metteer earns state honor for helping Southeast musicians succeed

The story of R.J. Metteer can best be told by the hundreds of people he has influenced, supported and encouraged during his time at Southeast High School.
 
The Nebraska State Bandmasters Association (NSBA) paid tribute to Metteer for his three decades of teaching service this winter with the Donald A. Lentz Outstanding Bandmaster Award. The Lentz Award is the NSBA’s top honor and is given to only one person each year. It recognizes recipients for a lifetime of going above and beyond in their band classrooms.
 
More than 100 parents, co-workers, fellow band directors, current and former students and current and former administrators watched Metteer accept the award. They patiently waited in a hallway outside the ballroom before NSBA officials surprised him with the honor.

 
NSBA President Matt Rom and NSBA Marching Chair Marques Eckhoff said they were impressed with the number of well-wishers at the ceremony. They said it illustrated Metteer’s gift of creating long-lasting connections with Southeast students and families.
 
“I think it really goes to show how as band directors, like most teachers, we have the ability to positively influence lives and create lasting cherished memories for so many students, usually much more than we realize,” Rom said. “I think seeing all of those people there was likely deeply meaningful and moving for R.J., and also serves as a reminder for others, especially younger directors, that what we are doing does matter, even when the going gets tough!”
 
“Seeing the overwhelming support for R.J. during his award ceremony was incredibly heartwarming and a testament to his impact on the community,” Eckhoff said. “His dedication has fostered a strong sense of camaraderie among musicians, and it’s evident that his influence extends well beyond Lincoln Southeast.”
 
LPS Supervisor of Music Amy Holloman was among the crowd of people cheering for Metteer. They applauded as NSBA leaders read testimonies from students, parents, band teachers and community members. The 57-page nomination packet featured dozens of supportive letters from people living across the country.
 
“Hearing some of the nomination letters read aloud filled my heart with joy and made me proud to work with such a great educator,” Holloman said.

 
Northern State University President Neal Schnoor was one of the primary nominators for the award. Schnoor was band director at Northeast High School in the 1996-97 school year and served as the University of Nebraska-Kearney’s band director for nearly 13 years.
 
Schnoor said Metteer “may be without parallel in terms of mentoring the next generation of music teachers and musicians” in Nebraska. More than 30 Southeast alumni and student teachers are now leading their own school music programs, and many former Knights are enjoying successful music performance careers.
 
“R.J.’s impact is simply immeasurable considering that each of these individuals will influence thousands of students and audience members throughout their careers,” Schnoor said.
 
Metteer began working at Southeast in August 1995 and soon developed high-quality music programs. He has led concert, symphonic, jazz, marching and pep bands and wind and chamber ensembles at the school, and the Knights have been a consistent force at district, state and national levels. Southeast students have performed at the Holiday Bowl in San Diego, Orange Bowl in Miami, Fiesta Bowl in Phoenix, Essentially Ellington Festival in New York City and many other locations.

 
Rita Bennett has volunteered at the NSBA State Marching Band Contest and Capitol City Marching Band Championships for nearly 20 years. A former business and English teacher at Southeast, Bennett began observing Metteer’s professionalism when her daughter joined Southeast’s band program in 2007. She said his devotion to musical activities has meant the world to many people.
 
“In working closely with R.J. all these years, I can attest he is the most humble person I know, never wanting the limelight for himself, but continually making decisions about what is best for his students while providing a quality instrumental music experience that elevates LSE and LPS,” Bennett said. “His sense of humor and his easy manner are a great balance for the technical skills required of an excellent band director while he encourages student learning and growth.”
 
Lincoln Southeast Band Boosters President Chris Crocker and Vice President Brooke Biggs said they have watched Metteer teach lifelong skills such as punctuality, patience, leadership, problem solving, integrity and work ethic. Hundreds of Knights have used these lessons to compose successful lives with their families, friends and careers.
 
Southeast alumni Andrea Coleman and Amber Rothchild are examples of this learning-based legacy. Coleman joined Southeast’s music program in 1996 and became involved in wind ensemble and marching, jazz and pep bands. She has been a full-time chorister with the Metropolitan Opera in New York City for the past 11 years.
 
Rothchild played with the Marching Knights from 2008-12 and became inspired to follow Metteer’s path into the educational field. She now teaches math at Southeast and has seen how his influence on students has spilled over into other subjects.
 
“What stands out most is Mr. Metteer’s genuine care for each student,” Rothchild said. “He takes the time to understand individual strengths and challenges, offering support and encouragement that extends beyond the music room.”
 
“This is Mr. Metteer’s heart – that every kid be given a chance to learn and love instrumental music,” Coleman said. “And to his many current band members, his door is always open to those who need an extra hand, who may be struggling with a particular piece of music or who may need a confidence boost.”
 
The story of R.J. Metteer can be summed up with an account of friendship and compassion that goes beyond the conductor’s podium. Glenn Nierman is past president of the National Association for Music Education and former associate director of the Glenn Korff School of Music at the University of Nebraska-Lincoln. His son attended Southeast and was involved in a serious car accident during his junior year. Soon after Nierman’s family had rushed to the hospital to see him, they met a familiar face who expressed his unwavering support.
 
“Shortly after we arrived to check on his condition, there was R.J. to offer help and encouragement,” Nierman said. “He got up in the middle of the night to come and be with us. This kindness will never be forgotten.”
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on April 01, 2025

Treasured Tales: Saratoga students secure literary prizes with book vending machine

Saratoga Elementary School students have discovered literary treasures this school year by making golden choices in their classrooms each week.
 
Students in kindergarten through fifth grade are enjoying the fruits of being responsible, respectful and kind at school with a new book vending machine. It contains multiple rows of book titles suitable for elementary ages. Students who earn tickets for good behavior are included in weekly drawings to choose their own free books out of the machine.

 
Saratoga fifth graders Zain and Jonathan joined a group of students who heard their names called over the school intercom one recent Friday afternoon. They walked down to the main office and waited patiently in line for their turn at the machine. They viewed the available titles before selecting one to add to their permanent collections.
 
Zain said he was excited to pick a paperback that talked about animals. He received his first book earlier this fall and was pleased to be chosen a second time.
 
“If your name is on the ticket that gets drawn, you get a book,” Zain said.

 
Jill Hughes said the book vending machine has been a “huge incentive” for students throughout the year. Hughes is Saratoga’s school counselor and helps students learn about lifelong skills such as kindness, responsibility and making positive decisions. She and other staff members watched them react with joy when they took their newly printed prizes out of the machine.
 
“At first, we thought, ‘Well, it’s a book. You know, we don’t know if they’ll be excited or not,’ because in the past, we have done even toys before, different things like that,” Hughes said. “This is 1,000 times better than the toys. They are so excited. I think there’s a lot of excitement about the element of choice, being able to pick what they want and something that’s of interest to them.”

 
LPS Director of Library Services Chris Haeffner said she has been encouraged by the positive stories that have emerged at Saratoga.
 
“What I love most about the addition of the vending machine is the excitement it has spurred about books and reading,” Haeffner said. “So often students come to school with a perception that reading is work, while our hope and the hope of our school librarians is to make reading feel joyous. By connecting good behavior to earning beautiful books, I’m hoping that we’re reinforcing feelings of excitement and joy in connection with reading.”
 
TeamMates Mentoring purchased 51 book vending machines for Nebraska school districts after receiving a READ Nebraska grant from the Nebraska Department of Economic Development (NDED). The goal of the READ Nebraska grant is to improve the reading levels of elementary students through local and statewide mentorship programs.

 
Haeffner selected Saratoga to receive a machine because of its smaller enrollment size. Approximately 300 students in grades K-5 attend the school. The building also provided an ideal space for the machine, as its wide main hallway ensured that the object wouldn’t cause any congestion for people walking there.
 
Saratoga teachers hand out Shining Star tickets throughout the week to students in their classrooms. They can earn tickets for behavior-based reasons such as turning in homework on time, showing kindness to classmates or playing well together at recess. Each classroom teacher saves the tickets and brings them to the main office each Friday afternoon.
 
Saratoga staff then randomly draw one ticket out of each classroom’s pile. After their names are announced to the whole school, each student receives a golden coin to put in the vending machine. They punch in the code of the book that they want and pull it from a slot after it falls out of its holding place.

 
“The kids are beyond excited to get their golden token and to get to pick the book that they want,” Hughes said. “They come charging down here every Friday when their name is called. They’re super excited about it.”
 
Sydney Bockman coordinates the READ Nebraska grant program for TeamMates. She said it has been inspiring to hear how the book vending machines have benefited Saratoga and other schools.
 
“We have gotten only positive feedback, from student excitement to gratitude for the opportunity in schools that they would never be able to afford without the grant,” Bockman said.

 
Bockman said the customizable design of each vending machine has allowed TeamMates to spread the message about its mentorship programs. Saratoga’s machine is red and has several TeamMates logos emblazoned on it. The organization is also excited to promote literacy to hundreds of students.
 
“The two principles we are working from on the literacy aspect are book choice and book ownership,” Bockman said. “The vending machines provide both book choice and book ownership for students in a fun and innovative way.”
 
In addition to purchasing the 51 machines, TeamMates also bought the first set of books for each school to fill them. Saratoga will work with TeamMates on funding streams for future books after the original set is emptied.

 
Hughes said the TeamMates machine has been a source of many treasure-filled tales at Saratoga. She has been encouraged by the amount of reading and responsibility it has promoted for everyone this year.
 
“We’ll see kids just even when they’re in the hallway, they’ll stop to check out what’s in there,” Hughes said. “It’s a big deal.”
 
Visit TeamMates Mentoring of Lincoln’s website at www.lincolnteammates.org to learn more about mentoring opportunities at LPS buildings. 

Explore our Library Services webpage at home.lps.org/libraries/ to discover how LPS promotes and encourages reading for students in all grade levels.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on March 31, 2025

Student News Desk: Student Council leads preparations for first Prom at Standing Bear

Written by Amber Holmes, Standing Bear

The gym roars with excitement and energy; Grizzlies scream, cheerleaders chant, band members perform, and the whole school feels united at this pep rally. It’s the night of the homecoming game, and the Grizzlies are showing all of their school spirit.

However, the real masterminds behind all this planning often go underappreciated. The student council team puts in an incredible amount of effort planning fundraisers, school dances, pep rallies, and a fan favorite: the annual staff versus staff basketball game.

“The staff versus staff basketball game is so fun to be a part of because it feels like we are creating traditions that are fun for everyone," relayed sophomore Chloe Elgert-Mulligan.

Student council members loved connecting with younger kids and watching the Standing Bear staff defeat the Moore staff in basketball for another year.

These hardworking Grizzlies don’t just plan events though, they also support the school and community around them. They handed out free hot cocoa to stressed students during finals week, delivered candy grams on Valentine’s Day, and most importantly, organized a food drive fundraiser to support the Food Bank.

Sophomore Claire Powell explains, “Student council is important to me because we do a lot for the student body, and it's a great way to get the students’ ideas and opinions involved in the school.”

One interesting aspect about a Student Council at a new school is the task of blazing uncharted paths. This was especially the reality this spring as the LSB StuCo planned the first ever Prom. With decisions to be made about theme, location, decorations, food, and much more, the Student Council was grateful to be a part of forming new traditions.

“It is somewhat hard because there’s no answer to ‘Well, what did you do last year?’ We are having to do everything for the first time,” explained freshman Olivia Volin. “More than that, though, it is fun because there’s only one first time, so the stress kind of turns into excitement,” Volin continued.

When all was said and done, the theme of Viva Las Vegas was chosen and preparations began in full swing.

“It is so much work to plan a huge event like this, but these kids have a vision and they put the work in. I am excited to see how it all works out later in April,” commented Student Council advisor Megan Ruppert.

Posted on March 28, 2025

Staff Spotlight: LaFaya Helmstadter - student advocate in LPS Federal Program

Every week, we’ll shine a spotlight on one Lincoln Public Schools staff member! Get to know the wonderful people making a positive impact across various areas within LPS. This week, meet LaFaya Helmstadter, student advocate in LPS Federal Programs.

“LaFaya is just amazing! She pours everything into the students at several different schools. She is able to connect with and motivate all of the students she works with. The positive change she inspires is absolutely incredible!” - Kelly Grefe, registrar, Culler Middle School

In a few sentences, briefly describe your role at LPS.
I am the African American student advocate specialist serving on the youth development team in Federal Programs. I support African American students with self advocacy, goal setting/planning, social/emotional support, etc.

How long have you worked for LPS?
I have worked for LPS since 2005 starting off as a special education para, then becoming a student support technician and now serving in this role as an advocate.

What inspired you to become part of the education field at LPS?
Representation matters. Starting in special education, I was able to witness students reach milestones that they didn't know they could achieve. I got to experience and hear testimonials from not only my colleagues and students but also from my community and families about the impact that I made in a child's life. To me, there is nothing more rewarding than giving a child access to education and allowing them to discover new heights about themselves and the world around them. With those discoveries, a seedling of hope and belief that they too can achieve and be anything they set their mind to is powerful.

What has been your favorite part of working here? What aspect of your job do you find most rewarding?
In this role, truly, one of the greatest tenfold moments for me is when a parent says to me, “I wish I had you when I was in school.” That to me, is powerful and shows how much further we have come than when I was in school, as well as the impact and importance of representation. It truly matters and helps remove barriers in communication and the understanding of the community and the district as a whole.

Did you attend LPS as a student? If so, which school(s)? If not, where are you from?
I did. I graduated from Lincoln Northeast High School in 1997! Go Rockets! Also, yes, I am related to those Helmstadters who contributed to three-peat state wins in basketball! :) It was a great time to be a Rocket for sure!

What path did you take after completing your formal education?
I have attended college several times since high school. I started with a brief cosmetology career and then went back to school at Southeast Community College,  enrolling in the academic transfer program. Later, I attended Doane University’s Lincoln campus, as I hoped to become a school counselor. After working in education so long, I believe that is where I am finally called to land.

What do you enjoy most about the Lincoln community?
The tenacity and strength of the Lincoln community are top tier. We pull together our resources, which include people from diverse cultural, ethnic, religious and economic backgrounds. We welcome hearing about our shared stories and experiences, as they provide a wealth of knowledge for us to navigate our own personal experiences. There is always someone willing to lend a hand and it is a wonderful place for me to raise my children.

What is your favorite childhood book or a book that has influenced your life positively?
“The Autobiography of Malcolm X: As Told to Alex Haley” is my favorite book ever. I read it for the first time in high school, and since then have read it three or four other times. Each time I read it, I am at a different stage of my life, and the lessons from the book have different or deeper meaning.

It is a book that has allowed me to rely on faith in the midst of troubling times. It reminds me to remember my purpose and my mission, while also being strong and compassionate, understanding the importance of being self-aware and knowledgeable of where I come from. I can then extend that same grace and understanding to my community, which then spreads the message of loving all mankind to the world.

Share a shout out to a former teacher who impacted your life.
Mr. Lucas, my fifth grade teacher at Clinton Elementary School. His belief in me and truly seeing me as having potential reminded me to never stop trying or believing in myself no matter how hard it gets.

Do you know a LPS staff member we should feature for Staff Spotlight? Fill out this form to nominate them!

Posted on March 28, 2025

Capitol Crescendos: Schoo students play stringed instruments inside State Capitol

Schoo Middle School students used violins, violas, cellos and basses to make majestic memories inside the heart of the Nebraska State Capitol.
 
Thirty Schoo musicians traveled to the seat of Nebraska government for the Nebraska Music Education Association’s Capitol Concert Series. The seventh and eighth graders filled the Nebraska Rotunda with sweet-sounding scores from five orchestral songs. It was the first time a Schoo ensemble was selected to perform in the annual NMEA event.

 
Schoo eighth graders Karson and Alicia said the experience would be a lifelong memory for everyone in the group. Both spoke with excitement in their voices as they recounted their highlights of the 30-minute concert. Both have practiced their instruments for five years and are principal players of the violin and cello sections.
 
“It was just an amazing space,” Karson said. “The echo and everything. It really filled the room and it was so vibrant. It was just great.”

 
“It was really cool,” Alicia said. “It’s definitely a different space that we’re not used to, like the sound. We have a really good orchestra room, but just having a different space where it travels so much farther was really cool.”

Rob Salistean has taught music classes at Lincoln Public Schools for 20 years and leads orchestra ensembles at both Schoo and Northwest High School. He was happy to see all of the Skyhawks enjoy playing in the home of the Nebraska Legislature.
 
“It lived up to my expectations and beyond, because you don’t really know until you experience it just how live this space is,” Salistean said. “It sounded incredible in the Rotunda.”
 
The NMEA began hosting the Capitol Concert Series in 1998 for elementary, middle and high school students. Choirs, orchestras and bands from across Nebraska share their musical skills with audiences in the Rotunda during Music in Our Schools Month. The event aims to raise awareness of the importance of music education for Nebraska students.
 
The Skyhawks began practicing in earnest after learning they had been selected for the honor. Salistean submitted Schoo’s third straight application for the statewide program earlier this school year, and the group patiently waited to hear what the NMEA would decide. They celebrated after Schoo Principal Allysa Diehl walked into the orchestra practice room and told them they would be traveling to the downtown landmark.
 
“When Ms. Diehl came in and told us the news, we were just so excited,” Karson said. “Everybody was going crazy.”
 
Alicia said the news felt even better because of the friendships she has formed in orchestra. She said it is rewarding to make music with her five fellow cellists and the rest of the group each day.
 
“I really like the community,” Alicia said. “We have lots of fun in that class with Mr. Salistean and all of his jokes. We just love playing together.”

 
The Skyhawks prepared for the acoustics of the high-vaulted Rotunda by playing on Schoo’s stage and in different areas of their practice room. Salistean also chose five songs – “American Horizons,” “Gaelic Trilogy,” “Turning Point,” “Wild West Hoedown” and “Fire in the Bow” – that he felt would work well in the large space. All of those efforts made a difference when their bows settled on their strings for the first time.
 
“It was just so full in the room,” Karson said. “I had no idea how it would sound, and it was just amazing how big it was.”
 
The Skyhawks said they were encouraged to see dozens of parents and well-wishers fill rows of chairs on one side of the Rotunda. They then took photos and exchanged smiles with the orchestra afterwards. Salistean felt that community engagement was a major reason for the group’s success.
 
“We have incredible parents and families up at Schoo Middle School, and we saw that here today,” Salistean said. “It was excellent to see them all.”
 
“It felt really nice that all the parents and all of the other people that came to support us were able to make it,” Alicia said. “They took their time out of their day to come.”
 
Nebraska Senator Beau Ballard, who represents District 21 in Lancaster County, was among those who listened to the performance. Salistean said it was important to reinforce the essential nature of music-based activities outside the front door of the legislative chambers.
 
“Music education is a vital component to education, and it’s nice to bring a spotlight to it right here in the Capitol Rotunda, right by where the legislature meets,” Salistean said.
 
Salistean said one of his primary goals of the trip was to help students realize the value of perseverance, hard work and dedication. Alicia said all of the Skyhawks took those lessons to heart while playing their songs. She said it “kind of gave us chills” to make majestic memories inside the Nebraska Capitol.
 
“It felt really cool to have all this work pay off in a different space,” Alicia said.
 
Visit home.lps.org/music to learn more about the noteworthy lessons LPS students are learning in their music classes each day.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on March 26, 2025

Artistic Accolades: LPS students capture state honors for creative abilities

Lincoln Public Schools students turned their artistic ideas into prize-winning innovations this winter through the Scholastic Art Awards of Nebraska program.
 
Students from Lincoln High, East, North Star and Arts and Humanities Focus Program captured 47 honors for their wide range of artistic talents. Judges presented them with Gold Key, Silver Key and Honorable Mention recognition in categories ranging from ceramics to comic art.
 
The Alliance for Young Artists and Writers (AYAW) oversees the national Scholastic Art and Writing Awards program each year. The first round takes place in various worldwide regions. Participants must be in grades 7-12 and live in the United States, Canada or U.S. territories or on U.S. military bases.
 
Arts and Humanities student Ethan Dudney pocketed four Gold Keys, one Silver Key and one Honorable Mention medal at the contest. He earned awards in photography, comic art and drawing and illustration categories.
 
“We are very proud of the students who chose to submit work for this year’s Scholastic Arts Awards, including Ethan,” Arts and Humanities teacher Michelle Hrbek said. “Ethan is a student who looks for opportunities to showcase his work, never shying away from visual arts competitions. He did well in this year’s show.”

 
North Star senior Chase Strohmyer also highlighted the group of LPS award recipients with his photography work. He earned four Gold Keys, four Silver Keys and two Honorable Mention medals for his efforts. He has focused his attention on sports and street photography, which involves being ready to snap memorable shots at any moment.
 
“Whether it’s sports or street photography, when everything falls in place and I snap the picture at the right time, it’s super exciting to see that I captured what I did,” Strohmyer said. “That thrill of getting the next ‘best shot’ is also one of my favorite parts of photography.”
 
Jason Codr teaches visual arts at North Star and is the art department’s chairperson. He said Strohmyer has distinguished himself with his work ethic and dedication. He has learned about both digital and darkroom film photography over the past two years, and he has asked Codr many questions about ways to improve his craft.
 
“It has been truly my pleasure to have Chase as a student,” Codr said. “I have loved working with him, helping and watching him grow. Even more so has been seeing his inner passion come out through his photography. He is still shooting and editing photos almost every day. To top it off, he has inspired many younger students to take photography more seriously, passing on that energy and desire to those around him, always willing to answer questions and share what he has learned as well.”
 
Strohmyer used various techniques to capture his award-winning images. He took a Gold Key picture of a basketball player leaping for a dunk attempt with a wide-angle lens, and a second Gold Key photo employed motion-blur technology to record a football player. His other two Gold Key visions were of sunlight splashing on several bicycles and an out-of-focus dog looking directly at the in-focus image of a car key.

 
Strohmyer has taken pictures at dozens of sporting events in his role as editor-in-chief of North Star’s yearbook. He said it was fun to find new ways to document volleyball digs, wrestling takedowns and sprinting successes.
 
“I just try my best to find good lighting, subject and composition to make the picture great,” Strohmyer said.
 
Codr said that modesty has led to many prize-winning moments for Strohmyer.
 
“Even with all this success and talent, the best part about Chase is he remains humble, wanting to learn and help in any way he can,” Codr said. “That is who he is at his core, and those things are what makes Chase great.”
 
Dudney and fellow Arts and Humanities student Tasa Nguyen, East student Elaine Yu and North Star students Samuel Manning, Emily Mattson, Neshi Pruneda, Chase Strohmyer and Jack Strohmyer all won prestigious Gold Key Awards. They earned honors in photography, drawing and illustration, art portfolio, painting and comic art categories.
 
Omaha Public Schools is hosting a public display of the award-winning Nebraska artwork through April 11. Many LPS students also took part in a statewide ceremony honoring regional winners.
 
Codr said the Scholastic Art Awards of Nebraska program provides a valuable experience for all young LPS artists.
 
“I think it is important for students to have their work seen and judged by others outside their classroom circle,” Codr said. “It helps them become critical of themselves and what they could work on, explore and make better. It also gives them a fresh perspective that it is all subjective, and some things will be loved while others will be overlooked.”

The following artwork is from this year’s LPS award recipients. Names of each recipient are listed below.

Gold Key Recipients

Arts and Humanities Focus Program

Ethan Dudney – Photography – “Rebirth” – Grade 10
Ethan Dudney – Photography – “Dragon Upon the Leaf” – Grade 10
Ethan Dudney – Comic Art – “Famine” – Grade 10
Ethan Dudney – Drawing and Illustration – “Witch” – Grade 10
Tasa Nguyen – Art Portfolio – “Loneliness Caused by Ostracization” – Grade 12

Lincoln East

Elaine Yu – Painting – “Childlike Wonder” – Grade 12
Elaine Yu – Painting – “Interrupting Something” – Grade 12

Lincoln North Star

Samuel Manning – Photography – “Seed In Sunset” – Grade 9
Emily Mattson – Photography – “Snake Eyes” – Grade 12
Neshi Pruneda – Photography – “Thinking inside the Box” – Grade 11
Chase Strohmyer – Photography – “Catching Air” – Grade 12
Chase Strohmyer – Photography – “Holy Bikes” – Grade 12
Chase Strohmyer – Photography – “Pure Focus” – Grade 12
Chase Strohmyer – Photography – “Shutter play: Friday Night Football” – Grade 12
Jack Strohmyer – Photography – “A Flower At Dawn” – Grade 9

Silver Key Recipients

Arts and Humanities Focus Program

Ethan Dudney – Photography – “Contemplative Reptilian” – Grade 10
Dejana Pratt – Drawing and Illustration – “Hollow Cavity” – Grade 12
Selah Pultz – Photography – “Look Up” – Grade 11

Lincoln High

Lane Hansen – Photography – “Cynthia” – Grade 10

Lincoln East

Elaine Yu – Painting – “Thinking with my Heart” – Grade 12

Lincoln North Star

Haider Al Khafaji – Photography – “Hidden Smile” – Grade 12
Chase Strohmyer – Photography – “City Stream” – Grade 12
Chase Strohmyer – Photography – “From under the Stairs” – Grade 12
Chase Strohmyer – Photography – “Listen Up” – Grade 12
Chase Strohmyer – Photography – “We Strive Together: Lincoln North Star” – Grade 12

Honorable Mention Recipients

Arts and Humanities Focus Program

Ethan Dudney – Photography – “The Essence of Spring” – Grade 10
Selah Pultz – Photography – “Self Photo #2” – Grade 11

Lincoln High

Evie Becher – Ceramics – “Dimple Teapot” – Grade 10
Lane Hansen – Photography – “Sheraton Grand Chicago” – Grade 10
Lane Hansen – Photography – “The Little School on the Hilltop” – Grade 10
Evett Lyne – Ceramics – “My Culture” – Grade 10
Maddie Scholl – Sculpture – “Drowning” – Grade 12
Lily Tran – Painting – “Dinner Night” – Grade 10

Lincoln East

Nicholas Li – Art Portfolio – Grade 12
Elaine Yu – Painting – “Who Are Yu?” – Grade 12

Lincoln North Star

Eve Lukashuk – Photography – “Colors of Fall” – Grade 12
Samuel Manning – Photography – “Baseball Fence” – Grade 9
Emily Mattson – Photography – “Web Of Water” – Grade 12
Fomo Mohamed – Photography – “Help Me” – Grade 12
Jordan Nguyen – Photography – “Ring on Branch” – Grade 11
Jordan Nguyen – Photography – “Orange Leaf” – Grade 11
Neshi Pruneda – Photography – “Through the Shadows” – Grade 11
Sidney Stephan – Photography – “The Ants’ Feast” – Grade 11
Chase Strohmyer – Photography – “Morning Shadows Lead the Way” – Grade 12
Chase Strohmyer – Photography – “Searching for Light” – Grade 12

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

Posted on March 24, 2025

Shining Stars: Scott students perform for Broadway actors

Scott Middle School students saw their Broadway-based dreams turn into Lincoln-based reality this winter when they performed for two professional actors.
 
Fifty-eight Scott actors presented snippets of Beetlejuice Jr. for members of the nationwide tour of Beetlejuice. Sophie Aknin and Marc Ginsburg stopped by the school’s multipurpose room to watch students perform four songs from the show. Aknin and Ginsburg both play multiple characters in the musical, which ran at the Lied Center for Performing Arts from March 4-9.
 
Scott eighth graders Jennie, Ella and Tyson said visiting with Aknin and Ginsburg was a highlight of the year. All three are filling key parts in the musical. Ella plays the role of Barbara, Jennie plays the role of Delia and Tyson plays the role of Beetlejuice.
 
“It’s like a once-in-a-lifetime opportunity,” Jennie said. “It’s just really exciting. It’s like a big honor for me that I get to meet real people on Broadway. It’s just very, very exciting.”
 
“It was so cool,” Ella said. “I’ve loved theater basically my whole life, and it was just incredible to get to meet people that actually do it for a living. It was just crazy, because maybe I could do that someday.”
 
Scott teachers Taylor Eschliman and Shelley Lyon are co-directing the musical. They said the Stars were beyond excited when they heard that Aknin and Ginsburg would be coming to their campus.
 
“The moment we told them, there was this huge buzz of energy – lots of gasps, wide eyes and cheering,” Eschliman said. “They’ve been working so hard on this show, and the chance to perform for actual cast members from the Beetlejuice tour is just unreal for them.”
 
Aknin and Ginsburg told students they were impressed with what they saw on stage. The Stars performed the musical numbers “Whole Being Dead Thing,” “No Reason,” “Day O” and “Girl Scouts” from the Beetlejuice Jr. script.
 
“We were excited to see it,” Aknin said. “This was really good work from everybody.”
 
“Overall your energy is so good,” Ginsburg said. “You could tell you were having so much fun.”
 
Tyson said he enjoyed listening to a question-and-answer session after the Scott actors performed. Aknin and Ginsburg shared how they became professional artists and how they were selected for their roles. They also provided tips for students about the acting business.
 
“It was pretty cool to hear their stories and how they like to do their characters,” Tyson said. “I liked hearing how their show was different from ours, but we both have the drive to do the show better.”
 
Eschliman and Lyon began leading rehearsals in January for Beetlejuice Jr., which is an adaptation of the professional musical. Scott students have memorized lines, developing their characters and finetuning their vocal numbers each week. They will give public performances at the school at 7 p.m. April 10 and 11.
 
Ella, Jennie and Tyson all said they were happy to work on the show with their friends. Tyson began acting in sixth grade and Jennie and Ella started in seventh grade. They felt they were learning more about the acting trade from being in Beetlejuice Jr.
 
“There’s a lot of fun people in it,” Ella said. “I’ve made a lot of friends doing this. Obviously I love doing theater, so I just enjoy being at rehearsals and singing the songs and doing all of the choreography.”
 
“It’s really fun,” Jennie said. “I really like it. It helps me kind of express myself, and I really love to act and sing.”
 
Ginsburg applauded the Stars for their dedication. He encouraged them to watch as many types of theater productions as possible. He said he learns something from every show he studies, whether it is drama, tragedy, comedy or musical theater.
 
“I love watching people and seeing how people are able to craft a character,” Ginsburg said. “I just love examining how people work.”
 
Aknin urged students to continue practicing with purpose and meaning. She said the professional actors rehearse Beetlejuice every week even though they have been performing it for months. This has helped them elevate the musical to a higher standard every time on stage.
 
“You already have a great show, so you should be proud and excited about it,” Aknin said.
 
Tyson said he and other cast members would take those pieces of advice to heart.
 
“I think it’s just going to help us get better at our parts,” Tyson said. “We’re going to know more about what the show is about and all of those things. It’s definitely going to help us.”
 
Jennie said she was also fascinated to hear about Aknin’s perseverance. Aknin first watched Beetlejuice in 2019 and became determined to join the show. She earned her first audition in September 2023 and was selected for her role in August 2024.
 
“I learned a lot about how it really doesn’t go very perfectly all the time,” Jennie said. “You have to have a lot of patience.”
 
Ella said she would enjoy walking on the same career path as Aknin and Ginsburg one day. She said their visit had given her additional inspiration for her Broadway-based dream.
 
“I’m obviously only in middle school, so I still have a long time to decide what to do, but it’s definitely an option,” Ella said. “It’d be so cool and super fun.”
 
Visit home.lps.org/english to learn more about the many ways English language arts courses are helping LPS students.

You can also visit home.lps.org/english/theatre for more details about the theater programs available for LPS high school students.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on March 24, 2025

Staff Spotlight: Alicia Moreno - kindergarten teacher at Everett Elementary School

Every week, we’ll shine a spotlight on one Lincoln Public Schools staff member! Get to know the wonderful people making a positive impact across various areas within LPS. This week, meet Alicia Moreno, kindergarten teacher at Everett Elementary School.

“Alicia has done an excellent job serving our students and families! She has high expectations for her students and gets to know each one on a personal level. She genuinely cares about her students and their progress. Alicia uses varied teaching strategies for her students as they learn. She brings creativity and challenge to her classroom. As a result, her students are enthusiastic about learning. Her students respond to her structure and her fun attitude toward learning. Her classroom environment is bright, colorful and extremely conducive to student learning in kindergarten.” - Mike Long, Everett Elementary principal.

How long have you worked for LPS?
This will be my first full year. However, I began teaching in my own classroom during my student teaching semester in 2023.

What inspired you to become part of the education field at LPS?
I am a product of LPS! Being able to experience kindergarten through 12th grade all in LPS, I was able to learn from so many amazing and caring teachers.

What has been your favorite part of working here? What aspect of your job do you find most rewarding?
My favorite part of working at Everett is being able to represent our diverse student population. In elementary, I received English Learner services. My native language was not English, and I was getting accustomed to a new culture. These are things that a big portion of the students that go here also experience and it is very rewarding to be able to relate to them while being their teacher.

Did you attend LPS as a student? If so, which school(s)? If not, where are you from?
I went to Holmes Elementary School, Irving Middle School and Southeast High School.

What path did you take after completing your formal education?
I went to the University of Nebraska-Lincoln.

What do you enjoy most about the Lincoln community?
I love how the Lincoln community is very diverse and welcoming.

What is your favorite childhood book or a book that has influenced your life positively?
Growing up, I had a copy of "The Rainbow Fish" that was both in English and Spanish. I loved that it included both of my languages.

Share a shout out to a former teacher who impacted your life.
A teacher who impacted my life was Wendi Herbin. She was my algebra teacher in high school. She really pushed me to be the best student I could be and believed in me during tough times. Not only did she care for me as a student but as a whole person which is what makes a great teacher.

Do you know a LPS staff member we should feature for Staff Spotlight? Fill out this form to nominate them!

Posted on March 21, 2025

Excellent Experiments: LPS students create winning experiences at science and engineering fair

Kooser Elementary School students Paisley and Natalie created a symphony of success with their scientific talents at one of the biggest discovery-based events of the year.
 
The two fifth graders joined scores of future scientists and engineers at the 2025 Lincoln Public Schools Science and Engineering Fair. They took part in an event designed to promote STEM (science, technology, engineering and math) education at upper elementary and middle school levels. All LPS students in grades 5-8 were eligible to participate in the fair and could explore all types of STEM topics.
 
Paisley and Natalie wanted to discover if different types of music – classical, heavy metal and technotronic – could affect someone’s heart rate. They chose a music-themed experiment because of their own love for instruments. Paisley plays alto saxophone and Natalie is a violinist at school.
 
“This was really fun,” Paisley said. “We were hoping to see how all of the music affected people, and the experiments turned out really well.”
 
The two friends first recorded the baseline heart rates of 27 people before playing a 30-second classical excerpt of “Ave Maria” for each one. They then registered the new heart rate before repeating the process with a Slipknot heavy metal song and a “Pump up the Jam” techno tune.
 
Paisley and Natalie felt classical music would relax people and cause their heart rates to slow down, and they felt the opposite would happen when their subjects heard the techno and heavy metal songs. Their data revealed that their hypothesis was true.
 
“It was really cool to see,” Natalie said. “We were pretty happy with what we found.”
 
LPS K-12 Science Curriculum Specialist Betsy Barent smiled as she looked at a long row of students with their science displays. Fredstrom Elementary School fifth grader Emma researched whether cold water, dish soap or a combination of both removed the most stains from clothes, and Sheridan Elementary School fifth grader Oliver explored how and why the surface on Mars is red. Adams Elementary School fifth graders Berkley and Payten asked if the amount of sugar in a piece of bubble gum affected how big the bubbles could get.
 
“I get excited because this is an opportunity for students to be curious,” Barent said. “This is what science is all about. It’s about a chance to explore an idea and see how it turns out based on scientific evidence and inquiry.”
 
Bill Sehi of Zoetis Inc. was one of the judges for the fair. He said it was important to encourage younger students to examine STEM-based fields. Some of the first projects he reviewed included what colors pets can see and how gravity affects the shape of planets.
 
“It’s fun to see the kids have fun and hear them talk about their projects and what they learned,” Sehi said.
 
Exhibitors and sponsors such as Zoetis maintained booths on one side of the Currency Pavilion in the Sandhills Global Event Center, and students such as Emma showcased their work on the other side. Emma found out that cold water alone did the best job of removing a half-teaspoon stain of ketchup from a white handkerchief. She said she enjoyed the experimentation process.
 
“I thought that the dish soap would do the best job, but the cold water was the best,” Emma said. “I’m glad I did this because it was really interesting to find out.”
 
Sugar turned out to be a popular topic for students this winter. Berkley and Payten discovered that bubble gum becomes stronger if it contains more sugar, which allows it to stretch and hold a larger bubble. Riley Elementary School fifth grader James found that the ingredients in milk helped it create more rock candy sugar crystals than less-sugary sports drinks, and Schoo Middle School seventh graders Heather and Lexi tried to grow turnips and broccoli by watering them with three types of soda drinks.
 
Heather and Lexi found that the caffeine in one of the soda drinks caused the broccoli to thrive. However, one of the liquids caused both turnips and broccoli to become moldy and the third soda hardened the turnips.
 
“It was fun to do this,” Heather said. “We think the caffeine was kind of a super-fertilizer for the broccoli, which we weren’t expecting at all.”
 
Barent said the science and engineering fair was a prime example of two elements of the 2024-29 LPS Strategic Plan: family and community engagement and student wellbeing and outcomes. Many family members and local residents went up and down the rows of scientific displays and asked students friendly questions about their projects.
 
