Skyhawks weave together art, science and language with a cultural lesson that takes flight < Updated

Schoo Middle School students embarked on a learning journey when they linked the migration of monarch butterflies with a major Mexican holiday in late October.
 
Eighth graders in Jillian Schernikau’s Spanish I class weaved together science, art, history and culture with Spanish and American Sign Language (ASL) words in their lesson. They practiced the names of animals in ASL, wrote sentences about monarch butterflies in Spanish and created their own origami versions of the colorful insects.
 
Millie and Ryan smiled as the wings of their origami butterflies began to take shape in the classroom. They said the interactive lesson would help them remember words and phrases like mariposa (butterfly), naranja (orange) and puede volar (can fly).
 
“At least for me, it makes it easier to understand,” Millie said. “It was fun.”
 
“I think it’s more exciting,” Ryan said. “We get to do something hands-on.”

 
Schernikau said one of her top teaching goals is to help students gain a worldwide view on how culture and language impact one another. She felt tying ‘la migracion de la mariposa’ (butterfly migration) to the Day of the Dead holiday was a good way to do that. She added the origami and ASL components into the lesson two years ago to create even more educational benefits for the Skyhawks.
 
“For this lesson, we introduce Day of the Dead through the Great Monarch Migration and allow students to make connections to the holiday and their personal current level of understanding of the holiday and Hispanic culture,” Schernikau said. “We connect science, art, history, culture, Spanish and American Sign Language in this lesson to engage students of varied preferences and learning styles.”

Students began their lesson by watching a four-minute video that explained the history of Day of the Dead, known as Día de los Muertos in Mexico. The holiday combines the ancient Aztec custom of honoring the spirits of ancestors with the All Souls Day tradition that Spanish soldiers introduced in the 1500s. It takes place from Oct. 31-Nov. 2 each year.
 
Families welcome back the spirits of their deceased relatives for a brief reunion that includes many celebratory dances and feasts. They believe monarch butterflies represent the souls of the dead who have come to visit with them. Festivities often include songs that reference the monarch butterfly in their lyrics and dances that mimic their delicate flight patterns.
 
This belief is bolstered by the fact that the monarchs always return to the highland forests of central Mexico when the holiday happens. Their migration from their summer homes in the United States and Canada acts as a cultural symbol of linking the living with the dead.
 
After reciting names of animals like tiger, hamster, shark and crocodile in Spanish, students added ASL signs to each of the words. They displayed movements with their hands as they listed more than a dozen mammals, fish and insects.
 
Schernikau said she has enjoyed watching the Skyhawks increase their vocabulary in a pair of languages.
 
“Going step by step with them really makes a difference,” Schernikau said after class. “They do a great job with it.”
 
Students continued the lesson by writing Spanish sentences about the physical traits and actions of butterflies. They then used origami to create a visual connection with the Day of the Dead. Schernikau guided them as they carefully folded the edges of their paper into the shapes of winged butterflies. They added orange and black colors with markers to complete their artistic projects.
 
After they were finished at their tables, the Skyhawks produced a Schoo-themed butterfly migration outside Schernikau’s classroom. They taped the origami on the wall with their wings pointed in the same direction.

 
Millie said the origami project made ‘la migracion de la mariposa’ come alive even more for her.
 
“It gave us a visual representation of what we were learning,” Millie said.
 
Ryan and Millie said they have enjoyed taking Spanish I with Schernikau this year. They said these types of activities were helping them discover the joy of becoming bilingual.
 
“I like it,” Ryan said. “I enjoy learning new things, so learning another language is really cool.”
 
World language teachers like Jillian Schernikau are helping LPS students expand their global knowledge in class every day. Visit home.lps.org/worldlanguage to learn more about the world language curriculum, grading guidance and world language competency-based credits.
 
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Posted on October 31, 2025

Schwartz honored for 21 years of leadership with surprise celebration at West Lincoln < Updated

As soon as West Lincoln Elementary School Principal Scott Schwartz returned to campus from a district meeting in late October, he noticed something was different at the school building.
 
There was a banner on the fence out front that wasn’t there when he left earlier in the morning.
 
And then he saw a staff member dressed up in the school’s Wildcat mascot costume.
 
And when he walked in the front door, there were rows of cheering students waiting to greet him in the hallways.

West Lincoln students and staff members honored Schwartz for his devotion to the school and community with a surprise celebration for more than two decades of service. 

Schwartz said he was in disbelief as he realized that West Lincoln Assistant Principal Sara Rose had organized the special event. His principal antennae picked up something unusual when he saw the banner as he was parking his vehicle. It then dawned on him that there was much more going on than just one congratulatory sign.
 
“I was shocked,” Schwartz said. “I was shocked to see that. I thought, ‘There’s a little more behind that.’ Then Sara came out, then the Wildcat came out, and then I thought, ‘Oh my gosh, they’re doing this for me,’ and it was pretty special.”

Rose said it was fun to watch Schwartz’s astonishment during the morning and honor him for his many years of service. He began working at Lincoln Public Schools in 1993 and entered his 21st year as West Lincoln’s principal this fall. He has stayed longer at West Lincoln than any other current LPS principal has at their school.

“We work hard and laugh a lot, even if the laugh is more of a chuckle and an eye roll at a corny joke,” Rose said. “It was so satisfying to turn the tables on him this time and pull off this surprise to celebrate 21 years as principal at West Lincoln Elementary. He had no idea it was coming!”

Rose and LPS Director of Elementary Education Gena Licata both said Schwartz has been a valuable leader at West Lincoln. He has overseen many educational improvements during a time of growing enrollment. There were 386 Wildcats at the school when he first stepped into the principal position in 2005. The official Fall 2024 enrollment figure was 463 students.
 
“Serving as principal at the same school for 21 years demonstrates remarkable dedication to the West Lincoln community,” Licata said. “Mr. Schwartz has positively shaped generations of students through his compassion, consistency and unwavering commitment.”

“His longevity and loyalty set an example for the staff at West Lincoln who also choose to be at West Lincoln because of their commitment to the school, the neighborhood and each other,” Rose said. “For many years, Mr. Schwartz has reminded us to treat ‘every moment as a last moment,’ meaning make the most of every interaction you have with each other, with students and with families. Make it the best interaction you can.”

 
Schwartz reacted with joy as he walked down West Lincoln’s hallways and waved to Wildcats from each grade level. The surprises then continued when he stepped into his office. There was a blue-and-white cake, two golden balloons in the shape of 21 and a special page of The Wildcat Wire newspaper. The custom-made front page commemorated Schwartz’s anniversary during National Principals Month.

Schwartz said he enjoys working at West Lincoln because of the relationships he has developed with the community. He has promoted the school’s partnerships with agencies such as Lincoln Community Learning Centers, Food Bank of Lincoln and the National Center for Family Literacy, and he has helped implement instructional strategies such as Behavior Intervention Support Team (BIST) measures. He has also witnessed many technological upgrades during his tenure that have benefited students.
 
“I’ve tried to give them the best education possible, and I’ve tried to be consistent and true throughout my time here,” Schwartz said. “I’ve tried to get to know our community and just be steadfast for them. I think advocating for this part of town is what I’ve always wanted to do, and I love it here.”

Licata said Schwartz’s compassionate role at the helm of West Lincoln has impacted people on educational, social and community levels.
 
“West Lincoln is stronger because of his steady leadership and belief in every student’s potential,” Licata said. “Scott leads with heart each day and deeply cares for the students, staff and families he serves.”
 
The bonds between Schwartz and West Lincoln families have deep roots. During kindergarten orientation sessions each fall, Schwartz asks adults to raise their hands if they attended West Lincoln as children. Dozens of parents, grandparents, aunts, uncles and guardians lift their arms high every year to display their Wildcat pride.
 
And for many of those alumni, Schwartz is the face they associate most with the school. He was their principal and the principal of their brother and sister, and now he is West Lincoln’s leader for the youngest members of their family.

“I have that connection with them,” Schwartz said. “It’s great to have instant trust with people because you’ve been here, because you’ve worked hard to have a relationship with them. It’s special.”

“Those partnerships with families have resulted in a trust between the West Lincoln school and the community it serves,” Rose said. “Teachers trust parents and parents trust teachers with Mr. Schwartz at the center of it all.”
 
Schwartz said he enters West Lincoln every morning with the same positive mindset as he first did 21 years ago. He said his daily interactions with all of the Wildcats are why his enthusiasm for education remains so strong.
 