These conversations boosted their confidence and helped them learn how STEM subjects are used in many types of careers and hobbies. It also reinforced the importance of all of their science lessons at school.
 
“I love seeing how the community gets involved with this,” Barent said. “I think it really means a lot to the kids to see how many people are here.”
 
That encouragement was evident on the faces of students like Paisley and Natalie, who said they would return to the science and engineering fair in future years.
 
“I really liked doing this,” Natalie said. “It’d definitely be fun to do this again.”
 
Check out home.lps.org/science to learn more information about science initiatives for LPS students and families.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on March 20, 2025

Book-Based Belonging: Huntington builds community through reading

A library-sized number of community volunteers encouraged Huntington Elementary School students to expand their love of reading during a special schoolwide activity.
 
Guests visited each classroom for the inaugural Huntington Read Across America Week in early March. Volunteers from Lincoln Fire and Rescue, Lincoln Police Department, Lincoln Board of Education, University of Nebraska-Lincoln, The White Cane Foundation, CASA (Court Appointed Special Advocates) of Lancaster County, Lincoln Community Learning Centers, Lincoln Public Schools and other organizations spent time reading books with students.
 
Jeremy Mitchell, a fire captain with Lincoln Fire and Rescue, smiled as he moved through the pages of a baseball-themed story for third graders. He said it was important to turn on healthy hydrants of reading knowledge to the class.
 
“Being with kids and being part of the community is always a good thing,” Mitchell said. “It’s been really fun today. It’s nice to come here and have the kids see us in something other than an emergency situation.”
 
Other Eagles displayed happy expressions the following day when Lincoln Public Schools Interim Superintendent John Skretta presented “The Red Jacket” to them. Skretta exchanged a suit coat for a red Nebraska pullover jacket before delivering the story to Megan Simsic’s class. He then fielded questions for more than ten minutes about his job duties, what he liked about reading and where he went to elementary school.
 
“Thank you!” the class said in unison as Skretta waved goodbye.
 
Huntington teachers Maddie Israel and Regina Neemann both said the new initiative was helpful for students in many ways. Staff members have emphasized the value of “belonging” to children this year, and the reading activities showed them that area residents wanted to belong to their school. Seeing role models like Mitchell and Skretta enjoying books also boosted their enthusiasm for literacy.
 
“I think it’s been very important for the students to see these adults taking the time to read with them,” Israel said. “It shows that they matter to people outside of our school community.”
 
“Having role models come to read to kids is incredibly beneficial,” Neemann said. “It can inspire a love for reading by showing children that people they admire value and enjoy books. This can encourage them to develop their own reading habits. When children see successful individuals emphasizing the importance of literacy, it reinforces the message that education is a key component of success.”
 
The idea for Huntington Read Across America Week came from the school’s new family communication team. Principal Kristi Schirmer organized the team this year to review attendance data, foster engagement with families and build more bridges with the Huntington community. Team member Anna Schlecht said teachers incorporated the 2024-29 LPS Strategic Plan into their decision-making process.
 
“We are really trying to focus on that green triangle of the strategic plan, family and community engagement,” Schlecht said. “Since Covid, I feel like we are rebuilding and setting the bar for what having guests in our Huntington building should look like. It is almost like a blank slate and we get to paint the picture of what we want it to look like at Huntington.”
 
The family communication team reached out to area residents and developed a schedule for each day of the reading week. Each classroom had one guest visit them for 20 minutes each day. The guests came at different times each day and read books geared toward their specific grade level.
 
Neemann and Israel both said bringing local role models to every Huntington classroom made the week even more rewarding for students. It served as a visual reminder of how every member of the Huntington family belonged to the same special circle of learners.
 
“Students of all ages should have the opportunity to have people read to them,” Neemann said. “It is never too early or too late to inspire students to read. This schoolwide activity has allowed us to be unified in our message to our students that they all belong and their education matters.”
 
“It has been really nice for it to be a schoolwide activity,” Israel said. “The students are able to share the same experience with their friends and family who also attend Huntington. It also shows how important reading is that we are taking the time for the students to be read to each day.”
 
Schlecht said the question-and-answer sessions were just as informative. She said many community members were impressed by the deeper level of questions that came up. Students asked why they chose their careers, what they liked about living in Lincoln and what some of their favorite items were.
 
“Students were prepared and ready to ask great questions, and I truly believe that is because of the amazing Tier 1 level instruction the students are getting from their teachers,” Schlecht said. “It was fun to see how engaged the students were during the read alouds. They were talking at lunch about those careers and even as they left school.”
 
Schirmer said she heard many Eagles say that they wanted to make sure their guests felt they belonged when they visited. Hearing those words gave her a library-sized amount of joy during Huntington’s Read Across America Week event.
 
“I’ve been really proud of what I’ve seen from everyone,” Schirmer said.
 
Learn more about the wide range of reading initiatives at Lincoln Public Schools by visiting home.lps.org/reading.

You can also visit our website for more details about the 2024-29 strategic plan at https://home.lps.org/strategicplan/.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on March 17, 2025

Everett Enrichment: Family Reading Night promotes literacy, community engagement

Everett Elementary School student Helianys laughed with delight as she moved markers across a game board after spelling a word correctly for her mother.
 
Happy scenes like that were common in the school cafeteria during Everett’s second Family Reading Night of the year. More than 100 parents, children and teachers gathered to read books, play games and get to know their neighbors. The school began the new program this fall to promote literacy and help families meet Everett staff members in a fun atmosphere.
 
Helianys heard about the reading event in her classroom and encouraged her mother Stephany to come with her. Stephany, Helianys and fellow game player Azi said they were pleased with their decision to attend. They were impressed with the number of people who were enjoying the evening.
 
“It’s been really good to spend time here and meet a lot of people,” Stephany said. “I think it’s a great idea to have something like this for families here.”
 
Everett student Alaa sat at one of the tables in the middle of the cafeteria with two of her friends. They enjoyed popcorn and other snacks before the main book presentation began. Alaa said she was happy to be at the event.
 
“This is fun!” Alaa said.
 
Everett Principal Mike Long said family and community engagement was a top priority when he applied for the Parent Power grant through LPS Federal Programs last year. He and Shari Anderson, the school’s librarian, developed the idea for an evening full of literacy-based activities.
 
“This is a really good turnout,” Long said as he looked across the bustling room. “This is exactly what we were hoping for. I’m really happy with the number of people who are here.”
 
Anderson said their goal was to create a welcoming environment for everyone who walked in the door. A long line began forming outside the cafeteria before the 6:30 p.m. start time, and teachers and staff members greeted every person with a smile.
 
“As a librarian, I firmly believe in the power of reading with families, and anything we can do to encourage people to come together and ask questions and have conversations is a good thing,” Anderson said. “When Mike told me about the grant, I was really excited about it.”
 
Children learned about the importance of reading in several ways during the night. Anderson used a portion of the grant to purchase 100 copies of “A Bad Case of the Stripes” for families. Parents and students followed along as she read the story over a microphone and showed the illustrations on a projector screen.
 
Anderson also created custom-made board games for each family to bring home along with their free book. The packet included a board, dice, markers and multiple games incorporating lessons on word spelling, definitions and usage. For example, one activity encouraged students to match similar-sounding words together, and another gave them the chance to move markers on a game board after spelling or saying words correctly.
 
Each game contained words included in the Lincoln Public Schools reading curriculum. Anderson said this would allow elementary students of all ages to make strong literacy gains.
 
“The hope is that they’ll use these fun games to build their reading fluency, which will help further their reading and make them feel like they are successful readers,” Anderson said. “Sometimes kids don’t feel like they’re successful readers, so they get stuck when it’s time to read for fun. If we can increase their reading fluency now, the hope is that they’ll become lifelong readers and love looking at books.”
 
Many Everett staff members enjoyed talking with parents in an informal setting at their tables. Anderson and Long both said building those bridges made the event even more valuable.
 
“Families can see that their teachers are just humans who want to help them,” Anderson said. “Having those face-to-face conversations with parents is great, because we normally only see parents at conferences or open houses. Having another event where we can just be here with families is really exciting.”
 
“Making those connections with each other is really critical,” Long said. “A big goal of this is that we wanted it to be a place where staff and families could work together.”
 
Parents learned about important dates on the school calendar such as field trips and parent-teacher conferences. Anderson also highlighted educational strategies for children to use throughout March, April and May. These included reading every day and getting healthy amounts of sleep.
 
Everett plans to host its third reading night of the school year at 6:30 p.m. Friday, May 9. Anderson said she believes the events have benefited everyone in attendance.
 
“We have the chance to connect with families in a real and authentic way,” Anderson said. “It makes all the difference.”
 
Visit home.lps.org/reading/ for more information about reading activities and lessons for LPS students and families. The webpage includes strategies for reading at home, elementary spelling lists and summer reading games and activities.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on March 14, 2025

Confident Cooking: North Star, Southwest students create sharp dishes at state contest

Lincoln Public Schools students cooked full-course educational meals this winter by using the ingredients of hard work and perseverance at a state contest.
 
Culinary arts teams from North Star and Southwest tossed together successful results at the Nebraska ProStart Culinary Competition. Squads from across Nebraska traveled to The Career Academy to take part in an event that combined organization, creativity and cooking skills. North Star competed at the state contest for the first time in more than five years, and Southwest students returned to campus with a second-place trophy.
 
Michael Kosalka coordinates the Nebraska ProStart program and is an advisor to the Nebraska Hospitality Association. He has served as president of the Omaha-based Metropolitan Hospitality Association and taught business and culinary classes at the college level.
 
Kosalka said the Navigators and Silver Hawks learned a lot from competing in the Nebraska ProStart event. He felt everyone would take home a menu of lifelong skills from their experience.
 
“Yes, they gain great culinary knowledge and know how to create great food, but they learn so much more,” Kosalka said. “They learn team building and teamwork skills, they learn how to think fast on their feet, they become better thinkers, and they gain knowledge in the numbers side of the business from recipes to costing to menu layouts. What they learn and gain in personal growth and how to be confident and secure in themselves is even bigger than learning how to cook.”
 
ProStart activities have become a respected training ground for many culinary careers. More than 200,000 high school students in all 50 states, Washington, D.C., and the territories of Puerto Rico and Guam enter ProStart contests each year.
 
Kristin Vest coordinates curriculum materials for health sciences and family and consumer sciences (FCS) classes at LPS. She said LPS students in Culinary I, II and III classes are eligible to join after-school culinary clubs to prepare for ProStart activities.
 
Culinary teams must create and prepare a starter, entrée and dessert in front of professional judges from the food industry. In addition to evaluating the food quality, ProStart judges also rate each group’s organization, time management and food sanitation skills.
 
North Star team members created a shrimp ceviche for the beginning course. They plated the starter with lime-poached shrimp and paired it with cilantro, bell peppers, mango, avocado and shallots. The steak and risotto entrée consisted of a medium-rare steak with a creamy risotto based in chicken broth. It was served with a side of sauteed carrots and turnips.
 
The Navigators cooked a Crème de Anglaise for dessert. It was a sweet and light custard sauce blended in raspberry puree and garnished with mint.
 
North Star students Angela, Ethan, Isabel, Isaiah, Jaida, Nhi, Vicente, Alan and Audriana signed up for ProStart activities this year. Kosalka was happy to see the Navigators join the list of teams at the state contest. He said it highlighted how the school district is helping students thrive in many learning environments.
 
“It is very encouraging,” Kosalka said. “I love how LPS has a strong focus on areas like this.”
 
Southwest team members Mikayla, Sam, Prince, Madeline and Hailey smiled with their second-place award at the end of the day. Southwest FCS teacher Liz Griffith, who advises the culinary arts team, said all five Silver Hawks contributed to the successful showing.
 
Mikayla, who is in her third ProStart season, led the award-winning group. Griffith said she has provided both imagination and ingenuity in the kitchen.
 
“She has grown tremendously as a person in the time I’ve known her,” Griffith said. “She brings a wealth of knowledge to our team because she has had the experience of working in a professional kitchen where the students’ every move are scrupulously observed by the judges. She has such a creative mind when it comes to menu development.”
 
Madeline served as team manager for the group. She kept track of the entire 80-minute setup, cooking and cleanup process with a binder that contained timelines, recipes and notes. Griffith said she brings out the best in the entire team with her kind, friendly and fashionable disposition.
 
Sam worked with the team’s main dish. He hand-rolled fresh pasta and tossed it in a traditional carbonara with minced pancetta. The dish was served with a side of asparagus. Prince provided sharp food-cutting skills that he used to mince ingredients such as shallots and cherries, and Hailey helped produce both the team’s starter and dessert with her attention to detail.
 
The Silver Hawks created a burrata with balsamic cherries and pistachio pesto for the starter. It was served with honeycomb and crostini. Judges tasted a deconstructed tiramisu for dessert. It was layered with espresso and lady fingers.
 
Griffith said the Silver Hawks benefited from the help of Ty Goerke, who is executive chef of dining services at the University of Nebraska-Lincoln. Goerke recently relocated to Lincoln from Chicago and mentored the squad this season.
 
“He has so graciously donated his time, talents and supplies to our team,” Griffith said. “Additionally, he has been able to procure some hard-to-find and unique ingredients for the team.”
 
Kosalka said he would like to see the list of state culinary teams continue to expand in future Nebraska ProStart campaigns.
 
“The more kids that compete will only help those kids grow all around,” Kosalka said.
 
LPS offers a wide variety of family and consumer sciences courses for students. Visit home.lps.org/cte/fcs to check out details about the classes and learn how they can give students a full menu of lifelong skills.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on March 14, 2025

Staff Spotlight: Alex Miller - family educator at Prescott Elementary School

Every week, we’ll shine a spotlight on one Lincoln Public Schools staff member! Get to know the wonderful people making a positive impact across various areas within LPS. This week, meet Alex Miller, family educator at Prescott Elementary School.

“Alex is a team player who is positive and collaborative. She has a heart of gold and compassion to support her team, students and families. Alex has been a great addition to our preschool staff at Prescott. She strives to do what's best for students in her classroom, advocates for what's best for their needs and looks for the positive in any situation. Our students and school are better because of Miss Alex!” - Makaela Johnson, special education coordinator

How long have you worked for LPS?
This is my 13th year working for LPS. I taught elementary special education for ten years and this is my third year in the world of early childhood!

What inspired you to become part of the education field at LPS?
Growing up, I was surrounded by family members who were passionate educators and felt similarly pulled toward teaching. However, after high school, I was unsure if education was going to be the path for me. After starting my undergraduate program at Nebraska Wesleyan and taking classes in multiple subject areas, I realized how much joy I found in my education classes, and the rest is history!

What has been your favorite part of working here? What aspect of your job do you find most rewarding?
My favorite part of working for LPS has been the opportunity to work alongside and learn from some incredibly talented educators. My own practices and philosophies as a teacher are the direct product of the insights and experiences I’ve gained from my colleagues.

Did you attend LPS as a student? If so, which school(s)? If not, where are you from?
I attended high school in LPS and graduated from Lincoln East! Go Spartans!

What path did you take after completing your formal education?
After graduating from Lincoln East, I received my bachelor's degree in elementary and special education from Nebraska Wesleyan. I then began teaching for LPS as a special education teacher at Pershing and Calvert elementary schools while also pursuing my master's degree in literacy from Concordia University. Then, in 2022 I pursued a master's degree in early childhood education from UNO and shifted over to teaching preschool at Lincoln Northwest and now Prescott Elementary School.

What do you enjoy most about the Lincoln community?
I love Lincoln because it's the perfect balance of a culture-rich metropolis and a welcoming, small town. There’s always something to do, but it also has a sense of closeness and familiarity where everyone feels like neighbors.

What is your favorite childhood book or a book that has influenced your life positively?
The Harry Potter series is what initially ignited my love of reading. As a child, Harry Potter helped shape my sense of wonder, resilience and belief in the power of kindness. The themes of friendship, courage and overcoming adversity have continued to resonate with me into adulthood.

Share a shout out to a former teacher who impacted your life.
Mr. Dimon was my high school English teacher at East. His enthusiasm for the texts we read was contagious, and it made learning feel more meaningful. His classes showed me how impactful teaching can be when you're truly invested in your students and what you teach.

Do you know a LPS staff member we should feature for Staff Spotlight? Fill out this form to nominate them!

Posted on March 13, 2025

Volleyball Victories: Lincoln CLC serves up successful program for elementary students

Lincoln Community Learning Centers students were able to dig plenty of volleyball victories this winter in a new league full of encouragement and excitement.
 
Students at eight CLC sites participated in a pilot program that featured volleyball practices and games. Arnold, Campbell, Clinton, Everett, Holmes, Huntington, McPhee and West Lincoln held events as part of their after-school CLC activities. Dozens of children learned about teamwork, cooperation and physical fitness as they improved their skills each week.
 
Campbell fourth grader Niah and fifth grader Gloria were part of an eight-person team at the school. Both said they were happy they had decided to join the activity. Head coach Brandon Prater and assistant coach Sydney Youngclaus taught them volleyball fundamentals throughout the season, and elementary players were able to talk with students from other schools on game days.
 
“We get to play against different schools and we get to meet new people,” Niah said. “We get to play against kids we’ve never met before.”
 
“I wanted to try something different,” Gloria said. “I’ve played every other sport. I know how to play football, basketball and soccer, so I wanted to try out volleyball.”

 
On the other side of the net, McPhee head coach Kelsey Lubke led her team in a series of warmups before squaring off against Campbell. Lubke teaches first grade at McPhee and joined assistant coach Meagan Reimer at practices and games. She said it was rewarding to help all 12 Mustangs on the squad.
 
“It’s been so much fun to see them have fun with this,” Lubke said. “I think they’re getting a lot out of it. They’re building their confidence every time they step on the court, and they’ve been able to make new friends and have fun together. It’s been a really good experience for them.”
 
Lincoln CLC has been offering several new sport-based activities over the past two years as a way to increase physical fitness and promote lifelong skills. The organization started basketball and soccer games last year and added volleyball this winter.
 
The basketball and soccer leagues have both exploded in popularity, and many of the eight pilot schools in volleyball also saw encouraging interest. Many schools reached the maximum number of 12 players on their teams.
 
All volleyball games were held at Lincoln Public Schools sites. High school and college students and LPS and CLC staff members served as referees, coaches and event organizers throughout the season.

 
Nebraska Wesleyan University students Madison Mlady and Rylee Iberg are interning with Lincoln CLC this year. They helped set up training sessions for coaches, ensured each team had the proper volleyball equipment and scheduled practices and games at each school site. They also filled in on the sidelines if the regular coaches were unable to attend an event.
 
“I’ve really enjoyed it,” Mlady said. “I find a lot of fulfillment through it. It’s what I look forward to every day, going to watch them and seeing how they’ve grown from the last time I’ve gotten to see them the week before.”
 
Iberg first joined Lincoln CLC as a basketball coach at Arnold last year. He enjoyed it so much that he opted to become an intern for 2024-25. His new position allows him to spend time with more students across Lincoln.
 
“I enjoy seeing the kids,” Iberg said. “I grew up in nothing but sports, so it’s really cool to see these kids get an opportunity to do it and get to travel and play other schools. Seeing them on a day-to-day basis is great.”
 
Lubke said she and Reimer watched many McPhee athletes improve dramatically during the season. Only two of the 12 Mustangs had ever played volleyball before this winter. The coaches taught them basic rules like where to stand on the court and how often a team can hit the ball before sending it over the net. They also learned how to do underhand serves, set a volleyball and use two arms to receive a serve.

 
Mlady said seeing that growth on a weekly basis from players on all eight teams has been inspirational.
 
“There’s nothing like it,” Mlady said. “It’s a joy that can’t really be compared to. When you watch a kid struggle with a serve for three weeks and then you come to a game and they serve their first serve over the net, you’re like, ‘Good job!’ It’s really fun.”
 
Players like Niah and Gloria also benefited from personal standpoints. Family members at a match between Campbell and McPhee welcomed players from both schools onto the court with tunnel walks, and they supported their daughters and sons from the sidelines on every point. Coaches emphasized perseverance, teamwork and good attitudes during the match, and students gave each other high fives and smiles after making positive plays.

 
Lubke felt the volleyball league has been a winning addition to the Lincoln CLC curriculum.
 
“I’ve just been really impressed with the way they’ve worked together and how much they’ve learned,” Lubke said. “Your goal as a coach is always to see them improve as players, and they’ve definitely done that, but they’ve also learned all of these lifelong skills that they’ll use everywhere they go. It’s been really awesome to be a part of this.”
 
Learn more about Lincoln CLC programs and how they benefit LPS students at clc.lps.org.

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

Posted on March 12, 2025

AVID Adventures: LPS AVID students gain career insights during TCA tours

Kimberly and Stetson wore awestruck expressions on their faces as they toured The Career Academy with their fellow middle school classmates this winter.
 
The two seventh graders joined dozens of Advancement Via Individual Determination (AVID) students from Mickle and Park on special preview tours of TCA’s building. They caught glimpses of culinary arts kitchens, walked by welding classrooms and learned how to tie tourniquets from health sciences students. Both said they were glad they could go on the enlightening field trip.
 
“I think it’s a really great experience to be here and see what you can do in the future,” Kimberly said.
 
“This school’s amazing,” Stetson said. “I would definitely suggest going here. I love that we could get a tour.”
 
Valerie Moser-Bergo said she hoped the tours would inspire everyone who attended. Moser-Bergo is TCA’s school and career counselor and helped organize the visits alongside TCA Instructional Coordinator Jocelyn Crabtree. TCA students and representatives provided in-depth knowledge about the campus to AVID seventh graders from Park, Mickle, Lefler, Culler, Goodrich, Dawes and Schoo.
 
“The importance of middle school visits is to ignite curiosity and generate interest,” Moser-Bergo said. “As a former middle school counselor, sometimes showing what options are available in school can generate some hope and rationale for why school is important.”
 
Park teacher Claudia Perales-Garcia and Mickle teacher Liz Sundberg watched their students learn more about careers ranging from biology to business. Both lead AVID groups at their buildings and help them become more aware of potential jobs. They said placing TCA on their educational radar was important.
 
“Providing them with a unique field trip experience such as TCA provides AVID students with new opportunities they had no idea were available to them,” Perales-Garcia said. “It allows them to envision their future beyond high school, creating a sense of direction and opening their minds to new careers.”
 
“It’s very important to provide tours to places like TCA for AVID students because one of the main missions of AVID is to provide opportunity knowledge,” Sundberg said. “Introducing students to various educational paths they have the option for in LPS is providing them opportunity knowledge they might not otherwise pursue. Sometimes all you need is someone in your corner showing you what options you have.”
 
The tours also gave TCA ambassadors a chance to pave new leadership avenues. Grace, Mila and Faith joined multiple other high school students who spoke during the day. Moser-Bergo said the juniors and seniors have become valuable mentors for younger students.
 
“The TCA ambassadors are a group I have worked hard to create to not just help TCA but also to offer opportunities for leadership, especially for something students are passionate about,” Moser-Bergo said. “It all comes from a place of genuine love for their pathway and connections they have at TCA.”
 
Grace is a junior at East High School and is enrolled in TCA’s human services pathway. She is interested in becoming a psychiatrist after graduating from college. She said being a TCA ambassador this year has been a fun experience.
 
“One of the teachers came into our class and was talking about it, and it sounded really interesting,” Grace said. “I enjoy talking to younger kids, and I’m really glad I did TCA. I think it would be great if more people did it and found out about it.”
 
Mila and Faith shared similar enthusiasm as they stood in front of a health sciences classroom. Mila held out a prosthetic arm as Faith showed students how to wrap a tourniquet around it. The two East seniors fielded many excited questions from tour groups throughout the morning.
 
“I just love the general interaction,” Faith said. “The kids want to learn more about it and understand more about it. We have a lot that we love to talk about when it comes to TCA, and getting to teach them about that is really interesting.”
 
“I’ve had a really good experience here and have had a lot of hands-on opportunities, and being able to show other people what they could potentially get into is fun,” Mila said. “I think that’s really awesome.”
 
All three said they were impressed with the curiosity the seventh graders showed. Many students like Kimberly wanted to become nurses, and they asked Mila and Faith about their classes, what jobs they wanted to have and why they liked health sciences. Multiple other students were interested in human sciences, and they gave Grace a chance to describe her career pathway to them.
 
“They’ve had really good questions,” Grace said. “They asked about if you could become a counselor or therapist, and one asked about all of the different kinds of therapists you could be. It was really fun to help them out.”
 
Sundberg said she felt the TCA tours would make long-lasting impacts on everyone in AVID classes.
 
“When exposed to these kinds of experiences, students sometimes see themselves taking a different or unique route to graduating high school and gaining college or career experience while working towards their high school diploma,” Sundberg said. “It can meet the needs of various students in a lot of different situations.”
 
Learn more about The Career Academy at home.lps.org/tca/ and AVID programs in LPS at home.lps.org/avid/.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on March 10, 2025

Creative Coyotes: Calvert students showcase The Lion King in front of school audiences

Calvert Elementary School students felt like kings and queens of the savanna this winter when they performed a popular Disney musical for the first time.
 
More than three dozen students presented The Lion King to school and community audiences in Calvert’s cafeteria. They brought characters like Mufasa, Simba and Zazu to life during the 45-minute productions. Calvert’s entire student body cheered as they watched Simba’s journey from a scared cub to the rescuer of his lion kingdom.
 
Fifth graders Kendall and Mirabelle were among 32 students who appeared on stage. Kendall performed the role of Nala and had several vocal solos, and Mirabelle helped the production with her portrayal of Ed. Both said building friendships with other students in grades three through five has been rewarding.
 
“I think the community of people is the best part of this,” Kendall said. “Everyone’s made a lot of new friends.”
 
“I just wanted to have fun and meet new people,” Mirabelle said.
 
Fellow fifth grader Sofia was one of six Coyotes on the stage crew. They made many props such as staffs with feathers and masks with images of lions, hyenas and birds. She and her classmates constructed curtains on both sides of the stage prior to the performances, and they changed the backgrounds as the storyline moved along.
 
“I like it,” Sofia said. “I don’t have to be on stage, but I get to play a big part with all of it. It’s been a lot of fun.”
 
Calvert Principal Lynnelle Giddings said The Lion King was a hot topic of conversation at the school’s lunch tables prior to the performances. Two students even created a calendar where they counted off the days until the play’s premiere.
 
“They’ve all been very excited,” Giddings said. “It’s been talked about a lot at school. There’s been a lot of ‘I’m looking forward to the play!’ and ‘How many days until the play happens?’ over the past few weeks.”
 
Calvert Community Learning Centers (CLC) School Community Coordinator Keeli Watters said The Lion King showcased Lincoln Public Schools’ goal of family and community engagement. Calvert Elementary School, Calvert CLC, Lincoln Parks and Recreation, Pinewood Bowl Theater and Omaha Performing Arts teamed up for the play. Watters joined Calvert teachers Miranda Speth-Rhodes, Leila Zila and Robin Carriere, two teaching artists from Omaha Performing Arts and a Pinewood Bowl volunteer to lead rehearsals.
 
Lincoln Parks and Recreation provided the stage and costume materials and coordinated the production, and Omaha Performing Arts and Pinewood Bowl each gave valuable input on staging requirements and steps in the rehearsal process. Pinewood Bowl also took the materials and made the set with student stage crew members.
 
“With so many moving parts, we are incredibly grateful for the support and collaboration of all the organizations involved in making this production possible,” Watters said.
 
The entire Calvert community played a role in selecting The Lion King, which is part of the Omaha Performing Arts’ Disney Musicals in Schools program. Teachers, families and students participated in the first round of voting on five play options at this fall’s open house.
 
During the second round, all Calvert students voted on three options during their music classes. After-school staff members also participated in the voting process, which ended with The Lion King as the winner.
 
Watters said she was proud of the way students worked together at rehearsals. They began learning their lines in October and held many practices over the next several months.
 
“It has been really fun watching some of the students come out of their shells and embody their characters,” Watters said. “For a lot of the kids, this is their first experience being part of a musical and participating in rehearsals, so it’s been awesome to watch them grow into the process and learn how it all comes together.”
 
Sofia and Kendall said everyone was happy with what they had been able to do. They joined their classmates at a final dress rehearsal the day before the opening show.
 
“It’s been really fun,” Kendall said. “We’ve made a lot of progress since we first started.”
 
“I think the pacing has really improved,” Sofia said. “Everyone knows where to go and how the play is supposed to look.”
 
All of their work paid off in front of students, teachers and family members. The audience kept their faces glued to the stage as they watched The Lion King unfold.
 
The musical production included many group and individual solos and spots where all 32 cast members waved their arms in the air. The audience burst into applause as hyenas chased the villain Scar off the stage in one of the final scenes, which caused many smiles from teachers and other adults.
 
Kendall said she had learned a lot from being in the play. She said her primary goal was to help people have fun as they watched the savanna-based storyline at school.
 
“I just want to show off all the hard work we’ve done,” Kendall said.
 
Visit our website https://clc.lps.org/ to learn more about Lincoln Community Learning Centers. 

You can also check out home.lps.org/strategicplan/ for an in-depth look at the 2024-29 LPS Strategic Plan.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on March 10, 2025

Civics Champions: Northeast student registrars help Rockets receive voting information

Nadia, Jocelyn, Chloe and Jaylen opened voting doors for Northeast High School students by playing key roles in a civic engagement event.
 
The four Northeast seniors served as deputized registrars at the 2025 voter registration drive. The annual activity encourages students to become part of Nebraska’s civic process. The Northeast quartet gave fellow Rockets information about voting eligibility, upcoming elections and how the voting process works.
 
Nadia and Jocelyn said they wanted to help their classmates learn more about their vote-casting abilities. They said increasing the number of students who can participate in future elections would make Nebraska stronger.
 
“A lot of students are eligible to vote, but they just don’t because they don’t know that this happens at school,” Nadia said. “They’re like, ‘Will I have to find free time and go to a spot to do it?’ I’m like, ‘No, it’s in school. You can legit come to the table and I’ll be there to help you.’”
 
“A lot of people don’t have the access or the opportunities to know exactly what to do,” Jocelyn said. “Some people don’t have that support, and being here at school makes it a lot easier for them. I think that’s a really good thing.”
 
The annual events meet one prong of the 2024-29 Lincoln Public Schools Strategic Plan, which is to prepare students for future civic engagement. LPS has hosted drives each spring for more than two decades. In 2024, seven high schools and the Bryan Community Focus Program provided registration opportunities.
 
All Nebraska residents who are 18 years old and currently live in the county where they are planning to register are eligible. Nebraska residents who are currently 17 years old but will turn 18 by the first Tuesday following the first Monday in November can also register. Each voter registration application is returned to the county election commissioner’s office. Students who register this winter will be eligible to vote in Lincoln’s primary and general elections April 8 and May 6.
 
LPS social studies teachers work with the Lancaster County Election Commission to deputize student registrars. They follow all Nebraska state statutes regarding training for deputy registrars. After becoming registered voters, each student takes an oath that they will support federal and state constitutions during the nonpartisan process.
 
State statute requires deputy registrars to work in teams of at least two people. They provide nonpartisan information like directories from the League of Women Voters of Lincoln-Lancaster County, and they answer questions about registration forms and state laws.
 
Northeast teachers Logan Becher and Cody Watkins encouraged Nadia, Jocelyn, Chloe and Jaylen to consider becoming student registrars. Becher works with Government and Politics (GoPo) classes and Watkins leads GoPo and Advanced Placement (AP) Government courses.
 
Chloe said she was thrilled when Watkins asked if she wanted to join the team. She has been interested in community involvement for many years and plans to major in political science in college.
 
“I just really believe in civic engagement,” Chloe said. “I want to be able to tell other people about how important it is and why they should be involved in it.”
 
Jocelyn had a similar experience in Becher’s class. She expressed her desire to get involved when he mentioned the volunteer opportunity to her.
 
“He was teaching the unit and I was really interested,” Jocelyn said. “My mom has always gotten me interested in the voting process. She’s big on voting, so I just thought this would be a good chance to help with that.”
 
Jaylen said he wanted to become a student registrar because of how vital he believes voter participation is. Chloe agreed and said she wanted to support everyone walking through Northeast’s building.
 
“I think just really engaging and connecting with other students and helping them to work through getting registered is really important,” Chloe said.
 
Nadia felt LPS has done a good job of preparing her for the voting process. She said having background information about America’s constitutional republic setup helped her talk to her fellow Rockets as a registrar. Teachers like Becher and Watkins inform their classes how the citizen-centered model of governance has worked in the country for nearly 250 years.
 
“That’s why GoPo is a required class,” Nadia said. “Imagine hearing people say voting is a no-no, and then you never do it because you were never taught how to and you were never given that opportunity. That’s why this is so important.”
 
Jocelyn said the Student Vote project also influenced her decision to become a registrar. Student Vote happens every two years at LPS and provides students with the opportunity to participate in a mock election. The activity’s goal is to help them learn how to become more informed citizens once they reach adulthood.
 
“We get to come into the library as a whole student body and get to vote, and then they announce what the results are,” Jocelyn said. “You get to see how much you can impact just by the student body alone. I just thought it was really cool.”
 
Nadia said she feels a sense of duty to promote civic engagement on her school’s campus. She said becoming a student registrar was the best way for her to fulfill that responsibility.
 
“I don’t want to live a life of silence,” Nadia said. “I don’t want to have a voice but choose not to use it.”
 
Visit home.lps.org/socialstudies to learn more about social studies education opportunities and community resources for LPS students and parents.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on March 10, 2025

Wing Providers: School social workers help LPS students soar into successful skies

Ursula Vernon-Hansen, Kathryn Hull and Mandy Berlin-Coyle are giving Lincoln Public Schools students the wings they can use to soar into successful skies.
 
The three school social workers are helping students rise out of challenging situations with their talented skill sets. They are among the most veteran members of the LPS school social worker team, which provides services at every building in the district.

 
The trained mental health professionals assist with behavioral and attendance concerns and social issues such as poverty, homelessness, abuse and trauma. They also support children with mental health topics such as anxiety, depression and suicide prevention.
 
All three said they enjoy their roles as wing providers for LPS students. Vernon-Hansen and Hull both began working in LPS buildings in 1999 and Berlin-Coyle came to Lincoln in 2008.
 
“It’s so great when I see kids that I’ve worked with over the years, and when they graduate, I’m like, ‘Yes, they did it!’” Hull said. “It’s the best, because I believe in education. Public schools have just done so much for so many kids and families.”
 
“It’s that hope factor of getting to see what they do as adults,” Berlin-Coyle said. “Some of them are really going to make the world a pretty cool place, so we just support them as best as we can and then we watch them fly and see what they do. That’s pretty fun.”

 
Vernon-Hansen works with children at Wysong Elementary School and Moore Middle School, Hull helps students at Dawes Middle School and Zeman Elementary School, and Berlin-Coyle works with Northeast High School students in grades 10-12. They said establishing trust with everyone they see at school is a foundational element of their job.
 
“When I’m meeting with students, you really get to build some trust with them for a while before you figure things out,” Berlin-Coyle said. “It takes some time. It’s important to be a reliable person that they can connect with. It’s about giving them a safe space to just come and talk out loud.”

“Being able to be part of their lives is the most rewarding thing,” Vernon-Hansen said. “I just see it as a privilege that I get to work with them at probably some of the best times of their lives and some of the hardest times too. Getting to know them and getting to know their families is just really what motivates me.”

 
School social workers develop the same crucial connections with teachers, families and community organizations daily. Hull said that teamwork is a critical part of the process.
 
“I love that I get to work with so many different kinds of people in so many different roles,” Hull said. “I love partnering with administrators, I love partnering and teaming with counselors, psychologists and the teachers and then bringing the family on board. I love bringing people together to communicate because I just feel like you can move the ball down the field quicker.”
 
A rise in childhood anxiety is one of the biggest changes the three veterans have seen in their careers. For example, the Youth Risk Behavior Survey Data Summary and Trends Report said that 30 percent of United States high school students experienced persistent feelings of sadness or hopelessness in 2013. That number had risen to 40 percent in 2023. Those needs are also present in elementary and middle schools.

 
“I currently have a high number of students struggling with anxiety and depression, which seems different than 25 years ago,” Vernon-Hansen said. “Is the increase in anxiety caused by social media, stress and family issues? It seems to be a combination. It has definitely increased.”
 
“We did a really in-depth study of our attendance and a lot of it tracked back to anxiety,” Berlin-Coyle said. “It’s that under-the-iceberg stuff. You see that kids aren’t in class, and then you start looking at it and you’re like, ‘Oh, this social thing happened and this thing and this thing,’ and then you understand why the attendance issue is happening.”
 
School social workers are also spending more time on technology issues such as cyberbullying and students making unhealthy comparisons on social media. This creates pressure for children who may feel unwelcome or unworthy because of what they are reading. School social workers restore their self-esteem and help them realize that they are valuable, which leads to successful academic, emotional and behavioral results.
 
“We’re in a world where every day somebody’s on a phone and somebody’s typing something, and there might be an issue,” Vernon-Hansen said. “Especially in middle school, somebody has written something and there’s bullying involved.”
 
LPS has responded to these needs with increased investments in school social workers. More than 45 professionals are providing their expertise to students and families. Instead of being spread across four or five buildings, which was the case 25 years ago, each social worker is now responsible for one or two schools. This has led to many positive outcomes.

“Having more time in the schools gives you more time to build those relationships, which is the whole backbone of everything,” Hull said.
 