“It’s this place,” Schwartz said. “It’s the place, the kids, the teachers. I’ve just been here, and that’s what keeps me coming back.”
 
Scott Schwartz is guiding a team full of staff members who are helping West Lincoln students in many ways every day. Visit westlincoln.lps.org to read the school’s handbook and newsletter, view a calendar of upcoming events and access a large database of library materials.
 
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Posted on October 31, 2025

LPS Superintendent Paul Gausman announces retirement < Updated

On Friday, Lincoln Public Schools Superintendent Paul Gausman announced in a letter to staff, families and the community a transition plan for his retirement as superintendent at the end of December. The Lincoln Board of Education will vote on the transition plan as part of the consent agenda at an upcoming regular meeting on Tuesday, Dec. 10.

“My time here as superintendent has brought about even stronger feelings of regard for the people who make LPS and the community of Lincoln so remarkable,” said Gausman. “It is, therefore, bittersweet that I announce today that I will retire from the LPS superintendency at the end of this calendar year and from LPS at the end of June 2025.”

Gausman joined Lincoln Public Schools in July of 2022, coming from Sioux City, Iowa where he served as superintendent since 2014. Prior to joining the Sioux City Community School District, Gausman also worked at West Central School District and Sioux Falls School District in South Dakota, Millard West High School in Omaha, Lincoln Northeast High School and at Wisner-Pilger Public Schools.

Gausman also said in his letter, “I have determined that while 20 years in the public eye as a superintendent of schools has been vastly rewarding, it is time for me to explore other opportunities.”

In order to ensure a smooth transition and minimize the disruption for the school district, Gausman will retire from his superintendent duties on Dec. 27, and work with district leadership and the Board as a superintendent emeritus until the end of June 2025. In this position he will be available to consult and advise as needed on initiatives that are being worked on.

Per Board policy 2410, LPS Associate Superintendent for Business Affairs Liz Standish will step in as interim starting Dec. 28 until the Board determines the next steps at their Jan. 14 regular meeting.

“On behalf of the Board, we would like to thank Dr. Gausman for his service to Lincoln Public Schools and wish him the very best in his future endeavors,” said Board President Bob Rauner. “Paul took over the leadership of LPS during a time when we as a district were recovering from a global pandemic. As our new data shows, our graduation rates have now recovered to and exceed our pre-pandemic graduation rates.”

“I was, I am, and will continue to be one of the greatest advocates and supporters of the Lincoln Public Schools,” signed Gausman.

You can read the full letter from Superintendent Gausman to the families and community below. 

December 6, 2024

To the Lincoln community and Lincoln Public Schools families:

The Lincoln Public Schools are a shining example of what is good and positive in American Public Schools.

I have the highest regard for the Lincoln Public Schools and our community partners. When I taught instrumental music 30 years ago at Lincoln Northeast High School, I learned that LPS is truly special. I spent the next thirty years honing my knowledge and skills as an educator and school administrator in other states, including working as a public school superintendent for 20 years now. I am most proud of the LPS accomplishments of which I have been a small part but that we have experienced together and

• The development of a new Strategic Plan for the District focusing on
• Student Wellbeing and Outcomes
• Staff Wellbeing and Outcomes
• Family and Community Engagement
• District Systems and Operations
• The implementation of our new student behavior framework focusing on Prevention, Accountability, and Restoration (PAR) as well as other student behavior initiatives, including:
• The installation of vape detection devices in all high schools
• The implementation of a cell phone program to remove the digital device distraction from the instructional arena
• The use of an electronic hall pass system to increase safety and prioritize classroom instruction
• Implementation of staff culture, retention, and recruitment programs, including:
• “Grow Your Own” initiatives to prepare high school students for a career in education
• A program to assist current paraprofessionals to gain their teaching certificate to serve in district preschool classrooms
• The communication feature for staff to be in direct contact with the superintendent of schools to ask questions and share ideas for improvement
• Significant growth in the Four-Year Graduation Rate
• Growth in the District's Early Childhood Program
• A plan to add twelve new Early Childhood Classrooms to the district inventory, now under construction
• Growth in students enrolled at the Career Academy and participating in our eleven High School Focus Programs
• Over $2 Million raised in two years to bring closure to the LPS Foundation’s “Fielding Dreams” Campaign

It is, therefore, bittersweet that I announce today that I will retire from the LPS superintendency at the end of this calendar year and from LPS at the end of June 2025. I have determined that while 20 years in the public eye as a superintendent of schools has been vastly rewarding, it is time for me to explore other opportunities. I informed the Board of Education of my decision in November, and we agreed to a transition process to have me become Superintendent Emeritus starting in January for the Spring semester, where I will assist the district leaders and the board, as they desire, for consultation and support.

I was, I am, and will continue to be one of the greatest supporters and advocates of the Lincoln Public Schools.

Thank you,

Dr. Paul Gausman | Superintendent of Schools
Lincoln Public Schools

Posted on October 31, 2025

Student News Desk: Lily, Myla showcase leadership talents on Southeast newspaper < Updated

Southeast High School juniors Myla and Lily are crafting award-winning journalism careers with their caring and confident leadership talents in the newsroom.
 
The two Knights are headlining this year’s editions of The Clarion newspaper in their roles as co-editors. Both are in their third years with the paper and have worked on stories ranging from country music dancing to the marching band’s color guard. They are guiding a staff filled with editors, writers, photographers and designers of print, online and social media content.

 
Myla and Lily said they enjoy supporting their teammates every day in class. In addition to compiling material for their own stories, they also answer questions from fellow Clarion staffers, offer suggestions for projects and ensure each monthly publication meets the deadline.
 
“For me, it’s the connections we make with all of the people, especially now that we’re in this higher position,” Myla said. “We get to talk with everyone, and we get to work with everyone. I’ve made some incredible friendships and met so many new people that I probably would never have gotten a chance to talk to if I wasn’t on the newspaper.”
 
“It’s amazing getting to teach all of our younger teammates and helping them become better journalists,” Lily said. “I’ve learned a lot being on The Clarion. I’ve learned a lot about design and writing and deadlines, so it’s a really good simulation of what it’s like to be a journalist in the real world.”

 
Their efforts have made a difference for younger staff members like Lida, who is a copy editor on this year’s group. The sophomore said she has sought advice from more experienced teammates like Lily and Myla throughout her time on The Clarion.
 
“It’s nice having people to look up to, like the editors and the people who have been on staff longer than me,” Lida said. “I can go to them and they can help me with my stories, which is really nice.”
 
Lily and Myla both stepped into the newspaper’s headquarters in Room D113 for the first time in the 2023-24 school year. Lily had heard good things about The Clarion when she first enrolled at Southeast, and she chose newspaper as one of her electives for the fall semester. Myla joined the paper after enjoying an Introduction to Journalism course during her initial semester at school.
 
“I think the thing that got me into it was writing,” Lily said. “I really enjoy getting to do that. I also think interviewing is really cool, because I like talking to people and going to events. Just getting to be part of the school and getting to cover all of the unique people and activities is a lot of fun.”
 
“In middle school I had done yearbook, so I thought I would try something similar but a little bit different,” Myla said. “I just loved it in Intro to Journalism. Once I wrote my first story, I was like, ‘Okay, this is what I want to do.’”

 
Lily and Myla both sharpened their journalism skills as copy editors last year. They then applied last spring to take over the editorship position from Class of 2025 graduates Georgia and Maren. Advisor Brianne Clark, Georgia and Maren all selected them to serve in the key leadership spots.
 
“We had a lot of experience, so I feel like we were really prepared for the position,” Lily said. “We both wanted to be good leaders for this team.”
 
“I think we were both really willing to take on more responsibility, because we both love what we do,” Myla said. “Talking to people more and just being more involved in everything was definitely a part of why we applied.”
 
The Knights added another line to their leadership resumes this fall when they spoke at the Nebraska High School Press Association Fall Convention. They created a presentation called “Wrangle Your Feature Angle” for the statewide audience. They talked about the importance of having a focused topic on feature stories and why these types of articles are key elements of a student newspaper.
 
Lily and Myla were two of only four students who presented at the conference. The majority of speakers were professional print, broadcast and online journalists from across Nebraska.

 
Both students are also involved in many activities outside the newsroom. Myla is a member of the unified bowling and track and field programs, competes on the varsity bowling team and is an officer of the Southeast Feminist Club. Lily competes on the girls golf team and is a member of Southeast’s Leadership Cadre. She also plays piano and is involved in dance competitions away from school.
 
Myla said she and other staff members are happy to have those types of full schedules.
 
“Having so many people from different areas really helps us have a tied-together paper,” Myla said. “The people in orchestra know about that activity, the people in band know about that and people in all sorts of sports kind of have that inside scoop of what’s going on there. I think it’s really important that a lot of people are involved in multiple activities.”
 
Myla and Lily said they hope to craft even more award-winning moments during their time as Clarion co-editors.
 
“It can be a lot of work, but it’s definitely worth it,” Myla said.
 
Student journalists at The Clarion are providing a large amount of content for the entire Southeast High School community. Visit The Clarion at lseclarion.com to view current and past stories by staff members.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on October 30, 2025

Young Mustangs enjoy riding new bikes after surprise donation < Updated

Maxey Elementary School kindergarteners began striding into successful bike riding futures this fall when they hopped on two wheels for the first time.
 
Two dozen Mustangs experienced the thrill of gliding around their gym during a special presentation of 24 balance-to-pedal Strider bikes. Lincoln Public Schools partnered with TAB Performance and the All Kids Bike organization to unveil the new vehicles to happy students. Kindergarteners will use training and curriculum from the All Kids Bike program to ride the bikes in their physical education classes.
 
TAB Performance co-owner Justin Pflantz said it was exciting to watch the Mustangs move on the Striders for the first time. They spent several minutes smiling and laughing as they circled one half of the gym on the bikes.
 
“It was pretty awesome,” Pflantz said. “It’s definitely the reason why we do it. Seeing their faces and then getting a chance to see them scoot around, and how excited they are.”

 
Devin Kosmicki leads physical education classes for students in grades K-5 at Maxey. He said it is important to teach kindergarteners how to ride a bike. He said the activity would lead to many happy memories for them for decades to come.
 
“It’s basically considered a lifetime skill, like walking or swimming,” Kosmicki said. “If you catch them early, this is something they’ll carry on to middle school, maybe high school, even later on if they’re going out there on the trails in Lincoln.”
 
Pflantz said the company wanted to provide resources to help more LPS students become familiar with bicycles. He felt the All Kids Bike program would be a good partner to make that happen. All Kids Bike is a national organization that promotes bicycling skills to more than 160,000 kindergarteners in all 50 states each year. More than 1,700 schools are currently using the All Kids Bike curriculum in their physical education classes.
 
“When we got connected with All Kids Bike, we learned some statistics like some kids never learn how to ride a bike, which is unfortunate,” Pflantz said. “This is a great organization to pair with.”
 
All kindergarten teachers brought their classes into the gym for the surprise announcement. A rack containing the bikes and helmets was covered by a colorful parachute, which kept the young Mustangs from realizing what the event was about at first. They clapped and cheered after Pflantz, Kosmicki and Maxey Principal Holly David told them the good news.
 
“Once the bikes were shown, that’s when you could just look into their eyes, and their eyes just lit up,” Kosmicki said. “They had no idea.”

TAB Performance chose to donate 24 bikes because that number will allow everyone in a physical education class to practice individually. Each Strider bike can be adjusted to give students comfortable and safe rides.
 
Kosmicki will first teach them how to put on their helmet, use the kickstand and safely get on and off the bike. They will then work on their balancing skills by striding around the gym while sitting down. Pedals for the bikes can later be attached once they master those initial steps.
 
Some kindergarteners at the celebration had been on bicycles before, but other Mustangs were trying the activity for the first time. Pflantz said it was encouraging to watch them make real-time improvements as they wheeled around the gym.
 
“You see the kids that this is maybe a newer experience for them,” Pflantz said. “They’re a little bit more timid, a bit shy, but as they make a few laps, their confidence grows and you can kind of see that smile and that they’re really enjoying it.”

 
The bikes also gave the Mustangs a chance to showcase their listening skills. As soon as the class period began to wind down, David called out to the riders and asked them to slow down. Everyone who was on a bike immediately came to a halt and looked at her for directions.
 
“You stopped right away,” David said. “Great work!”
 
Pflantz said TAB Performance is planning to donate additional Strider bikes to other LPS buildings in future years. He said it was rewarding to know that the number of young bike riders in Lincoln would grow because of their new physical education experiences.
 
“It’s a good way to start as opposed to training wheels,” Pflantz said. “You learn the balance. A lot of times you can transition quicker to a full bike by learning that way. It’s a great program and great bikes, a great way to learn.”
 
Bicycle riding is one of the many lifetime skills that LPS students learn in their physical education classes. Visit home.lps.org/pe to view details about our  physical education programs at elementary, middle and high school levels.
 
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Posted on October 29, 2025

Balcom brings years of expertise to LPS threat assessment program < Updated

Sarah Balcom is keeping Lincoln Public Schools students, staff and families safe with her ability to diagnose and solve threatening situations.
 
Balcom is stepping into the important role of security coordinator on the LPS threat assessment team. She works with many school and community departments and agencies to ensure people receive the best possible outcomes in safety-related situations. Cases involving stalking, child abuse, protection orders, sexual assault and interpersonal violence are included in her daily assignments.
 
Balcom said she enjoys helping both children and adults in her new position.
 
“I love being able to do threat assessment full time,” Balcom said. “I absolutely love it. This is my dream job, being able to do both threat assessment and threat management.”

 
LPS Director of Security Joe Wright said Balcom brings a deep reservoir of knowledge in both the threat assessment and education fields. She has been a classroom teacher and has worked for the Nebraska Department of Correctional Services, Nebraska National Guard and Nebraska Foster Care Review Office.
 
“Sarah has a tremendous number of long-term professional relationships with individuals and agencies we often work with,” Wright said. “A lot of people in the community trust Sarah, both professionally and personally. This allows us to do our work much more effectively and efficiently, which ultimately results in a better product for our students and families.”
 
Balcom earned an art education degree from the University of Nebraska-Kearney and a master’s degree in education from Grand Canyon University. She decided to pursue a threat assessment career after watching several of her students suffer trauma from stalking, family violence and dating violence situations.
 
“It was back then, years ago, that I chose to dive into the nitty-gritty and see what I could learn, find and understand to see how things could be steered into a different direction,” Balcom said. “I wanted to look into what behaviors and signs were present, as well as what was absent, that led up to lethal outcomes. I studied and learned about stalkers, typologies, behaviors, interactions with those around them, and what signs were present that signaled dangerousness and lethality.”

 
Balcom also began connecting survivors with local school systems, child protective services and housing, law enforcement and criminal justice agencies. These experiences helped her compile a vast network of resources that she used to assist people.
 
After working with shelter programs across the state, Balcom joined the Nebraska Department of Correctional Services as the staff empowerment and resiliency/victim education and support (SERVES) coordinator. She then spent time as the joint force headquarters victim advocate coordinator for the Nebraska Army National Guard. She was part of a Nebraska National Guard Sexual Assault Prevention and Response Program team that worked with victims across the state.
 
Wright said Balcom’s history with adult-related safety is proving to be valuable in her new school-based setting. Children often experience similar issues that not only affect their learning but also their health and well-being.
 
“LPS’ violence prevention efforts go far beyond student concerns, and some of our most challenging issues involve families who experience issues that may start at home but then come to school,” Wright said. “We want our students and parents to know that we can effectively safety plan for them if the family has safety concerns that involve protection orders or custody issues, so that we know students are always in a safe situation even if the family is going through rough times.”

 
Balcom and fellow LPS team members assist students with behavioral health, therapy and other multi-tiered systems of support. These measures can help children process their emotions in positive ways. They can also deter them from possibly copying negative decisions that other people in their lives may have made.
 
“Now I am part of a team that does amazing work to help kids early on in hopes of getting them onto a new path,” Balcom said. “Threat assessment is about prevention. I have seen all too much what can take place down the road, and we get the opportunity to help change that.”
 
Balcom said she has been especially impressed with the large number of resources that LPS provides for threat assessment and management. Balcom, Wright, LPS Violence Prevention Psychotherapist Liesel Hogan, LPS Safety Social Workers Allyson Headrick and Kristi Lange and Lincoln Police Department Investigator Nate Hill work together with people across Lincoln on a daily basis. She said it is exciting to help make a difference for families in her dream job.
 
“Here, you have this assortment of options, and everybody is like, ‘How do we help?’” Balcom said. “You have therapists and social workers and law enforcement and teachers, and everybody is together for these kids. It’s a cool sight.”
 