Each school social worker at LPS is a licensed mental health practitioner, but they have different professional backgrounds in areas such as crisis work or behavioral health. This gives them multiple ways to serve students.
 
“Between all 45 of us, we know the resources that are available and we know the people at those resources,” Berlin-Coyle said. “If I’m working in an area and need help, I can send a Zoom out and find someone who works with childcare agencies, for example. We can really make a lot of connections when we pool our resources together.
 
“It’s a pretty cool team to be a part of. We’re able to come together and that’s really helpful for kids.”

 
Hull said she and other LPS school social workers are grateful for the chance to create hundreds of life-changing wings for students throughout the city.
 
“It’s just a privilege to work with people in this way and to see people grow and be a part of their lives,” Hull said. “It’s a privilege for people to even let you in. I enjoy it. It’s a great job.”
 
Visit home.lps.org/socialworkers/ to learn more about the many ways school social workers support LPS students.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on March 07, 2025

Staff Spotlight: Adam Wehrman - math teacher at Lefler Middle School

Every week, we’ll shine a spotlight on one Lincoln Public Schools staff member! Get to know the wonderful people making a positive impact across various areas within LPS. This week, meet Adam Wehrman, math teacher at Lefler Middle School.

“He is the best teacher and really motivated me to be an excellent student at Lefler Middle School. He is a very nice teacher and builds a strong bond with us.” - Benedict, student at Lefler Middle School

In a few sentences, briefly describe your role at LPS.
I am a seventh grade math teacher here at Lefler Middle School.

How long have you worked for LPS?
This is my second year.

What inspired you to become part of the education field at LPS?
I know that a lot of students need someone in their lives who cares for them, and I wanted to be that person. Not only someone who cares for them but also a positive role model for them.

What has been your favorite part of working here? What aspect of your job do you find most rewarding?
My favorite part of working here at Lefler has been the relationships you form with students. I have enjoyed getting to know my students. The most rewarding part is when you see the impact you have on the lives of students and getting to be a part of their lives.

Did you attend LPS as a student? If so, which school(s)? If not, where are you from?
I did attend Lincoln Public Schools. I went to Holmes Elementary, Lefler Middle School and Lincoln Southeast High School.

What path did you take after completing your formal education?
After graduating from Lincoln Southeast, I attended Nebraska Wesleyan University.

What do you enjoy most about the Lincoln community?
With Lincoln being my hometown I have enjoyed how it feels like a small town in a bigger city. You often will meet someone who already knows someone you know.

What is your favorite childhood book or a book that has influenced your life positively?
My favorite childhood book was called "One-Handed Catch" By MJ Auch.

Share a shout out to a former teacher who impacted your life.
I don't want to make that choice from having so many good ones!

Do you know a LPS staff member we should feature for Staff Spotlight? Fill out this form to nominate them!

Posted on March 07, 2025

Fashioning Futures: LPS students learn about textiles at Omaha Fashion Week show

Lincoln Public Schools students designed a world-class winter educational experience by looking at skillfully-made dresses, coats, jackets and hats.
 
Students from seven LPS high schools traveled to the Omaha Design Center for the Omaha Fashion Week Student Night Designer Showcase. The fashion show featured numerous works by members of the University of Nebraska-Lincoln’s textiles, merchandising and fashion design program. Area high schoolers, 4-H students and local designers also unveiled their fabric-based creations to the crowd.
 
North Star student Nyapouke said the fashion show gave her extra inspiration for her future. Nyapouke has taken the Introduction to Fashion and Interior Design and Clothing, Textiles and Design courses with family and consumer sciences (FCS) teacher Lily Hershey. She also attended last year’s designer showcase with her classmates, which made her even more excited about her second trip in 2025.
 
“I loved every part about the fashion show,” Nyapouke said. “I liked the different clothing that was made and I loved watching the models walking down the runway. I really just loved everything about it.”
 
Fellow North Star students Ailyn and Jo also said they were interested in fashion and interior design careers. Ailyn said her artistic interest in drawing has led to many sketches of dresses and outfits. She has been “obsessed with big poofy dresses” and has completed the Introduction to Fashion and Interior Design class.
 
“I think this fashion show would be really helpful to figure out what I really want to do in the near future,” Ailyn said. “It’s always been an interest of mine and I would like to see it play out.”
 
Jo said she wants to create a wide range of clothing sizes. She felt it was important to ensure people of all body types can find clothes that allow them to express their personalities. She said it was a dream come true to watch the show.
 
“It was a very special and amazing moment for me to see all of the models walk down the runway and imagine that one day I might get to do the same,” Jo said. “It gave me a lot of inspiration for looks I want to design on my own, and it gave me an idea of how to make the design flexible to walk and move in, and how to make it comfortable for the person wearing it.”
 
More than three dozen students began their trip with a meal in Omaha’s Aksarben Village. They then arrived at the Omaha Design Center for the event. The Foundation for Lincoln Public Schools sponsored the cost of each ticket and pre-show meal for LPS attendees.

 
Hershey and fellow FCS teachers Stacy Richmond (Lincoln High), Madelyn Kreifels (East), Julie Davisson (Northeast), Rachel Hruza (Northwest), Liz Griffith (Southwest) and Nicki Pedeliski (Southeast) attended the event with students. Hershey said everyone returned to Lincoln filled with excitement and joy from the experience.
 
“They all had a blast,” Hershey said. “We had really good seats this year, so we could see more of the designs as they went down the runway.”
 
Everyone who attended the show picked up previous design knowledge in their FCS courses. The Introduction to Fashion and Interior Design class explores the definition, application and evaluation of elements and principles of design in the interior and fashion industries. Students also learn about technology in those careers.
 
The Clothing, Textiles and Design course helps students become familiar with clothing construction, textiles products and the clothing design industry. It also highlights trends in the fashion industry, emerging technologies and sewing techniques and equipment.
 
At North Star, students spent one class period prior to the show learning about symmetrical and asymmetrical designs. They reviewed several contemporary clothing outfits to see if both sides were identical or if there were differences. Some of the dresses, shirts and jeans had disparities in their length, patterns and colors.
 
Hershey brought up one example of a new style that features one-legged jeans. One side of the jeans is made of traditional-length denim that runs to the ankles, while the other leg has a length that makes it look like jean shorts. Hershey explained to the class that this was an asymmetrical design.
 
Everyone then drew their own designs on pieces of paper. They used pencils, pens and markers to create both symmetrical and asymmetrical clothes. Their ideas ranged from a tan evening gown to an outfit of a red shirt, black overalls and blue jeans.
 
Many Navigators spent time last semester exploring historical design trends from the past few centuries. They produced illustrations that showed everything from 1860s flower-themed ball gowns to hip-hop designs of the 1990s. The activity gave them ideas for how future clothing styles might develop and if certain trends have re-emerged over time.
 
Hershey has had previous Clothing, Textiles and Design classes produce their clothing concepts on paper during the spring semester. They then turn one of those designs into an outfit for a Barbie, which lets them envision how the process works for a fashion show. The project also helps them understand how professional designers use math, science and art to make items that they wear at school every day.
 
Nyapouke said her two field trips to Omaha had given her a valuable jumpstart on her fashion-based future.
 
“This will help in the future when I start my career,” Nyapouke said. “The fashion show helped me personally because it opened my eyes to these different fashion trends and how I can grow from them.”
 
Visit home.lps.org/cte/fcs to learn more about how family and consumer sciences classes are helping LPS students gain lifelong skills.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on March 03, 2025

Supportive Solutions: LPS school nurses write national paper highlighting healthy outcomes

School nurses across the country are helping children feel better thanks to the academic insights of three Lincoln Public Schools employees.
 
Wendy Rau, Sara Stoner and Megan Lytle have co-authored a paper that shows how LPS school nurses support social, emotional and behavioral health needs of students. The National Association of School Nurses (NASN) published the trio’s research in the peer-reviewed clinical resource journal NASN School Nurse. The journal is distributed in print and online formats to more than 17,000 school nurses and school health researchers.
 
“The Role of the School Nurse in Social-Emotional Assessment and Intervention Using the MTSS Framework” explains how LPS is using multi-tiered systems of support (MTSS) strategies in health offices. The MTSS model uses a proactive approach to health issues. It combines data-based solutions and social-emotional supports to help students succeed.

 
Rau, Stoner and Lytle said they were excited by what they heard from fellow school nurses who read the article. Rau is the LPS director of health services, Lytle is a district health services coordinator and Stoner is a school nurse at Goodrich Middle School.
 
“We’ve had really positive feedback from this,” Lytle said. “We’ve had people from across the country ask us, ‘Can you share the tools you’re using? Can you show us what you’re doing?’ We’re happy to do that.”
 
The LPS trio said they wanted to share how the MTSS approach has benefited the school district. The LPS health services department began implementing MTSS in 2017 after reviewing data from thousands of student visits. School nurses felt it made sense to introduce those strategies in health offices, as students will consistently see nurses in buildings for up to six years.
 
“Our data really showed us that we needed to start including social-emotional services to help students,” Rau said. “It wasn’t just anecdotal pieces of evidence either. It was staring us in the face.”
 
“Whether it was elementary school, middle school or high school, the top two reasons that students would visit health offices was either headaches or stomachaches,” Lytle said. “It didn’t matter what building it was, the socio-economic status of students or any other factors. Those were the top two complaints. We knew that those were likely symptoms of something more that was happening at an emotional level such as anxiety or stress, and we needed to treat those underlying causes instead of just treating the stomachache or headache.”
 
The majority of MTSS services have involved Tier 1 interventions, which are designed to help students understand their own emotions and how those can affect them physically. School nurses formed partnerships with LPS social workers and school counselors to develop visual tools for children to use in their offices.
 
For example, Stoner created a questionnaire for Goodrich students that allows them to identify how they feel both emotionally and physically. Similar tools are available in schools across the district. Younger students can point to a chart of 20 emojis to pinpoint their feelings, while older students can check boxes next to words that apply to their particular emotion.

 
Once school nurses discover those emotions, they talk to children about any stress-causing events that may be happening in their lives. Stoner helped one Goodrich student who had moved to Lincoln with her family and was having trouble making friends. Stoner and the student realized that her illnesses could potentially be a stress response to the emotions she was feeling from being at a new school.
 
“We’re getting to the heart of the problem,” Stoner said. “They can stop and think about the questions as they’re filling out the form, and once we find that out, we can provide calming strategies for them to use.”
 
Tier 2 and Tier 3 interventions include more comprehensive support blueprints. Tier 2 strategies could include weekly scheduled check-in times for students, while Tier 3 could involve the creation of documents such as an anxiety checklist. School nurses partner with teachers, family members, school counselors and school social workers to ensure the plans are successful.

 
Stoner and Lytle both said trust is a primary factor in creating positive outcomes.
 
“Creating a trusting environment is so important,” Stoner said. “You want to build that kind of trusting environment where students are willing to tell you how they feel. That’s a big part of this.”
 
“It’s so easy for students to think, ‘I’m the only one who is feeling this way. What is wrong with me?’ But in reality, this is normal. Everyone feels this way at some point in their lives,” Lytle said. “When you help kids realize this, and you let them know that you’re on their side and are ready to support them with everything, then they’re willing to allow you to help them.”
 
Rau said the calming tools and support strategies are making noticeable impacts. Health office visits across LPS dropped by 15.6 percent from the first quarter of the 2022-23 school year (54,514 visits) to the first quarter of 2023-24 (46,006 visits). Those numbers fell even more to 42,267 visits in the first quarter of 2024-25.
 
Rau said the program’s top goal is to help students become happy and healthy. These outcomes allow everyone at school to write their own academic, emotional, social and physical success stories.
 
“We are light years ahead of most districts when it comes to MTSS,” Rau said. “It’s been a really good thing for our students.”

Visit home.lps.org/healthservices to discover more about the many ways LPS helps students stay safe, healthy and ready to learn at school.

Check out the nurses’ article more in-depth by visiting this edition of the NASN School Nurse journal.   
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on February 28, 2025

Heartwarming Handwriting: LPS alum helps Kahoa students form international friendships

Lincoln Public Schools alum Emma Vacek is connecting Kahoa Elementary School students with the African continent through pens, paper and pleasant words.
 
Vacek, a Southwest High School graduate, is serving as a pen pal supervisor between students in Lincoln and the country of Benin. She has been teaching English in the nation of 14 million people for the past two years and has shared her experiences with Kahoa classes.

 
Vacek said she has loved helping children from both sides of the Atlantic Ocean learn more about each other. Her father, Eric, teaches physical education classes at Kahoa, and many Cougars sent blue pens and canvas totes to his daughter’s class last year. That jumpstarted a partnership that has produced many encouraging outcomes.
 
“Many of my students in Benin have a grand idea of the United States and get most of their information from movies or stories,” Vacek said. “Making a friend in America and receiving two letters from them has given my students a window into America. Many students come to my house asking if there are more letters yet, and all of my students instantly called their pen pals their best friends.”
 
Kahoa third graders June, Keefer and Oscar said they have enjoyed forming international friendships. Manila packets full of letters have traveled to and from Benin, which is located in the western half of Africa in between the countries of Togo and Nigeria.

 
“I enjoyed the way that I got to write to them and basically list everything I said, and then they wrote back,” Keefer said.
 
“That was my first time writing to someone living in a different place, so it was really fun for me because I could meet people in different places,” June said.
 
Oscar said he liked writing letters because it took time to think of what to say. He was hopeful that the conversations could become face-to-face ones someday.
 
“If that were a field trip, that would be really fun,” Oscar said. “If we were there, they would be really surprised.”

 
Kahoa Principal Mandy Nickolite-Greene said it has been rewarding to watch how much students have gained from the project. The Cougars donated items to Vacek’s classroom last spring during a fundraising event. They were surprised when they heard that Benin students only received two blue pens for the whole school year, and they sent a surplus of pens across the ocean to help out.
 
Kahoa classes also penned letters to Vacek’s school to express their interest in becoming friends. They cheered when Vacek e-mailed a video to them that showed images of smiling students. The three Benin buildings each have three to five classrooms with an average class size of 42 students.
 
“Giving kids that perspective is awesome,” Nickolite-Greene said. “It’s helped them learn about another culture and has been a really cool experience.”

 
Vacek began serving as a Peace Corps volunteer in Benin in 2023. French is the country’s official language, but there are also many regional dialects in different parts of the nation. Vacek’s students are in grades 6-9 and speak either French or Fon as their first language.
 
Vacek said she was always encouraged to follow her dreams, work hard and be curious while she was studying at LPS. She said her Lincoln background has been a cornerstone for her in Benin.
 
“I know from training and experience that students who feel safe, heard and inspired will grow up to do things we never imagined!” Vacek said. “I have never taught before the Peace Corps, never haggled for prices, never lived without running water before, but we are all equipped to challenge ourselves and go out and do what we dream of.”

 
Vacek said the community-based connections are what she cherishes the most in the country. She was waiting for a ride to a local market one day when a man from her village spotted her. He took her to the market on his motorcycle, gave her an entire tour and helped her haggle for items for about an hour.
 
“The generosity and genuine care people have for each other is so inspiring,” Vacek said. “If you have something, you share it, whether it be a fruit, a story or company. That is how we live here in Benin.”

 
Keefer, Oscar and June said they saw the same type of kindness when they received letters and videos from overseas. Benin students spoke about their families, favorite foods and activities and what they enjoyed learning in school.
 
“It was super exciting, because I really enjoyed writing the letters to them and then seeing how they had so many similarities with us,” Keefer said.
 
Keefer said the pen pal project has been meaningful for her. She was happy when she first saw how much joy Vacek’s students expressed in their conversations.
 
“It showed us that even though they don’t get a lot of things that we do, they still have fun in Africa,” Keefer said. “They were smiling there.”

 
Nickolite-Greene said the overseas relationships have made both short-term and long-term impacts at Kahoa. Not only have students formed new friendships in Benin, but Vacek is inspiring them to explore their own encouraging futures in Nebraska.
 
“Knowing her dad is the P.E. teacher here gives them a real connection to Emma, and they can see how much she’s helping others,” Nickolite-Greene said. “She’s a true role model for them. She’s somebody that they can look at and say, ‘I want to be like her someday.’”
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on February 28, 2025

Staff Spotlight: Amanda Rickert - music teacher at Hill Elementary School

Every week, we’ll shine a spotlight on one Lincoln Public Schools staff member! Get to know the wonderful people making a positive impact across various areas within LPS. This week, meet Amanda Rickert, music teacher at Hill Elementary School.

“Amanda works with every student as they enter Hill in kindergarten through fifth grade. She gets students excited for vocal music, grade level performances and musicals, and fun skits! Amanda can be found in the halls or staff lounge laughing or out at recess duty. She's got a great personality that our students and families are attracted to! She created our Hill school song and also helped bring back our traditional Hill song that was written when Hill opened.” - Emily Wiebeck, Hill Elementary School principal

In a few sentences, briefly describe your role at LPS.
I teach general music at Hill Elementary to kindergarten through fifth grade. 

How long have you worked for LPS?
Sixteen wonderful years!

What inspired you to become part of the education field at LPS?
I did my undergrad at UNL, which included practicum and student teaching in LPS. I loved the LPS students and teachers. The district support of the music program is unmatched to other towns.

What has been your favorite part of working here? What aspect of your job do you find most rewarding?
My favorite part of being a teacher is the students and staff I get to work with. I have a blast sharing my love of music and fostering growth with my students. LPS also hires phenomenal staff members who are not only great colleagues and teachers, but who have also become lifelong friends.

Did you attend LPS as a student? If so, which school(s)? If not, where are you from?
I am from Spirit Lake, Iowa. I attended Spirit Lake elementary, middle and high school. It was a blast growing up by the Iowa Great Lakes and I had many opportunities to explore music throughout my youth.

What path did you take after completing your formal education?
I've known since middle school that I wanted to do something with music as my job. After high school, I attended UNL from 2005-2009 and graduated with a Bachelor of Music Education degree. I got my first job at Schoo Middle School directly after undergrad and then pursued my Master of Arts in curriculum and instruction from Doane University. I then switched to Hill in 2012.

What do you enjoy most about the Lincoln community?
When I went to UNL, many of the undergraduate students were from Lincoln. They always talked about how Lincoln is a big small town that everybody loves, they end up never leaving and it's true! I love Lincoln and can't imagine leaving this community. LPS has been fabulous for my career and my children and I see my family staying here for a long time.

What is your favorite childhood book or a book that has influenced your life positively?
I don't think I could say I have a favorite book because I LOVE to read. Reading is a stress reliever for me so I read a lot and I can't pick just one! I have actually considered getting my school library endorsement because I enjoy books so much.

Share a shout out to a former teacher who impacted your life.
A shout out to all my former music teachers (Mr. Pentico, Mr. Nicklay, Mrs. Ites, Mr. Ites, Barb Fuelberth) and Judy Bush who was my cooperating teacher at Fredstrom Elementary and taught me so many things about teaching elementary students.

Do you know a LPS staff member we should feature for Staff Spotlight? Fill out this form to nominate them!

Posted on February 28, 2025

Hatching Knowledge: LPS third graders learn embryology with chicks

Hatchling became a favorite scientific term for hundreds of Lincoln Public Schools students like Avi, Hudson, Evey and Frazier this winter.
 
Third graders from across the school district watched chicks emerge out of eggs as part of a popular flamingos unit. Students tracked the entire development process of the chicks in classroom incubators for three weeks. They then celebrated when they heard tiny sounds come from the birthing areas.
 
Avi, Hudson, Evey and Frazier beamed as they petted the newly-hatched chicks in their Cavett Elementary School classrooms. They said the unit helped them realize how embryos become walking animals in a short span of time.
 
“When I started learning about how they form and their bodies and everything, I was just like, ‘Wait, that’s what’s happening inside of an egg?’” Hudson said.
 
“It’s just kind of cool to see something living come out and take life and finally you get to see it,” Evey said.
 
Megan Videtich smiled with her class as they made those same types of scientific discoveries. Videtich held one of the tiny chicks in her hands and gave each student a closeup view of the yellow-fuzzed animal at their desks. They then told Cavett Principal Kathleen Dering all the facts they had learned over the past few weeks.
 
Dering said teachers and students look forward to the flamingos unit each year. The lessons are incorporated into the third grade science curriculum and occur during the third quarter throughout LPS. Students learn about the life cycle of a chicken, observe and understand embryonic development and investigate flamingos and other animals that lay eggs. They also discover that all living things follow a predictable cycle of life.
 
Third grade classrooms receive eggs each winter for the project, and teachers clean and store them inside incubators. They use special thermometers to ensure the eggs are housed at healthy temperatures for the chicks to develop. After the animals are born, students can pet them before University of Nebraska Extension specialists bring them to farmers.
 
At Cavett, Videtich and fellow third grade teachers Becky Hummel, Jill Markowski and Steph Takahashi gave their students several ways to explore the hatching process. They positioned cameras above the incubators and posted timelines next to the eggs. Frazier said that gave him a better sense of what was happening each hour.
 
“The signs that our teacher put up to say what days they were at and what was going on in the egg really helped me too, so that I could see what was going on in the egg,” Frazier said.
 
Evey said she had fun watching the chicks begin to take shape. She joined her classmates at the incubator each day to track the progress of their chick friends.
 
“You can shine a light into the egg and you can see the vessels,” Evey said.
 
Embryos begin to move inside eggs after one week, and they begin to form feathers during the second week. Down feathers become visible within 14 days and the claws and beak are fully hardened several days later. The embryo becomes a chick on day 19 and reaches full development after 21 days.
 
Frazier and Evey said they were surprised to learn that chicks have different appearances inside and outside their eggs.
 
“They were pretty moist when they were first born,” Frazier said. “They had to start living some more to be able to get their puffy yellow feathers.”
 
“When people think of chicks, they think of them being fluffy and everything, but they don’t know the whole story of how it comes out of the egg and it’s just kind of wet,” Evey said.
 
Avi liked comparing the development timeline of a newly-hatched chick with a newly-born human. She was amazed when one of the chicks began to move around as soon as it left its eggshell.
 
“(My teacher) showed it on the camera, so you could see it hatching in the incubator,” Avi said. “It was very tired, but it learns to stand up really fast. When they’re born and hatched up they rest, and when they’re done, they would just stand right up. But when we get born, we can’t even walk at all. It takes weeks and months.”
 
Hudson said the science unit completely changed the way he viewed the life cycle of chicks.
 
“I used to think they were just cute puffballs that just come out of the egg naturally and it’s like, ‘Hey, I’m a chick,’” Hudson said. “Now I’m learning what’s happening. What they look like at the beginning, everything.”
 
Evey was happy to learn how hatchlings could become friendly creatures in her classroom. She said she would remember the science lessons for a very long time.
 
“It’s just kind of cool to see how a chick can grow from what it was at the start,” Evey said.
 
Visit home.lps.org/science to learn more about the many scientific discoveries LPS students are making each day. The website includes curriculum objectives, scope and sequence of classroom lessons and a course guide.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on February 27, 2025

Student News Desk: Lincoln High Pomalinks celebrate 50 years of dance

Written by Cayla Bailey, Lincoln High

Though Lincoln High has been around for over 150 years, we’ve only had a dance team in the last 50. The Pomalinks perform multiple dance styles such as jazz, pom, kick, and hip hop. You can primarily watch them perform at LHS’s Varsity sporting events. The current and past Pomalinks celebrated their 50th anniversary as a dance team on January 24 with a banquet.

Freshman Eloise is the newest and only freshman Pomalink this year. She has been doing dance for about 10 years and was inspired to join the Pomalinks because she wanted more dance experience and this was the perfect opportunity to get it. Eloise thinks it’s really special to join in the 50th year and be able to practice with the alumni. Her favorite part about being on the Pomalinks is the people and dancing at sporting events.

Michaela Wubbels joined the team as a coach this year and has a lot of experience with dance. She’s trained in many different styles and even was on the Pomalinks! Wubbels has also danced on a competitive dance team at her studio. Wubbels decided to become the coach of the Pomalinks because she was on the team throughout high school and has experience teaching dance outside of school; it was the natural choice to couch.

She didn’t originally know it was the 50th year when she started coaching until a parent reached out to her and said she would like to help do an alumni dance. She says it was “very cool” to coach during the 50th year and bring everyone together to do the alumni dance. Wubbels’ favorite part about coaching the Pomalinks is getting closer to students.

But before Wubbels, the dance coach was Emily Martinez who coached for six years. She started dancing when she was three at Hart Dance Academy, started assisting at 12, started teaching at 15, became a Pomalink here, and then got offered a scholarship at UNK for dance.

Martinez thinks the 50th anniversary is awesome as she knew so many people throughout her life that were Pomalinks such as her dance teacher at Hart. She loves how coaching creates so many bonds with students since they get to know each other very well.

Martinez also added how proud she is of the Pomalinks in how far they’ve come seeing as they’ve been so many things such as the pep group and color guard. She’d also like to add that many people don’t realize that our dance team has been nationally ranked, been to Universal Studios for dancing competitions, and danced at bowl games.

Posted on February 26, 2025

Pyrtle students bring Renaissance Era to life with creative soap carving project

Pyrtle Elementary School fifth graders made the worlds of art and history collide this winter by carving bars of soap into woodpeckers, turtles and flowers.
 
All fifth grade students at Pyrtle capped an Amplify CKLA curriculum unit on the Renaissance Era by copying the sculpting talents of Michelangelo, Donatello and Andrea del Verrocchio. They first drew images on paper and then used a toothpick-like tool to poke the outline on a bar of soap. Their plants, animals and people began to take shape as they whittled away the outer edges of the soap block.
 
Hannah and Mabel both said they enjoyed the chance to sculpt like Leonardo da Vinci. Fifth grade teacher Jacey Kinning gave everyone in her class five minutes to choose what they wanted to transform their soap bars into. Hannah looked at several birds and animals before deciding to create a woodpecker on a tree. Mabel picked out a picture of a person with the wind blowing in their face for her project.
 
“Honestly, it was last minute because we only had two minutes left on the clock,” Hannah said. “I thought once I looked at it that it was really pretty and it would be impressive once I made it.”
 
“I made this because it expresses my personality,” Mabel said. “I like to be a fun person. You get to see a lot of animals, but you don’t get to see a lot of people who have the wind blowing 100 miles per hour at them.”
 
Emily Wesseln smiled as her fifth grade class eagerly scraped off soap particles bit by bit. Students spent the unit learning how the Renaissance has impacted everything from music to mechanical engineering. The soap sculpting activity was meant to transport them back in time and help them understand how people lived then.
 
“It’s one thing to sit and read about something, but it’s another thing to experience it firsthand,” Wesseln said. “What was it like 400 years ago to try and do something like a sculpture? It’s fun for them because it brings to life what they’re learning. They’re making those connections by doing projects like this.”
 
Mabel said the hands-on activities made an educational impact in class.
 
“Overall I thought it was really cool how we could explore history and notice why art is what it is today,” Mabel said.
 
The Renaissance took place in European countries from the 14th to 16th centuries. It was a period that featured many discoveries and inventions in a wide range of subjects. Astronomer Nicolaus Copernicus developed the theory that the planets revolved around the sun, Johannes Gutenberg created the movable-type printing press and William Shakespeare transformed the theater with his storytelling talents.
 
Before beginning their soap project, Wesseln asked her fifth graders to review concepts they had learned during the unit. Hands immediately popped up all around the class. They shared how the Renaissance affected the fields of architecture, art, education, commerce, engineering, geography and music.
 
Renaissance art was one of the topics that students like Nellie studied on an in-depth level. They learned how art patrons would commission sculptures, oil paintings and decorative items for their homes. Artists would work hard to remain employed across Europe, which led to the development of new techniques and ideas.
 
“It was very interesting to learn about how long it took these artists to do these things,” Nellie said. “There were very high expectations, so if they didn’t get it right at first, they really had to try and make it look as good as they could or they wouldn’t make any money.”
 
Students also discovered how difficult many of the Renaissance art projects were. Wesseln said they were amazed to learn that it took Michelangelo from 1508-1512 to paint the Sistine Chapel’s ceiling. Students then taped a piece of blank paper to the bottom of their desks and tried to draw a picture while lying on their backs. They soon realized that it is not easy to produce art from that posture.

LPS K-6 English Language Arts Curriculum Specialist Lisa Oltman said the links between reading, history and art came alive during the unit. Pyrtle students learned about many art-based topics from art teacher Jenn Hermsen. Classroom teachers like Kinning and Wesseln helped them apply that wisdom in easy-to-retain ways.
 
“The fact that students have the opportunity to make connections to things they have learned in a different subject area and continue to grow their knowledge on that topic is really exciting,” Oltman said. “It helps students remember what they have learned and add to that learning over time.”
 
Wesseln said the Renaissance lessons have also helped students understand the value of perseverance, resourcefulness and workmanship. Hannah said all of those skills came into play when she carved her bird. She took her time studying how best to carve the woodpecker and tree, and her dedication led to a happy result for her.
 
“Being able to look at it and being able to be really proud of it,” Hannah said. “I’m doing this in like an hour’s time and I think it’s good for my first time doing it.”
 
Wesseln said she feels students will create many more bright academic frescoes from their time studying the Renaissance.
 
“It’s so much fun to see them take the material to heart and think about it on a deeper level,” Wesseln said. “Just from the conversations that they’ve been having, you can tell that they’ve really paid attention to everything we’ve been talking about, and now they’re applying it in so many different ways. They’re going to remember this for a long time.”
 
Visit home.lps.org/art and home.lps.org/reading to learn more about how LPS students benefit from studying those subjects.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on February 24, 2025

Staff Spotlight: Christie Flynn - special education secretary at Lincoln Southeast High School

Every week, we’ll shine a spotlight on one Lincoln Public Schools staff member! Get to know the wonderful people making a positive impact across various areas within LPS. This week, meet Christie Flynn, special education secretary at Lincoln Southeast High School.

“Christie Flynn is the glue of the special education department at Southeast High School! Her willingness to go above and beyond her required duties to keep our department running smoothly is unmatched and undeniable. She builds strong bonds with students, teachers and paraeducators, beginning first thing in the morning until the moment she leaves for the day. With a warm smile on her face, she welcomes everyone into the special education office. Students and staff come to her very regularly. She is helping students on a daily basis and has built great relationships with so many. She is also very skilled at de-escalating situations, regulating students and ensuring every student feels comfortable. We truly do not know how she does it all, especially on some of the most stressful days! She is our rock and the absolute best! She truly is one-of-a-kind and we love having her in the LSE special education department! She is the true meaning of ALL MEANS ALL and the definition of Knight Pride.” - Lincoln Southeast Special Education Team

In a few sentences, briefly describe your role at LPS.
My job as a special education secretary here at Southeast is to assist the special education team throughout their day on all levels, phone calls, meetings, simple chats with kids if need be. My main role is to make sure that our families and students are well taken care of.

How long have you worked for LPS?
My original start date was August of 1989. I started as a special education para. I left for a few years to raise my kids and now have been back for 17 years.

What inspired you to become part of the education field at LPS?
I've always enjoyed working with kids. I think mainly because they're so honest and have so much to say.

What has been your favorite part of working here? What aspect of your job do you find most rewarding?
I absolutely LOVE this building. Times can be trying these days, but because of the people here each day is doable. I think I'd have to say the most rewarding part for me is believing that I've made a difference in someone's day. I truly can't wait for the next kiddo to come by my office to have a conversation with me. They don't have to, but they want to.

Did you attend LPS as a student? If so, which school(s)? If not, where are you from?
Yes. I started at Riley, moved to Calvert, then attended Pound, and finished out at Southeast.

What path did you take after completing your formal education?
After graduating, I attended Southeast Community Community (SCC) for a bit in early childhood education and then moved into LPS as a special education para. After several years, I moved into the secretarial aspect of things by doing multiple secretarial positions at a couple of different schools. In the end, I've come back home so to speak, hopefully finishing out my work career here at Southeast.

What do you enjoy most about the Lincoln community?
I've lived here in Lincoln my entire life, I truly don't know anything different. It's unique, and I can't see myself living anywhere else.

What is your favorite childhood book or a book that has influenced your life positively?
I remember reading my granddaughter “The Very Hungry Caterpillar” so many times because we were able to read and spend that time together. It became my favorite.

Share a shout out to a former teacher who impacted your life.
CeCe Hendrickson, fourth grade teacher at Calvert Elementary. She was always so full of life, spunk and ideas. She made going to school amazing!

Do you know a LPS staff member we should feature for Staff Spotlight? Fill out this form to nominate them!

Posted on February 21, 2025

Digital Discoveries: Lakeview students learn about AI in computer science class

Lakeview Elementary School fourth graders netted knowledge about artificial intelligence this winter by helping a computer fish for information.
 
Students in Craig Eveleth’s class hooked many answers about machine learning on their educational fishing poles. They trained a computer how to make a data set of fish by clicking on pictures of ocean-living creatures. The more times they pressed on photos of smiling fish, the more likely the program would recognize those images.
 
Jazmyne and Wendy both said the lesson about machine learning was fun. They discovered that artificial intelligence (AI) programs are only as good as the training data that people put into them. They found out that human opinions affect how computers recognize data patterns, that humans cause AI systems to make mistakes and that it is critical to always double check what an AI program says.
 
“I enjoyed how we had to do the problems with the fish,” Jazmyne said. “It gave me a little more knowledge.”
 
“I enjoyed working with the fish and picking them out,” Wendy said. “We got to help it know what is the correct answer.”
 
Lincoln Public Schools K-5 Computer Science Coordinator Caitlin Provance said the AI for Oceans lesson was designed to help students feel more confident about machine learning. She said the school district wants to ensure fourth graders are prepared for AI as they grow older.
 
“As AI becomes increasingly integrated into our daily lives – and will play an even bigger role in the future of our students – it’s essential that they understand the science behind it,” Provance said.
 
Fourth graders will encounter machine learning in all aspects of their lives, as the technology is present in everything from smart appliances to digital cameras. Eveleth said helping them become familiar with the why, what and how of AI will give them the tools to understand how best to use it.
 
“I think the scope of AI makes an introductory lesson like this very important,” Eveleth said. “I think learning that AI is fallible and can make mistakes is important, because the general perception is that AI is this super existence that does everything and doesn’t make a mistake, and that’s not true. AI very frequently makes a mistake. Learning how those mistakes happen and why they happen is important for them.”
 
Eveleth first explained to students what machine learning is. For example, if someone clicked on videos of cars eight straight times on a social media application, a car video would likely pop up the next time they opened that app. The technology inside the app took the data it received and made a decision based on human-caused training.
 
Students then helped an AI program learn what a fish is. Everyone marked at least 50 pictures to add to the group’s overall data set.
 
Sometimes photos of non-marine items like socks or apple cores would appear on the screen. If students clicked “no” on those items, then the computer realized that socks and apple cores were not fish. However, if they accidentally clicked “yes,” then the AI would mistakenly think those pictures were just like sailfish, yellowfin tuna or Pacific halibut.
 
Eveleth deliberately made two errors in his data submission to illustrate the point to students.
 
“The AI didn’t make the mistake. The person did,” Eveleth told the class. “AI systems aren’t always right because people program them.”
 
The lesson then asked students to include only green fish in the data set. It was easy to click on pictures of fish that were entirely green, but other images showed fish with red bodies and green fins. Should those be counted or not? The class soon realized that personal preferences of each programmer can affect how AI systems operate.
 
“We always talk about it afterwards: why did you choose this, why did you choose that?” Eveleth said. “There are always a lot of different opinions in the room about what fits the category that they were trying to teach the machine. That always sparks good conversation too.”
 
Jowan said she liked learning how the AI training process works. She said the lesson taught her to always get multiple sources if she was using AI for classroom projects.
 
“I enjoyed that our teacher made sure it was fun,” Jowan said. “AI sometimes can help you with stuff, but sometimes it doesn’t.”
 
Provance and Eveleth said those comments showed why computer science is taught in elementary school. The subject helps children build valuable critical thinking, creativity, collaboration and communication talents. That, in turn, leads to greater self-esteem and well-being.
 
“By teaching computer science at an early age, we equip all students with the skills and confidence to contribute to and shape the digital future,” Provance said.
 
“Computer science does a great job of teaching a way of thinking that makes them better prepared for math, for science, for being better able to construct something for an essay,” Eveleth said. “I do really believe that the tools they get in here by doing all sorts of computer science activities, they take back to their classroom to help them in other subjects. The AI part is just another piece of that.”
 
Jowan said she wants to make more digital discoveries about machine learning during future fishing trips in class.
 
“I learned that AI can be smarter than you, but humans have to program it to make sure that it’s right,” Jowan said. “It was really fun today.”
 
Visit home.lps.org/cte/cs/ to learn more about the many computer science lessons that benefit our students every day at LPS.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on February 20, 2025

Meet LPS Focus Program Scholar: Sydney, Bryan College of Health Sciences

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

LPS offers our scholars - like Northwest senior Sydney - almost a dozen focus programs to experience. Inspired by healthcare professionals in her family like her mom, she decided to explore the Bryan College of Health Sciences Focus Program. The program is uniquely offered at Northwest High School as one of our embedded offerings. It has also paved the way for her to be accepted to the college’s nursing program after graduation. 

Read more about Sydney’s Bryan College of Health Sciences experience in this Q&A as she is one of our featured Focus Program Scholars.   

Name: Sydney

Home High School: Northwest High School 

Grade: 12

Focus Program: Bryan College of Health Sciences 

Why did you choose the Bryan College of Health Sciences Focus Program?

I chose the Bryan College of Health Sciences Focus Program because I didn’t know what career I wanted to pursue. I thought that if I liked what I was learning in the focus program then I could pursue a health career.