Sarah Balcom is part of a team of LPS experts who are keeping students, staff and families safe throughout Lincoln. View home.lps.org/security/threat to learn more about the threat assessment process, goals of the program and ways to contact security employees about safety situations.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on October 29, 2025

Czapla creates bright environment at Moore with selfless leadership

Gary Czapla’s desire to share the leadership spotlight with everyone at Moore Middle School has helped him become a shining role model for Lincoln residents.
 
Czapla’s team-first leadership approach is creating sunny outcomes for hundreds of students, parents and co-workers at Lincoln Public Schools. Czapla began teaching at Bryan Community in 1993 and has helped people across the city ever since. He is being recognized during National Principals Month, which takes place across the United States each October.

 
Czapla has created a culture of respect, trust and empathy during his nine years as Moore’s principal. He credited mentors such as school namesake Marilyn Moore for teaching him the value of taking notes from many people every day.
 
“It’s really trying to think about all of the people who come into the building and getting their ideas,” Czapla said. “It’s creating a place where teachers feel that they have a lot of input as to what is going on. It’s about talking to board members and custodians and office staff and folks from operations, and we look at student feedback on what they’re thinking about and how they’re viewing things. I feel like we have a really good collective group of people who have taken ownership of the building.”
 
LPS Director of Secondary Instruction Jessie Fries said Czapla has become a beacon of goodwill to many Mountain Lion students and families. She said his selfless personality is a primary reason for Moore’s bright environment.
 
“Gary is known for his ability to recognize and grow leadership in others,” Fries said. “He is intentional about fostering a culture of collaboration and shared ownership at Moore Middle School. As a supportive and collaborative school leader, he actively engages with staff, students and colleagues, always valuing their perspectives and learning alongside them to move Moore forward.”

 
Czapla grew up in Genoa, Neb., and earned his bachelor’s, master’s and doctorate degrees from the University of Nebraska-Lincoln. He began his LPS career as a teacher and instructional coordinator at Bryan Community, and he filled his first administrative role as associate principal at Southeast High School. He held principal positions at Bryan Community and Culler Middle School before starting his current role at Moore.
 
Czapla said he looks forward to speaking with as many people as possible about ways to help everyone on Moore’s campus.
 
“There are so many minds that you can draw from to try to create a space where teachers and students can flourish,” Czapla said. “There are always ways to adjust and change to make things better, and it’s fun to work together to come up with ideas that allow everybody to have an opportunity to be successful. Being a part of that whole collective thinking is what I really, really enjoy. It’s one of my favorite things about being a principal.”
 
Many of those conversations happen with teachers in their classrooms. Czapla said he is continually motivated and impressed by what he sees taking place during his daily building tours.
 
“There’s nothing better than going in and seeing a talented teacher working with a student,” Czapla said. “It’s seeing that teacher be able to help that student learn a new concept like figuring out how to do a math story problem, or it’s getting them excited about the school play or getting to participate in intramurals. It’s just that interaction that you get to see every day.
 
“There are just so many good teachers that I’ve been able to watch. It’s how they get students to achieve something new and believe in themselves a little bit more. It’s really remarkable to see that.”
 
Czapla said those helpful attitudes can be found in hallways, offices and cafeterias as well. His tenure at Moore has been filled with stories of staff members going above and beyond to help Mountain Lions in all grades.
 
“There’s no shortage of brilliant people to learn from, and it’s not just teachers or administrators,” Czapla said. “It’s secretaries, paras, counselors, food service workers, custodial staff. It’s everybody. It’s watching how they believe in the importance of all students being cared for. It’s that whole community coming together.”
 
Czapla said that kindness does not go unnoticed by Moore students. One of the school’s food service workers announced in October that she would be retiring, and Czapla brought her to the stage in the multipurpose room to be recognized by the eighth graders. The entire lunchroom gave her a standing ovation for her efforts.
 
“It’s been my experience that middle school students have a lot of empathy and a lot of desire to support other people,” Czapla said. “It’s really neat to see that they value other people who have helped them in their lives, and that doesn’t just happen by chance. It happens through great parenting, great teachers, great support staff. It was so cool to be a part of something like that.”

 
Czapla said he is grateful for the role models he has learned from over the past three decades. He said their expertise has allowed him to enjoy many bright moments at LPS.
 
“I’ve been so fortunate to have had the mentors that I’ve had in my career,” Czapla said. “There have been so many of them who have helped me and guided me and challenged me. It’s been incredibly encouraging. If you want to be an administrator at LPS, there are plenty of people who can help you along the way.”
 
Gary Czapla leads a team of talented staff members who help more than 800 Moore students succeed in school. Visit moore.lps.org to learn about the school’s departments, programs and daily announcements.
 
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Posted on October 27, 2025

ElevatED classes help LPS educators learn about engagement strategies

As soon as Kelsey Middendorf and Rachel Houston finished leading their Lincoln Public Schools ElevatED course about poverty and trauma this month, they received a visit from a teacher eager to talk about what she had learned.
 
Rousseau Elementary School teacher Emma Ruwe spent several minutes discussing ways to help students with Middendorf and Houston, who both greeted her with encouraging messages. Ruwe then beamed as she headed out of the room to go home for the night.
 
“This has been so helpful,” Ruwe told Middendorf and Houston. “I’m glad I came to this class.”
 
Dozens of LPS educators shared Ruwe’s enthusiasm after finishing their second sessions of the LPS ElevatED: Elevating Professional Practices program. Certificated staff members who are beginning their second or third years at LPS will complete a series of classes through next spring. October’s session at Southwest High School featured more than 20 courses they could choose from.
 
“The Impacts of Poverty and Trauma” and “Engaging Every Student Every Time” were two courses that focused on ways to increase LPS student and staff wellbeing and outcomes. Middendorf said she and Houston were pleased to share their expertise with educators of all experience levels and backgrounds.

 
“It’s nice to get perspectives from multiple disciplines,” Middendorf said. “There were teachers, social workers and a school psychologist here tonight, and there was a wide array of grade levels too, so it was really beneficial for everybody.”
 
Brendan Elam was one of 17 educators who took the 5:30 p.m. session of the poverty and trauma course. Elam, who teaches vocal music at North Star High School, said he gained a large amount of valuable information. Middendorf and Houston spoke about adverse childhood experiences (ACEs), trauma informed restorative practices (TIRPs) and how to support LPS students who have encountered either poverty or trauma.
 
“This was really helpful,” Elam said. “It gave me a better thought of what maybe students are dealing with at home.”

 
Houston, a school social worker at Belmont Elementary School, and Middendorf, a school social worker at Eastridge and Kooser elementary buildings, spent 45 minutes covering how ACEs affect learning for LPS students. ACEs happen when people 17 or younger suffer abuse, neglect or dysfunction at physical, emotional or mental levels. Examples can include witnessing domestic violence, living in a household with substance abuse or encountering food insecurity.
 
According to statistics from the Centers for Disease Control and Prevention, 75 percent of United States high school students reported having one or more ACEs in 2023. These events can cause persistent feelings of sadness or hopelessness, increase the risk of developing chronic diseases and can negatively impact children’s brain development.
 
“For teachers who maybe haven’t had the experiences of working with poverty or trauma, it is kind of eye-opening to see these statistics on poverty and trauma,” Middendorf said. “It can give a different perspective on why some kids may be struggling at school or having a harder time.”

 
Middendorf and Houston said educators can use TIRPs to help children in their classrooms. Examples include taking deep breaths before responding to students, telling students that they are being listened to and maintaining a posture of respect and support in all conversations. They also said it was important for educators to rely on each other to maintain their own wellbeing.
 
“You cannot be a social worker and a counselor and a teacher and an administrator all at the same time,” Houston said. “Ask for help from people who are in your building.”
 
Earlier in the afternoon, Goodrich Middle School instructional coaches Sarah Baker and Katie Smith helped teachers learn how to keep their classes more fully engaged. They provided suggestions of ways to increase opportunities to respond (OTR) for students such as think-pair-share activities, action responses and a 10-2-2 note-taking format.
 
“As a teacher, you really don’t know if you’re being effective until you get feedback from every student in the room,” Baker said. “A lot of these tools, like the think-pair-shares and action responses, can be really quick, so you can scan the room and get a sense of where kids are at, and then you can use that to inform your teaching within that lesson. It helps you more immediately address student learning in that moment.”

 
Sam Klemme teaches vocal music at East High School and was part of the 12-person class. He said it gave him new instructional ideas to use with the Spartans.
 
“I took a tenure class with Sarah Baker last year, so this expounded on it and added some really good things,” Klemme said. “It was nice to put those into the toolbox.”
 
Smith said it was important for teachers to have different OTR tactics to use to increase classroom engagement and wellbeing. For example, they could ask students to share answers to a curriculum-based question with a partner under the think-pair-share plan. Action responses could include having children raise their hand to indicate if they understood the lesson on algebra, aerospace science or the alphabet. The 10-2-2 option involves students taking notes for ten minutes, annotating them for two minutes and summarizing them in class for two minutes.
 
“If you have a strategy of each type, it’s something that you know you can pull out again and again and again,” Smith said. “You’re more likely to do something if it’s a habit, so we wanted to model the strategy and then address how it could fit into their classroom routine.”
 
Baker said she has been happy with the engagement she has seen from educators during the first portion of LPS ElevatED. She said giving teachers the ability to decide which courses they wanted to take this year will pay many dividends for the entire school community.
 
“I think it’s important when teachers have a choice in what they get to learn about,” Baker said. “It hopefully feels more meaningful to them when they get to pick where they go, and that’s something that will benefit students.”
 
Visit home.lps.org/prolearn/tenure-requirements to discover how the LPS ElevatED program is helping educators across Lincoln. The professional learning program is giving them a chance to build instructional, teamwork and communication skills for their LPS career.
 
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Posted on October 27, 2025

Williams, Austin create trusting relationships as campus supervisors

Eric Williams and Sydney Austin are providing safety, security and self-esteem to thousands of students each year through their important roles as campus supervisors.
 
Williams and Austin are part of a team of LPS campus supervisors who ensure students feel valued, respected and seen during their high school days. Williams, a University of Nebraska-Lincoln graduate, has worked at Southeast High School for the past four years and has handled LPS security positions since 2005. Austin attended Holmes Elementary School and Lefler Middle School before graduating from East High School in 2014. She is in her third year as a campus supervisor at East.

 
Williams and Austin both said their top goal is to be a source of encouragement for students. They said making friendly connections with current Knights and Spartans can create life-changing outcomes for everyone at school.
 
“I try to touch every group in the building and make them feel wanted,” Williams said. “I don’t want kids to feel alienated or unwanted, which is why I just try to be positive. Some of them look at me in the morning, and I am like I am now. I just try to make them smile or make them aware that, ‘Hey, your day is going to get better.’ They may not hear that in other places, so I make sure to incorporate that. It’s important to make them feel good about themselves.”
 
“I love when kids feel comfortable enough to tell me what the problem is,” Austin said. “I love it when they feel comfortable enough to talk about anything, and they don’t feel like they’re going to get in trouble. I want to be a safe space for people. Just being a safe adult for them to come talk to when they need to.”

 
East Principal Casey Fries and Southeast Principal Tanner Penrod praised Austin and Williams for providing many uplifting moments. They said both are making a difference with their inspirational words, hopeful energy and genuine care for all students.
 
“In education, we often emphasize the importance of every student having a trusted adult. For many students at East, that person is Sydney,” Fries said. “She is consistently upbeat, positive and approachable, building strong connections with students while upholding the school’s expectations for what it means to be successful.”
 
“Mr. Williams embodies our most basic expectation for all – to make Lincoln Southeast a safe, welcoming environment where teaching and learning thrive,” Penrod said. “Mr. Williams connects effortlessly with students from all backgrounds, builds respectful relationships, and maintains a calm, steady presence in tough situations. His humor, consistency and professionalism set the tone for a supportive, inclusive school culture. He truly does his work as well as anyone I’ve had the privilege to work with.”
 
Williams begins each day by scanning identification badges of students as they enter the front doors. He then starts his daily patrols of the building, which he said usually equals 18,000-20,000 total steps. He scans common areas to ensure students are not there during class periods, oversees the south cafeteria during lunchtime and assists Knights who need supervision, support or a friendly smile.
 
During one morning, Williams said hello to a student who was walking toward him in the hallway. After learning that she was searching for the location of Door 12, he stopped his patrol route and immediately guided her to the correct place. Along the way, they chatted about her school activities and what she was doing that day, which caused her to leave the conversation with a wide grin.

 
“My passion in life is helping other people,” Williams said. “I like helping. I helped all the time growing up. I was always that person to get involved, whether someone needed a babysitter or help with gardening or mowing the lawn. I always tried to be the helper, and maybe that’s what I am now.”
 
Austin follows a similar routine at East. Her daily schedule includes walking through hallways, monitoring all three lunch periods and helping administrators, custodians, librarians, school counselors and school social workers. She also works at East fine arts and sports events during the evening, which connects her with even more students and families.
 
Austin said being visible in the hallways is a vital part of her job. Many Spartans will say hello to her, tell her about problems they may be experiencing or inform her about something they are worried about at school. During a 15-minute span one morning, she asked a girl who was sick the previous day how she was doing, guided a Spartan to a journalism classroom and smiled at students who were working on a class project.
 
“I think it’s important to be in the halls and have a presence there, even if nothing’s happening at the moment,” Austin said. “A lot of kids will approach us in the hallways during passing periods, so it’s really important for us to be out there, because it’s the only time when they might be able to speak with us.”

 
That willingness to provide a listening ear has helped Austin build strong relationships with East sophomores Brooklyn and Madi. Both said they are grateful for Austin’s support in their lives.
 
“It’s been really important to have someone like Sydney around,” Brooklyn said. “You need to have trusted adults like her at school. I completely trust her with everything I say.”
 
“Sydney’s really good,” Madi said. “She’s always there for me. I can go to her with everything.”

 
Austin and Williams are able to enforce rules and establish hope-filled connections with students at the same time through their work. Both said they want to make a meaningful difference in the lives of hundreds of Spartans and Knights every day.
 
“I’m not looking for things that are wrong. I’m not looking to get you in trouble,” Austin said. “I want to be your friend, but I also want to be an adult that you can trust and talk to. I needed that when I was a kid, so I want other kids to feel that way too.”
 
“That’s my enjoyment, when you get to uplift people all day,” Williams said. “It’s about making their lives a little bit better.”
 
Want to make a difference at LPS like Eric and Sydney are each day? Visit home.lps.org/hr/careers to view open positions, learn information about benefits and receive notifications about job opportunities.
 
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Posted on October 24, 2025

Rooted in Education: Adams students learn about nature by planting trees near school

Adams Elementary School students planted lasting legacies this fall when they created new homes for 51 healthy trees.
 
Dozens of Aviators took part in two tree-planting celebrations at school. Seven fifth graders in the Adams Grow Co student organization arranged the first event in late September. More than 140 fourth graders then multiplied the tree population around campus in early October.
 
Adams Grow Co members gathered on the northeast side of the school to plant their tree. Penny, Linden, Keira, Harper, Mason, Oliver and Lulu placed their Japanese tree lilac in the ground, covered the roots with dirt and added mulch and water.
 
Keira and Harper said they were happy that their tree would stand tall on the Adams landscape for generations to come.
 
“It’s just kind of an accomplishment,” Keira said.
 
“It will always remind us that we attended Adams,” Harper said.

Adams Principal Jeff Rust said he was impressed with the seven Aviators' willingness to jumpstart the project. They wrote a letter and poem to Rust in support of the tree, enlisted the help of family members and teachers and conducted extensive research on what species would work well in Lincoln.
 
“I’d say it’s something to be genuinely proud of,” Rust said. “Those seven students showed initiative, teamwork and care for their environment – qualities that go beyond academics. Planting a tree may seem small, but it’s a lasting contribution to their community and a sign of responsibility for the future. That kind of action speaks volumes.”
 
Keira and Harper co-founded the Adams Grow Co last spring. They met at recess every Tuesday and planned the project on trips around the school’s walking path. They chose a Japanese tree lilac after learning that its typical height of 20 feet would work well at Adams. The species also thrives in Nebraska’s temperature zone.
 
“We know it can’t survive in too cold or too warm weather,” Keira said. “This is just the right weather for this type of tree.”
 
Keira and Oliver penned a five-paragraph letter to Rust explaining why they felt the tree would be a good addition to Adams. Team members also wrote a poem that asked for permission to plant it.
 
“We gave it to our principal and met with him two times, and both times went really well,” Keira said. “We’re very grateful that he was so supportive of it.”

 
After the Japanese tree lilac was in the ground, the seven Aviators voted on what to name it. They selected Jeremiah the Tree for its official title.
 