What do you like most about the Bryan College of Health Sciences Focus Program?

I really enjoy that we get a variety of college credits and will have a lot more experience going into college. I also enjoy how small the class sizes are and how involved our instructors are. The instructors try their hardest to make sure that we have everything we need to succeed. 

What makes the Bryan College of Health Sciences Focus Program different?

This program is different because while getting a wide variety of healthcare experience and college credits, you will get the opportunity to get your Certified Nursing Assistant (CNA) license. With this license, you can get a job at almost any nursing home, hospital, home health provider, etc. This means that you also will get a chance to jumpstart your career in the healthcare field. 

How do you get to explore your passions or interests at the Bryan College of Health Sciences Focus Program?   

I got to explore my passions in this program because you take a class called Intro to Health Professions. In this class, you get to discover different healthcare careers. It’s where I found my passion for anesthesia and pushed me to become a Certified Registered Nurse Anesthetist (CRNA).

How has attending the Bryan College of Health Sciences Focus Program empowered you as a student?

I feel I’ve been empowered as a student because I’ve been given many opportunities to learn and see new things. I’ve done and seen things that not a lot of other high school seniors could say they’ve done, and that makes me feel empowered.

I got the opportunity to go to Bryan College of Health Sciences and see a cadaver lab. I know this is something that not a lot of other students in LPS might have had a chance to do, so it makes me feel empowered. 

What are your relationships with other students and staff like within the Bryan College of Health Sciences Focus Program?

My relationships with other students and the staff are phenomenal. My class in the program is pretty small so we’ve all gotten to know each other really well. I can ask anybody in my class for help and I know they’ll give me the best answer they have. 

My teachers go above and beyond out of their way to make sure we’ve covered all material, know the material and are prepared for quizzes and exams. They also make sure that no one gets left behind and always have an open door for questions and concerns we might have. 

How has being a part of an LPS Focus Program added to your high school experience? 

I feel that I’ve become more confident being a part of a focus program. It’s given me a sense of purpose and I have something to look forward to every day at school. 

How has the Bryan College of Health Sciences Focus Program prepared you for the future?

The Bryan College of Health Sciences Focus Program has prepared me for the future because I now have an outlook on how my college classes are going to be and I’m prepared for what I might experience in the healthcare field.

Why are focus programs like the Bryan College of Health Sciences Focus Program important to high school students?

They're important to high school students because they give students the chance to explore career options that they might not get in their regular classes. I know that I would’ve never known about some of the healthcare careers I’ve learned about if I had never participated in this focus program. 

What is the greatest thing you’ve learned since attending the Bryan College of Health Sciences Focus Program? 

I’ve learned how to give people the best care possible while also caring for myself. I’ve been able to learn a bunch of other amazing things about the human body and healthcare careers, but knowing when you have to put yourself first while also having someone else’s life in your hands is the greatest thing I’ve learned. This is because if you can’t be okay mentally and physically, you won’t be able to give your patients the best care possible. 

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

Learn more about the Bryan College of Health Sciences at Northwest Focus Program by visiting its website at https://healthsciences.lps.org/

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

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

Posted on February 14, 2025

Staff Spotlight: Sarah Nguyen-Pack - family and consumer sciences teacher at Goodrich Middle School

Every week, we’ll shine a spotlight on one Lincoln Public Schools staff member! Get to know the wonderful people making a positive impact across various areas within LPS. This week, meet Sarah Nguyen-Pack, family and consumer sciences teacher at Goodrich Middle School.

“Sarah hit the ground running building the family and consumer sciences classes here at Goodrich Middle School as soon as she stepped in her new classroom in August of 2024! Not only has she built strong relationships with students, she has also contributed to building professional learning, sharing her experiences processing with students after challenging moments. Ms. Nguyen-Park can also be found in the lunchroom eating lunch with her students, some of which are helping her learn to speak their native language, Spanish! In November of 2024, she was the first recipient of the University of Nebraska - Lincoln College of Education and Human Sciences Celebrates Educators Award. This is a new award from CEHS at UNL that recognizes alumni who have made outstanding impacts as educators. We see her outstanding impact each day as she teaches with high-quality instruction and contributes to a positive, focused and high-expectations staff! We are lucky she is a Dragon!” Amanda Krivda, coordinator, Goodrich Middle School

In a few sentences, briefly describe your role at LPS.
I am a family and consumer sciences (FCS) teacher at Goodrich Middle School. I teach Healthy Living, FCS 7 and FCS 8.

How long have you worked for LPS?
I began my amazing journey as a teacher for Lincoln Public Schools in January 2024.

What inspired you to become part of the education field at LPS?
From a very young age, I knew I wanted to become a teacher. As a proud product of LPS, I was fortunate to have an incredible family and consumer sciences (FCS) teacher at North Star High School who inspired and nurtured my passion for FCS. Because of the impact my community and educators had on me, I knew I wanted my first few years as a teacher to be about giving back to the same community that helped shape me into the person I am today.

What has been your favorite part of working here? What aspect of your job do you find most rewarding?
My favorite part of working at Goodrich Middle School is, without a doubt, the students. They truly make this place special, and I’m fortunate to have formed meaningful connections with so many of them. The most rewarding part of my job is seeing my students apply the skills I’ve taught them in their lives. Watching them grow, succeed and use what they’ve learned is what makes teaching so fulfilling.

Did you attend LPS as a student? If so, which school(s)? If not, where are you from?
I attended Lincoln Public Schools as a student and had quite a journey through several schools due to my family moving frequently when I was young. For elementary school, I attended Elliott, Meadow Lane, Hartley and Hawthorne. I went to Culler for middle school, and for high school, I spent time at Lincoln High before graduating from North Star. Moving so often meant that I went to a different school almost every one to two years, which shaped my perspective and resilience as a student and now as an educator.

What path did you take after completing your formal education?
After graduating from high school, I immediately enrolled at Southeast Community College to start earning credits toward transferring to the University of Nebraska-Lincoln. However, I needed to take a break to focus on managing living expenses. During that time, I prioritized what was most important and took a few years off from school. While working full-time at UNL, I resumed taking classes and worked diligently to complete my degree. Now, I’m focused on the next step in my education journey—getting into a graduate program by August 2025.

What do you enjoy most about the Lincoln community?
What I enjoy most about the Lincoln community is the kindness of its people and the diversity I see everywhere I go. The way the community comes together in times of need is truly inspiring, and it’s a wonderful city to raise children. 

What is your favorite childhood book or a book that has influenced your life positively?
This is a tough choice, but if I had to pick between “The Rainbow Fish” and “The Very Hungry Caterpillar,” I’d choose “The Rainbow Fish.” Its message about compassion, sharing and kindness really resonates with me and makes it such a meaningful story.

Share a shout out to a former teacher who impacted your life.
I can’t choose just one teacher who impacted my life because two amazing educators left lasting impressions on me.

The first was Mary Livingston, my older sister’s EL teacher at Elliott Elementary. Even though I was never her student, she played a big role in my childhood. During the summers, she would take my sister and me swimming, out for ice cream, and on other fun outings. She truly cared for us, and her kindness made a lasting impact.

The second was Susan Samson, my fifth and sixth grade teacher at Elliott Elementary. She was the kindest teacher I ever had—compassionate, and dedicated to humanitarian work, particularly with refugee families. We reconnected when I was 20, and she invited me over for dinner. We stayed in touch for several years after that. She passed away a couple of years ago, but I know she would have been so proud to see me become a teacher. Her belief in me and support still inspire me today. They are perfect examples of the teacher I want to be.

Do you know a LPS staff member we should feature for Staff Spotlight? Fill out this form to nominate them!

Posted on February 14, 2025

School counselors help LPS students thrive with ABCs of life

JoLynn Sturek, McKenzie Potthoff and Tara Claridge are teaching Lincoln Public Schools students the ABCs of academics, behavior and careers every day.
 
The three school counselors are part of a large team of LPS professionals who work with children at elementary, middle and high school buildings. School counselors handle a range of job duties, but many of their tasks fall under the umbrella of academic planning, career exploration and prosocial growth lessons.
 
Potthoff said she and other school counselors enjoy teaching about all three topics. Blending those subjects promotes each student's well-being and creates positive outcomes for their lives.
 
“So many of our conversations encompass all three domains,” Potthoff said. “I feel lucky that I get so much one-on-one time with my students to talk about all three of those things: the social-emotional aspect, the academic planning and the career development.”

One of the cornerstones for school counselors is ensuring students are excelling in all of their classes. Sturek said academic planning is a crucial piece of everyone’s personal puzzle. Having a strong academic resume opens many career doors and can provide students with a large amount of confidence.
 
“It’s really important,” Sturek said. “That’s how they figure out what they’re going to do with their life and what comes next after graduation.”

 
Sturek has been helping sixth graders at Lefler Middle School make successful transitions from their elementary classrooms. She showed them this fall how to use their Google calendars to create task lists and alerts for upcoming tests and assignments. She also shared tips for academic skills like time management, organization, note-taking and test preparation.
 
Sturek, who is in her 30th year in the education field, also uses academic data to guide students. Sixth graders recently finished their winter Measures of Academic Progress (MAP) tests in math, and she reviewed those results with administrators and academic interventionists. She will then partner with parents, students and teachers to help children who may be struggling.
 
“I think most of the academic planning and interventions that we do, it’s definitely a collaboration between the counseling staff and teachers and administrators and families and students,” Sturek said. “It’s not one person’s responsibility. It’s everybody’s responsibility to make sure that students are working to their potential and doing the things they’re capable of doing.”

 
Sturek will work directly with the same class of Lefler students as they move through seventh and eighth grades. As they approach high school, she reinforces the idea that they can continue to do well in the classroom. They will apply all of the academic strategies that they learned in middle school at the next level of their LPS journeys.
 
“I try to celebrate with them that they’re being successful, and I’ll remind them that, ‘Yes, I knew you could do that,’” Sturek said. “It’s about building their confidence and reminding them that they’re capable of doing great things.”

 
Potthoff said those academic lessons tie in well with the career planning portion of her job. The East High School alum wants every student to build positive career pathways, whether that be through a university, college, military institution or job site.
 
“It’s about connecting school to the world of work and their future and making sure they can go into the world and do what they’re passionate about,” Potthoff said.

 
Potthoff and the other six school counselors at East meet with every senior during the first two months of classes to ask about their career plans. They also handle academic course requests, deliver classroom presentations about careers, arrange college fairs, share information about LPS focus programs and speak with students about dual-enrollment courses.
 
Potthoff said the wide variety of academic selections at LPS gives every Spartan a chance to consider many careers. She helps them navigate their options and how they can best reach their goals.
 
“It’s thinking about the big picture with all of the things that LPS has to offer and thinking about how each student can take advantage of those things,” Potthoff said.

 
Potthoff coordinates the ASVAB career exploration program for East students in grades 10-12 each November. After taking a vocational aptitude test, they learn which careers might fit their skills and interests. She also shares information about jobs, internships and volunteering positions through the Job and Extended Learning Opportunities (JELO) system at school.
 
Many career breakthroughs happen through one-on-one conversations in her office. Potthoff said curiosity and enthusiasm are two of the top traits she wants students to use while investigating future careers.
 
“It’s okay to not know what you want to do, but it’s not okay to not be trying to figure it out and explore, even if you’re just crossing things off your list,” Potthoff said.

 
Claridge teaches those same types of prosocial traits at McPhee Elementary School each day. The ten-year LPS veteran said spending time on prosocial skills at a young age makes a long-term impact on students.
 
“It’s really cool to see that once they hear that language in elementary school and then they hear it again in middle school and high school, it’s kind of a lifelong skill that they’ll have,” Claridge said.

 
Claridge visits every McPhee classroom each month for lessons about topics such as perseverance, sportsmanship, conflict resolution, managing emotions and having a growth mindset. She can return for booster lessons if teachers feel children are struggling with a certain subject.
 
Claridge said encouraging students is a key part of ensuring those messages take root in their lives. She compliments them during one-on-one visits, small-group discussions and larger restorative-circle events. This builds trust and a sense of community at school.

 
“The small victories are things we really celebrate here,” Claridge said. “It’s like, ‘Wow, I noticed that you were having a hard time with that. I’m so glad that you were able to turn that around by yourself.’ That’s pretty cool to see.”
 
Those lessons directly impact the work that middle and high school counselors like Sturek and Potthoff do inside their buildings. Students who learn how to handle adversity, work hard, be flexible and have constructive conversations with others are well-positioned to earn good grades. As they grow older, those same skills will benefit them as they explore careers and enter the workforce.

 
Claridge said she and other school counselors want to give students the tools they need to master the ABCs of life.
 
“We have such incredible kids in LPS and here at McPhee,” Claridge said. “I think the more that we can guide them, the more likely it is that they’re going to be independent, awesome adults. I think that’s our goal here.”

Visit home.lps.org/counseling to learn more about the many ways school counselors are helping students throughout LPS. The website also contains a directory of LPS school counselors and links to state and national resources.

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

Posted on February 07, 2025

Staff Spotlight: Jim Wrenholt - gifted mentor at Schoo and Mickle middle schools

Every week, we’ll shine a spotlight on one Lincoln Public Schools staff member! Get to know the wonderful people making a positive impact across various areas within LPS. This week, meet Jim Wrenholt, gifted mentor at Schoo and Mickle middle schools.

“We love Jim. He makes learning about math and the history of math applicable and engaging for students. He integrates history into math lessons, and provides manipulatives and hands-on devices so that students are working beyond paper and pencil to understand math concepts. He is himself a lifelong learner and pulls in a variety of resources for his students. Students love him.” Joan Jacobs, supervisor of Gifted Education.

In a few sentences, briefly describe your role at LPS.
I'm a mentor in the gifted program. I am currently teaching Algebra 2 at Mickle and Schoo.

How long have you worked for LPS?
This is my fourth year as a math mentor. I also taught guitar classes at Lincoln High in the late 70s. I did my student teaching at East High School.

What inspired you to become part of the education field at LPS?
I was bored with retirement and knew about the gifted program from my grandchildren.

What has been your favorite part of working here? What aspect of your job do you find most rewarding?
It's fun working with young students who are curious and capable.

Did you attend LPS as a student? If so, which school(s)? If not, where are you from?
I'm from Clearwater in northeast Nebraska and attended school there. 

What path did you take after completing your formal education?
After graduating as a math major from Doane, I was drafted and served in the U.S. Army. I then used the G.I. Bill to attend grad school and obtain a teacher's certificate at the University of Nebraska-Lincoln. I spent most of my career as a programmer and running a small software company.

What do you enjoy most about the Lincoln community?
I like the parks, the trails and the libraries. I enjoy music concerts and sporting events.

What is your favorite childhood book or a book that has influenced your life positively?
"The Pirate Lafitte and the Battle of New Orleans.” I liked many of the books from the Landmark series of biography and history. I was surprised that those books were still being used when my grandson told me they were reading the same book about Lafitte.

Share a shout out to a former teacher who impacted your life.
Dr. Mildred Gross of Doane. She kicked me out of Freshman Calculus and made me take algebra and trigonometry over as my high school math wasn't very good. She taught that class herself and got me started with a more rigorous foundation.

Do you know a LPS staff member we should feature for Staff Spotlight? Fill out this form to nominate them!

Posted on February 07, 2025

Circles of Life: Lincoln High students learn about teamwork through shared art project

Collaboration came in the form of circles and spirals for Lincoln High School students like KayMarie and Quaedyn this winter.
 
Members of Lincoln High’s Art 1, Drawing 1 and Unified Art classes shared their imaginations as part of a large project in the school’s media center. Worldwide artist Sonja Hinrichsen helped them create drawings full of circular shapes on a long banner. Students could add new spirals to existing images or make lines denser with pens, but they were not allowed to place any straight lines on the paper.
 
One of the project’s goals was to help students learn the value of teamwork and experience the joy of accomplishing something together. It was also designed to teach them about focusing on a task and realizing how perseverance can pay off. Their artwork was later displayed at Constellation Studios in downtown Lincoln.
 
KayMarie and Quaedyn added their ideas to the banner in their seventh-period Art 1 class. Both said it was calming to figure out where to draw on the paper and how to best go about their job.
 
“I just like how we can create anything with circles on the paper and kind of go wild with it,” KayMarie said. “It’s been nice.”
 
“I’ve enjoyed this,” Quaedyn said. “It’s been fun.”

 
Art teacher Lindsey Weber joined her students in the circle-making experience on the floor. Some Links filled in spots along the edges of the rectangular banner, and others took off their shoes and drew in the middle of the canvas.
 
Weber said she hoped the project would help the teenagers stretch their attention spans. She said learning how to concentrate on something for an extended period of time would benefit them in many ways. The skill is important for art projects, other academic subjects and future work environments.
 
“It’s hard for them to focus on one thing for an hour, but I think it’s helping them work through that restlessness,” Weber said. “I think that’s really important.”

 
Hinrichsen spent the morning overseeing Lincoln High’s portion of the project. She was pleased to watch the Links follow her instructions in their class periods.
 
“I felt they were engaged,” Hinrichsen said. “They were all very focused. You know, if you have a class of 30-something kids there will always be a few who will sit at the side and not want to participate, but it was very few, actually. Most of them got into it, which was nice.”
 
KayMarie is exploring the possibility of attending art school when she graduates from Lincoln High. She said it was interesting to work on a piece of abstract art instead of drawing a person, object or nature scene.
 
“I just feel like there are so many traditional modern-day artists, but there’s not as many abstract artists as there used to be,” KayMarie said. “I feel like I want to bring that back in my own kind of way.”
 
Hinrichsen said unlocking that type of creative mindset was critical for budding artists. It also provided lessons that the Links could carry with them beyond art classes. Learning to think in new ways could help them write imaginative stories, figure out solutions to engineering problems and complete scientific studies in the future.
 
“Abstract art is something that a lot of times people don’t know so much about or don’t tap into that easily, and I think this taught them that this could be interesting too,” Hinrichsen said. “It doesn’t need to be an object or something specific. I’m hoping they gain that part of it from this.”

 
Hinrichsen earned degrees from the Academy of Art and Design in Stuttgart, Germany, in both 1997 and 1998, and she earned a master’s degree from the San Francisco Art Institute in 2001. She has held artist residencies in the United States, Ireland, Australia, Germany, Iceland, Taiwan, Finland, Italy, The Netherlands, Canada, China, Spain, Estonia, Czech Republic and Poland.
 
Hinrichsen’s art has been displayed in multiple museums and galleries, and she has led participatory “Snow Drawings” events in communities throughout the world. Groups of people make large circles and spirals in the snow for the “Snow Drawings” art pieces, which is a similar concept to the Lincoln High art project.
 
Hinrichsen spent the past semester studying ceramics at the University of Nebraska-Lincoln. She said LPS students are fortunate to live in a city where art is valued both at school and community levels.
 
“Here, it’s not an art desert, which is really great to see,” Hinrichsen said. “There is stuff going on in Lincoln.”
 
Lincoln High students completed their portion of the project during the afternoon and sent their work to Hinrichsen. UNL students formed two large banners of circular drawings for their class assignment on the same day. The high school and college banners were later combined into one giant artwork for the public to view at Constellation Studios.
 
Hinrichsen said she hoped the project helped the Links discover the joy of working together toward a common goal.
 
“Nowadays they are always on their devices,” Hinrichsen said. “To me, this is something where you kind of get off of that and you go into a whole different space, which is more yourself while being in the community at the same time.”
 
Visit home.lps.org/art to learn more about the wide variety of art programs available for LPS students.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on February 05, 2025

NASA astronaut encourages Goodrich students to reach for stars

Goodrich Middle School students learned how to set solar-system-sized goals from someone who has viewed stars through a space station window.
 
Approximately 250 students in sixth, seventh and eighth grades listened to a presentation from National Aeronautics and Space Administration (NASA) astronaut Jeanette Epps. The Syracuse, N.Y., native became an astronaut in 2009 and recently returned from an eight-month trip aboard the International Space Station (ISS). She launched to the ISS in March 2024 and was a flight engineer on the orbiting laboratory.

 
Goodrich students Janise and Giancarlo said they were impressed with the depth of Epps’ knowledge. Janise is an eighth grader at Goodrich and Giancarlo is in seventh grade. Both felt inspired to pursue lofty dreams after Epps told her life story.
 
“That was a crazy experience,” Janise said. “Being able to meet such an important person who’s done so many things for such a huge program like NASA is really incredible.”
 
“It was pretty cool because I don’t think a lot of people meet people that have gone to space,” Giancarlo said.

 
Epps said she wanted to help students like Janise and Giancarlo realize that their potential is as large and limitless as space. She mixed in stories about her education and work experiences with videos of her hovering in the ISS above Earth.
 
“Today, I was hoping that the kids at least saw someone that potentially looks like them,” Epps said. “Someone who’s kind of like a goofy, normal human being who got to do some extraordinary things, and if she can do it, I can do it too.”
 
David Seizys teaches Advancement Via Individual Determination (AVID) classes at Goodrich and helped arrange the visit. Goodrich’s gym began filling up with AVID enrollees and honor roll students in the early afternoon, and they soon expressed their excitement level to Epps. Everyone began applauding when she walked through the door in her blue NASA suit.
 
“Honestly, it gave me chills. It really did.” Seizys said. “My AVID kids, I’ve been talking this up so much, they were so excited about this. When she walked in, for them to start cheering and clapping the way they did, that just hits you in the heart, doesn’t it?”

 
The visit happened after Seizys spoke with former NASA astronaut Clay Anderson, who is chief executive officer of the Strategic Air Command & Aerospace Museum located near Ashland. Anderson mentored Epps when they were both in the space program, and he felt she would be an excellent role model for Goodrich students.
 
“When presented with the opportunity for Dr. Epps to come to Goodrich, I thought this would be a great opportunity to listen to someone who fits in the diverse cultures we have represented at Goodrich who set incredible goals and met them,” Seizys said. “This might challenge some of our students to think outside the box and pursue a career greater than what they originally expected.”

 
The visit with Epps was part of a yearlong program at Goodrich called “GOOD Times.” The celebrations are meant to reward students for positive actions such as working hard, earning good grades and following attendance policies. Goodrich Principal Kelly Apel congratulated everyone before introducing Epps in the gym.
 
“You guys qualified for this because you work hard every day,” Apel said.
 
Epps graduated from Le Moyne College in 1992 and earned advanced degrees in aerospace engineering from the University of Maryland in 1994 and 2000. She worked in Ford Motor Company’s scientific research laboratory for two years before joining the Central Intelligence Agency.

 
Epps was one of 120 candidates who interviewed for a spot in NASA’s astronaut corps in 2009. After being accepted, she took part in geologic studies in Hawaii, spacewalk and T-38 jet training, Russian language immersion and multiple robotics missions. She also received wilderness survival training and intensive instruction in ISS systems.
 
Epps told students it was a dream come true when she launched into orbit on NASA’s SpaceX Crew-8 mission. She said perseverance was key to her eventual success in space.
 
“It takes a lot of time and a lot of work,” Epps said. “Nothing happens overnight.”

 
Janise said it was encouraging to hear that message of determination.
 
“It really shows that hard work can get you anywhere, and as long as you work hard, you can achieve anything you want to,” Janise said. “I will take that with me for the rest of my life.”
 
Seizys said it was important for Epps to illustrate how her own tenacity and resolve paid off for her. He felt that would plant a seed in many students’ minds for their own futures.
 
“I think that in today’s day and age, our society thinks that something is going to happen quickly,” Seizys said. “For them to be able to see the fruits of all of that labor, ending up in space and staying in the International Space Station, for them to see that it does take a little bit of work. I think that’s awesome for them to be able to see that and know that if they really want to pursue something that’s going to be greater than what they feel they can, it’s going to take that work.”

 
Giancarlo said the time with Epps made him realize that he could wear the same type of blue NASA suit one day.
 
“It looks hard, but it’s definitely possible,” Giancarlo said. “It’s definitely possible.”

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

Posted on January 31, 2025

One in a Million: Kinnett earns national award for math teaching excellence

Amy Kinnett’s numerous classroom leadership qualities have netted her the top honor a math teacher can receive in the nation.
 
Kinnett learned Jan. 13 that she had collected the Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST). The PAEMST is the highest award that K-12 teachers in science, technology, engineering and mathematics (STEM) subjects can earn from the United States government. Nominees must complete a rigorous application process that includes evaluations from prominent mathematicians, scientists and educators at state and national levels.

Kinnett said it is fulfilling to guide students on their math adventures. One of her recent lessons at Dawes Middle School focused on how to set up long division problems. One student’s eyes lit up as he realized how to add zeroes to make the equation work.
 
“I love helping kids when they feel like something is hard and they can’t succeed, and then getting past that challenge and seeing how proud they are of themselves,” Kinnett said. “I love helping them over that barrier.”

 
Multiple Lincoln Public Schools leaders said it would take many fingers and toes to count the ways Kinnett has been a role model in her classroom. She began teaching at LPS in August 2007 and has led students at Meadow Lane Elementary School, Lakeview Elementary School and Dawes Middle School. She currently teaches Math 6 and Math Lab courses to sixth graders at Dawes.
 
Dawes Principal Liz Miller said Kinnett’s dedication to her craft has paid dividends for many Diamondbacks. She said Kinnett’s belief in every student is a primary reason for her success.
 
“Amy’s commitment to maximizing each lesson ensures each student grows in their math knowledge and skills,” Miller said. “In addition, Amy supports students holistically by focusing on the impact of positive mindset, effort and growth, which in turn increases student motivation to engage in new and challenging learning.”

 
Susie Katt has worked at LPS since 1996 and is currently the school district’s K-2 mathematics coordinator. She said Kinnett’s reputation for effective teaching stretches back to her time leading kindergarten classes at Lakeview. Kinnett taught kindergarten for seven years and showcased her math instruction skills on a daily basis.
 
“Amy believed that it was her responsibility to help her kindergarten students develop a strong foundation of mathematical concepts and processes,” Katt said. “She held high expectations for her young learners, always encouraged them to explain ‘why’ and ‘how’ and helped students connect new ideas to prior knowledge.
 
“Students truly saw themselves as mathematicians because of her teaching. These things are very important so kindergarteners get off to a good start in their mathematical learning journeys.”

 
LPS K-12 Curriculum Specialist for Mathematics Josh Males has watched Kinnett pass on her love of math to hundreds of elementary and middle school students. He said her leadership skills and hardworking approach to her profession have made her a shining star.
 
“Amy does an amazing job of getting all of her students engaged and discussing mathematics with each other,” Males said. “She is incredible at helping students make connections with each other and creating an environment where students are willing to trust each other and try something when they may not know exactly what to do next.”
 
Kinnett applied for the PAEMST in 2022 and patiently waited to learn if she would receive the honor. A state selection committee evaluates each nominee’s STEM knowledge, student assessment expertise, leadership skills and teaching strategies. The committee forwards its recommendations to the White House Office of Science and Technology and the National Science Foundation.

An e-mail from Washington, D.C., entered Kinnett’s inbox early in the morning on Jan. 13 announcing her PAEMST selection. She didn’t realize she had officially won until Males sent her a congratulatory message just before 8 a.m. that day.

“It came out of nowhere, and it was a very big surprise,” Kinnett said. “I felt really proud and just amazed to be included in that group of people.”
 
She said former University of Nebraska-Lincoln math professor Jim Lewis made a transformational difference in her life. Kinnett took his classes at UNL and later enrolled in the Primarily Math graduate program for primary grade teachers. She has served as co-teacher of Primarily Math and tries to replicate Lewis’ encouragement for others.
 
“He was the first person that really made me feel like I could make a difference and learn how to teach math,” Kinnett said.

 
Kinnett holds bachelor’s and master’s degrees from UNL and owns a specialist certification in elementary math. She has been a district mentor teacher, led after-school math clubs for LPS students and served on a team that updated the state math standards. She has also guided district and building professional development sessions at LPS.
 
Kinnett said she wants to continue helping students experience exponential growth in every aspect of their lives.
 
“It’s exciting for them because then they can take that confidence on to the next thing they do,” Kinnett said. “There’s a lot of kids who have anxiety when it comes to math, so just building up their confidence and getting a growth mindset so they realize, ‘I don’t know it yet, but I have the capability to learn it and I just have to keep persevering.’”

Learn more about our math curriculum at home.lps.org/math.

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Posted on January 31, 2025

Staff Spotlight: Aman Ahadi - bilingual liaison in LPS Federal Programs

Every week, we’ll shine a spotlight on one Lincoln Public Schools staff member! Get to know the wonderful people making a positive impact across various areas within LPS. This week, meet Aman Ahadi, bilingual liaison in LPS Federal Programs.

“Amanullah has gone above and beyond to help me communicate with a Pashto speaking family that was new to preschool. He helped me get a hold of a family after school hours for an emergency situation and has been so helpful and communicative! I appreciate his hard work and dedication to families.” Alex Miller, family educator, Prescott Elementary School 

In a few sentences, briefly describe your role at LPS.
The liaison service is a vital connection between the staff of LPS, students, families and the community, facilitating services that support all staff and students' families. Our commitment is to deliver these services professionally, promptly and with the utmost quality. We focus on connecting these families with educational resources while diligently maintaining an open line of communication. Effective communication is the cornerstone of the LPS organization.

I am happy to be here, and it's a great opportunity to serve LPS staff, students, families and the community. Thank you.

How long have you worked for LPS?
Since December 2023.

What inspired you to become part of the education field at LPS?
Truly, I wanted to work as a liaison in the educational field to provide services for the LPS staff, students and families to enroll their kids and encourage families to send them to school.

What has been your favorite part of working here? What aspect of your job do you find most rewarding?
Assisting LPS staff, students, families and the community while utilizing my established community resources and experience to connect families with the support they need.

Did you attend LPS as a student? If so, which school(s)? If not, where are you from?
Originally, I am from Afghanistan. I did not attend LPS. I attended school back in Afghanistan. However, I have three children who are enrolled in LPS, and they are happy to utilize the LPS educational system.

What path did you take after completing your formal education?
I attended the University of Law and Politics at the Afghan Indian Institute back in Afghanistan.

Afterwards, I joined the military to work as a combat linguist with the U.S. Marines Special Forces, Army and U.S. civilian contractors for nine years. I then worked with Egguss as an interpreter case manager, assisting Afghan families and the community, and I worked as a security officer  as well. Then, I began working with  LPS Federal Programs. I am happy to be here.

What do you enjoy most about the Lincoln community?
The Lincoln community is supporting current families and the newcomers. Lincoln is unique and helpful. People are always available to assist any family in need of support, which means a lot for the families and the community I serve.

Do you know a LPS staff member we should feature for Staff Spotlight? Fill out this form to nominate them!

Posted on January 31, 2025

Majestic Memories: Classroom lessons lead to royal moments for Humann, Rousseau students

Lincoln Public Schools students enjoyed a crowning end to a special classroom unit about kings, queens and royal subjects this winter.
 
Dozens of Rousseau and Humann kindergarteners held starring roles in knightly news stories at their elementary schools. Students and teachers at both buildings dressed up as kings with scepters, princesses in flowing dresses and heroic knights with helmets. Rousseau students took part in a royal ball during the morning, while Humann students walked in a morning parade and ate a royal feast in the afternoon.
 
Rousseau kindergartener Dax said he enjoyed dancing in front of everyone at the royal ball. He and other classmates learned steps from Rousseau music teacher Justin Brookens before the big day. How was he supposed to dance with other members of the Rousseau royal family?
 
“In, in, in, out, out, out, one hand around, back to your side, other hand around, back to your side, look them in the eyes,” Dax said.
 
Rousseau classmate Ava wore a purple dress and socks that had rainbow unicorns on them. Why did being at the royal ball make her happy?
 
“Because it was really fun,” Ava said.
 
Humann kindergarteners Lyanna and Andrew both enjoyed their grand adventures during the day. Andrew said he liked walking in the schoolwide parade. Majestic-themed music played over the intercom system as kindergarteners walked in front of other classrooms. Older children curtsied and bowed as the regal procession moved past them, which Andrew said made him feel special.
 
“Because I liked seeing all of the kids waving at me,” Andrew said.
 
Lyanna dressed up as Belle from “Beauty and the Beast.” She said she liked learning about “Snow White and the Seven Dwarfs” in class and had fun dancing after the royal feast. What would she tell her family about her day at school?
 
“That I had a royal ball,” Lyanna said.

LPS teachers use the Amplify CKLA curriculum in their classes to focus on reading comprehension, phonics and vocabularies. For the kings and queens unit, students learned new words such as treasure, kingdom, dainty, fairest, advantages, disadvantages, palace and rules. Teachers created bulletin boards that had pictures of Cinderella’s glass slipper, treasure chests and large castles next to some of those words.
 
The lessons also touched on stories and poems such as “The Princess and the Pea,” “Cinderella” and “Old King Cole.” In “King Midas and the Golden Touch,” students read how King Midas discovered the importance of family in his life. Other tales talked about the value of having good manners, which students practiced by saying ‘please’ and ‘thank you’ at their events.

Humann kindergarten teacher Kelsey Kreiling and Rousseau kindergarten teacher Katherine Anderson said their classes had been looking forward to experiencing the lives of emperors and empresses. The celebrations capped a curriculum unit that taught students a wide range of lessons. They learned about kingdoms, the daily lives of royal families, the job responsibilities of kings and queens and what types of clothes they would wear.
 
“They’ve asked every day, multiple times a day, ‘When is the royal celebration?’” Kreiling said.
 
“Just saying kings and queens, you could see all of their eyes glowing with excitement and just them planning, ‘What am I going to wear to the royal ball?’” Anderson said. “A lot of the girls in their dress-up clothes and then some of those boys went all-out with their outfits, so I was very impressed.”
 
At Rousseau’s royal ball, students walked into the gym on a red carpet before lining up across from each other in their costumes. Brookens dressed up as a court jester and led students in their dances and activities. Kindergarten teachers wore burgundy, blue, olive and white gowns as they helped the kingdom’s young residents.
 
“This group of kindergarten teachers, we go all out with our costumes,” Anderson said. “We just really get excited, because when we’re excited, the kids get excited, so just bringing joy.”
 
Anderson said Rousseau staff soaked up knowledge from last winter’s inaugural royal ball. They used that information to create a smooth dancing environment in year number two.
 
“We really thought way in advance so that we would be able to execute this,” Anderson said.
 
At Humann’s royal feast, students paraded into the cafeteria and sat down at lunch tables to enjoy their meal. They snacked on veggie straws and sipped water while wearing paper crowns. They then moved to a wide-open spot to perform waltzes to classical music.
 
Humann staff received five-star reviews when they held their first royal parade and feast last year. Kreiling said they wanted to have extra educational fun this winter.
 
“Last year we didn’t have the dancing, so we taught the kids how to waltz and added it this year,” Kreiling said.
 
Kreiling said kindergarten teachers wanted to create a memorable day for students based on the CKLA curriculum. The excited conversations at the lunch tables meant they had achieved their regal goal.
 
“I think they had a blast,” Kreiling said. “It was really good.”
 
Visit home.lps.org/reading to learn more about how LPS helps students acquire reading, writing, speaking and listening skills.
 
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Posted on January 29, 2025

Learning Lighthouse: Lincoln CLC program earns national award for academic excellence

The Lincoln Community Learning Centers (CLC) program has stepped into the national spotlight for being an award-winning beacon of excellence.
 
Lincoln CLC has received the inaugural Champions Award in the Engage Every Student Recognition Program from the U.S. Department of Education. Lincoln CLC was one of only 13 nominees to be selected for the honor. Federal leaders recognized the programs for expanding access to high-quality after-school and/or summer learning classes for students in their local areas.
 
Lincoln CLC Director Nola Derby-Bennett oversees many community partners who have created top-level CLC services. She said CLC leaders and teachers were thrilled when they learned about the award.
 
“It was super exciting,” Derby-Bennett said. “We were very honored to be recognized. We didn’t realize that it was a competitive thing when we submitted our information, and then we found out that there were 57 nominees and only 13 were selected. It was really exciting.”

 
Lincoln CLC was the only Nebraska-based award recipient. Other winners were from Connecticut, Georgia, Idaho, Illinois, Maryland, Mississippi, New Hampshire, New Jersey, Ohio, Oregon, South Carolina and South Dakota.

Nominees had to increase their enrollment by at least 20 percent over the past school year to be eligible for the Champions Award, and they had to serve students who attended schools with a free-and-reduced lunch population of at least 40 percent. They also had to show how they had expanded student access to activities by using American Rescue Plan Elementary and Secondary School Emergency Relief (ESSER) funds.
 
Former U.S. Secretary of Education Miguel Cardona said all 13 recipients deserved credit for supporting students academically, socially and emotionally. He felt all children should have the opportunities that Lincoln CLC provides.
 
“This year’s Engage Every Student Champions are leading the charge in their local communities and states to ensure that all students nationwide have the opportunity to thrive, learn and grow through their engagement in high-quality after-school and summer learning programs,” Cardona said.

 
The Lincoln CLC initiative began in 1999 when Lincoln Community Foundation invested $100,000 toward the project. Programming began at four elementary schools and continued to expand throughout the city in the following years.
 
Currently, activities are held at 30 elementary, middle and high school buildings. Derby-Bennett said approximately 10,000 students use Lincoln CLC services during the academic year, and the organization helps more than 3,000 children during the summer months.
 