Adams’ fourth graders also made positive marks on the neighborhood during their sunny day of scientific learning in October. They planted ten trees on school property and 40 trees in Folsom Park, which sits next door to Adams. Lincoln Parks and Recreation, Arbor Day Foundation and Lincoln Public Schools teamed up for the initiative.
 
Rylie said she enjoyed putting several trees in the ground with her classmates. She had never planted trees before, but she quickly picked up the best ways to reach her group’s goal.
 
“Probably my favorite part was just hanging out with my group and planting the trees,” Rylie said. “We got to all help dig the soil and the roots, and it was really fun.”

 
Arbor Day Foundation representative Taylor Barnes said she was thrilled to watch students soak up knowledge during the day. The foundation gave every Aviator a pair of gloves and provided funding for the ten trees that were planted on school property.
 
“We have kids who have planted a tree before, and we have kids who have never planted a tree before,” Barnes said. “It’s really fun to have all fourth graders take part in an experience like today. We’re creating good stewards in the home state of Arbor Day.”
 
Kaylyn Comstock, a park planner with Lincoln Parks and Recreation, said this year was the first time that fourth graders planted trees in the fall. The previous two events had taken place at other schools in the spring. The spring timeframe aligned with LPS curriculum that teaches students about the Arbor Day holiday, which began in nearby Nebraska City.
 
“My favorite part about this is just seeing kids get excited about trees,” Comstock said. “Watching them get their hands dirty and learn about the tree that they’re planting, and again, with that ownership and stewardship that they’re developing by planting the trees and naming the trees, they’re really connecting. That’s my favorite part.”

 
The Aviators spruced up the area with 13 varieties of trees. They planted northern catalpa, thornless honey locust, Kentucky coffee tree, American sycamore, eastern cottonwood siouxland, Canada red chokeberry, white oak, swamp white oak, bur oak, relict bur oak, black oak, American linden and Princeton American elm species.
 
After watching a demonstration from Lincoln Parks and Recreation employees, they embarked on their own adventures in small groups. They created the proper soil depth and added dirt, mulch and water to the ground before giving each tree a name.
 
Ollie was one of many students who noticed the beneficial role that trees play in nature. He said he was familiar with being outside, as he has spent time helping his grandfather plant fruits and vegetables in his garden. Ollie said those experiences made him more aware of what was happening in the soil by his group’s tree.
 
“There was a little caterpillar on the ground, and we got to put it on the tree,” Ollie said. “We named it Gary.”

 
Barnes said the long-term goal is to give LPS students opportunities to plant trees every spring and fall. She felt the project would have long-lasting educational and environmental benefits for everyone in Lincoln.
 
“We have a vision of how we can potentially impact all 40 elementary schools over the course of time,” Barnes said. “We hope to be able to get even more people involved as we look forward to a spring and fall planting every year.”

Tree planting activities are one of many ways that LPS Sustainability helps students, staff and families every year. Visit home.lps.org/sustainability to learn more about sustainability efforts across the school district. The website includes a list of upcoming events and information about projects involving recycling, composting, energy, water, transportation and trees.

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Posted on October 23, 2025

Kroll creates numerous ways for Navigators to succeed as principal

The common denominator of Megan Kroll’s career at North Star High School has been her love for students, staff and the community she daily serves.
 
The former math teacher and department chair is now in her fourth year leading hundreds of Navigators as school principal. The Lincoln Public Schools graduate was part of the first group of teachers who opened North Star’s campus more than two decades ago, and she has remained a guiding force in the lives of many Navigators. She is being recognized during National Principals Month, which takes place across the United States each October.

 
Kroll said she enjoys coming to work each day at North Star. She has held roles as a math teacher, math department chair, instructional coordinator, associate principal and principal during her time on North 33rd Street.
 
“I’m just fortunate to be the principal of North Star High School,” Kroll said. “The students, the staff, the community are all amazing, and it’s truly like a family here. The fact I’ve gotten to be here for 23 years is incredible. I feel very fortunate to be part of this community and to get to work with everybody here.”

 
LPS Director of Secondary Education Jess Fries said Kroll has impacted North Star families in many long-lasting ways. She said her deep roots at the school have given her the ability to make key decisions about a wide array of subjects.
 
“Megan has spent her entire career at North Star, growing from a dedicated teacher into a strategic, student-centered school leader,” Fries said. “Her deep understanding of the school and its community informs everything she does. Known for her thoughtful and reflective leadership, Megan actively listens to staff and uses their feedback to drive meaningful, forward-focused change.”
 
Kroll grew up in Lincoln and attended Huntington Elementary School, Mickle Middle School and Northeast High School. She attended Northwest Missouri State University on a volleyball scholarship and initially majored in computer management systems. Her career ambitions changed after she spent time coaching students at a summer camp with former Northeast volleyball coach Sandi Genrich.
 
“I loved working with the students and the kids,” Kroll said. “I loved seeing them be successful and work through adverse situations when something seemed hard. I realized I didn’t want to sit at a desk my whole life. I wanted to be with kids and see them achieve and do well. And so, by the beginning of sophomore year I had already switched my major to education. It was the right fit for me.”

 
Kroll said she is standing on the shoulders of many trusted mentors who have helped her. Nancy Becker was North Star’s first principal and spent 32 years in her distinguished teaching and administrative career at LPS. Former North Star principals Vann Price and Ryan Zabawa are now the associate superintendent for human resources and director of student services at LPS, and former assistant principals Mike Gillotti and Sue Cassata are now the LPS associate superintendent for educational services and Standing Bear High School principal.
 
“I had the greatest leaders in this building,” Kroll said. “I had literally the best leaders in this building to help guide who I am as a leader now.”
 
After obtaining her master’s degree, Kroll spent time helping both students and co-workers as a teacher and administrator. She created behavior plans, taught algebra blocks, prepared professional learning sessions and built a strong network of friends in the building. Fries said the teamwork skills she refined in those roles are evident in her current position.
 
“She leads with collaboration, engaging staff, families and colleagues in shared goals for student success,” Fries said. “Through intentional professional learning and a strong culture of teamwork, Megan empowers the North Star staff to continuously improve in ways that truly support every North Star student.”

 
Kroll has made it a priority to talk with Navigators in the hallways and classrooms each day. After visiting a chemistry class one morning, she spoke with excitement about one student who had compiled several strong academic achievements. She said those types of happy conversations are a prime reason why she enjoys her job.
 
“The key to North Star is that it’s all about relationships and working together as a community,” Kroll said. “It’s our students, our staff and the community as a whole. That was established from the very beginning by Nancy Becker, and that’s something that has remained.”
 
Kroll said her top goal is to help create a positive environment for all Navigators to flourish in, whether that is in classrooms, on concert stages or at community events. She said the confidence they gain from feeling valued at school is integral to the victories they experience every day.
 
“I love watching them succeed in all avenues,” Kroll said. “It could be in the classroom, in our activities, our unified program, our athletics, our theater, our music. I love watching kids succeed and do things that they love, and along the way find things that they didn’t know that they could love and be good at. It’s an amazing feeling to see that happen.”
 
North Star staff members are leading hundreds of Navigators on successful life pathways every day. Visit lns.lps.org to learn more about the school and the many academic and social learning opportunities that are available for students.
 
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Posted on October 23, 2025

2025 LPS Marching Band Festival results

Music filled the air at Seacrest Field on Saturday, Oct. 18 when 24 bands competed in the 44th annual Lincoln Public Schools Marching Band Invitational.

The awards for Outstanding Color Guard went to Lexington High School, and Outstanding Percussion went to Lincoln Southeast High School.

Bands could earn a rating of 1 for Superior, 2 for Excellent or 3 for Good. Below are the results.

Lincoln Public Schools

East High School: 2 – Excellent
Lincoln High School: 2 – Excellent
North Star High School: 2 – Excellent
Northeast High School: 2 – Excellent
Northwest High School: 2 – Excellent
Southeast High School: 1 – Superior
Southwest High School (Varsity): 1 – Superior
Southwest 9th Grade Band (Exhibition): No rating, adjudicated with comments only
Standing Bear High School: 2 – Excellent

Other participating schools

Bishop Neumann High School: 1 – Superior
Beatrice: 2 – Excellent
Seward: 2 – Excellent
Ralston: 3 – Good
Bennington: 2 – Excellent
Schuyler: 3 – Good
Lincoln Pius X: 2 – Excellent
Papillion La Vista: 1 – Superior
Grand Island Northwest: 2 – Excellent
Aquinas Catholic: 2 – Excellent
Grand Island Senior High: 2 – Excellent
Norfolk: 2 – Excellent
Park Hill: 2 – Excellent
North Platte: 2 – Excellent
Lexington: 1 – Superior

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Posted on October 21, 2025

Dering delivers oceans of caring leadership as Cavett principal

Kathleen Dering’s humble approach to her principal duties at Cavett Elementary School has created ocean-sized amounts of trust and respect in the community.
 
Dering has been a steady source of encouragement for thousands of students during her meaningful 37-year career. She spent her first 17 years teaching third through eighth grades and began her 20th year as a principal this fall. She is being recognized during National Principals Month, which takes place across the United States each October.

 
Dering’s strong belief in helping others is the bedrock of her educational philosophy. She said it is essential to be a servant leader in every situation at school.
 
“Leadership is not about power or trying to control everything,” Dering said. “It’s about serving others and putting them first. If you have that willingness, everything else will fall into place.”
 
LPS Director of Elementary Education Gena Licata said Dering has been a role model for many people across Lincoln. She moved back to Nebraska 15 years ago to become principal at Beattie Elementary School. She spent two years at Beattie and nine years at Elliott before accepting the Cavett position.
 
“Kathleen exemplifies transformational leadership through her unwavering commitment to equity, student achievement and fostering collaborative school culture,” Licata said. “She leads with intention by using data to drive decisions, empowering teachers through shared leadership, and fostering a safe, inclusive environment grounded in restorative practices.”

 
Dering initially dove into marine biology at the University of Missouri-Columbia, but she eventually followed the current of her family’s legacy into the field of education. Her mother was a high school teacher and university professor, and her father was a university professor and department chair.
 
The Wayne, Neb., native began her teaching career in the San Francisco area in 1989 and has worked at schools in California, Texas, Kansas, Oklahoma and Nebraska. She said those varied experiences have given her a wealth of knowledge on effectively connecting with people in many educational environments.
 
“It all comes back to the truth that families want the very best for their kids, no matter where you are,” Dering said. “Working in so many different communities helped me see that early on. Giving our best as educators to every family and every child is what makes our profession so meaningful. I’m always learning from those relationships and interactions.”
 
Even after earning a master’s degree in educational leadership from the University of Kansas early in her career, Dering chose to remain in the classroom for another decade before accepting her first principal role.
 
“I felt I needed to spend more time teaching before I transitioned into a leadership role, and I’m so glad I did,” Dering said.

 
Dering credits that delay with providing a broader foundation and knowledge of different grade levels, allowing her to better serve the entire community as a leader.
 
Licata said Dering helps Cavett families feel welcomed at school by being consistently present, supportive and engaged with everyone she meets. One example came four years ago when Cavett Parent-Teacher Organization leaders asked her if the school could begin hosting a science fair for students. She received positive feedback from parents and teachers about the idea, and the Cardinals began showcasing projects about microscopes, mountains and molecules later that year.
 
“Kathleen is reflective and deeply invested in both student success and teacher growth,” Licata said. “Her strong instructional leadership, clear communication and integrity have built high levels of trust across the Cavett community.”
 
Dering uses the same listening-first process with Cardinals inside the building as well. All Cavett students take a perception survey when they start classes each fall, which gives them the opportunity to express their feelings about being back in school. This helps administrators and teachers plan for lessons and class meetings that can address different strengths and needs at all grade levels.
 
Dering also spends a large amount of time listening to teachers. Those conversations have helped her keep a steady pulse on what is happening in Cavett’s classrooms. That awareness lets her come up with solutions that benefit everyone in the building.
 
“Getting teachers’ input on where we’re going academically, socially, behaviorally, as a school is really critical,” Dering said. “They’re the ones who are in the classroom on a daily basis, and it’s important to listen to what they’re saying.”

 
Dering said one of her favorite parts about being a principal is watching students and teachers experience success at school. She said those smiling moments have created an ocean-sized number of good memories during her career.
 
“It’s the smile on a student’s face, or talking with a teacher who has just tried something new and fun and is excited to share how it worked,” Dering said. “That just happened the other day. A teacher had just tried this new engagement activity with her class for science, and it was a hit. For me to be able to support them and celebrate their success – that’s the ultimate reward.”
 
Cavett staff members are helping hundreds of Cardinals create positive memories at school each week. Visit cavett.lps.org to learn more about the school and the numerous academic and social learning opportunities available to students.
 
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Posted on October 20, 2025

Nutritious Deliveries: LPS employees help thousands of students with food distribution

As soon as Steve Harper pulls up to schools on the north side of Lincoln every morning, he starts a process that leads to sunny smiles in local lunchrooms.
 
Harper is one of 16 Nutrition Services Distribution Center (NSDC) employees who deliver food, milk and supplies to 60 Lincoln Public Schools locations. They ensure that more than 40,000 LPS students eat nutritious meals in their elementary, middle and high school cafeterias every day. They process full semis of incoming food products, fill daily orders from each school and ferry the important merchandise to buildings across Lincoln.

 
Harper’s sunrise delivery schedule begins at Northeast High School’s central kitchen and continues at Huntington, Pershing, Norwood Park, Kahoa, Brownell and Riley elementary buildings. The 13-year LPS employee said it is a good feeling to visit each school with valuable cargo for children.
 
“When you get a truckload of food, sometimes it hits you, ‘You know, you’re delivering all this food for thousands of kids,’” Harper said. “When you’re delivering to the kitchens, it hits you once in a while that what you’re doing is rewarding.”
 
Roland Meirose has worked at LPS for 13 years and supervises the NSDC’s operations. He leads a team that delivers food for 4.3 million lunch meals, 1.5 million breakfast meals and 208,000 snacks during the academic year. The group uses eight cargo trucks with lift gates, three cargo trucks with ramps, six milk delivery trucks and one delivery van to accomplish the mission.
 
“It’s a great job, and we’ve got good people here,” Meirose said. “That’s the best part. We have really good people who work hard and want to help others.”
 
The NSDC buys bulk items such as potatoes, pizza, beef and chicken from a variety of food companies. They also purchase truckloads of food products such as mandarin oranges, pineapple tidbits, pears, peaches, green beans, spaghetti sauce, refried beans, brown rice, frozen strawberry cups, frozen vegetables and oven fries. One large row of shelves in the NSDC’s warehouse is dedicated solely to applesauce, and other sections feature multiple boxes of ketchup, barbecue sauce, frozen juice and mixed fruit.
 
NSDC employee Dan Kopf works in the warehouse’s freezer during the afternoon portion of his job. He pulls orders from each school off the three levels of shelves with a forklift, then places each container on pallets that are staged for the next day. The boxes are marked to confirm their destination before heading out the following morning.
 
Kopf also transports food to more than 20 schools throughout his week. His morning grocery routes begin at 6:15 a.m. and take approximately two hours to complete.
 
“Knowing you’re getting food out for the kids of the city of Lincoln feels good,” Kopf said. “Knowing the kitchens will be preparing it for them makes it pretty worthwhile.”

 
Fourteen-year veteran Will Juilfs brings milk to 17 schools across Lincoln each day. His morning schedule runs from 6:30-10:10 a.m. and the afternoon route lasts from 11:55 a.m.-1:10 p.m. He said the job’s variety and his NSDC co-workers are two reasons why he enjoys his position.
 
“I come from a small town, so it’s like our own little community here in the building,” Juilfs said. “Everybody gets along great. Everybody’s willing to pitch in and help get the job done at the end of the day. It’s really nice.”
 
That type of teamwork is evident when Harper and seven other drivers begin their days on central kitchen routes. They load trucks at the NSDC warehouse with dry and frozen goods and visit one of the eight LPS central kitchens. The central kitchens – which process and prepare many food products – are located at Southwest, Northwest, North Star, Northeast and Standing Bear high schools and Lux, Schoo and Moore middle schools.
 
Each driver then loads carts from the central kitchen onto their trucks for distribution. They drop off the grocery carts at schools that have smaller kitchens by 9 a.m. Kitchen workers can then prepare and cook the orders for hundreds of students at their local buildings.
 
“It’s a very task-driven day, because we have to be at every school at a certain time to get their meals there,” Meirose said. “Our guys are really good about it. They care about what they’re doing.”
 
Incoming deliveries to the warehouse change more often. The NSDC typically receives four full semis of food every Wednesday and one to three semis on other days. Meirose said Wednesdays are the busiest day for LPS because food companies deliver large orders to restaurants on Thursdays and Fridays for the upcoming weekend.
 