“There are really great opportunities for kids with the programs that we offer,” Derby-Bennett said. “We try very hard to create the type of programming that is going to give kids as much enrichment as possible. It’s exciting to see, because we’re giving kids opportunities to go deeper into STEM (science, technology, engineering, math) programs, the arts, social activities and physical fitness. There’s truly something for everyone with the CLC activities we have.”

 
Lincoln Public Schools helps Lincoln CLC by providing a portion of the group’s overall funding. Lincoln CLC’s main office is housed in Roper Elementary School, and LPS offers activity space at the 30 school sites.

A national evaluation committee determined Lincoln CLC had developed an award-winning curriculum for students. Committee members noticed the program was employing evidence-based learning approaches in all activities. These methods include having certified teachers leading the academic instruction and tutoring services.

All 13 national recipients provided examples of how they engaged students with field trips, career pathways services and project-based lessons. They also showed how they had formed partnerships with other community organizations.
 
Derby-Bennett said those positive results are possible because of strong community engagement from local agencies. Ten local partners help run day-to-day activities at specific schools. For example, Lincoln Parks and Recreation hosts sessions at Belmont, Calvert, Everett and McPhee, while Civic Nebraska is connected with students at Lincoln High, Northeast and Campbell.
 
Members of the CLC Board of Directors represent LPS, Lincoln Community Foundation, Lincoln Parks and Recreation, Lincoln YMCA, Lincoln Police Department, City of Lincoln, Family Service Lincoln and United Way of Lincoln and Lancaster County.
 
“What’s really exciting is the community interest that is in the CLC programs,” Derby-Bennett said. “We have such incredible community support. I think parents and grandparents and guardians and others in the city realize that we have a great thing going here, and there’s a deep interest in what we’re doing and how our teachers and community partners are making a difference for kids.”

 
Derby-Bennett and LPS Interim Superintendent John Skretta traveled to Washington, D.C., for the Engage Every Student Summit. They shared Lincoln CLC’s success story with city and school representatives from across the nation.
 
Derby-Bennett said the award symbolizes Lincoln CLC’s commitment to engaging every student who walks into local schools.
 
“As we enter our 25th year, it’s a really great affirmation of the dedication of the community to this program and the level of support we have,” Derby-Bennett said. “This recognition isn’t something that just happens. The reason we have this type of successful program is because everyone who’s involved is passionate about making sure that we’re helping kids. They want to do the best they can for all of our students.”

Learn more about the important work the Lincoln CLC program is doing for local students at https://clc.lps.org/.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on January 28, 2025

Staff Spotlight: Adam Hunt - science teacher at Moore Middle School

Every week, we’ll shine a spotlight on one Lincoln Public Schools staff member! Get to know the wonderful people making a positive impact across various areas within LPS. This week, meet Adam Hunt, science teacher at Moore Middle School.

“Mr. Hunt is always cheerful and full of spirit. He always finds ways to make us laugh and lets us do fun things. He plays music and always remembers your birthday and sings happy birthday to you. He is funny and makes science class a little less boring.” - Adeline, Moore Middle School student

How long have you worked for LPS?
This is my fifth year teaching for Lincoln Public Schools.

What inspired you to become part of the education field at LPS?
My family has a strong background in education, and for a time, I was uncertain whether this path was the right one for me. As a young adult, I carefully considered my options and ultimately felt drawn to the field of education. Through the guidance and mentorship of family and friends, I have continued to grow into this role, finding purpose and fulfillment in shaping the lives of others through learning.

What has been your favorite part of working here? What aspect of your job do you find most rewarding?
Lincoln is a wonderful community and the schools are microcosms of Lincoln. I take great pride in working with students, helping them achieve personal growth and success through continuous improvement and problem-solving.

Did you attend LPS as a student? If so, which school(s)? If not, where are you from?
I grew up and attended school in Missouri. However, all three of my children are currently enrolled in LPS.

What path did you take after completing your formal education?
I completed my undergraduate studies at Northwest Missouri State University. Following a move, I pursued and obtained my teaching endorsement from the University of Northern Colorado, along with a Master of Arts in teaching. After relocating to Lincoln, I earned my Master of Science in educational leadership from Northwest Missouri State University.

What do you enjoy most about the Lincoln community?
Lincoln is a great place because I meet people who were born and raised here, as well as those like me, who transplanted to Lincoln and never leave. The community places great emphasis on the university, but also takes great pride in their schools, hospitals and agriculture alike. I think the people that make up the community are truly the best part of Lincoln.

What is your favorite childhood book or a book that has influenced your life positively?
As a student, I really enjoyed Shel Silverstein's book, “Where the Sidewalk Ends.” During my teaching tenure I was gifted a book by B.J. Novak, “A Book With No Pictures,” that students find absolutely hilarious.

Share a shout out to a teacher who impacted your life.
I have to shout-out former colleagues from Scott Middle School, Nicci Reeves and Jay Lockard. Although we taught together for just one year, teaching during the pandemic, coupled with personal challenges and reflection, allowed me to grow and form meaningful and lasting friendships.

Do you know a LPS staff member we should feature for Staff Spotlight? Fill out this form to nominate them!

Posted on January 24, 2025

Healthful Habitats: New partnership helps second graders learn about animals at zoo

Local high school students are helping to create thriving academic environments for several thousand second graders at Lincoln Children’s Zoo this year.
 
Science Focus Program (SFP) students represent Lincoln Public Schools in a new partnership with Lower Platte South Natural Resources District (LPSNRD) and Lincoln Children’s Zoo. The agencies are sponsoring habitat field trips to the zoo for all 2,931 LPS second graders. Approximately half of the elementary schools took tours during the first semester, and the other half will learn about animals this spring.
 
Gabi, Ophelia, Colin, Cayleigh and Liam were five SFP students who assisted with the field trips. The seniors worked with Lincoln Children’s Zoo Education Coordinator Amy Heusinkvelt to craft memorable adventures with giraffes, bald eagles and bobcats. Heusinkvelt led the tours and high schoolers lent their zoology knowledge to each expedition.

 
“The kids were amazing, and I really liked how we were able to be involved in a project like this that involved animals,” Ophelia said. “It’s why I wanted to come to school here, because I’m interested in studying animals.”
 
“I liked hearing what they had to say,” Liam said. “It was fun to hear their answers to some of the questions. You could tell that they were really paying attention to what was going on.”
 
SFP teacher Mitch Bern said many students in his animal behavior course gave enthusiastic feedback about their experiences this fall. High schoolers learned more about animal behaviors and ecology while preparing for the field trips, and they were role models for younger students who were eager to see mammals, birds and reptiles.
 
“Some of my students have been thinking about going into education, and the field trips gave them an opportunity to see what it would be like to help teach younger children,” Bern said.

 
Gabi said volunteering for the tours will also serve her well in her future scientific career.
 
“There’s a lot of communication that takes place in science, so getting to help with these field trips was really good for us,” Gabi said. “A big part of research is communicating what you’ve found out about something to other people. We had to break down what we know about animals to the second graders, and as scientists, we’re going to have to break down our research in our papers or speeches. If we can do that with the elementary kids here, then we can learn to do that in our jobs too.”
 
Heusinkvelt and LPSNRD Environmental Educator Adam Sutton said there have been many benefits from the multi-agency partnership. Animal habitats are one of the main units in the second grade CKLA curriculum that LPS has implemented this year. The wildlife encounters reinforce those initial textbook lessons, and they are also planting seeds of conservation knowledge in every classroom. The alliance includes shared funding from LPSNRD to cover admission costs.
 
“With this field trip specifically, I think it is so cool that kids learn what a habitat is and then come to the zoo to see hundreds of mini-habitats up close,” Heusinkvelt said. “It makes it a lot easier to understand exactly what animals need to survive when they see it in action. Also, just spending time outside is always of benefit to kids.”

 
“Providing students positive experiential learning opportunities about our natural resources throughout their childhood will help lead them to make good resource management decisions as adults,” Sutton said. “Outdoor/nature-related field trips give students the opportunity to expand on many of the lessons they learn in the classroom and build meaningful connections to some of our natural resources, in this case, wildlife and their habitats!”
 
The zoo-based field trips teach students about the habitat needs – food, water, shelter and space – of Nebraska wildlife, non-native wildlife and endangered species. Children feed giraffes, watch bald eagles spread their wings and discover how bobcats roam in Nebraska grasslands.

 
Heusinkvelt and the high schoolers showed second graders this fall how each animal helps their specific ecosystem. They also explained why it is critical to protect habitats and how zoos help preserve animal species. Each class also received one hour to explore the zoo on its own.
 
Saratoga Elementary School second grade teacher Brea Kreikemeier said meeting animals face to face made a big impact on her students. They identified many Nebraska animals to help connect to their local surroundings, and they learned science-based lessons about creatures from across the world.
 
“Students enjoyed having the opportunity to feed the giraffes and learn about their unique traits,” Kreikemeier said. “We enjoyed having the zoo leaders share their knowledge about the animals with all of us.”

 
Heusinkvelt said guiding classes like Kreikemeier’s put a smile on her face every time.
 
“I love getting to celebrate and foster students’ innate curiosity,” Heusinkvelt said. “Many of these students have never been to the zoo before, so being the one to introduce them to the excitement of feeding a giraffe or seeing a penguin swim is so rewarding. I also really appreciate the chance to teach about native Nebraska animals and habitat and remind students that we have a lot of incredible animals in our own backyards.”
 
The SFP seniors said it was fulfilling to experience the joy of helping others. They said they will remember spending time with the second graders for many years.
 
“They had such big hearts,” Gabi said. “It was really fun to be part of something like this.”
 
Visit home.lps.org/science to learn more about the LPS science curriculum. Discover how LPS high school students are customizing their high school experience at the Science Focus Program at https://science.lps.org/.

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

Posted on January 22, 2025

Meet LPS Focus Program Scholar: Avery, Bay High

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

LPS offers our scholars - like Lincoln High senior Avery - almost a dozen focus programs to experience. Her creative mind and passion for art blossomed at an early age. Her creativity and fascination with digital media, such as YouTube, video editing, coding, and graphic design, led her to the Bay High Focus Program. 

Read more about Avery’s Bay High experience in this Q&A as she is one of our featured Focus Program Scholars.   

Name: Avery

Home High School: Lincoln High School

Grade: 12

Focus Program: Bay High

Why did you choose the Bay High Focus Program?

I chose Bay High because I have always been interested in digital media, music and creative career avenues. I wanted to build my skills in these areas, have more creative freedom and meet like-minded people.

What do you like most about the Bay High Focus Program?

What I like most about Bay High is the support and encouragement I get from my teachers. Bay High has such a small team of staff. You get to know each of them on a very individual level. My teachers, Brent, Ethan and Tina, invest so much in us not only as students, but as people. If you have a crazy idea or ambition they’re always eager to help find a way to make it a reality. If you’re struggling, they’re there to work with and support you. 

What makes the Bay High Focus Program different?

As aforementioned, the smaller tight-knit community is definitely one of the biggest differences between Bay High and a regular high school. The curriculum is also focused heavily on projects and hands-on learning where we are given a lot of freedom of choice in what we want to explore. 

How do you get to explore your passions or interests at the Bay High Focus Program?  

Projects at Bay High are generally very open-ended. We are given a lot of freedom of choice and are always encouraged to make things our own. Additionally, in the first semester, seniors are allotted time in class to work on our “Passion Projects,” which are completely decided by us. This amalgamates into an important showcase at the end of the semester where we exhibit what we’ve been working on.

How has attending the Bay High Focus Program empowered you as a student?

My experiences at Bay High have really boosted my confidence and resolve. Many of our projects are ones designed to push us out of our comfort zones. For example, last semester everyone participated in a pitch competition in which we had to present our own business idea to professionals in three minutes. Even though these types of things felt scary at first, having had those experiences makes me feel empowered in my abilities and ready to take on new and inevitable challenges post-high school.

What are your relationships with other students and staff like within the Bay High Focus Program?

The student relationships I’ve formed at Bay High were not what I was expecting, but I think that’s a really great thing. When I came here, I was hoping to meet people with interests similar to mine. The thing is, everyone at Bay High is interested in completely different niches. Yet, there is still a congruence between us. It's fun to see everyone’s perspectives intersect because they all come from a similar love of creativity and digital media, just presented in different ways.

How has being a part of an LPS Focus Program added to your high school experience? 

Being part of a focus program has made my high school experience significantly richer and more memorable. Getting to spend my school time on the things I love and am genuinely passionate about is a great feeling. It also keeps the school day, which is generally very mundane and predictable, more exciting.

How has the Bay High Focus Program prepared you for the future?

The project-based nature of the curriculum means that by the end of your time at Bay High you’ve already come away with an extensive portfolio. This not only includes creative projects and knowledge of professional standard software, but also experiences in job shadowing as well as planning and executing an entire event (Skate Art Music Fest). Directly and indirectly, Bay High also connects you to a huge network of local businesses and notable individuals. Numerous students have been offered internships and jobs through partners of Bay High because of the projects we’ve done with them. 

Why are focus programs like the Bay High Focus Program important to high school students?

Focus programs are becoming increasingly important as careers continue to change and develop rapidly. Because students are so multifaceted and diverse in their interests and learning styles, focus programs are increasingly important not only because they cater to different career niches, but as environments different from traditional schools that are more well suited to the needs of students who think differently. Additionally, the job industry has changed significantly from the Industrial Era and will continue to change at a rapid pace. Preparing students with the skills they’re going to need for the real-world jobs of today is invaluable. 

What is the greatest thing you’ve learned since attending the Bay High Focus Program? 

The greatest thing I’ve learned since attending Bay High is how to use Adobe Photoshop, Illustrator and InDesign.

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

Learn more about the Bay High Focus Program by visiting its website at https://bayhigh.lps.org/.

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

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

Posted on January 17, 2025

Staff Spotlight: Daniel Davis - custodian at Elliott Elementary School

Every week, we’ll shine a spotlight on one Lincoln Public Schools staff member! Get to know the wonderful people making a positive impact across various areas within LPS. This week, meet Daniel Davis, custodian at Elliott Elementary School.

“Dan’s commitment and dedication to the Elliott community is evident in his service of 25 years. We are thankful for his consistency with service in our community, his smile and his laugh!” - Michelle Kulas, Elliott Elementary School

How long have you worked for LPS?
Since 2000.

What inspired you to become part of the education field at LPS?
I always wanted to help keep things nice and clean for all the staff and kids. Seeing the smiles on their faces and them thanking me for keeping our school clean and safe for us everyday, that's why I do this.

What has been your favorite part of working here? What aspect of your job do you find most rewarding?
My favorite part is getting to know so many staff members and enjoy talking to them, having a good laugh and them telling me thanks for all that I do for our school day in and day out! My most rewarding experience is when I see the kids that know me say “hello” to me and write me thank you notes for cleaning their classroom and the school. That always puts a big smile on my face!

Did you attend LPS as a student? If so, which school(s)? If not, where are you from?
Yes, I went to McPhee and Clinton elementary schools. Park and Culler middle schools, and Lincoln High School. 

What path did you take after completing your formal education?
After high school, I worked at a factory job at American Signature for five years until they closed down!

What do you enjoy most about the Lincoln community?
Diversity, meeting so many people from all over the world, and people are always willing to help others out in need!

What is your favorite childhood book or a book that has influenced your life positively?
“Charlie and the Chocolate Factory.” I love this story about a boy who did not have much growing up, finds a golden ticket and wins a tour of Willy Wonka's mysterious chocolate factory. What a great book and movie!

Share a shout out to a teacher who impacted your life.
Mrs. Ada Robinson. She was one who cared for you no matter your background. She loved you, and cared about you. She showed it to all the kids and their families. She took time to make sure you understood all the assignments and worked with you to get where you should be with all the homework she gave out. She wanted all the kids she taught to succeed in life, and I thank her for the life lessons!

Do you know a LPS staff member we should feature for Staff Spotlight? Fill out this form to nominate them!

Posted on January 17, 2025

Scott students transform Adams kindergarten art projects

Scott Middle School students sewed together a winter wonderland of monsters for area kindergarteners to enjoy over the holiday break.
 
Fifty-five family and consumer sciences (FCS) students traveled to Adams Elementary School to present a wide array of stuffed monsters to 108 children. Kindergarteners drew pictures of friendly creatures in class this fall, and eighth graders used their sewing skills to transform them into three-dimensional objects. They then delivered their art projects to rooms full of smiling students.
 
Eighth graders Sully and Savheya said they were happy to spread cheer throughout Adams' kindergarten wing.
 
“I thought it was pretty fun,” Sully said. “I got to learn more about the kids and hang out with them. They were very excited too.”
 
“It was just fun,” Savheya said. “It felt fun to do.”
 
Scott FCS teachers Macy Konwinski and Sydney Gerfen began organizing the artistic partnership between the two schools in August. They oversaw a semester-long project that connected their students with FCS curriculum topics like sewing, embroidery, child development and community engagement.
 
Konwinski said the conversations between eighth graders and kindergarteners on the monster unveiling day made all of their efforts worthwhile.
 
“Seeing all of their reactions was super cute, and having them read stories to them or just talk about what are they going to do over winter break was super cool,” Konwinski said. “Seeing our eighth graders intrigued in that was really awesome.”
 
Scott students learned about the basics of sewing in seventh grade, and they started their eighth grade classes with a two-week embroidery project. They discovered how to form French knots, make seamless stitches and turn two-dimensional ideas into 3D creations. All of those talents came into play for the Adams monster project.
 
“They’re using a lot of their sewing skills that we’ve learned in seventh and eighth grade,” Konwinski said. “They did it all by hand and they were really creative. They got to use ribbons, felt, beads, stuffing, head-sewing thread, embroidery thread, big needles, small needles, shears, all the things that they can use. They had a lot of fun with it.”
 
Each kindergarten student drew monsters that featured many types of eyes, hands, mouths and legs. Eighth graders received the crayon sketches right after Thanksgiving break, and they began working on transforming them into easy-to-hold felt creations.
 
Adams kindergarten team leader Nina Fischer told Konwinski that her students had been counting down the days until the older artists came to their school. Savheya said she noticed that excitement level as soon as she walked into the kindergarten wing.
 
“It was fun seeing their reactions,” Savheya said.
 
Savheya gave her monsters to Levi and Asher. One of her creations was gray with black stripes, and her second monster was a friendly blue character.
 
Sully brought presents to Emmett and Jack. One was a small purple monster that had hands and horns, and the second character was red with a smiling face.
 
Sully said he enjoyed watching Emmett and Jack compare his stuffed monsters with their original drawings.
 
“That was really cool, because they noticed every single detail that I did on it,” Sully said.
 
Konwinski said she was happy to watch the eighth graders connect with kindergarteners in a face-to-face format. Scott students recently completed a child development unit in their classes, and they tied in that knowledge with the monster project. They learned about the social, emotional and intellectual development of children and how to care for babies, toddlers and younger students.
 
“Since we just wrapped that up about two weeks ago, seeing them interact with kids as well was super cool for them to kind of practice that skillset,” Konwinski said.
 
Sully said he was grateful to have a rewarding visit with Emmett and Jack after he gave them their monsters.
 
“That boosted my confidence, because it gave me something to look forward to, and I had a really good end result,” Sully said.
 
Konwinski said she was proud of her students for being positive role models for everyone at Adams. She felt that was an important gift for the kindergarteners to receive.
 
“I really hope that they just knew that there was somebody older than them that they can look up to,” Konwinski said. “Growing up for me, even seeing the fifth graders in my school, I was like, ‘I can’t wait to be like them,’ and seeing them grow up was really cool. I think that for the kindergarteners, having that to look forward to, maybe when they come to Scott, we’ll still do this project, but they can also have that memory of kindergarten and have a physical object to bring home with them.”
 
Konwinski said she and Gerfen would like to make the art project a permanent part of the FCS experience at Scott. They plan to visit Adams again this spring with a new set of students.
 
Konwinski said she hopes future classes will create the same amount of winter wonderland memories as the first group did at Adams.
 
“I think they just did a really great job,” Konwinski said.

Visit home.lps.org/cte/fcs to learn more about the many family and consumer sciences classes available at LPS.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on January 15, 2025

Constitutional Champions: Spartans, Silver Hawks advance to national We the People competition

Lincoln Public Schools students showcased their awareness of the bedrock of American democracy during a recent state civics contest.
 
Students from three LPS high schools traveled to Nebraska Wesleyan University for the annual “We the People: The Citizen and the Constitution” state event this fall. East High School claimed the state championship and Southwest High School’s silver team captured runner-up honors. Northwest High School and Southwest’s green team joined groups from Conestoga and Johnson-Brock at the contest.
 
The Nebraska State Bar Foundation (NSBF) sponsors the annual competition, which tests how much students know about the Constitution, Bill of Rights and other civics-based topics. Teams participated in a simulated hearing of Congress with adult judges who acted as United States representatives and senators. Students prepared statements and answered questions about the philosophical and historical foundations of the American governmental system.
 
NSBF Executive Director Doris Huffman said she was happy to watch the schools decipher different sections of two of America’s most important documents.
 
“The students competing in the We the People competition demonstrate an in-depth knowledge of the Constitution and the Bill of Rights,” Huffman said. “This is one of the premier educational programs offered by the Bar Foundation.”
 
East High School
East team member Avery Fast said the Spartans were thrilled with their state championship. They earned a chance to represent the school this spring at the We the People national contest in Washington, D.C.
 
“We were all incredibly excited when we learned we had won and could possibly go to nationals!” Fast said. “It showed that all our preparation paid off.”

 
East head coach Michaela Schleicher said the 20 Spartans on this year’s team were motivated to remain on top of the state mountain. The program captured its seventh straight state title.
 
“There is a long tradition of success for We the People at Lincoln East and this group of students wanted to continue that legacy,” Schleicher said. “Representing Lincoln East at nationals in April has been a goal for this team, so the fact that they get to do this means a lot to them.”
 
Members of East’s championship team include Nusrat Amin, Abena Bonsu, Ayla Brosman, Gabriel Buggi, Sarah Cai, Nathan Casper, Devin Erickson, Avery Fast, Khoi Le, Nicholas Li, Elizabeth Mason, Hannah Melton, Alexandra Meyer, Ananya Bindu Mirle, Cing Muang, Aidan Murphy, Kashish Nangia, Eloisa Swinehart, Emma Yin and Elaine Yu.
 
Fast and Amin both said the Spartans enjoyed researching historical documents during the fall semester. They became familiar with well-known and obscure sections of the Constitution and Bill of Rights, and they used that knowledge to develop solid arguments for the contest.
 
“We had a very ‘go-getter’ class attitude and it was clear that we were all working hard and trying our best to prepare and win,” Fast said.
 
“I think our team’s success came from the hard work we all put in,” Amin said. “The WePo questions are definitely questions which can often stump students, so being able to understand your weak areas in your knowledge and growing those areas through hard work really helped us achieve success.”
 
Schleicher said the team’s commitment and camaraderie created a championship outcome. She said those skills would benefit the Spartans both now and in the future.
 
“The students worked hard throughout the semester to prepare and better themselves,” Schleicher said. “There was a sense of unity of purpose and it has helped the group excel.”
 
Southwest High School
Southwest head coach Ryan Salem said the Silver Hawks were happy when state organizers called their names as national qualifiers. He said the silver team was focused on achieving its goal of traveling to the nation’s capital.
 
“I was very excited to see the kids’ hard work pay off,” Salem said. “What has made this We the People team so special is the kids’ dedication to the hard work it takes to learn the material and write and revise their essays. I am very proud of this group of kids.”

 
Members of Southwest’s state runner-up squad include Vaneesa Barifagok, Brandon Beason, Ripley Becker, Tate Boesiger, Penelope Brown, Brooklyn Bruggeman, Gabriel Christensen, Brandon Clark, Brooklyn Engelman, Luthor Epp, Cole Erickson, Kasch Faustman, Casper Harris, Mary Beth Hart, Stefani Johnson, Lilly Kenning, Ben Kottmeyer, Anja Leggett, Kate Nolley, Kamdyn O’Bryant, Terrell Patterson, Ashlyn Penas, Paige Pomajzl, Benjamin Quattrocchi, Gray Salem, Harrison Schell, Noah Smith, Khloe Swanson, Nathanael Taylor, Madhav Variyam, Carson Vo and Reagan Vokoun.
 
Harris said he is grateful for the friendships he has formed from taking part in We the People. He is a new student at Southwest this year and learned about the program at the beginning of the semester.
 
“I remember at the beginning of the class not being sure where I fit in since everyone already knew each other,” Harris said. “But through my team I was able to meet some great people that I probably wouldn’t have talked to otherwise and grow more comfortable at Southwest. I’m really happy that I made the decision to participate in We the People, and I’m so glad that we have the chance to compete again.”
 
The Silver Hawks worked together to create statements about multiple topics for judges. This year’s list of state materials included 18 questions.
 
“When we learned that we had advanced to nationals we were all pretty excited,” Harris said. “We were feeling a lot of anticipation leading up to awards, and we were all surprised when all the honorable mentions had been read and we realized we made the top two. I think most of all we were really happy that all of our hard work had paid off.”
 
LPS students can participate in many social studies enrichment activities throughout the year. Visit home.lps.org/socialstudies/ to learn more about We the People and other civics-based initiatives.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on January 13, 2025

Meet LPS Focus Program Scholar: JaiXian, Science

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

LPS offers our scholars - like Northeast ninth grade student JaiXian  - almost a dozen focus programs to experience.  His love for animals led him to choose his journey with the Science Focus Program – our original focus program. JaiXian’s seventh grade visit to it and noticing its proximity to the Lincoln Children’s Zoo sealed the deal. 

Read more about JaiXian’s Science Focus experience in this Q&A as he is one of our featured Focus Program Scholars.   

Name: JaiXian

Home High School: Northeast High School

Grade: 9

Focus Program: Science 

Why did you choose the Science Focus Program?

I love working with animals and seeing the work the Lincoln Children’s Zoo is doing just fills me with so much joy. 

What do you like most about the Science Focus Program?

The small community makes making friends easy and teachers have more time to be one-on-one with you and help you more.

What makes the Science Focus Program different?

Like I said, the small, tight-knit community makes it great

How do you get to explore your passions or interests at the Science Focus Program?  

Since I love working with animals, always going outside to see the animals for lunch is absolutely amazing!

How has attending the Science Focus Program empowered you as a student?

It’s taught me how to be more punctual, make connections and learn to love animals!

What are your relationships with other students and staff like within the Science Focus Program?

The relationships in Science Focus are very strong. 

How has being a part of an LPS Focus Program added to your high school experience? 

Being in a smaller community with close friends has made it easier to branch out at Northeast and make more friends and connections throughout the school.

How has the Science Focus Program prepared you for the future?

The Science Focus Program has really solidified my dream of majoring in zoology in college. Also, the rigorous coursework has given me a glimpse of what work in the real world might be like.

Why are focus programs like the Science Focus Program important to high school students?

Focus programs let students pursue the general field that they want to go into in the future. Also, It allows students to have a closer community. 

What is the greatest thing you’ve learned since attending the Science Focus Program? 

I would say that the greatest thing I’ve learned is how to work efficiently with chances to work at lunch, after school and even some study blocks at the end of every other day.

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

Learn more about the Science Focus Program by visiting its website at https://science.lps.org/.

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

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

Posted on January 10, 2025

Staff Spotlight: Teal Hollmann - intervention teacher at Sheridan and Elliott

Every week, we’ll shine a spotlight on one Lincoln Public Schools staff member! Get to know the wonderful people making a positive impact across various areas within LPS. This week, meet Teal Hollmann, academic intervention teacher at Sheridan Elementary School and Elliott Elementary School.

“Teal is a valued team member and the dedicated leader of the Sheridan Intervention Program, as well as part of the intervention team at Elliott. She prioritizes collaboration, clearly communicates and always does what is best for students. Teal consistently uses data to guide her decisions and tailor interventions that address both the strengths and needs of each student. Her commitment to student success is evident in her frequent and effective communication with grade-level teams, administration, families and students themselves. Teal’s deep passion for education drives her to help students develop critical skills, especially in reading, so they can become strong, independent learners. With her background in special education, reading recovery and intervention, Teal’s expertise and dedication make a lasting impact on the Sheridan community. She is truly a gifted and appreciated leader whose work is central to the success of the program and the students she serves.” - Ashley Sitzman, Sheridan Elementary School principal.

In a few sentences, briefly describe your role at LPS.
I am an academic intervention teacher for students in grades K-5 at both Sheridan and Elliott elementary schools. My job is to provide data-driven and research-based interventions to most effectively target support, build confidence and independence, and help students increase their reading, writing and math proficiency within a small group environment. I also work closely and collaboratively with grade-level teams, administration, families and support staff in order to best support the individual needs of each student.

How long have you worked for LPS?
This is my 25th year with Lincoln Public Schools.

What inspired you to become part of the education field at LPS?
I love learning and children. I have always wanted to have a positive, inspiring impact on their lives. I also love having the opportunity to serve and work alongside staff, colleagues and families within my building communities and the Lincoln Public Schools community. It is my passion to be on mission for students every day and to work so closely with others who share that same mission, vision and passion!

What has been your favorite part of working here? What aspect of your job do you find most rewarding?
I love my job for many reasons! I have such an amazing team, coworkers, support staff and administration in both buildings. I have always felt supported and am so grateful for our strong sense of community. My favorite part of working for Lincoln Public Schools is the relationships I have built that have allowed me to support students, staff and families. The most rewarding part of my job is watching students grow, succeed, and overcome challenges, while developing a love for learning and reading!

Did you attend LPS as a student? If so, which school(s)? If not, where are you from?
I grew up in Alliance, Neb., and attended Alliance Public Schools K-12.

What path did you take after completing your formal education?
I graduated from Alliance High School and then moved to Lincoln to attend the University of Nebraska-Lincoln. After receiving my dual bachelor’s degree in both elementary and special education, I received a teaching position at Fredstrom and McPhee elementary schools. While teaching, I worked on and obtained my master’s degree and early childhood endorsement through Doane University.

What do you enjoy most about the Lincoln community?
Lincoln is such a special, friendly community that is very family focused. I love that it is like a big-small town. There are always so many opportunities for my family to get involved, volunteer and experience so many fun things together! My husband and I have loved raising our two children in Lincoln.

What is your favorite childhood book or a book that has influenced your life positively?
My favorite book by far is “Anne of Green Gables” by L.M. Montgomery. My grandma, who was always such an inspiration to me, introduced it to me when I was young, which makes it even more special. It taught me a lot about family, friendships, faith, cultivating a servant’s heart, resilience, hope, imagination, appreciating simple joys and finding beauty in everyday life. It is just brilliantly written and has so many lessons to learn and apply to everyday life.

Share a shout out to a teacher who impacted your life.
This is a hard one, as there are too many to name! I have been blessed with amazing teachers throughout my life: Mr. Hoffman, Mr. Wallace, Mrs. Campbell, Mr. Gregory, Mr. Bovee, Mrs. Schadwinkel, Mr. Walz, Mr. Jansante. They each had a way of making students feel so loved and they truly made a significant impact on my life. I also want to give a shout out to the amazing staff at Sheridan and Elliott who are so student centered, care so deeply and make a difference every day. I feel so lucky to work with the best of the best!

Do you know a LPS staff member we should feature for Staff Spotlight? Fill out this form to nominate them!

Posted on January 09, 2025

Staff Spotlight: Molly Kuhl - psychologist for LPS Special Education

Every week, we’ll shine a spotlight on one Lincoln Public Schools staff member! Get to know the wonderful people making a positive impact across various areas within LPS. This week, meet Molly Kuhl, psychologist for LPS Special Education.

“Molly is one of the hardest working people I've ever had the pleasure of working with! She is in so many different buildings and works with so many different staff members. She leads countless functional behavior assessment meetings, is involved in the school celebrations, finds the positives in all of our students and is an endless support system for staff. She is truly one of the most dedicated and top-tier coworkers I've seen and she is an inspiration!” - Carli Roberts, fourth grade teacher at Donald D. Sherrill Education Center

In a few sentences, briefly describe your role at LPS.
I am the school psychologist at the behavior programs within LPS. I served Don Sherrill, Nuernberger and Yankee Hill the past three years. However, due to psych shortages this year, NEC is being served by all middle school psychs, and I am now serving DDSEC, YHEC and Lakeview Elementary. It's hard to describe my role as there are a lot of things that I am responsible for. However, the main things include all special education evaluations with students within my buildings, completing functional behavior assessments, behavior intervention planning, working with our MTSS (multi-tiered system of supports) academic support teams and filling in to support the mental health of students in any way I can. Prior to working at the behavior programs I served Arnold Elementary as their school psychologist for eight years.

How long have you worked for LPS?
Twelve years.

What inspired you to become part of the education field at LPS?
I had been a school psychologist for Lexington Public Schools (three years) and Beatrice Public Schools (three years) and commuted to both of those communities. My family was established in Lincoln, and I enjoy serving in the community where I live as well as being a part of a larger group of school psychologists. LPS has always felt like a very progressive school district.

What has been your favorite part of working here? What aspect of your job do you find most rewarding?
I have always loved working in Title I buildings, as well as consultation and collaborating with teams to put plans in place for students. I think seeing behavioral and academic growth over time for students is what I'm in this job for. I love seeing all that our students and staff accomplish each year!

Did you attend LPS as a student? If so, which school(s)? If not, where are you from?
I grew up in Kearney, Neb., and graduated from Kearney High School. I also graduated from the University of Nebraska at Kearney with my undergraduate degree and my Ed.S. degree.

What path did you take after completing your formal education?
I realized after college that I would like to work in the schools, but teaching was not the best fit for my skill set. I found school psychology and during my graduate coursework, I worked as a para in a Kearney Public Schools preschool. I also loved working in Lexington, Neb., as the population was so diverse. I learn new things each and every year in my career.

What do you enjoy most about the Lincoln community?
I love that Lincoln is like a big-small town. With all of the universities in town, there is a lot of culture, and it is very family focused with so many opportunities for my family and kids to get involved and experience so many fun things. We love our downtown and all of the little unique neighborhoods. Lincoln has character and personality. So far, my own children have had so many great educational experiences!

What is your favorite childhood book or a book that has influenced your life positively?
I have read and re-read the entire Brene' Brown lineup, and she never fails to teach me something new. I highly recommend all of her books. I also devoured Harry Potter when it initially came out. I can't wait to read it with my own kids.

Share a shout out to a teacher who impacted your life.
Angela Nickel - fifth grade; Janet Fox - high school social studies; Carol Lomicky - undergraduate communications; Julie Dinsmore - graduate school. All four of them challenged me to work harder, think more critically and believe in myself. I never felt more excited about learning as I did when I was taking their classes.

Do you know a LPS staff member we should feature for Staff Spotlight? Fill out this form to nominate them!

Posted on January 02, 2025

Staff Spotlight: Rhonda Mueller - fifth grade teacher at Elliott Elementary School

Every week, we’ll shine a spotlight on one Lincoln Public Schools staff member! Get to know the wonderful people making a positive impact across various areas within LPS. This week, meet Rhonda Mueller, fifth grade teacher at Elliott Elementary School.

“Rhonda has been a pioneer of restorative practices at Elliott for about nine years. She has created a classroom community with the use of circles to facilitate relationship building, shared agreements with each other and learning with all students. Her students are engaged and reflect their shared values throughout their school day. She engages all students in a collaborative process whether it is learning new curriculum materials, building and strengthening relationships, or repairing harm when conflicts occur. Rhonda is a role model for all of her students and the sense of community and collaboration is experienced the moment you step into her classroom. Rhonda epitomizes #strongertogether.” - Mike Renn, Restorative Practices Coach

In a few sentences, briefly describe your role at LPS.
I am a fifth grade classroom teacher and a district restorative practices trainer.

How long have you worked for LPS?
Since 1996.

What inspired you to become part of the education field at LPS?
I interviewed with a number of schools when I graduated but Elliott was a stand out! The minute I walked in the door, I could feel the warmth of the community. I have always been at Elliott, though in several different positions. It still feels warm and welcoming today.

What has been your favorite part of working here? What aspect of your job do you find most rewarding?
I love what I learn every single day! I get better from what I learn at building and being a member of trusting communities. I learn from and with colleagues, students and their families. Watching communities grow in terms of the relationships and how that transforms the level of learning—just makes my heart pound! The most rewarding part of my work is facilitating the building of communities and then watching how people bond and use that bond to move forward even when the work is really hard. That applies to students, staff and families. It's just such a beautiful thing to witness!

Did you attend LPS as a student? If so, which school(s)? If not, where are you from?
I spent most of my childhood in Oklahoma during the days of desegregation. While I didn't know it then, it was such an important piece of history for me to witness as I watched children pulled from their communities and thrust into places they did not trust nor feel comfortable.I experienced both sides of this history by attending an inner city middle school where I was in the minority and a suburban school where I watched children from the inner city come to neighborhoods that weren't theirs. My heart learned the value of community! In the ninth grade, my family moved from the big city to small town Nebraska where the population was less than the number of people who lived on our block in Oklahoma City! I experienced culture shock. Another life experience that I later realized, informed my professional life so deeply. While I did not attend LPS, most of my children did! I brought five of them to Elliott where they too learned critical lessons about community and diversity.

What path did you take after completing your formal education?
I graduated from Concordia University with an Art Minor and an endorsement in Early Childhood Education. I continued my education at UNL, earning a Masters in Urban Education, and then returned to Concordia, earning an Administrative Certificate. I worked on my advanced degrees while teaching at Elliott.

What do you enjoy most about the Lincoln community?
I really love the small town feel of Lincoln, with bigger city amenities.  I love how welcoming the Lincoln community is and how supported, especially people in need.

What is your favorite childhood book or a book that has influenced your life positively?
This is an easy one! I am a self proclaimed Seussologist and it is my opinion that the greatest literary creation has to be, "How the Grinch Stole Christmas." The evolution of this story, the level of literary design. It's just brilliant and has so many lessons for us to learn.

Share a shout out to a teacher who impacted your life.
Mrs. Krieser taught English at Seward High School. She made me feel like a gifted writer and her words of encouragement really elevated my confidence as a writer and my joy in putting my thoughts on paper!

Do you know a LPS staff member we should feature for Staff Spotlight? Fill out this form to nominate them!

Posted on December 26, 2024

Student News Desk: Behind the Beat - Southeast students learn lifelong skills from time in marching band

Written by Mollie Moses, Southeast High School

TOUCHDOWN! The crowd screams delight and, in the background, a symphony of instruments cheers along with them. That sound comes from the LSE Marching Knights. But…what do they do outside of games? A majority of students recognize them during the games for their aid in cheers and halftime shows, but what else do they do?

The Marching Knights go through a competition season just like basketball, softball, football, etc. Since Marching Band is recognized by the Nebraska School Activities Association as an official activity, they go throughout the state and compete with many other schools.

During the regular season, the Marching Knights perform at four competitions. Assistant Band Director Alex Hoffman said that their first competition of the year, the Wildcat Classic Invitational, was a strong start to the season.

“I was really happy with their performance at the Wildcat Classic,” Hoffman said. “It was a tough day to compete between it being a sunny 90 degrees out and the fact that it was the first competition performance of the season. We got some really good feedback from the judges there which is going to be helpful as we move forward in the season.”

The LSE Marching Band has a long tradition of excellence and trombone section leader, Robert Murrieta (12), sees it as one large community focused on improving themselves in various ways.

“It’s a good time. You develop skills; leadership skills, friendship skills. You talk with other members; younger members, older members, it doesn’t matter. We develop a sense of community.”

Community building begins before the school year with Band Camp, which is the first two weeks before school starts. During camp, the band is pulled together and all the new members learn to be part of a team.

“We come back together and start basically from ground zero,” Murrieta said. “We learn how to march. Then once we get that, we learn how to play and march at the same time. That’s fun. Then we start putting the show on the field … it’s a long process, but that’s how we get our success.”

Hoffman values how camp grounds the band and sets the tone for the rest of the season.

“Camps are a great way to transition from the summer into the school year,” Hoffman said. “It tends to be a pretty hot and grueling two weeks, but the progress the students make by the time school starts up makes it all worth it.”

Freshmen are important because they keep the band populated and going. Each year seniors will graduate and new students are needed to fill in their shoes.

“As a staff, we try to make an effort to get 8th graders interested in high school band with school visits and mini-concerts, hosting an 8th grade night where middle schoolers from around the district join us on the field and in the stands at a football game, and a winter concert at Pound Middle School,” Hoffman said. “We want prospective members to not only see what marching band is like, but to also meet current students at LSE and have a chance to ask questions and talk with them.”

For many, marching band becomes more than just a group of students performing on a field. It becomes a tight-knit family and a support-system.

“It’s been a really important part of my life,” Hoffman said. “It always makes me happy to see how much fun everyone has with their friends.”

For Murrieta, not only is it a fun activity, but he has also enjoyed the mentorship from upperclassmen.

“It’s been lots of fun learning from older members and then passing that down to newer members,” Murrieta said.

Posted on December 26, 2024

Navigators spin webs of inclusivity during unified theater performance

North Star High School students spun webs of encouragement and inclusivity this fall during a unified theater production of a widely-read story.
 
More than 40 Navigators took part in unified theater performances of “Charlotte’s Web” for the community. One of their productions took place in front of scores of fans from Belmont and Campbell elementary schools. The young audience cheered and applauded as North Star cast members presented a storyline that has been taught in hundreds of American classrooms.
 
North Star senior Ayak and sophomore Wade both said they have enjoyed their time in the unified production. Ayak performed the role of Charlotte, and Wade brought Wilbur's character to life on stage. They said their unified castmates allowed everyone to create memorable moments in North Star’s auditorium.
 
“I loved working with everyone on stage,” Ayak said. “Getting to see all of their hard work pay off like that was really fun. It’s been great to see how everyone has developed over the course of the semester.”
 
“They really did a great job,” Wade said. “They’re very talented.”
 
Lindsay Masin teaches English classes and directs play productions at North Star. Unified theater is one of many performing arts activities that North Star students can participate in.
 
Unified productions have taken place in the fall semester each of the past three years, and Masin has led a unified theater class each of the past two years. She said it was encouraging to watch how all North Star students have embraced unified activities.
 
“Over the past three years, we have not only seen the number of participants grow, but we have also just seen the support in our community grow,” Masin said. “Our unified programs in all areas are so well supported in LPS, and we are very thankful for the ways in which students are getting to meet people from all backgrounds.”
 
The goal of unified theater is to build an inclusive community that helps everyone feel valued and respected. Students with and without disabilities share the stage during the productions.
 
A unified theater class took place in seventh period each day this fall. Nineteen students became familiar with the “Charlotte’s Web” story, memorized their lines and learned where they needed to be on stage. The unified students joined larger rehearsals as the calendar moved closer to the public performance dates.
 
The activity meets the school district’s 2024-29 strategic plan in multiple ways. Unified theater promotes student wellbeing by helping them form friendships with people throughout their schools. It increases family and community engagement during the public theater productions, and it teaches inclusivity to people of all ages who fill the seats to watch the actors and actresses.
 
“Charlotte’s Web” focuses on the friendship between a spider named Charlotte and a hog named Wilbur. Charlotte becomes concerned that Wilbur may be eaten by his owners, and she spins words such as “Humble Pig” in her web to impress the farmers. Her plan saves Wilbur’s life and teaches everyone the importance of caring for others.
 
Ayak said she enjoyed weaving the storyline for all of the elementary students. They filled many seats in the front section of the auditorium and remained engaged the entire way. They laughed during humorous moments, stayed quiet for serious scenes and clapped when the Navigators took a group bow after the final lines.
 
“I loved seeing all of the little kids have fun today,” Ayak said. “They brought such a high level of energy to the auditorium. It was so exciting to have them here.”
 
Wade said the performance also gave members of the cast, stage crew and technical team valuable practice. They learned how an audience would react to verbal and nonverbal cues on stage, and they could work through any nerves they may have had before performing. They also gained confidence knowing they had made other people smile throughout the afternoon.
 
“It was a lot different than rehearsals,” Wade said. “It was good to figure out how everything would look in front of an audience. It was a lot more rewarding than just doing the play in front of an empty auditorium.”
 
Masin said she hopes the interest in unified theater will continue to grow in the future. She felt the 40-plus students in this year’s production would spin fond memories when looking back at the “Charlotte’s Web” playbill.
 
“Our kids look forward to this every year,” Masin said. “This is something that they’ll always remember.”

To learn about our English Language Arts curriculum like theater, visit our website at https://home.lps.org/english.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on December 23, 2024

Rockets, Navigators share SkillsUSA knowledge at middle school conference

Seven Lincoln Public Schools students enriched their leadership talents this month by sharing valuable knowledge with younger SkillsUSA members.
 
Students from Northeast High School and North Star High School traveled to Omaha for the SkillsUSA Nebraska Middle School Skills Championships. Alyssa, Michael, Austin, Mina, Abigail, Natalie and Liam oversaw several career exploration breakout sessions to students from across eastern Nebraska. They also judged multiple SkillsUSA contests during their time at the conference.
 
Alyssa, a junior at Northeast, has been involved with SkillsUSA activities for more than two years. She said it was exciting to handle the leadership reins at the breakout sessions.
 
“I really enjoyed helping out with the middle school conference,” Alyssa said. “I found it most enjoyable because I am very driven to get as many students as possible to join SkillsUSA, and seeing how many of our younger generation is already involved made me extremely proud.”
 
North Star sophomore Abigail said it was rewarding to be involved with the project. The seven high schoolers developed an escape room lock boxes challenge and a classic Jeopardy game for the middle school students to complete.
 
“In the presentation we did for them, it was fun to work with the groups of kids and interact,” Abigail said. “I’m hoping to be a teacher, so it was a good experience. They did great and I couldn’t hype them up enough. The groups were great and it seemed like they actually were engaged and enjoyed it.”
 
Amanda Woodward teaches aviation and technical education at North Star and advises the school’s SkillsUSA chapter. She said the Rockets and Navigators learned many leadership and organizational skills from their time at the conference. They completed one portion of their chapter’s community service project with their volunteer work.
 
“All LPS students described this event as the most meaningful and fun SkillsUSA event they had ever been part of,” Woodward said. “A terrific time was had by all.”
 
SkillsUSA is a national scholastic organization that has chapters at middle school, high school and college/postsecondary levels. Teachers and industry representatives help students learn about dozens of skilled, technical and service careers through SkillsUSA activities. They also soak in knowledge about leadership, teamwork and citizenship at local, regional, state and national events.
 
Dozens of skilled and technical sciences teachers in Nebraska oversee SkillsUSA chapters at their local schools. SkillsUSA Nebraska divides the state middle school championships into eastern and western regions each year. The eastern conference took place in Omaha in early December and the western event will be held in Grand Island in early February.
 
The Rockets and Navigators spent part of their time judging SkillsUSA contests. They joined adults from both educational and industry sectors to look over multiple events. They helped with contests such as promotional billboard presentation, opening and closing ceremonies, bridge building, mousetrap vehicle, prepared speech and PowerPoint presentation.
 
The seven high schoolers also developed activities for the two breakout sessions. The group worked with Courtney Pentland to plan and practice for the big day. They came up with Jeopardy-style questions about many SkillsUSA topics. They also created five mini-escape room breakout boxes that included different keys and attachments.
 
Pentland, who is North Star’s school librarian, watched the students increase their confidence and creativity from their preparation work.
 
“For the students who put the activity together, they were able to approach the information in a way they may not have done before, because for the breakout boxes, you have to create puzzles using specific information that is challenging, but not too challenging,” Pentland said.
 
Alyssa said she experienced a personal breakthrough at the conference. She realized she was comfortable guiding the breakout sessions and helping everyone with the activities.
 
“I learned that I am very confident in front of students,” Alyssa said. “Before going into this conference, I wasn’t entirely sure if I had the ability to guide students the way that I wished I could, but through this conference I gained a lot of confidence in my leadership skills.”
 
Abigail said she enjoyed watching the resilience the middle schoolers displayed in her groups. They had to solve problems in a quick and unscripted format, which meant some potential solutions didn’t pan out. Instead of getting down on themselves, Abigail’s students came up with new answers to the puzzles.
 
“I loved helping and working with the kids when they had problems,” Abigail said.
 
The Rockets and Navigators will showcase their leadership talents to middle schoolers from central and western Nebraska when they travel to the Grand Island conference. Alyssa said that will give them another chance to share enriching moments with people who care about SkillsUSA.
 
“I really enjoy SkillsUSA because of the community that it brings,” Alyssa said. “SkillsUSA is really appealing to people that have a drive for their future, and as such it means that everyone that joins truly wants to be there. It is very difficult to describe how this affects the camaraderie that is SkillsUSA, but if I had to, I would say that it is incredible.”

To learn more about SkillsUSA and other career and technical education activities at LPS, visit our website at https://home.lps.org/cte/student-organizations/.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on December 23, 2024

Meet LPS Focus Program Scholar: Natalie, Aviation and Technical Education

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

LPS offers our scholars - like North Star junior Natalie - almost a dozen focus programs to experience. She is taking her learning to new heights with the Aviation and Technical Education Focus Program. Her interest in the aviation industry and some encouragement from one of her teachers led her to the opportunity. 

Read more about Natalie’s Aviation and Technical Education experience in this Q&A as she is one of our featured Focus Program Scholars.   

Name: Natalie

Home High School: North Star High School 

Grade: 11

Focus Program: Aviation and Technical Education 

Why did you choose the Aviation and Technical Education Focus Program?

I love working with my hands and learning new things. Every day we do something new. 

What do you like most about the Aviation and Technical Education Focus Program?

The thing I love most about the Aviation and Technical Education Focus Program is meeting so many new people and getting to work with my hands every single day. 

What makes the Aviation and Technical Education Focus Program different?

What makes the Aviation and Technical Education Focus Program different from other programs is the relationships you build with future employers and the amazing staff. You can either work with a few classmates on a project, by yourself or hands-on with the teachers. 

How do you get to explore your passions or interests at the Aviation and Technical Education Focus Program?  

I am interested in working in the air traffic control tower. By being in the Aviation and Technical Education Focus Program, I can spend an entire day walking around the local air traffic control towers on a private tour. 

How has attending the Aviation and Technical Education Focus Program empowered you as a student?

I was always shy and an awkward freshman, but now I’m a confident leader who knows when to stand up and stay quiet while following orders. 

What are your relationships with other students and staff like within the Aviation and Technical Education Focus Program?

I have made great connections with many of my classmates and the staff. I help in many of the classes so that I can help other students reach their full potential. 

How has being a part of a LPS Focus Program added to your high school experience? 

I don't know where I would be if I weren’t in this program. I am a part of many different clubs and activities but the Aviation and Technical Education Focus Program has made me who I am today. 

How has the Aviation and Technical Education Focus Program prepared you for the future?

Planning for the future is easy when I have many people to answer my questions or get private tours or even a one-on-one meet and greet. 

Why are focus programs like the Aviation and Technical Education Focus Program important to high school students?

Focus programs give students a chance to become something that they want to be. There are many different focus programs for students to choose and many different fields. 

What is the greatest thing you’ve learned since attending the Aviation and Technical Education Focus Program? 

The greatest thing I've learned is how to lead. I have definitely learned a lot of hands-on skills, but there are many other students who know more about machines or planes than me. I can lead them into a great path, just like how I’ve led people into finishing a project, joining this focus program, or even through a hard time in their life. 

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

Learn more about the Aviation and Technical Education Focus Program by visiting its website at https://aviation.lps.org/.

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

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

Posted on December 20, 2024

Hanseling, Trejo-Amen capture state honors for work as school counselors

Nicki Hanseling and Mattie Trejo-Amen have earned places in the state spotlight for their roles as educational lighthouses for Lincoln students.
 
The Nebraska School Counselor Association (NSCA) recognized both Lincoln Public Schools employees this fall with prestigious honors. Hanseling, who works at Mickle Middle School, received the Nebraska Middle School Counselor of the Year Award. Trejo-Amen, who works at Humann Elementary School, received the Nebraska Elementary School Counselor of the Year Award.
 
Professionals from across the state congratulated them during a surprise announcement at the NSCA School Counselor Academy in Lincoln. Much like a lighthouse keeps ships safe in an ocean or bay, Hanseling and Trejo-Amen help students successfully navigate their way through all of the educational currents at their schools.

 
“When they announced my name, I just looked around at all the other counselors who were in the room, and I’m like, ‘I know everybody’s doing great things,’” Hanseling said. “It’s exciting, but it’s something I said in my speech, ‘I know you guys are all doing great things as well.’ I’m inspired by all the school counselors who were also in the room and nominated.”
 
“I’ve had so many people text and email and reach out to me, and just congratulate me or just say really, really kind things, and it’s felt really good,” Trejo-Amen said. “I have been so overwhelmed with the amount of kind things that people have said to me.”
 
Hanseling, Trejo-Amen and Milissa Birnie of Ansley Public Schools, who received the high school award, will be recognized at a formal dinner in February. NSCA leaders will announce one of them as the recipient of the Nebraska School Counselor of the Year Award at the dinner. They will represent Nebraska at the 2025 American School Counselor Association Annual Conference next summer.
 
Nicki Hanseling
Hanseling grew up in Seward and earned both undergraduate and graduate degrees from the University of Nebraska-Lincoln. She taught at Southwest High School for four years before joining Mickle’s staff as a school counselor ten years ago.
 
Hanseling said her middle school counselor at Seward, Bruce Dickinson, was a role model for both her and many of her classmates. She wants to ensure LPS students will have the same type of supportive experiences in her role at Mickle.

 
“I found a home here at Mickle and I love it,” Hanseling said. “Working with kids and seeing the growth from coming in as sixth graders to leaving as eighth graders is just magic to watch. Even as sixth graders, the difference in them compared to seventh graders, and seventh graders compared to eighth graders, is just cool to see.”
 
Hanseling initially thought she had received a spam message when she read an email telling her she was one of 12 finalists for the state award. A co-worker who nominated her for the honor came into her office soon after that, and she confirmed to Hanseling that the recognition was real.
 
“Even to be acknowledged as one of the top 12 was humbling and exciting,” Hanseling said.

 
Hanseling begins each morning with supervisory duties in the hallways, and she speaks with teachers and administrators in team meetings throughout the day. She also visits with students in her office about a range of issues such as academic requirements, safety concerns and social and emotional issues.
 
“At the middle level, it’s a spectrum of somebody crying because their friend rolled their eyes at them, to we have something serious going on at home, and we need to support that student here at school, and how can we help them find a trusted adult to talk to?” Hanseling said. “I have an agenda of things I need to do, whether it’s running a small group or leading a team meeting, but we have to be very flexible in dropping everything we’re doing to respond to a crisis.”

 
Hanseling also speaks regularly with other LPS middle school counselors on group Zoom chats. They share recent experiences they’ve had, provide and ask for advice about certain situations and give valuable encouragement to their co-workers and friends.
 
“I think in our role, we take on a lot,” Hanseling said. “We have a lot of expectations for ourselves for making sure all kids feel seen and heard, all teachers feel seen and heard, all parents are responded to, so it helps to acknowledge that together and realize we are doing a good job.
 
“I think a lot of us feel like we could be doing more. We wish we had more time, we wish we could solve all the things every day and make everybody happy, but that doesn’t happen. So, it’s good to connect with each other and offer that support of, ‘Hey, you are doing a good job.’”

 
Hanseling said her primary mission at Mickle is to help students achieve success throughout their LPS careers.
 
“We don’t always get to see the growth they make by senior year, because they’re only here (at Mickle) for three short years,” Hanseling said. “So just acknowledging that and recognizing growth for a student may look really small initially, but we’re planting seeds for bigger things that they might do for themselves down the road.”
 
Mattie Trejo-Amen
Trejo-Amen grew up in Cozad and began her postgraduate work at Southeast Community College. Her career path began to take shape after she enrolled in a practicum class at the University of Nebraska-Lincoln. She decided to pursue elementary education after having a positive experience in several LPS buildings.
 
Trejo-Amen taught at Belmont Elementary School for three years before applying for and being accepted into the Teach for America program. She said leading fourth graders in New Orleans for one year made a profound impact on her.

 
“It really changed my life, and I know that sounds super cheesy and cliché, but I was just opened up to so many different experiences teaching in New Orleans,” Trejo-Amen said. “It was such a good experience, and I think that has shaped me into who I am personally and professionally.”
 
One of those life-altering moments came when a student began crying because her mom had taken braids out of her hair. Trejo-Amen had a ponytail holder wrapped around her wrist, and she offered to put the student’s hair in a ponytail. That small gesture of kindness created a deep level of trust and respect from everyone in class the rest of the year.
 
“After I was done teaching there, school counseling was something I knew I wanted to do,” Trejo-Amen said. “I love teaching reading, writing and math, but I love getting to help contribute to developing people and teaching people how to be good people.”

 
Trejo-Amen returned to Belmont to teach third grade while completing her master’s degree. She became a school counselor at Pershing Elementary School in 2018-19 and began working at Humann three years ago.
 
One of Trejo-Amen’s top jobs is teaching citizenship and prosocial lessons in every K-5 classroom. She zeroes in on Humann’s four core values – being safe, respectful, responsible and kind – and tailors activities based on those areas. She supports them with their development of skills for learning, building relationships and problem solving to promote their academic and social-emotional success both at school and in the future.
 
A second major part of Trejo-Amen’s position is leading small groups of students in her counseling classroom. She helps them learn how to develop friendships, interact in social settings and improve problem-solving skills.

 
Trejo-Amen said it is rewarding to watch Humann students gain confidence academically, socially and emotionally after her lessons.
 
“I just love the things that I get to teach,” Trejo-Amen said. “I’m very passionate about what I teach, and I love working with kids.”
 
Trejo-Amen felt “shocked” when she learned she had been selected as a finalist for the elementary school counselor award. She was even more surprised when her name was announced as the winner. She walked in front of more than 200 fellow school counselors and gave a short speech humbly thanking them for the honor.
 
Another visible reminder of Trejo-Amen’s educational impact came last year when she met her former students in New Orleans. Her smiling fourth graders were now accepting diplomas at their high school graduation, and Trejo-Amen was there to share in their excitement.
 
“That was a really big full-circle moment,” Trejo-Amen said. “It was just exciting to see that and to have a part of that.”
 
While she was in New Orleans, Trejo-Amen learned that one of her students had been accepted into a prestigious program at Howard University in Washington, D.C. She is thriving at Howard and is poised to have a successful career.

 
Trejo-Amen said she believes every student at LPS can write similar stories because of the staff members at every building.
 
“Being an educator is really challenging, so a goal of mine is to share my passion and love for the profession because it really is the best,” Trejo-Amen said. “We have a part in helping little people become the best version of themselves, and that is the coolest thing ever.”

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

Posted on December 20, 2024

Staff Spotlight: Jay Lockard - skilled and technical sciences teacher at Scott

Every week, we’ll shine a spotlight on one Lincoln Public Schools staff member! Get to know the wonderful people making a positive impact across various areas within LPS. This week, meet Jay Lockard, skilled and technical sciences teacher at Scott Middle School.

"I've seen firsthand how much Mr. Lockard cares for his students. He's always so welcoming to everyone and makes it his personal mission to make my school a better place. I'm so grateful for him, and I just think he deserves to be recognized for all that he does.” - Elaina, eighth grade student at Scott Middle School.

In a few sentences, briefly describe your role at LPS.
I teach skilled and technical sciences (STS), formerly called industrial technology and industrial arts, at Scott Middle School.

How long have you worked for LPS?
This is year 39 teaching at LPS.

What inspired you to become part of the education field at LPS?
My mom retired as a teacher from Kahoa Elementary, and my dad retired as the dean of trade and industry at Southeast Community College, but he started as an industrial arts teacher at Lefler Middle School. Having parents in education accounted for half of my influence to teach. The other half came from my personal desire to share my passion for the trades with others. I found myself mechanically inclined at a young age and marveled at the workings of anything from roller skates to small engines. I also valued the wisdom of older people with experience in the trades who helped guide me in my mechanical pursuits. From there I wanted to be part of passing on trades knowledge to others as my experience and knowledge increased. What better way to do that than become a teacher!

What has been your favorite part of working here? What aspect of your job do you find most rewarding?
I worked at a Conoco service station in high school and college for 10 years and really enjoyed the auto shop setting. I’ve made my school shop like a second home. My sister calls it my oasis! When students walk in, it’s like welcoming them into my home. A shop has a completely different feel than a classroom setting, and to see the look on students’ faces when they walk in for the first time is priceless. It’s very satisfying to watch students discover a passion in the STS area like I did many years ago. They might realize an unknown talent of making a precise technical drawing, using a tool or piece of power equipment for the first time, manipulating different mediums of materials, and most importantly, developing a confidence from these endeavors they never had before. Even more satisfying is seeing those students go on to become productive adults in society, especially in the trades, becoming teachers, or finding careers in engineering. I can only hope I had a small part in their journey.

Did you attend LPS as a student? If so, which school(s)? If not, where are you from?
I attended Hawthorne Elementary School, Lefler Middle School and Lincoln High School.

What path did you take after completing your formal education?
I attended the University of Nebraska-Lincoln to earn my bachelor’s degree in grades 7-12 Industrial Education.

What do you enjoy most about the Lincoln community?
Teaching in Lincoln my entire life has allowed me to make a large number of connections with former students, colleagues and friends. It’s a thrill to have that first student who says, “You had my mom or dad as a student.” I’ve also had people in the community say they had my mom or dad as a teacher and tell me stories about them. Yes, Lincoln still has that small-town feel.

What is your favorite childhood book or a book that has influenced your life positively?
My favorite childhood book was “Mike Mulligan and His Steam Shovel.” Not only did

I appreciate the mechanical abilities of the Steam Shovel, but it taught me that like the Steam Shovel, our abilities and purposes change throughout life as we age. I think I’m getting close to becoming the Furnace. (If you know, you know!)

Share a shout out to a teacher who impacted your life.
I had too many incredibly caring teachers to mention from my formative years going through LPS, but I would like to give a "shout out" to retired LPS industrial education teachers and others that helped me become the teacher I am today. Those teachers were Jim Neal, Matt Wagner, Jane Edwards, Tom Kaedy, Joe Wittgren, Dave Wolff, Jerry Kohl, Bob Armagost, Rollie Gast, Jeff McCabe, Dan Widhelm, Denny Van Horn, Jim Kinney, Bill Jordan, Rich Meyers, coach/PE teacher Bill Hunsaker, UNL professors Dr. Neil Edmunds, Neil Munson, Dr. Max Hansen, Dr. George Rodgers, and my dad, Keith Lockard.

Do you know a LPS staff member we should feature for Staff Spotlight? Fill out this form to nominate them!

Posted on December 20, 2024

Bay High students expand creative concepts with new VR equipment

The learning gears for Bay High Focus Program junior Rylee were spinning in full force this fall as he used virtual reality (VR) equipment to animate a cartoon scene.
 
Rylee and other Lincoln Public Schools students are increasing their computer science knowledge this year through new VR technology systems. The devices are helping them prepare to enter the workforce in a wide variety of careers.
 
Rylee spent one morning at Bay High building an animated scene with the VR digital program. He donned a headset and attached hand controls before entering the virtual world. He was able to create heroes and villains, change colors of background scenery and see how everything looked in a three-dimensional format.
 
“I was sketching my character and I was figuring out how he looked in different angles, so it was really cool to see that and be able to physically have it there,” Rylee said. “It was really nice to be able to use that resource.”
 
Rylee said having access to VR equipment at LPS will boost his future prospects. He is planning to pursue a major in animation and a minor in computer programming when he attends college.
 
“As a 17-year-old, it’s really cool to get use of these technologies,” Rylee said. “I don’t have it at home, so it’s really cool to come to school and be able to use these newer things and be able to learn before going out and trying to test it out myself.”
 
Brent Jarosz said computer science is an integral part of the curriculum at Bay High, which is a focus program with classes on marketing, entrepreneurship and journalism. Students are using the VR equipment in a course called Digital Media and Design. The course, which is also available at all eight LPS high schools, introduces them to technical tools and processes that are used in digital design.
 
“Technology is always changing, so we have to be able to adapt to that,” Jarosz said. “Our kids are really good at it, but they only see as much as they get to, so it’s nice having that new technology within our classrooms and getting kids hands-on experience that they’ll eventually get to see in the workplace.”
 
The VR equipment meets the emerging technology piece of new legislation that state senators first passed in 2002 and revised in 2023. The law requires all Nebraska school districts to include computer science and technology education (CSTE) programs for K-12 students by the 2025-26 academic year. Beginning in 2027-28, school districts shall require each student to complete at least five high school credit hours in CSTE prior to graduation.
 
Students can complete the new requirement either through a single course or a combination of classes that cover CSTE academic content standards. School districts can offer the CSTE courses in a traditional classroom setting, a blended-learning environment or a technology-based format.
 
Jarosz said the VR equipment meets the emerging technology piece of the new state academic standards. Students first take an introductory VR lesson where they try out the headsets and hand controls. They then create items such as virtual houses, snowmen and spaceships in a second lesson that emphasizes imagination and experimentation.
 
“They think it’s cool that they get to do it in school,” Jarosz said. “They really like the equipment; they think it’s really cool. They really want to do more.”
 
Bay High junior Graham said he has enjoyed working with the 3D modeling aspect of the VR system. He spent one morning building a campfire scene. He used one VR tool to make little rocks to surround the campfire, and he then employed a fire tool to draw the flames and smoke.
 
Graham has used VR technology at his home to play games for the past three years. He said having similar equipment in the classroom is even more exciting because of the educational benefits he is receiving.
 
“I think it’s very interesting, because it can teach you more hands-on experiences rather than just being told to do something and then you have to do it yourself,” Graham said. “It kind of also gives you the freedom to figure out what you want to do and how you want to execute that.”
 
Students like Graham and Rylee have also discovered how 2D and 3D projects relate to each other. They begin designing many of their ideas using software such as Adobe Photoshop, InDesign and Illustrator. They are then able to translate those concepts into VR formats, which gives them different points of view to work from.
 
“If we want to figure out, ‘Okay, so if I’m doing this on paper or if I’m doing this scene in the hallway, let’s just sketch out that scene and let’s see how we can do it moving in 3D space,’” Rylee said. “In the future this technology can be used to do storyboards, but in a 3D plane, so that way you know exactly what you’re going to be doing before you do it.”
 
Rylee said the integration of VR equipment into the classroom is another reason why he likes coming to Bay High to study every day.
 
“I really enjoy the creative freedom,” Rylee said. “I’m able to just learn at my own pace and I’m able to work on my personal projects.”
 
LPS students entering grades 11 and 12 can apply to study at Bay High each year. Visit bayhigh.lps.org to learn more about Bay High and the many educational opportunities there.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on December 19, 2024

Safe Surfers: Scott students gain internet safety tips from Google presentation

Scott Middle School students Willow and Mila left the multipurpose room knowing how to be strong, alert, smart, brave and kind on the internet.
 
The two sixth graders joined more than 250 of their classmates at Google’s “Be Internet Awesome Road Show” Dec. 17. The global company hosted a 45-minute interactive program in partnership with Omaha-based nonprofit Smart Gen Society. The goal was to teach students how to safely navigate the internet every time they pick up a smartphone, access a tablet or log onto a computer.
 
Mila and Willow said they collected many digital-savvy tips from the presentation.
 
“I think the biggest takeaway I got was our actions matter on the internet, even if we don’t think that we do, because we leave a digital footprint wherever we go, and it’s really important that we are respectful when we’re on the internet, so later on it doesn’t affect our everyday life,” Mila said.
 
“It was fun but it was informative,” Willow said. “It’s going to make a good impact on us, and we’re taking that into perspective. Sometimes you don’t think about those things, but this made us think.”
 
Smart Gen Society Chief Executive Officer Amie Konwinski said she was pleased with the morning’s outcome. Konwinski had heard great things about Scott students from her daughter, Macy, who teaches family and consumer sciences classes at the school. Google representatives shared Konwinski’s vision of reaching a large audience of middle schoolers, and they decided to bring the road show to Scott’s campus.
 
“We just love the opportunity to come into Lincoln Public Schools,” Konwinski said. “They are such a fantastic organization to work with, and obviously the kids did a great job and they had a great time, so it was an easy choice.”
 
Nebraska First Lady Suzanne Pillen spoke to students at the start of the assembly, and she later participated in a game show activity on stage. She felt the program’s interactive style helped sixth graders fully absorb the educational material.
 
“I think that really encourages the kids to get involved, and it’s how they learn the best,” Pillen said. “There was a lot of enthusiasm in this room today. It was exciting.”
 
The program’s framework focused on five tips for students to remember in today’s digital world: share content with care, don’t fall for fake, secure your information, use your power for good and when in doubt, talk it out. The audience raised paddles that contained a green check mark and red ‘x’ to answer questions throughout the morning, and multiple students told organizers why they thought internet safety was a key issue.
 
Konwinski said providing proactive digital education to sixth graders will make a difference both now and in the future.
 
“It is so important for kids to know how to be safe online, especially now,” Konwinski said. “Fifty percent of our students in the United States are spending a 40-hour work week on their phone, so we need to make sure that what they’re doing and seeing online is not only safer, but they know who to talk to when they’re going to have an issue or problem.”
 
Scott students Millie and Eric said they recognized the reasons why Google has launched the road show. Eric has a smartphone and uses it to watch social apps like YouTube. Millie has also become familiar with digital technology after taking computer science classes at LPS.
 
“I liked it because there are a lot of people who don’t know how to stay safe on the internet,” Millie said. “I thought it helped some people figure out how to be safe.”
 
“I probably will be more careful of who I’m talking to and why I’m talking to them, and see if they’re being suspicious or not, so I know if they’re scamming,” Eric said.
 
Eric said the digital literacy curriculum at LPS gave him a good foundation for Google’s program. LPS provides digital citizenship lessons to everyone in grades K-12, and LPS Library Services releases digital literacy tips on social media every Tuesday.
 
“That really helped with this presentation,” Eric said.
 
The event was the latest community outreach initiative by Google, which is building a large data center in Lincoln. The company donated $100,000 to the Foundation for Lincoln Public Schools last month. The foundation will use the money for its summer camp program called Spark. Students in first through sixth grades explore science, technology, engineering, arts and math topics in the nine-week Spark camp.
 
Pillen and Konwinski both said they would enjoy sharing Google-based digital literacy lessons at other schools across the state. They said watching students like Willow, Mila, Millie and Eric have fun at Scott made all of the preparation worthwhile.
 
“I thought it was amazing,” Konwinski said. “Google did such a great job of making sure the students felt engaged and they got all of the tips they needed to.”
 
To learn more about the LPS 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 December 19, 2024

Staff Spotlight: Ella Christensen - fourth grade teacher at Maxey Elementary School

Every week, we’ll shine a spotlight on one Lincoln Public Schools staff member! Get to know the wonderful people making a positive impact across various areas within LPS. This week, meet Ella Christensen, fourth grade teacher at Maxey Elementary School.

“Teaching at Maxey Elementary has become a full circle experience for Ella. She attended Maxey as a student from grades K-5. Now, she is influencing children at her alma mater. Her fourth grade teacher, Mr. Schilousky, is now one of her coworkers, teaching the same grade. In her first year, Ella has built relationships with students, families and staff in a positive way and brings new ideas to her team. She is very organized and willing to do whatever it takes. Her students love having her as a teacher. Her competence, hardworking ethic, fresh ideas, and kindness towards all has made it feel like she has taught on our team, at our school, forever. She has seamlessly joined the educational realm.” - Clarice Anderson, Christy Firestone, Kelly Reineke and Kelly Schilousky, Maxey fourth grade team. 

How long have you worked for LPS?
I have worked for LPS for two years. I graduated last December and was hired mid-year for a long-term sub position and then was hired at that same school in April for a fourth grade position for the 2024-25 school year!

What inspired you to become part of the education field at LPS?
I was inspired to join LPS because of my own time as a LPS student. I grew up in Lincoln and started my journey at Maxey in 2006 as a kindergartener! I had so many amazing teachers along the way, and it eventually led me to study elementary education at UNL. When it came time to make a decision about a district to work for, LPS was a no-brainer. I was lucky enough to come really full circle and get hired at Maxey for my first year teaching!

What has been your favorite part of working here? What aspect of your job do you find most rewarding?
My favorite part of working at Maxey has to be the people I am surrounded by all day! My fourth grade team has been so amazing and helpful to me all year and I truly am the luckiest first year teacher ever to have them! Everyone at Maxey is so welcoming and is always willing to listen or help in any way they can. The most rewarding aspect of my job is definitely the relationships I get to form with my students. We have so many laughs every day and seeing them smile and get excited about learning is the best part of my day!

The most rewarding aspect is making connections with our students, seeing them grow and succeed. The best part is seeing their face once they've completed their grad requirements and have finished their high school journey, no matter how long it takes.

Did you attend LPS as a student? If so, which school(s)? If not, where are you from?
I did attend LPS as a student. I went to Maxey Elementary School, Lux Middle School and Lincoln East High School. I then attended UNL for college.

What path did you take after completing your formal education?
I was hired to work for LPS before I even graduated from UNL.

What do you enjoy most about the Lincoln community?
I most enjoy the small-town feel of the Lincoln community. I have lived here all my life, and it truly is a great place to live.

What is your favorite childhood book or a book that has influenced your life positively?
My favorite childhood chapter book was "The Tale of Despereaux." My fifth grade teacher, Mrs. Maxwell, read it aloud to our class and I remember it just being the best part of my day. I looked forward to it every single day on my way to school. I plan on reading it aloud to my class this school year too!

Share a shout out to a teacher who impacted your life.
If I had to shout out a former teacher I would say Mr. Luxford at Lux Middle School. He was a great teacher, always made everyone laugh, and actually got me to enjoy science as a sixth and seventh grader!

Do you know a LPS staff member we should feature for Staff Spotlight? Fill out this form to nominate them!

Posted on December 17, 2024

From shy to confident: The power of a literacy partnership between Dawes CLC and UNL

University of Nebraska-Lincoln senior Katie Wall watched with pride as a Dawes Middle School student spelled words with the sounds of ‘th,’ ‘ch’ and ‘sh’ in front of her.
 
Her literacy lesson at the Kit and Dick Schmoker Reading Center was a prime example of how a partnership between Dawes and UNL is setting up students for long-term success.
 
Leaders of the Dawes Community Learning Centers (CLC) program have teamed up with the Schmoker Reading Center (SRC) to provide extra literacy pillars for students. The partnership, which is in its second year, provides scholarships for Dawes students to travel to UNL’s East Campus twice each week. Six students took part in the program last year and three are being helped this year.

 
Jen Lesoing is a literacy coach and interventionist at Dawes and has spent time helping students at the SRC facility. She said the alliance has benefited everyone in many ways.
 
“I’m thrilled to see these students who put in extra work to improve their literacy skills be acknowledged,” Lesoing said. “The Kit and Dick Schmoker Reading Center has been a great partner for Dawes and a wonderful resource for students who need additional literacy support.”

 
Corben Jacobe said all three Diamondbacks who are attending SRC lessons this semester have blossomed academically, socially and emotionally. Jacobe is the school community coordinator for Dawes’ CLC program, which meets every day after school. He has watched them choose to join CLC activities such as vocal music and gardening because of their increased confidence.
 
“In CLC, they’ve just been livelier,” Jacobe said. “I wouldn’t say they were anti-social before, but they were definitely shyer, and they’ve fully come out of their shells because of this. It’s been really awesome to see that ever since that first day, they’re a brand-new kid. They’re more confident, more energetic, happier to be here.”
 
One of the Dawes students is completing her third semester with the SRC program. She said fellow Diamondbacks struggling with reading should not be afraid to ask for help with their literacy skills.
 
“Yes, you should go,” she said. “It can help you read and learn some more stuff.”

 
Wall and fellow SRC tutor Kathryn Boilesen said it has been inspiring to watch their Dawes students learn more about letters and sounds this semester. Wall is majoring in elementary education at UNL and Boilesen, a junior, is majoring in secondary special education.
 
“You see them day by day making little successes, and then you measure it at the end, and you see that, ‘Oh my goodness, we’ve seen a lot of successes,’” Boilesen said. “It’s very exciting.”
 
“There’s been a lot of progress,” Wall said. “We started with different assessments at the beginning of the year, and since then there’s been a lot of improvement. It’s really cool to see.”
 
Emily Fisher is co-director of the SRC and leads classes in the Department of Teaching, Learning and Teacher Education at UNL. The former Dawes instructor said she has watched the program make noticeable impacts on both middle school and college students.
 
“One of the most magical parts about this program and this partnership is that I get to see the kids improve and I get to see the tutors improve, and the tutors realize that their students are improving because of the work that they have done, and that’s a really magical thing to see,” Fisher said.
 
“We’re teaching them, but they’re also teaching us how to become better teachers and how to get that specific information to them,” Wall said.

 
SRC tutors use multiple strategies to connect with students from across Lincoln in grades K-12. Wall spent time one afternoon asking her Dawes partner to spell words by writing them with frosting in a pan, and another Dawes student wrote words with red, green and yellow paint for her tutor. Boilesen has helped her Diamondback learn to read this semester with tools such as phonetic spelling sheets and popular children’s books.
 
Fisher said those activities help students decode a difficult language. For example, the sound of a long ‘a’ in English could be spelled with a-consonant-e, ai, ay, eigh or ey.
 
“We can give them the extra practice they need on different skills and patterns and concepts in a lot of different ways,” Fisher said. “We can provide them with even more scaffolds.”
 
Lesoing said the partnership aligns with the 2024-29 Lincoln Public Schools Strategic Plan in many ways. Students who become proficient in reading and writing are more likely to graduate, join school activities and expand their future career opportunities. The alliance also promotes family and community engagement throughout LPS, which strengthens students in all classrooms.
 
“Once they build that confidence in their reading, we see such a difference,” Lesoing said. “They want to be a part of class. They want to learn.”

 
Boilesen said her goal with the tutoring sessions is to help her Diamondback enjoy a successful reading future. She wants her literacy lessons to start a ripple effect that spreads in the coming weeks, months and years.
 
“Even if it’s just one reminder in class if they’re reading something and it’s like, ‘Oh, I did this at the reading center and I can apply it here,’ that would be my hope,” Boilesen said.

To learn more about our Lincoln Community Learning Centers, visit our website at https://clc.lps.org/.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on December 16, 2024

Partners in Code: LPS showcases computer science education at community event

Humann Elementary School third grader Hazel smiled as she watched robotic caterpillars crawl around at one of the biggest computer science events of the year.

Hazel and her brother Victor joined hundreds of other students, parents and community members at the annual Lincoln Hour of Code and Tech Fair. More than 20 technology-based organizations helped visitors discover topics such as robotics, virtual reality, computer coding and software development.

Hazel said she was having fun at the event, which took place at Nebraska Innovation Campus. She said her favorite part was learning how to write computer code for robots.

“I’m excited,” Hazel said. “I like that you get to code robots.”

Hazel’s father, Carlos, said he brought his two children to the fair after receiving an invitation from Lisa Kollbaum, who teaches computer science and music at Humann. Kollbaum also publicized the fair to students throughout the school, and Hazel and Victor asked their father if they could go.

Carlos said he was happy to see how much technology knowledge his children already owned. Lincoln Public Schools has built an extensive computer science curriculum for students in all grade levels. The activities range from learning to type on keyboards as kindergarteners to taking advanced computer science classes as seniors.

“I didn’t know really the extent of their experience with these types of things already in school,” Carlos said. “So, they were talking about things like bee-bots and programming and things like that. I didn’t know they really knew what those things were, but those were the specific things they wanted to do when they came here.”

Caitlin Provance is coordinator of the school district’s computer science curriculum for K-5 students. She said the Hour of Code was a prime example of how community partnerships are helping everyone in Lincoln. LPS and other members of the CodeLNK organization came together to provide a day of free tech-based fun for everyone.

“Working with our community partners is really great here because it helps to promote that for our workforce within the community, as far as LPS’ role in teaching students more about computer science and the skills that they’re going to need to know when they get to the workforce,” Provance said. “So, events like this really do help out with making sure that Lincoln as a whole is working together to promote the future for our children.”

Lisa Kollbaum has led computer science and music classes at Humann for the past three years and has taught at LPS for 25 years. She also felt the local partnerships have paved many positive pathways in Lincoln. LPS, UNL, Foundation for Lincoln Public Schools and Lincoln Chamber of Commerce were some of the groups on site.

“I think there’s so many things out there that we might not know about, and when we partner together, I mean, we’re sharing that knowledge,” Kollbaum said. “As our kids are growing up through the LPS system, and then they take it to the next level where they’re going to college, it just connects all of what they’re learning.”

Hour of Code is a global initiative that introduces many computer science concepts to K-12 students and their families. Events are held across the world each December during Computer Science Education Week. 

The Huskers Chapter of the Computer Science Teachers Association (CSTA) Nebraska organization hosted the first two Hour of Code fairs in Lincoln in 2013 and 2014. CodeLNK, which consists of local schools, postsecondary institutions and technology companies, began overseeing the event in 2015.

Carlos said the free-flowing nature of the fair made it appealing for his children. Students played virtual reality games, watched a robotic dog hop around and worked on laptops, tablets and smartphones.

“It’s good to see them approach all these different activities and engage in whatever they want to and then move on to the next when they feel like it,” Carlos said.

Kollbaum joined other LPS computer science teachers at one of the fair’s booths. They watched with excitement as children programmed small robots, worked on a code hopper game and browsed several coding books.

“It’s really great to see the kids interacting with the robotics,” Provance said. “It’s great to see the kids that are really visual, spatial thinkers, and having that opportunity to showcase their knowledge, to showcase all of their strengths, to see them light up when they solve the code. They may have struggled at first, but then they use their debugging skills, and then they solve the puzzle and get the robot where it needs to be.”

Kollbaum said Lincoln’s Hour of Code event was setting up students for long-term success. Four of her Humann students stopped her as she walked into the conference center, and she recognized at least 30 other Huskies during the day.

“I think it’s great for families to see what we’re doing and to see that this is hands-on learning which engages the kids so much in what they do,” Kollbaum said. “I mean, they love coming to computer science class because of the engagement they get and how practical it is in the real world, how it just translates from what they’re doing right now and how they’re going to be able to use it in the future.

“There’s jobs in the future that don’t exist right now, that we don’t even know what they’re going to be, and we’re preparing our kids for those jobs.”

To learn more about computer science education at LPS, visit our website at https://home.lps.org/cte/cs/. 

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

Posted on December 13, 2024

Brilliant Ballet: McPhee students learn about choreography, costuming in school

Teagan, Ada and Taryn turned their love of dance and choreography into heartwarming lessons at McPhee Elementary School in early December. 

The three Lincoln Public Schools students joined leaders of the Lincoln Midwest Ballet Company (LMBC) in Backstage at the Ballet workshops. LMBC members taught the Mustangs about choreography, costuming and makeup during several class periods throughout the week. The entire school then gathered in the gym Dec. 5 for a performance of “The Nutcracker.”

Teagan attends Southeast High School, Ada is a student at Southwest High School and Taryn takes classes at East High School. All three said they were enjoying helping students practice classical ballet and dance movements during a morning session.

“Just seeing their reactions and the faces they make is super fun,” Ada said. “It’s cute.”

“I love seeing how excited they get,” Teagan said. “It’s just cool for them to be able to watch dancers perform right in front of them. It’s really neat.”

Shari True is the LMBC’s artistic director and has been leading dance classes since the 1980s. She has been an instrumental figure in Backstage at the Ballet, which has a goal of encouraging LPS students to explore fine arts such as dance. McPhee was selected to be this year’s host school for the program. 

True said it was exciting for the Mustangs to watch Teagan, Ada and Taryn display flexibility, agility, strength, endurance and balance in their workshops.

“I want them to understand that dance is athletic,” True said. “It requires all of the skills that every other sport does. The dancers that they saw today are athletes.”

True began the choreography workshop by talking to students about the physical benefits of dance. She said the standard length of a ballet is 90 minutes to two hours, which means everyone on stage must have each of the five athletic traits.

“Those are all skills in dance that we’re going to use,” True told a group of fourth graders. “We’ll be teaching all of those to you today.”

True led the class in stretching exercises before showing them movements from the second act of “The Nutcracker.” Students raised their hands, turned their legs and skipped on their feet for the next 30 minutes. The three high schoolers then led them in a short performance as ballet music played in the background.

Taryn said the experience could encourage many Mustangs to explore pursuing dance in the future.

“I feel like if they get to see it in their school at such a young age it’s easier to have your eyes opened to it and want to do it,” Taryn said. “Hopefully it will inspire them.”

At the same time, Maralee Maldavs was helping McPhee second graders become interested in the costuming angle of ballet. Maldavs is the LMBC’s head costumer and costume builder and guided students in a workshop in Megan Dworsky’s classroom.

Maldavs first showed students a full-sized Nutcracker headpiece. A bicycle helmet is attached to the inside of the head, and dancers wear the helmet when they put on the Nutcracker costumes. She also displayed several outfits from other members of the dance group at the beginning of class.

“There’s no talking during a ballet, so they have to wear the right costume when they’re on stage,” Maldavs said. “The costuming helps to show what’s going on.”

Students then had opportunities to design their own prince and princess costumes on paper. They used glue sticks to attach pieces of fabric to the outline of a person, and they then picked out jewels, ribbons and other artistic items from various trays. They placed those items on their paper dancers to finish their creations.

McPhee Principal Chris Boden said having the Mustangs participate in Backstage at the Ballet was a positive experience for everyone.

“This is such a wonderful thing to happen at our school,” Boden said. “I’m really glad our students were able to have this come here this year.”

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

Posted on December 13, 2024

Meet LPS Focus Program Scholar: Cherish, Arts and Humanities

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

LPS offers our scholars - like Lincoln High senior Cherish - almost a dozen focus programs to experience. 

Cherish is a part of the Arts and Humanities Focus Program – the school district’s second-oldest focus program. Her eighth grade art teacher encouraged her to join the program to explore her love for art further after noticing the young artist’s talent in adapting and learning new media.

Read more about Cherish’s Arts and Humanities experience in this Q&A as she is one of our featured Focus Program Scholars.   

Name: Cherish 

Home High School: Lincoln High School 

Grade: 12

Focus Program: Arts and Humanities 

Why did you choose the Arts and Humanities Focus Program?

I first heard about the Arts and Humanities Focus Program in the eighth grade. I didn’t know what it was, but it had “art” in the name, so I applied. I really love art, so discovering a place focused on it immediately gained my attention.

What do you like most about the Arts and Humanities Focus Program?

I like the activities and field trips we take. I’ve experienced far more than the average high schooler, and I have Arts and Humanities to thank for that. Also, I love the teachers.

What makes the Arts and Humanities Focus Program different?

I’d fight to say the community is what makes A&H different. Lots of us here have similar beliefs, goals, hobbies and behaviors. Most of us here relate to one another, and I like to think that we are open-minded as well, allowing us to stray out of what is considered “the norm.” The way we behave here and the things we love to chat about are things that others may find different and unique. We bond over trivial things, and that's what makes us.

How do you get to explore your passions or interests at the Arts and Humanities Focus Program?  

For the most part, I focus mainly on art. No pun intended. The classes I’ve been able to take are far longer and more diverse in terms of what I am able to study and experiment with. I’ve been able to expand my knowledge on artistic forms and master certain parts of them. Not only that, but I am the chief editor of our newspaper and one of the main students who advocated for things that have now shaped Arts as a whole. I have taken on a leadership role in many forms at this school over the four years that I’ve been here, and that’s allowed me to learn a ton about working with a variety of different personalities.

How has attending the Arts and Humanities Focus Program empowered you as a student?

Well, coming back to my leadership roles, I’ve been able to see the impact I can have on a place. This student feature is just another example of the opportunities I’ve been given that empower me both academically and socially. In short, Arts and Humanities has led me to feel important and taught me what to do with that feeling of importance.

What are your relationships with other students and staff like within the Arts and Humanities Focus Program?

I tend to get along with the majority of the students at Arts and Humanities. My role in the community leaves me front and center to many things, so I try my hardest to make the most of every person in ways that are respectful to them. As far as the staff go, I have an incredible relationship with most members of the staff. I absolutely love Mrs. Halsey, Ms. Leidholt and Ms. Overstreet. They challenge my critical thinking and help me be the best version of myself.

How has being a part of a LPS Focus Program added to your high school experience? 

At first, I used to think that it took away from my high school experience. However, with the years that have passed, I’ve realized just how many experiences it's added to my high school life. The humanities experience of Arts is the main source to the additional opportunities that have added to my experience. Our humanities class allows us an insight to local events, history and beyond. The smaller community also allows me to bond with and relate to people on a deeper level.

How has the Arts and Humanities Focus Program prepared you for the future?

Arts and Humanities has helped me see the options I have to take in the future and specifically helped me better my passions. I am far better at working with people, both as a leader and coworker, I can plan events and I can advocate for change. Of course, I am better at art as well. Therefore, if I were to pursue an art career, I’d be better off.

Why are focus programs like the Arts and Humanities Focus Program important to high school students?

It’s hard to pinpoint specific reasons because there are so many. At A&H, we are able to interact with local communities, learn and study the human experience and develop our artistic skills. Going hand-in-hand with other focus programs, we are all on a far more widened scope than home high schools. Focus programs are smaller and more focused, which is a great learning environment for most students.

What is the greatest thing you’ve learned since attending the Arts and Humanities Focus Program? 

I’ve learned so much patience. Upon first arriving, I was very stuck in my ways with specific expectations of people. I am still very much like that, but my patience has heightened tenfold. I am able to listen, wait, explain, and walk away from and walk in situations that make me uncomfortable. Many students have expressed their envy of my character because of my honesty and ability to say what needs to be said. 

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

Learn more about the Arts and Humanities Focus Program by visiting its website at https://arts.lps.org/.

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

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

Posted on December 11, 2024

Five LPS students qualify for NU Presidential Scholars Program for perfect ACT scores

Five Lincoln Public Schools students aced their ACT tests with perfect scores – leading to a special honor from the University of Nebraska. 
 
Nicholas Li and Sarah Cai of East, Brayden Thelander of Northeast, Timofei Prakapchuk of Northwest and Ripley Becker of Southwest qualified for the university’s Presidential Scholars Program. 

The program provides a full-ride academic scholarship, plus a $5,000 annual stipend, to every high school student who graduates from a Nebraska high school, receives a perfect 36 on the ACT and attends any campus in the NU system. 

“Financially college is pretty heavy,” Thelander said. “So having that to basically cover a college journey is enough to alleviate some of that stress, hopefully, to let me perform better and then continue on with whatever I want to pursue.” 

Thelander plans to attend the University of Nebraska-Lincoln and study emerging media arts. Northeast Principal Keri Applebee said Thelander’s accomplishment exemplifies the teaching and learning happening at her school. 

“It's because of amazing students, like Brayden, who take opportunities to learn and grow so seriously, in conjunction with a wonderful staff that teaches and fosters a learning growth set in our scholars that make honors like the one Brayden is receiving possible,” Applebee said. 

NU President Jeffrey P. Gold, M.D. and LPS Superintendent Paul Gausman recognized the scholars in front of friends, family and other local dignitaries at the Steve Joel District Leadership Center during a celebration in early December. 

“Thank you to you who have supported these scholars with your unwavering encouragement,” Gausman said. “You fostered an environment where learning and perseverance flourishes and were these students’ champions in moments of both triumph and challenge.” 

Prakapchuk, who is interested in majoring in computer science or business administration, said he first got a 32 on the exam without studying. Then, he decided to challenge himself and prepare more, like taking the LPS ACT prep course to see if he could achieve the top score. After a few more tries, he finally reached his goal. 

“I ran around the house,” he said. ”It was a great feeling to know I got this.” 

He also made history for his school by being the first from Northwest to earn a perfect ACT score. He is on track to graduate early from high school. 

“Timofei's achievement of being the first at Northwest to achieve this is just fantastic for our school,” Northwest Principal Cedric Cooper said. “His brilliance and dedication shine through, and I hope it inspires other students to chase their dreams with the same passion and focus.”

NU launched the Presidential Scholars program earlier this fall and welcomed 17 Nebraska students in its inaugural cohort. Gold said the university wanted to start the program to send a clear signal to high-achieving students that the school values them. 

“The University of Nebraska is an excellent institution, but we are working to aspire to something beyond excellent in every aspect of what we do,” Gold said. “That includes the educational opportunities for our students. It includes keeping our top students here and making sure they are supported and challenged.”

NU recently announced its plan to expand the opportunity to up to 50 of the state’s top students by adding other top scorers with the perfect ACT test takers for fall 2025. 

If you or your scholar are interested in preparing for the ACT exam, visit our website at https://home.lps.org/act-testprep/ to learn more about the LPS ACT Test Prep.

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Posted on December 10, 2024

Anatomage Table helps Northwest students pursue healthcare dreams

Northwest High School students Charlotte and Nicholas stood in amazement as they watched the entire circulatory system of a human body appear on a state-of-the-art research table.
 
They then explored how the blood travels around the body by zeroing in on the head, arms, legs and feet of a life-sized three-dimensional image.

 
The two Falcons are using the Anatomage Table to pursue their healthcare dreams in the Bryan College of Health Sciences (BCHS) Focus Program. The high-tech digital platform allows students to perform hundreds of virtual scientific experiments on an interactive computer. They can complete virtual dissections, view human tissues on a cellular level and explore a library of more than 1,000 magnetic resonance imaging (MRI) and computed tomography (CT) scans.
 
Charlotte and Nicholas both said the Anatomage Table has been a game-changing piece of equipment for them. Charlotte, a senior, is planning to become a general surgeon after completing college and medical school. Nicholas, a junior, is contemplating several types of healthcare careers.
 
“I think it really gets that early onset of exposure to the body that I wouldn’t otherwise have from just textbooks and paper,” Nicholas said. “It’s a really cool hands-on experience.”
 
“I would say it’s definitely giving me a head start, because I know a lot of people who take courses like this, and they don’t have tools like this, so I’m definitely getting a jump start on it,” Charlotte said.
 
Katherine Karcher and Cindy Larson-Miller said they have been thrilled with the learning opportunities the table has created. Karcher is director of high school outreach programs at BCHS, and Larson-Miller is the science department chairperson at Northwest. Both said the Anatomage Table has generated many currents of educational electricity for students.
 
“To see those light bulbs go off, that’s a teacher’s favorite moment, I would say,” Karcher said. “One of the things that it has been so good for is piquing that curiosity. Students are just so curious about how things work, especially about how the human body works when it relates to anatomy.”
 
“One of my favorite things about teaching in general is to hear kids go, ‘Oh,’ and that happens all the time on this table,” Larson-Miller said. “It’s, ‘Oh my gosh, look at that!’ or ‘That’s so cool, look what you can do here!’ or ‘I never thought it looked like that!’ or ‘Why is the intestine that color?’ They can ask questions and think about things in a different way than they would if they were just reading about it or watching a video about it.”
 
BCHS Focus Program students first learned that Anatomage Tables existed when they saw one at a Nebraska Health Occupations Students of America (HOSA) State Leadership Conference. They immediately told Larson-Miller that they needed to have a table in their classroom, and Larson-Miller soon realized how valuable the tool could be.
 
The Anatomage Table is a large computer that features many specialized software applications. The BCHS Focus Program model includes images of five cadavers of people who donated their bodies to science. Workers at Anatomage – the company that made the table – cut the cadavers and took digital photos of each part of the bodies. They then virtually reassembled and compiled all of the photos into 3D-rendered images for students to learn from.
 
Karcher’s predecessor, Jason States, worked with both Larson-Miller and Jason Thomsen, the curriculum specialist for career and technical education (CTE) at Lincoln Public Schools, on the project. They shared ideas with a BCHS grant writer who submitted a proposal to the Nebraska Department of Education (NDE).
 
The NDE awarded the BCHS Focus Program nearly $85,000 through a reVISION Action Grant to purchase the table. State officials felt the equipment aligned well with the purpose of the reVISION Action Grant initiative, which is to improve, modernize and expand CTE programs.
 
Charlotte said she has enjoyed using the table since it arrived at Northwest this summer. She and other BCHS Focus Program students have already made many discoveries on it. Unlike a cadaver, which can be dissected only once, bodies in the Anatomage Table’s library can be digitally cut and reassembled as many times as needed.
 
“We’ve studied anatomy in the textbooks, but actually being able to see something like that in person is, it’s just really cool,” Charlotte said.
 
Nicholas said the Anatomage Table is also influencing decisions about his own personal health. One of the cadavers included in the table’s library is of a person who died from a tumor in his chest. Students have been able to see how the tumor affected the patient and possible reasons for its formation.
 
“When I saw the tumor in his chest, it was very likely caused by just behaviors and habits that he may have picked up over his life, so when I think about my future and if I don’t want to go down that path, it’s an awakening when you think about it,” Nicholas said.
 
Karcher said the Anatomage Table will continue to help students like Charlotte and Nicholas pursue their healthcare dreams for many years to come.
 
“It is above and beyond expectations for all of the things that it has allowed us to do, and we’re just so excited to keep learning more about it,” Karcher said.

To learn more about the Bryan College of Health Sciences Focus Program at Northwest, visit our website at https://healthsciences.lps.org/. 
 
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Posted on December 10, 2024

Coding Confidence: Adams students design video games from computer class lessons

Adams Elementary School students created the keywords of “fun,” “happy” and “exciting” this fall with their newfound computer coding knowledge.
 
Fourth graders in Mary Abebe’s computer classes built their own video games through innovative design lessons. They learned how to write computer code for items such as falling pizzas, happy kittens and gem-gathering characters during the semester. They then tested each other’s designs and helped them fix glitches in their algorithms, scripts and variables.

 
Emma and Braden worked together to create a game that contained almost two pages of computer code. In their game, a chicken tries to collect point-scoring gems while hopping from platform to platform. Players who gather all three gems on the first level advance to the game’s final stage, where there are another three gems to pick up.
 
At the same time, the chicken characters must avoid running into pizzas that are falling from the sky. Players win the game if they dodge all of the pizzas and reach 15 points by the end of Level 2.
 
Emma said if she could rate her level of game-coding fun on a scale of one to ten, it would be “a 100.”
 
“I want to do this every day in class,” Emma said.
 
Braden said it was exciting to get feedback on their game from their classmates. Students gathered in teams of two or three to review each creation in early December. They could look at each game’s code, examine its storyline and make suggestions if something wasn’t working on the screen.
 
“It’s really fun to have them be able to see our game and how we built it,” Braden said.
 
Caitlin Provance is coordinator of the K-5 computer science curriculum at Lincoln Public Schools. LPS uses material from an educational nonprofit called Code.Org as the foundation for its elementary coursework. The lessons teach children many important skills that they can use in other school subjects.
 
“With this being such an engaging unit of study, students often don’t realize they are learning some pretty challenging concepts,” Provance said. “In addition to applying their knowledge from computer science, students are utilizing their experiences from the classroom such as math skills and storytelling to create their video games. Video game design helps to strengthen the skills of problem-solving, creativity, perseverance and collaboration.”

 
Code.Org released a video game design unit for fourth graders for the first time this year. Emma, Braden and their classmates began having some exposure to video game design in first grade, but this was the most demanding coding platform they had encountered.
 
“We use Code.Org all the time because it’s our main curriculum that we work from, but they’ve never had to create a game in Code.Org, and it’s a little bit different from the other apps that we use,” Abebe said. “For their first time, they did a great job.”
 
Lanie and Rozie said they were happy to have successfully worked through all of the coding challenges. They built a game called “Rainbow Madness” that featured a kitten as the main character. Players who used the kitten to collect four rainbows were rewarded with a happy bubble image.
 
“We’ve coded a different game (before), but it wasn’t as hard as this,” Rozie said.
 
“Sometimes we would get everything, and then we would want to add a new thing, and it would mess up something else,” Lanie said. “We just had to make mistakes and try new things.”

 
Ruby and Aubrey also based their game on kittens. They called it “Kitty Escape” and asked players to rescue every kitten within seven seconds. Players also had to avoid other animals during their adventures.
 
“One of my favorite things about this game is that we could say it was raining cats and dogs,” Ruby said.
 
Aubrey said she and Ruby felt a sense of accomplishment from the design process. They learned about the behaviors of characters and objects, how to animate them and how to make them interactive in their games. They also discovered how to program and modify the code so data would change based on player interaction.
 
“I was telling her how crazy it was that we went from a square background to an entire video game in just a couple of days,” Aubrey said.
 
Students also strengthened skills such as unity and empathy in the class. Oliver alerted Abebe about a coding glitch that appeared in his team’s game, and she asked the other fourth graders to inspect the code from their laptops. Everyone dropped what they were doing and came together for a solution.
 
“It makes me feel special that everybody is taking their own time to work on a game that we needed help with,” Oliver said. “I worked on Sunday at home to do this to try and get this to work so it could be ready, and something that we were working on must have gone wrong, and everybody here helped us. I really liked that.”
 
“I love how they work together,” Abebe said. “That’s my favorite thing.”
 
Teammates Parker and Ethan said experiencing those keywords of “cooperation” and “helpfulness” made the video game process a winning part of their school day.
 
“It was good,” Parker said. “I liked it. It was fun.”

Want to try a few of the students' games? Click the links below to play. 

Super Pizza Chicken

Don't Eat the Broccoli

Rainbow Madness

To learn more about our computer science curriculum, visit our Career and Technical Education page at https://home.lps.org/cte/cs/. 

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

Posted on December 10, 2024

Staff Spotlight: Karrie Mishler - executive secretary in Graduation Pathways

Every week, we’ll shine a spotlight on one Lincoln Public Schools staff member! Get to know the wonderful people making a positive impact across various areas within LPS. This week, meet Karrie Mishler, executive  secretary in Graduation Pathways.

“Karrie is truly the heart of our program. Karrie's roles encompass not only her official title, but she also registers students, manages technology and monitors attendance. Karrie is often the first person that students, families and school staff encounter when they engage with Graduation Pathways. She continually meets people with warmth, helpfulness and a sense of humor. Karrie leads with a tender heart. No interaction is concluded without a feeling of connection and understanding. Karrie is an incredible team player on a daily basis! Her efficiency and willingness to help others, combined with her positive attitude, create a supportive and productive environment. It’s great to have someone like her who not only gets the work done but also lifts everyone’s spirits. A day at work without Karrie is like cake without the icing. We all benefit and appreciate Karrie's talents and efforts.” - Abi Beatty, Graduation Pathways School Counselor, and Chris Schefdore, Supervisor.

In a few sentences, briefly describe your role at LPS.
I am the executive secretary for the Graduation Pathways program. My role entails scheduling orientations for new students, enrollments, building and scheduling classes, attendance, payroll, budget, purchasing and information technology as needed. 

How long have you worked for LPS?
This is my fourth year working for LPS.

What inspired you to become part of the education field at LPS?
I was looking for something new and the job description with Federal Programs sounded like a great fit. My dad had also worked for LPS and had such great things to say about his time here.

What has been your favorite part of working here? What aspect of your job do you find most rewarding?
Our staff - we're a small but mighty group! The team here is so dedicated to helping each and every one of the students that come through, they all go above and beyond. Everyone is also quick to lend a helping hand with each other, no questions asked. It's an honor to work alongside them.

The most rewarding aspect is making connections with our students, seeing them grow and succeed. The best part is seeing their face once they've completed their grad requirements and have finished their high school journey, no matter how long it takes.

Did you attend LPS as a student? If so, which school(s)? If not, where are you from?
I attended St. John's and Pius X High School here in Lincoln.

What path did you take after completing your formal education?
I went to Southeast Community College for a year, took a couple of classes at Doane in Lincoln and then started working full-time.

What do you enjoy most about the Lincoln community?
Lincoln is a big city with a small town feeling. You can run into someone you know just about anywhere and for the majority, everyone truly is Nebraska Nice.

Share a shout out to a teacher who impacted your life.
Mrs. Kathy Kottich - she was my third grade teacher and everyone loved her! Her classroom was always fun, inviting and she made you feel safe and special.Do you know a LPS staff member we should feature for Staff Spotlight? Fill out this form to nominate them!

Posted on December 06, 2024

LPS students showcase cooking skills in 2024 LPS Culinary Competition

More than 200 Lincoln Public Schools students faced off in the 19th annual LPS Culinary Competition at Southeast Community College.

Young chefs from all LPS high schools and The Career Academy competed in early December to showcase their knowledge and talent in various events, including dessert plating, cooking entrees as a team and knife skills. 

LPS students in Culinary I, II and III classes were allowed to participate in the challenge. The Family and Consumer Sciences courses help students gear up for the competition by learning important lessons in food preparation, nutrition and safety and sanitation. Educators believe the lessons will develop their scholars’ passion for food and will lead to possible careers in food service and hospitality. 

When not racing the clock in various competitive events, participants could also tour SCC and explore their futures during the College and Career Fair. 

Several local organizations helped make the event possible including the University of Nebraska - Lincoln,  Nebraska Department of Education to School program, SCC, Central Community College, Scooters-Metcalf Coffee, Chick-fil-A, Legacy Retirement Communities and Baxter Auto. 

Check out the final results and highlights of the 2024 LPS Culinary Competition below. 

2024 LPS Culinary Competition Results 

Culinary I events 

Knife Skills – 34 entries 

1st place: Blaise McCurdy, East   

2nd place: Alexandria Hansen, East  

3rd place: Mina Lahm, Northeast 

Quiz Bowl  – seven teams 

1st place: Standing Bear (Bella Nielsen, Ember Lee, Ethan Dilley and Cally Sullivan)

2nd place: Lincoln High (Axton Wicks, Paul Beinke, Kaleigh Stockard-Smith and Kaleigh Eppes)

Nutrition Poster – 22 entries 

1st place: Payton Wilken, Northeast 

2nd place: Sydney Wyatt, Southwest 

3rd place: Lillian Rezac, Southeast 

Culinary II events 

Quiz Bowl – six teams 

1st place: Standing Bear (Novalee Hutter, Brinley Beerenstrauch, Macy Alessandro and Janet Kovalenko)

2nd place: East (Taylor Hilker, Kaleigh Alger, Jon Debus and Haiden Staab) 

Safety and Sanitation Poster –  15 entries 

1st place: Selena Ma, Lincoln High 

2nd place: Jaxson Daugherty, Southeast

3rd place: Kaleligh Alger and Mackenzie Vodehna, East 

Sauces –  21 entries 

1st place: Izzy Lacey, Northwest

2nd place: Sam Heaston, The Career Academy 

3rd place: Sally Almo, Southwest

Salads –  15 entries 

1st place: Sam Abak, Standing Bear

2nd place: Ava Barrientez and Lillian Varley, Southeast

3rd place: Ashely Periz Ortiz, Lincoln High

Decorated Cookie: Royal Icing – eight entries 

1st place: Lauren Maw, Southeast

2nd place: Hailey Wagner, Southwest

3rd place: Shahad Al Bane Hasan, Southeast

Decorated Cookie: Buttercream Icing –  25 entries 

1st place: Jaslynn Almazan, Southeast

2nd place: Shayla Vasey-Sievert, Lincoln High

3rd place: Macy Alessandro, Standing Bear

Culinary III events 

Dessert Plating – 13 entries 

1st place: Rachel Koch, East  

2nd place: Milanna Ustimchuk, Northwest

3rd place: Parker Littrell, The Career Academy 

Team Entree Competition (Academy Division) –  two entries 

1st place: The Career Academy team 1 (Sophie Wilder, Henry Alvarez and Addison Hoage)

2nd place: The Career Academy team 2 (Riley Boon and Ruby Lyon)

Team Entree Competition (High School Division) – five entries 

1st place: Southwest Green team (Sam Cederberg, Prince Goronga and Mikayla Vauiso)

2nd place: Southeast team 2 (Makenna Sherman, Angel Bradford and Ghadeer Al-Haikal) 

3rd place: Lincoln High Grease Bandits team (Brycen Hoffman, Finn Steele and Keyonte’ Goodman)

School Spirit Award 

Awarded to schools that showcased school spirit, attentiveness and participation in demonstrating excellent sportsmanship during the Culinary Competition

Standing Bear  

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Posted on December 05, 2024

Fund a Need campaign helps Huntington students build confidence

Ashley and Arthur left Huntington Elementary School’s gymnasium full of confidence after building plastic skyscrapers in their physical education class.
 
Hundreds of Huntington students enjoyed similar proud moments in November and December during cup stacking activities. They increased their hand-eye coordination, improved their problem-solving skills and learned about teamwork through the cup stacking challenges.
 
Ashley and Arthur joined a dozen other second grade classmates on mats on the gym floor one afternoon. Ashley beamed as a picture of a 12-cup-tall formation came up on a projector screen. She raised her hands to display why those were her favorite type of cup structures to create.
 
“I like to build it tall, tall, tall,” she said.

 
Arthur said he liked building things with the multicolored cups, especially if they formed curved walls. Did he have any advice for first-time cup stackers?
 
“You just have to focus and make sure you place them in the right place,” Arthur said.

 
Physical education teacher Gwen Zedrick learned about cup stacking challenges when she attended a physical education conference while in college. She began leading P.E. classes at Huntington in 2023, and former Kooser Elementary School teacher Shayla Ruth shared her materials with Zedrick to use in her classes.
 
Huntington Principal Kristi Schirmer enjoyed watching Zedrick teach cup stacking during a formal observation last year. Schirmer suggested Zedrick use the Foundation for Lincoln Public Schools Fund a Need program to purchase the school’s own set of stacking cups for students to use.

The Foundation’s Fund a Need program is a crowdfunding tool that connects donors to identified classroom needs. The Foundation raised the entire $684.16 that was requested within two weeks through a D F Dillon Foundation grant. Those funds allowed Huntington to buy the new equipment in time for students to use this year.

Zedrick said she was impressed with the reaction to the Fund a Need campaign.
 
“It was a really simple way to ask the community to support our schools,” Zedrick said. “The response was amazing.”
 
Younger students like Ashley and Arthur spend much of their time solving challenges with the cups. They began one class by looking at pictures of different ways to stack six cups on a mat. One photo showed a vertical formation and others featured lines of cups. They then had to solve the puzzle in a certain amount of time.
 
The solutions became tougher after each student expanded their lineup of cups. They grinned as they built formations with nine and 12 cups in speedy fashion. Ashley said it was fun to match the pictures right in front of her.
 
“I can do something big and small, and I can do my best at it,” Ashley said.
 
Older Huntington students have stacking cup competitions in their classes. They race to see who can first build the structure that is shown on a screen. Some of the six-cup tests are simple and can be done in less than ten seconds, while towers with nine or 12 cups can be more complicated to complete.

 
Zedrick said students benefit from cup stacking in many ways. Researchers have discovered that cup stacking activates both sides of a student’s brain, which develops new connections that encourage brain growth. This helps them enjoy greater success in academic, social and emotional arenas.
 
Students of all athletic abilities are able to compete head-to-head with their classmates, which raises self-confidence and increases their willingness to set and achieve goals. Zedrick’s students also complete several tests with partners during each class, which boosts communication and teamwork skills.
 
Zedrick said cup stacking also helps to heighten everyone’s self-esteem in school.
 
“We’re working on saying kind words to ourselves,” Zedrick said. “This is a new challenge for them. Some of them find it easy right away, but most find it pretty challenging, so we’re practicing saying kind words as we’re working on a challenge. We’re learning how to learn without getting frustrated at ourselves.”
 
Zedrick said she is grateful to have firsthand knowledge of the positive impact that Fund a Need campaigns make in the community. She said smiles from students like Ashley and Arthur are reminders of the generosity found in Lincoln.
 
“It’s really great,” Zedrick said. “It’s nice that we were able to get a great donation and have our own equipment.”
 
The Foundation for Lincoln Public Schools is sponsoring more than 35 Fund a Need campaigns throughout the school district. The requested items range from musical instruments for elementary students to shoes for high school athletes.  

To learn more specific Fund a Need Campaigns or other ways to support LPS, visit the foundation’s website at https://www.foundationforlps.org/. 
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on December 04, 2024

Northeast students build bridges with retirees at intergenerational art show

Northeast High School students showcased their structural engineering knowledge this fall when they built relationship-based bridges with retired residents.
 
The Rockets used the construction tools of conversation, laughter and empathy to create memorable artwork for Eastmont Retirement Community residents. Dozens of people filled Eastmont’s performing arts center to view pottery pieces in “Bridging the Gap: An Intergenerational Art Show.” The room was full of smiles as retirees saw their personalized projects for the first time.
 
Northeast senior Issainah and Eastmont resident Joyce formed a genuine friendship during the project this semester. They connected for the first time in September during face-to-face meetings at Eastmont. That experience helped Issainah create a piece of pottery that brought a huge smile to Joyce’s face.
 
“It was very sweet,” Issainah said. “She was very kind, and I loved listening to her stories and realizing how much we had in common, like our love for music. We both enjoy music. We were both in multiple choirs growing up, and it was really fun to see that we’re almost like the same person.”
 
“It was very special to meet her,” Joyce said. “She’s just sweet, and she really does have a lot of talent. Just the intricate flowers that she did on her pottery were amazing. She’s really, really good. I hope she’s able to pursue and do what she wants in life.”
 
Northeast junior Skyler also said he enjoyed the intergenerational project. He made a brown pottery bowl entitled “Jazz” for the art show. He painted a yellow musical instrument next to a double note on one side of his kiln-fired piece.
 
“I just thought it’d be fun and they’d like it,” Skyler said.
 
Northeast art teacher Janai Robinson said the project was meaningful for members of her Pottery 1 class. Not only did students increase their artmaking skills, but they also forged friendships with people who walked in their shoes decades earlier.
 
“Even though our kids go to school, they’re still connected to the community,” Robinson said. “We’re not separated. We’re one, and them reaching out to the community is kind of giving back. They get to benefit from that by hearing their stories.”
 
Robinson and Eastmont Community Relations Manager Michaela Williams led a brainstorming session earlier this fall about the project. They created a plan that included personal interviews in September, a follow-up meeting on Zoom and an art show in mid-November.
 
“Anytime we can promote and host and collaborate with any school system of any age is a win for us,” Williams said. “I think humans need to be together at all ages, and intergenerational programming is what we really work to do here. We do that a lot with music, so it’s nice to do it with art too.”
 
Issainah and other students asked seniors about their personal experiences growing up. What was their first job? When did they get their first car? What did they enjoy doing in school? They then incorporated those answers into ideas for their artwork.
 
“It helped seeing the world through someone else’s eyes and getting to build a piece with a story from their life,” Issainah said. “It was a really good creative exercise, because it forced me to think outside of the box and not of just what I see, but of what she sees.”
 
After Issainah learned Joyce loved singing, she drew a heart-shaped bowl that was featured on a projector screen at the show. Her artwork was green and yellow and featured a full musical scale in the middle of it.
 
Issainah then created a second heart-shaped pottery piece that was tan, white and brown. It was displayed on a long rectangular table alongside other artwork from students. Visitors also viewed coasters that retirees made for their younger project partners.
 
Joyce sings in a local chorus throughout the year, and the group was wrapping up a performance at another assisted living facility when the art show started. Issainah watched with excitement as Joyce walked in the door after returning to Eastmont from the recital. Both immediately went over to Issainah’s pottery and began talking about their positive experience together.
 
“I think it’s very creative,” Joyce said. “It’s just great for the kids to have this opportunity.”
 
Each Eastmont senior could decide which personalized artwork they wanted to keep based on space in their living quarters. Northeast students kept the rest of the pottery and coaster pieces to display in their homes.
 
Joyce said the project reinforced her positive view of today’s youth. She said Issainah was a leader and role model for both older and younger generations in Lincoln.
 
“She likes music and art and acting and everything else,” Joyce said. “She’s very delightful.”
 
Robinson said she believes the relationship bridges that students built with seniors will remain strong for many years to come.
 
“They made the time and that’s what counts,” Robinson said. “That’s what matters. They may not see it right now, but it’ll make a difference for the community.”

To learn more about our 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 December 04, 2024

Two LPS graduates return to help students with visual impairments

Brandon Peters and Sam Bomberger are paying it forward at Lincoln Public Schools by passing along their knowledge to students with visual impairments.
 
Both LPS graduates are using their personal experiences with visual impairments to guide others this fall. Peters is a vision paraeducator who works primarily at Southwest High School, and Bomberger creates districtwide Braille materials from her office at the Hawthorne Education Building.
 
Ben Lytle and Anne Wilson are both teachers of students with visual impairments (TSVI) at LPS. They said Peters and Bomberger are influencing many people across Lincoln in their new jobs.
 
“It has been a true privilege to work alongside Brandon and Sam, knowing they were once students we supported in the classroom,” Lytle said. “Their contributions have made a profound impact on our students, and they continue to make a difference each and every day.”
 
“I would agree with Ben and add that Sam and Brandon add their real-life experiences for students and TSVIs to learn from,” Wilson said. “They represent people with disabilities in the workforce and serve as role models for all our students with visual impairments. In addition to their LPS jobs, they collaborate with all TSVIs to help students access and succeed in the educational system and other environments around them.”
 
Brandon Peters
 
Peters, a Southwest graduate, travels to his alma mater every day to help students. He works with one student on an in-person basis at Southwest, and he teaches lessons to two other students through Zoom technology. He also visits with a fourth student outside Southwest on a biweekly basis.
 
“I really enjoy doing what I do, especially being a mentor,” Peters said.

 
Peters moved to Lincoln with his family when he was five years old and attended classes at Eastridge Elementary School. He studied at both Scott Middle School and Southwest before heading to Nebraska Wesleyan University. He graduated from NWU with a degree in modern language studies and can speak Spanish fluently.
 
Peters said he is grateful for the opportunity to provide a shared experience with his students. They are aware that he is also visually impaired, which has helped him quickly build trusting connections with them.
 
“Every blind person that I’ve told that I’m helping these kids in this way has said they wished they had someone like me growing up,” Peters said. “I think having a blind mentor in these kids’ lives is very transformative.”

 
Peters participated in the National Federation of the Blind (NFB) career mentoring program for several years. One of his NFB highlights was traveling to the 2019 national convention in Las Vegas. He flew to the convention with a group ahead of his family and enjoyed meeting many people there.
 
“It was my first time going by myself, and it was kind of nerve wracking, but it was good,” Peters said.

 
Peters teaches computer skills such as copying, pasting and desktop navigation to LPS students. He also helps them learn about important educational tools such as screen reading technology.
 
“Brandon has excelled in applying his expertise in access technology for students with visual impairments, effectively fostering opportunities for equitable participation alongside their peers in the classroom,” Lytle said.
 
Peters said he has experienced many encouraging moments this fall. One of those positive memories came when he helped a student send an email to his TSVI. The child felt more confident afterwards and wanted to continue practicing the newly-acquired skill.
 
“Honestly, it felt pretty awesome doing that,” Peters said.
 
Sam Bomberger
 
Bomberger connects with students across LPS through her work as a Braillist. She transcribes a wide range of materials into Braille formats for all grade levels.
 
Bomberger took elementary classes at both Saratoga and Prescott and continued her LPS education at Irving Middle School. She earned her high school diploma from Southwest.
 
Bomberger said it has been fulfilling helping future LPS graduates every day.
 
“It’s really great,” Bomberger said. “It’s why I applied for the job in the first place. I had such great support when I was in school, and I wanted to provide that support for current students.”

 
Karen Meints has been a Braillist at LPS for 15 years and is mentoring Bomberger in their shared office. She said Bomberger is already making a positive mark with her work ethic and intelligence.
 
“It’s very encouraging,” Meints said. “Sam’s done really well. I’m impressed, because I’ve worked with a couple of other transcribers over the years, and Sam’s taken to it faster than the rest of them.”
 
Bomberger said Wilson and fellow TSVIs Jill Ihde and Diane Ditmars all played key roles in her LPS upbringing. She said they inspired her to pursue the same type of rewarding educational path.
 
“These two lovely people, along with Anne Wilson, were a fundamental part of my schooling experience and journey toward Braille literacy,” Bomberger said.

 
Louis Braille invented the Braille literacy system in 1824 in France. The Braille code includes 63 characters that are formed from a combination of one to six raised dots. The dots are arranged in a cell system and then embossed in lines on paper. People read Braille items by passing their fingers over the embossed dots.
 
Bomberger transcribes everything from lunch menus to song lyrics to textbooks for LPS students. She uses computer programs to write many Braille formats, and she works with a typewriter-like machine called a Perkins Brailler to manually transcribe other items.
 
Bomberger has also learned how to create tactile charts and graphics. This allows students to access many types of information that are not presented in traditional Braille manuscripts.
 
Bomberger honed her craft by taking part in Braille Challenge competitions while growing up. The contests include four separate timed tests that measure Braille abilities in reading comprehension, proofreading, speed/accuracy and charts/graphs. Bomberger qualified for the Braille Challenge Finals three times and traveled to Los Angeles for the national contests.
 
“It really helped me learn the code and master it,” Bomberger said. “I’m really grateful for that opportunity.”

 
Bomberger is supplementing her deep reservoir of Braille wisdom by learning more about current software programs and educational materials. Meints said she believes Bomberger will be able to pass along that knowledge to LPS students for many years to come.
 
“She knows Braille really well,” Meints said. “She knows the code, so that’s a big help. That’s usually what most people who start this job have to learn, and she doesn’t have to do that. She’s doing an awesome job.”
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on December 03, 2024

Southeast, Southwest students earn top prize in high school journalism

Journalists in two Lincoln Public Schools classrooms created successful headlines this fall with their work on award-winning print publications.
 
Students at Southeast High School and Southwest High School earned major honors at the 2024 Nebraska High School Press Association Fall Convention. Members of Southeast’s newspaper staff and Southwest’s yearbook team returned to their campuses with the Cornhusker Award. It is the top honor that high school newspaper, yearbook, broadcast and online journalism staff can receive each year.
 
The Knights and Silver Hawks continued their traditions of showcasing the positive impact printed words and photos have at their schools. Southeast’s newspaper – The Clarion – won the Cornhusker Award for the second time in the past three years. Southwest’s yearbook – The Talon – earned the award for the fifth time in the past six years.
 
Southeast High School
 
The close-knit nature of The Clarion’s staff helped the Knights capture their Cornhusker Award. Senior Jarod and sophomore Myla both said they were happy when Southeast’s name was announced as one of the recipients. Myla is copy editor this year and Jarod serves as sports editor.
 
“It was really exciting,” Myla said. “We have such a small staff, but it was exciting to know that all the work we put in last year really meant something.”
 
“It’s definitely a close staff, and I think that’s what makes us able to achieve things like the Cornhusker,” Jarod said. “We’re not selfish, we’re not trying to do anything that’s just for us. It’s all for the school and the newspaper staff in general.”
 
Seniors Georgia and Maren are co-editors of both the newspaper and broadcast teams this year. They lead a journalism department that produces a steady stream of social media, newspaper, magazine, broadcast, podcast and online content. Advisor Brianne Clark has helped all of the Knights increase the amount of important material that fellow students can enjoy.
 
“Both of us have been in it since freshman year, so it’s fun to see how the newspaper itself has grown,” Georgia said. “We’ve gone from mainly doing a magazine once or twice a year and online stories to doing actual newspapers that we’re bringing out. It’s just a cool experience to be able to learn what you want to learn.”
 
Fewer than a dozen Knights produce all of the stories, photos and graphics that appear in the newspaper’s pages every month. Maren said it was a good feeling to know that the small-but-mighty team was every bit the equal of much larger staffs at the state conference.
 
“I was proud that we were able to produce such high-quality work, and so much high-quality work, and I think that’s what sets us apart from a lot of other schools that were there,” Maren said. “The other schools that were there, they’re amazing, but something that is maybe different about us is how much content we put out with such a small staff.
 
“It goes to show how talented our writers are. Our writers write three stories for the newspaper every time, and they’re in-depth and good and award-winning, so I think it just goes to show how talented the people are on our staff who contribute to the newspaper.”
 
Sophomore Lily is one of those writers. Her mom has a degree in journalism, and Lily felt she might be interested in pursuing a similar career. She immediately found success with her craft, as she finished sixth in the Class A entertainment review writing category at last year’s state contest.
 
Lily said the Cornhusker Award was additional evidence that the Knights are doing good things with their headlines, bylines and storylines.
 
“It’s a big deal,” Lily said. “This is my second year, so I don’t know what it was like before that, but I think it’s really cool for our school to have a paper like this.”
 
Georgia and Maren said one of their goals is to encourage more Southeast students to become journalists. They would like to see The Clarion’s numbers increase throughout the second semester.
 
“Once you join, I feel like you connect with it,” Georgia said. “There are so many people who have stayed on who have done such good work.”
 
“It’s a great opportunity,” Maren said. “I’m really thankful for it. It’s so cool to be surrounded by so many talented people and see their creativity and see them grow over the years.”
 
Southwest High School
 
Southwest students claimed their Cornhusker Award by compiling a yearbook with the theme “Nothing We Can’t Do.” Khloe served as editor last year and is repeating the feat as a senior. She said it was an honor for yearbook members to receive state recognition for their work.
 
“The theme definitely encompassed what we could do last year,” Khloe said. “We came in with a really young staff, and I was a really young editor, so it proved to be true. We had a lot of state championships, a lot of things that went really well in our school, and it encompassed our staff too, for being able to accomplish that at such a young age for all of us. We felt that there was nothing we couldn’t do after finishing that book.”
 
Sophomore Emery joined the yearbook staff for the first time this fall after two of her friends told her about their positive experiences. The school’s yearbook advisor, Brandi Benson, had also been Emery’s teacher in a photojournalism class, and Emery felt it would be fun to try the activity.
 
Emery has already spent time working on pages about the boys cross country team, Summer Olympics and student sections at Friday night football games. She said she views the 2023-24 yearbook with a newfound level of appreciation.
 
“I didn’t work on the yearbook last year, but it’s cool to look through it,” Emery said. “Now, being in the class and knowing how much work it takes to make just one page, it’s neat to look through the book from last year with like, 300 pages, and you think, ‘A lot of work went into this.’ It’s cool to be on the other end of things, to know what it felt like to be the ones behind all of it.”
 
Claire also wanted to add her name to The Talon’s staff list after looking at previous yearbooks. The junior is currently working on several holiday-themed pages. She said it has been fun to spend time with her fellow Talonites this fall.
 
“I really like being part of it,” Claire said. “It’s very inclusive.”
 
Khloe said the yearbook has become a valuable part of her Southwest career. Her time in the class has given her the chance to interview dozens of Silver Hawks about everything from academics to athletics. She has also learned important leadership skills and become friends with students in many grade levels.
 
“It’s really awesome,” Khloe said. “There are a lot of amazing people who come from a lot of different backgrounds. I get to meet a lot of people that I maybe wouldn’t have met if I wasn’t a part of this.”
 
Emery said she has also enjoyed her first adventure into the yearbook arena.
 
“I’ve liked it so far,” Emery said. “I like the design aspect of it because I’m a creative person. I like to design layouts and make things unique and get to learn more about the school. It’s been pretty fun.”
 
Khloe said the Silver Hawks are planning to use either “A Little Bit Extra” or “A Little Bit More” for the 2024-25 yearbook theme. She said the Cornhusker Award would serve as additional encouragement for students to put their best efforts into every yearbook page.
 
“It’s one of the highest honors of journalism excellence here in Nebraska, so it’s really cool to receive it,” Khloe said. “It’s a really big accomplishment and it feels like such an honor to win it. It’s definitely not an easy task and it’s super cool to accomplish.”

To see more of Southwest High’s journalism work, visit its website at https://lswhawk.com/.

To read more from Southeast High’s student newspaper, visit its website at lseclarion.com. 
 
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Posted on December 02, 2024

Meet LPS Focus Program Scholar: Cindy, Early College and Career STEM

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

LPS offers our scholars - like Northeast junior Cindy - almost a dozen focus programs where they can choose their journeys. 

Cindy discovered a new pathway in Science, Technology, Engineering and Math after joining the Early College and Career STEM Program at her high school. Encouraged by her parents’ work ethic and courage, she challenged herself to do something new and learn more about possible post-graduation opportunities in agriculture and natural resources. The program partners with the University of Nebraska-Lincoln’s College of Agricultural Sciences and Natural Resources (CASNR). 

Read more about Cindy’s Early College and Career STEM experience in this Q&A as she is one of our featured Focus Program Scholars.   

Name: Cindy 

Home High School: Northeast High School 

Grade: 11

Focus Program: Early College and Career STEM (commonly known as FEWSS) 

Why did you choose the Early College and Career STEM Program?

I chose to start the Early College and Career STEM Program to get ready for my college career path and to understand what it would look like in my future. 

What do you like most about the Early College and Career STEM Program?

What I like the most is that I am given the opportunity to learn new skills and different topics of real-life nature troubles, go into full detail and ways people have tried to improve it. It helps my mind to adapt to an open mind with different points of view. 

What makes the Early College and Career STEM Program different?

The Early College and Career STEM Program is an opportunity given to us as students to be a step ahead on our future career paths and explore new paths of interest.

How do you get to explore your passions or interests at the Early College and Career STEM Program?  

This program allows me to learn more by exploring different topics that pique my interest in something that I can be passionate about. 

How has attending the Early College and Career STEM Program empowered you as a student?

It has helped me develop my thinking skills and understanding of alternative solutions, which makes it easier for me in my other high school classes that require those skills.

What are your relationships with other students and staff like within the Early College and Career STEM Program?

There are five more people in the same program. Our relationship is not only friendship but we also care to help each other to understand parts of our struggles and share our thoughts. 

How has being a part of a LPS Focus Program added to your high school experience? 

I think it is pretty cool to share with others that I am given the opportunity to attend a class in college, where I learn new skills that are needed in real-life situations. 

How has the Early College and Career STEM Program prepared you for the future?

It's able to show me what it would look like during college and to be prepared for the environment. 

Why are focus programs like the Early College and Career STEM Program important to high school students?

I think this is important to high school students to give them an opportunity to be ahead of their future interests, have a better understanding and help them be prepared. 

What is the greatest thing you’ve learned since attending the Early College and Career STEM Program? 

I would say everything from being taught the real issues in our world to ways that we can use the resources available to us to make a change and share awareness with others about problems that affect all of us. 

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

Learn more about the Early College and Career STEM Program at Northeast High School by visiting its website at https://eccsp.lps.org/.

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

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

Posted on December 02, 2024

Student News Desk: Bolivia native enjoys student experience at North Star

Written by Mariana Bazan, North Star High School

Mateo is one of our only exchange students at North Star this year. He is from Tarija, Bolivia. So far Mateo is really liking the United States.

One thing he told the Gator Galaxy was that, “One thing that was different compared to Bolivia were the people here are a lot more shy which makes it harder to make friends.” Some of the friends he has were made from joining the LNS football team.

Mateo decided to try football for the very first time and his favorite part about football was getting to be the kicker. He also wants to join wrestling or swimming for the winter and soccer in the spring. He said the food here is a lot less healthy than it is in Bolivia, “the food in the US has a lot less flavor than the food in Bolivia.”

For only being here for three months, his English is really good. He told the Gator Galaxy that when he first met his host family they couldn’t talk to each other without using Google Translate. About a month later his English improved a lot. He said listening to music and trying to speak as much English as possible throughout the day helps a lot. He can now converse with his host family without any trouble.

When asked what made him want to come to the US he said, “it was mainly for his parents.” He knew his parents had not received the chance to do this so when he found out he could, he didn’t think twice about saying yes.

The decision on coming was also made because he wanted to learn a new language, culture, and make new friends. He is truly happy about getting the chance for something new and so far his experience has been wonderful.

When Mateo’s exchange year is over he does see himself coming back to the US to visit. But instead of coming to Nebraska he wants to go to Arkansas. The reason for this is because the University of Arkansas has a program with Bolivia where he is able to apply for a scholarship so he can come back and get a college degree in whatever he wants to do.

Posted on November 27, 2024

Staff Spotlight: Jenna Satterly - special education teacher at Prescott Elementary School 

Every week, we’ll shine a spotlight on one Lincoln Public Schools staff member! Get to know the wonderful people making a positive impact across various areas within LPS. This week, meet Jenna Satterly, special education teacher at Prescott Elementary School.

“Jenna goes above and beyond to support her students, team and school. She is always willing to work with any student, builds strong relationships with students, and works closely with families to build success. She does all of this with a smile on her face. Her level of collaboration with grade level teachers as well as other special education teachers is a model and brings positivity to any environment she is in. Jenna is an important member of the Prescott staff!” - Makaela Johnson, Special Education Coordinator 

In a few sentences, briefly describe your role at LPS.
I am an elementary special education teacher serving students who have academic goals on their IEPs. I do a lot of co-teaching with general education teachers to support Tier 1 instruction, and also pull small groups to provide intensive support to those students. I also work with teachers to provide accommodations to help my students be successful accessing all curriculum throughout the day.

How long have you worked for LPS?
This is my 11th year working for LPS, and I have spent all 11 years at Prescott.  

What inspired you to become part of the education field at LPS?
I knew from the time I was in high school that I wanted to be an educator. I moved from Colorado to Lincoln for my college years and knew quickly that Lincoln was the place I wanted to call home.

What has been your favorite part of working here? What aspect of your job do you find most rewarding?
My favorite part of my job is building relationships with my students and their families. As a special education teacher, I get to know my students very well and spend a lot of time with them. This year I am working with fifth graders who I have known and taught since they were in second grade. It is so fun to be part of their journey and watch them grow as learners, but also as people.

Did you attend LPS as a student? If so, which school(s)? If not, where are you from?
I grew up in Colorado and attended high school in Burlington, Colo.

What path did you take after completing your formal education?
I went to college at Nebraska Wesleyan University and got my master's degree from Concordia University.

What do you enjoy most about the Lincoln community?
I love living in Lincoln with the small town feel and the big city amenities.

Share a shout out to a teacher who impacted your life.
I grew up in a small town and had many great teachers. Mrs. McCauley (first grade) and Ms. McNeil (fourth grade) were two of my favorites. They also supported me after I left their classroom and were excited to know that I was going to be an educator too.

Do you know a LPS staff member we should feature for Staff Spotlight? Fill out this form to nominate the

Posted on November 27, 2024

Clinton students travel back in time to experience thrill of Olympics

Clinton Elementary School students transported themselves back to 776 B.C. this fall when they held their own version of ancient Greece’s most popular festival.
 
Dozens of Comets went time traveling on the playground during the Clinton Second Grade Olympics. They threw rubber balls for the shot put, launched rubber sticks for the javelin and cheered for each other in relay races as teachers and family members looked on.

 
Ariana beamed as she handed the baton to Reada near the corner of the playground. She then exchanged wide smiles with Mae as they watched the next runners move toward the school building. Both said they were having a good time during the sunny morning.
 
“This is fun because my family said they would be here, and they were,” Ariana said. “I can’t believe I saw them at school.”
 
“The teacher was telling us about it and it sounded like it would be a lot of fun,” Mae said. “We were all excited for today.”
 
Reada also said he was enjoying his first Olympic experience. He said his favorite part of the day was “foot running” in the relay race with his friends.
 
Which medal did he want to win?
 
“Yellow for the first,” Reada said.
 
Amy Ziegler smiled as she oversaw one of the exchange stations on the relay course. Ziegler teaches English Learners students in second grade classrooms at Clinton. She said the Comets were making their history lessons come to life with the outdoor activities.
 
“It means a lot to them to get to celebrate everything that they’ve learned,” Ziegler said. “They’ve spent this whole unit learning about ancient Greek civilization and learning about the Olympics and how that was a big contribution from ancient Greek civilization, so it’s nice for them to be able to take what they were learning and associate this fun memory with it.”
 
Early elementary students at Lincoln Public Schools are taught social studies concepts each year through the use of short texts, pictures and videos. Students in kindergarten through third grade become familiar with their community, nation and world through a wide variety of lessons.
 
For example, LPS second graders like Ariana, Mae and Reada are learning how to describe characteristics of a good community member and how they help their towns and cities. They studied Lincoln maps earlier this fall to discover what a neighborhood looks like, and they have been gaining knowledge about the three branches of American government.

The Olympics event was tied to the second grade portion of the school district’s Amplify CKLA curriculum. It connected to Lesson 4 (“The Olympic Games”) and Lesson 8 (“Marathon”) of a unit called “Ancient Greek Civilization.”
 
The ancient Greece unit at Clinton fit in well with the curriculum because of the civilization’s importance to modern-day life. Greeks invented the earliest form of a democracy, which is a combination of the Greek words “demos” (people) and “kratos” (rule). The first known democracy in the world took place in Athens.
 
Greeks also developed a festival that was the forerunner of the modern-day Olympics. They held games at Olympia from 776 B.C. to 393 A.D. in open-air buildings. The first events were only held on the track, but pentathlon contests – long jump, javelin throw, discus throw, footrace and wrestling – were introduced in 708 B.C.
 
Ziegler said students enjoyed learning basic facts about the Olympics and how they became a central part of Greek culture. They were thrilled when they realized they would get to spend an hour discovering how it would have felt to compete at Olympia.
 
“They get to experience what the Olympics were like for themselves,” Ziegler said. “They’re having a lot of fun. They’ve been looking forward to it.”
 
Students began the day by taking part in the Clinton Opening Ceremony. They used crayons and markers to make flags and waved them in the air as they walked around one half of the playground.
 
The classes then went to different sections of the playground for their games. Students rotated through all of the events so everyone could try them out.
 
Clinton teacher Emily Bretting reminded her class of the ground rules before they started playing. She said having fun and learning about history were the primary reasons that the Comets were hosting their Olympics. She reinforced the social emotional learning lessons that are taught to all elementary students at LPS.
 
“Are we going to get mad if we don’t finish first?” Bretting asked.
 
“No,” her students said in unison.
 
Ziegler said the high fives and smiles that she saw during the morning made it a rewarding experience to be a part of. She felt Clinton’s time-traveling moments on the playground had been successful for everyone.
 
“It’s nice to see them have fun and cheer each other on and just have a good time,” Ziegler said. “They’re making fun memories at school, which is really neat to see.”

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

Posted on November 26, 2024

LPS students explore hospitality and food science careers at Nebraska Innovation Campus

A tour of food science processing labs, a visit to a local hotel and a chance to taste unique protein snacks were all on the educational menu for Lincoln Public Schools students this fall.
 
Students in Culinary II classes at Southwest High School and Northwest High School explored multiple careers during a trip to the University of Nebraska-Lincoln Innovation Campus. They gained information about UNL’s food science and technology program and hospitality, restaurant and tourism management (HRTM) classes available on campus.
 
Northwest junior Megan and sophomore Abiyo said they enjoyed the field trip. The two Falcons joined a group that began the morning by exploring the Food Innovation Center. They then crossed the street for a behind-the-scenes tour of The Scarlet Hotel.
 
“It was fun to see more of what we learned in class,” Megan said. “Instead of just taking notes in class, we’re having an in-person view of what the career is like.”
 
“I enjoyed learning about hospitality,” Abiyo said. “The hotel was fancy and well-organized.”
 
Northwest senior Tationa also said she was impressed with the Innovation Campus. One of the highlights for her was learning about machines that make a variety of ice cream products.
 
“I really enjoyed seeing the different machines that they use for food processing,” Tationa said. “My favorite machines were in the ice cream and dairy area. Those were really cool to see how they work.”
 
Tationa said she also gained a great deal from the group’s trip through the hotel. The Scarlet Hotel features custom-made furniture, large round pillars in the lobby and a spacious rooftop patio. She is planning to major in architecture and interior design in college.
 
“I liked it a lot,” Tationa said. “It was fun. It was really interesting to see the architecture inside the hotel.”
 
Kristin Vest is curriculum coordinator of family and consumer sciences at LPS. She and LPS Career and Technical Education Curriculum Specialist Jason Thomsen have spent the past 18 months working with UNL counterparts Sarah Gergen and Ajai Ammachathram. Gergen is student services coordinator of the UNL Department of Food Science and Technology and Ammachathram leads the university’s HRTM program.
 
Vest and Thomsen wanted to provide more ways for LPS students to learn about jobs in HRTM fields. They felt connecting with UNL professionals like Gergen and Ammachathram was a promising avenue to take, especially with future developments on the Innovation Campus. A new building for HRTM majors is scheduled to open next to The Scarlet Hotel next summer.
 
“The expansion of their program is really exciting and we wanted to promote these opportunities to our students,” Vest said.
 
LPS first offered the two-hour experience to Culinary II classes last spring and resumed the tours this fall. Students spent one half of the field trip in the UNL Food Innovation Center, which houses many classrooms, laboratories, testing facilities and food processing spaces.
 
Gergen led students inside a sensory tasting room and past a food microbiology teaching lab on the first floor. They also traveled through hallways that connected to processing rooms for pet food, dairy products and puffed products such as cereal.
 
Students ended their building tour by sampling bite-sized portions of protein bars. One snack was made with crushed cricket powder and the other was a soy-based product.
 
Gergen said she was pleased with the curiosity students showed about the food science industry during their time together.
 
“I usually have good responses,” Gergen said. “I think it’s versatile enough that kids can be interested in one area or another.”
 
Ammachathram joined hotel representatives Patrick Murphy and Ioan Baciu on the other half of the trip. They shared insights about hospitality economics and customer service with students and led them through a kitchen, fitness center, conference room and one of the 154 guest rooms. Each guest room is named after a Nebraska town and features photos and information that showcase the community.
 
Southwest senior Hayden and junior Sutton said they were happy with what they discovered during the day.
 
“I personally liked just the whole tour of this hotel,” Hayden said. “I like knowing that a lot of stuff in here is just from Nebraska, and that’s a cool aspect of it. It was just really interesting to see.”
 
“I think it’s pretty cool to learn about the innovation and different things you can do with food and hospitality, because it’s an important aspect you don’t learn about daily,” Sutton said.
 
Hayden said the trip could serve as a key career measuring stick for many Silver Hawks in the class.
 
“I think it’s cool to see if you’re interested in hospitality for your major to help decide what you’re doing with your life,” Hayden said. “If you’re thinking about it, and then you go on this tour and you’re like, ‘Oh, I actually don’t want to do this,’ or you weren’t thinking about it, and then you’re like, ‘Oh, this might be something that I’m interested in to do in college or in your life.’”
 
Hayden said she and her classmates appreciated studying all of the Culinary II subjects on campus. She said the real-world experience was one of the main selections on her educational menu this fall.
 
“We’ve kind of just been learning about all of the stuff on paper, so bringing it to life,” Hayden said. “I just got to see it in person.”

To learn more about the LPS Career and Technical Education curriculum, visit our website at https://home.lps.org/cte.
 
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Posted on November 25, 2024

Mizerski finds fulfilling role as substitute teacher at LPS

Chuck Mizerski is making a Hall of Fame difference for Lincoln Public Schools children in a fulfilling role as a substitute teacher.
 
Mizerski has traded in his coaching whistle for a satisfying second career as a substitute teacher. The former Southeast High School teacher and coach has spent more than a decade working in his new job at LPS buildings. He has chosen to spend the majority of his time helping students in special education classrooms.
 
Mizerski said working as a substitute teacher has been a worthwhile calling.
 
“I need to be doing something. I’m not good at just sitting,” Mizerski said. “I’ve found that subbing gave me something to do every day, and it made me feel like I still had kind of a purpose and had a little more to give back, because I’ve been given so much. It made me feel like I was giving a little back.”

LPS Assistant Director of Special Education Melissa Weber-Arnold said substitute teachers like Mizerski help students and staff in many ways.

“Substitute teachers play a critical role in special education programs within Lincoln Public Schools,” Weber-Arnold said. “Special education students thrive on routine and consistency. When teachers are absent, substitute teachers are essential in maintaining the schedule and programming, ensuring that students continue to engage with their plans.”
 
Mizerski grew up in the St. Louis suburb of Granite City, Ill. His high school math teacher recommended that he attend Peru State College, and the decision to come to Nebraska changed his life. He was a four-year letterwinner on both the football and baseball teams and earned an education degree in 1968.
 
Mizerski spent seven years as an assistant football coach in Granite City before accepting a teaching and head coaching position at Plattsmouth. His work at PHS caught the eye of leaders at Southeast, who hired him to replace Frank Solich as head football coach in 1979.
 
Mizerski’s teams won 230 games and qualified for the playoffs 20 times during his 27-year tenure. Southeast captured Class A state titles in 1991, 1992, 1997, 1998, 2000 and 2002 and finished in second place in 1988, 1989 and 1993. Mizerski was inducted into the Nebraska High School Hall of Fame in 2010, the Lincoln Southeast Hall of Fame in 2011 and the Peru State College Hall of Fame in 2013.

 
Mizerski retired from Southeast in 2006 and took a year off before deciding to try substitute teaching. One day an opening came up in a special education class, and Mizerski agreed to take the opportunity to lead students in the room. That was the start of a new passion for helping children of all ages receiving special education support.
 
“I really enjoyed it,” Mizerski said. “I felt better at the end of the day. The kids are so open and so honest that I just really enjoyed that. It was so much fun.”
 
Mizerski now serves as a substitute teacher at LPS four or five days each week. He works with students ranging in ages from early childhood to high school, and he handles assignments of various lengths at each of the schools.
 
“It keeps me young up here,” Mizerski said, pointing to his forehead. “I don’t look young and sometimes I don’t feel young, but it keeps me young in the head, I think. I look forward to it. I really look forward to subbing in special ed.”
 
Mizerski said his special education experiences have reaffirmed the importance of the All Means All action plan at LPS. He has enjoyed watching students type perfect sentences, play partner UNO with skill and share their knowledge and expertise about different subjects.
 
“Everybody has a gift to do something,” Mizerski said. “It’s fun to explore that and find out what their particular gift is.”
 
The ability to move throughout the school district has also given Mizerski a chance to meet many classroom teachers. He has been impressed with the thoughtful and attentive way they have led students.
 
“I’ve done special ed all over town, and I have yet to run into a teacher that wasn’t wonderful and really cared about the kids,” Mizerski said.

 
Mizerski said he has been happy to watch unified activities become more popular at LPS. He was working at East High School one day when several Spartans entered his classroom holding blue unified bowling uniforms. All of the students beamed when they learned they would get to wear them.
 
“When they came in and gave those jerseys to kids that said East High Spartans on them, it was amazing to see their eyes light up and to see the high fives and the smiles,” Mizerski said. “It was worth a million dollars to see how excited they were to represent their school in competition.”
 
Mizerski said he would like to continue working in special education for as long as possible.
 
“It’s just wonderful,” Mizerski said. “It’s an enjoyable experience. It’s a good retirement job for me.”
 
To learn more about substitute teaching opportunities at Lincoln Public Schools, visit our website at home.lps.org/hr/substitutes/.
 
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Posted on November 22, 2024

Staff Spotlight: Emily Skorupa - dispatcher in LPS Transportation

Every week, we’ll shine a spotlight on one Lincoln Public Schools staff member! Get to know the wonderful people making a positive impact across various areas within LPS. This week, meet Emily Skorupa, dispatcher in LPS Transportation.

“Emily keeps the entire department running smoothly. She has so much knowledge about every transportation employee, our entire fleet and every child who rides on our buses, that we would be lost without her. If there's a problem, she handles it without any judgment and a lot of times with humor. You can go to her with any question and she never makes you feel bad for asking.” - Lisa Winchester, bus driver, LPS Transportation

In a few sentences, briefly describe your role at LPS.
I assign drivers to open routes, arrange substitutes for absences and coordinate openings with drivers’ open times. I also take calls from schools and patrons and communicate with drivers over our radio system.

How long have you worked for LPS?
This March marks 25 years.

What inspired you to become part of the education field at LPS?
I started working part time in the afternoons doing data entry. I then moved into a secretary position, and from there to dispatcher. It was never my intent to make it a lifelong career, but the fast-paced environment and my incredibly dedicated coworkers made me stay.

What has been your favorite part of working here? What aspect of your job do you find most rewarding?
My favorite part has been seeing LPS grow and expand over the years. From back when Head Start and Early Childhood Special Education were in their infancy, to the advent of Independence Academy and The Career Academy, it’s so rewarding to look back and see how far we’ve come—all for the betterment of our student body.

The most rewarding part has been meeting some truly remarkable people: drivers and paras who are modern-day unspoken heroes. They are the rockstars of our department, and they do not get the accolades they deserve. They drive in blistering heat, freezing cold, rain, snow and sleet, and they do it all because they love these kids. I’m very proud to call them my coworkers and friends!

Did you attend LPS as a student? If so, which school(s)? If not, where are you from?
I spent my formative years in Lincoln’s Catholic school system. Go ‘Bolts!

What path did you take after completing your formal education?
I started working at LPS the year after I graduated. My formal education was in the classroom of the dispatch office!

What do you enjoy most about the Lincoln community?
I love our diversity, our students and our staff. I hope everyone feels truly welcome here. Every single person adds beauty to our city.

What is your favorite childhood book or a book that has influenced your life positively?
“The Giving Tree” by Shel Silverstein. It represents so many people I’ve met here. People that fully give of themselves for the betterment of their neighbors.

Share a shout out to a teacher who impacted your life.
My high school accounting teacher Mr. Jake Moore. He loved his job and the kids, and it showed. He was also our volleyball coach, leading our school to several Class B state volleyball championships!

Do you know a LPS staff member we should feature for Staff Spotlight? Fill out this form to nominate them!

Posted on November 22, 2024