Meirose said the NSDC warehouse has paid many dividends since it was completed in June 2018. The expansive dock allows semis and large trucks to unload products at a central location rather than visiting schools that may be on narrower streets. There is also space for LPS crews to have trucks ready to go for their own daily deliveries.

 
During one morning at Huntington, Harper wheeled a cart off his truck and took it through a small side door into the kitchen. He placed it next to shelves of plastic trays, said good morning to a kitchen worker and smiled as he headed outside for his next stop.
 
“This really is a good job,” Harper said. “Being able to work for the schools and help kids is something that I really enjoy.”
 
Nutrition Services staff members create millions of healthy meals for LPS students every year. Learn more about the department on our website at home.lps.org/ns.
 
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Posted on October 17, 2025

A Century of Success: Randolph marks 100th year of memories at school building

Randolph Elementary School students, staff and families celebrated a century of success at the corner of 37th and D during a joyful birthday party this fall.
 
A large turnout of happy Roadrunners came to Randolph’s campus to mark the upcoming centennial of the 1926 structure. Many generations of students and teachers reminisced about landmark moments from their school days at the celebration, which featured a wide range of indoor and outdoor activities.

 
Vicki Fasnacht has worked at LPS for 26 years and is the current Randolph executive secretary. She spent a large portion of the summer researching the school’s history and planning for the centennial event. She said it was encouraging to share smiles with people throughout the day.
 
“I thought the celebration went really well,” Fasnacht said. “We had current Roadrunner families, former Roadrunner families, former staff and even some community members come join us.”
 
Marlan Kaufman spent the afternoon recounting memories from his days as a Roadrunner. Kaufman began his Randolph career as assistant principal from 1966-68, and he guided the school as its principal from 1968-76. He said it was a thrill to walk through the familiar hallways again.
 
“Things have changed dramatically in 50 years,” Kaufman said. “But it looks like all for the better.”

 
Jim Jensen shared Kaufman’s positive view as he stood by a 1912 Ford in the parking lot. Jensen and other Randolph alumni brought many antique cars to the school to highlight the building's lengthy history. He said Randolph was especially important to him because it was the starting point for his future Lincoln High track and field career.
 
“When it used to rain a lot and the weather was where we couldn’t go out on the playground, we used to run relays on the cement on the other side of the school,” Jensen said. “That’s how I got started in track.”
 
Lincoln Public Schools built the first Randolph building at the corner of 26th and H Streets in 1901. Charles Olsen was the contractor for the new structure, which cost $12,179.24 to complete.

 
Construction on the current school began a little over two decades later. A total of 311 elementary students from Hawthorne, Elliott, Prescott and the former Randolph building came together for the first day of classes on Jan. 25, 1926. Maude Rousseau, who had been assistant principal at Whittier Junior High, was named the first principal of the new school. The building was 53,578 square feet in size and cost $188,000.
 
LPS leaders placed Randolph in the middle of a field because they anticipated future growth in the neighborhood. Many streets around the school remained unpaved for several years after construction, and none of the current large trees had been planted on campus.
 
That began to change as Lincoln’s population continued to expand. Multiple evergreen trees stood next to the building by 1953, and three construction projects in the 1950s added 14 classrooms for students. The extra space increased Randolph’s footprint to 78,244 square feet.
 
Fasnacht said it was fun to share school memories with the help of her Randolph staff family and her own family. She is part of a third-generation line of Roadrunners that includes her husband, children and grandson.
 
One of Fasnacht’s top goals was to incorporate Randolph’s history into educational displays, banners and activities. LPS Library Services helped her track down names of every Randolph administrator for the past 100 years, and she separated information by decade at stations throughout the building. For example, Rousseau was highlighted in a 1920s section that featured a banner that said “The Roaring Twenties” and a binder that contained memorable pictures.
 
Fasnacht’s research led to many historic gems that were on the tour. One of those was located outside Door 13, which was the entrance to a bicycle storage area.
 
“One of the best pictures I found was a picture of what the ‘bike room’ used to look like,” Fasnacht said. “With the help of LPS Graphics, I was able to turn that photo into a banner that hung outside over the current bike room door and display several vintage bicycles.”

 
Many alumni shared Fasnacht’s appreciation for the school’s centennial items. They pored through books of old photos and memorabilia, wore special 100th anniversary buttons with pride and smiled when they recognized the main hallway’s arched ceilings. They also enjoyed watching more than three dozen current students sing several songs on steps outside the building.
 
Kaufman said he made long-lasting friendships with Randolph staff and fellow LPS administrators during his decade at the school. He said those close-knit bonds helped everyone make decisions that benefited many Roadrunners. For example, he and former assistant principal Lois Eno formed a strong administrative team throughout his eight years as principal.
 
“That’s why we keep coming back, because half a dozen of us were so close over the years that we worked kind of like brothers and sisters,” Kaufman said. “None of us felt like we were all alone out there adrift.”

 
Jensen said Randolph would continue to hold a special place in his heart because of the way it shaped his childhood.
 
“I’ve lived in Lincoln all my life, and so I still go by this school frequently,” Jensen said. “It brings back a lot of memories.”
 
Want to learn more about Randolph Elementary School and how it is preparing students for success? Visit randolph.lps.org to view many details such as the school’s calendar, handbook and staff list.
 
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Posted on October 17, 2025

Growing Graduates: State program helps LPS educators blossom as classroom teachers

Lincoln Public Schools students are blooming in their classrooms this year thanks to the blossoming teaching talents of leaders like Isaiah Collier and Tanner Hilzer.
 
Collier and Hilzer are among seven LPS staff members who are the first graduates of the new Nebraska Teacher Apprenticeship Program (NTAP). Collier, Hilzer, Rachawadee Maungkya-Taveepanpun, Rhiannon Jurgens, Abbey Traynowicz, Megan Nicholls and Lisa Fagler began leading special education classes at LPS buildings this fall. They reached their teaching goals after completing a yearlong training program with LPS mentors and University of Nebraska-Lincoln professors.
 
Collier and Hilzer said it has been rewarding to expand their fields of teaching knowledge at LPS. Hilzer had been a behavior technician at Park Middle School and Collier had been an in-school suspension program technician at Bryan Community before applying for NTAP classes. Hilzer now leads an adjusted math course, several math lab classes and two reading groups at Park. Collier co-teaches a 12-person senior seminar class and provides specialized instruction to 12 students in a 25-person geography course at Northwest High School.

 
“I think just being able to help and assist people has always been something I’ve been interested in,” Collier said. “Being able to do it in a school, in a classroom, was something I was also interested in. It’s been a perfect decision so far.”
 
“It’s a family here,” Hilzer said. “Every day is a good day at Park Middle School. I’ve had nothing but positive experiences.”
 
Barb Miller is helping them succeed as the LPS emerging educators empowerment specialist. She was thrilled when Nebraska legislators announced in 2024 that they would provide $1 million to address a statewide shortage of teachers. Her excitement level rose even more after multiple LPS staff members asked to join the program. The seven NTAP graduates earned special education endorsements after completing their mentorships within the school district.
 
“The candidates are phenomenal,” Miller said. “Very often, it was a principal who saw that potential and connected them with the program. It was really fulfilling to see them perhaps reach goals that they didn’t even necessarily know that they had.”
 
All seven are now helping students across Lincoln. Traynowicz is leading classes at Standing Bear High School, Nicholls is teaching at Pershing Elementary School and Fagler is guiding students at Kloefkorn Elementary School. Maungkya-Taveepanpun and Jurgens are both teaching special education classes at Eastridge Elementary School.
 
Park Principal Charlotte Everts encouraged Hilzer to consider the NTAP opportunity after watching him excel as a paraeducator. A former horticulturalist, Hilzer decided to become a paraeducator in Park’s recovery room after realizing he could make a difference for students.
 
“It’s so awesome to see,” Everts said. “I watched him interact with kids when maybe they were at their lowest and needed more support, and he just has such a way with kids and helps them get to their potential. To be able to see him do that in a classroom setting, where he’s making even a bigger impact with more kids, has been really amazing to see.”

 
Collier pursued a school counseling degree before beginning his technician role at Bryan Community. He said it was a life-changing moment when he learned NTAP would provide a path for him to become a full-time teacher.
 
“I was a little nervous at first, but I just took the leap of faith with it,” Collier said. “I just ended up fully committing. I went to the first meeting, and I was like, ‘This is for sure something I’m interested in,’ so I committed from that day.”

 
Paraeducators, technicians and other LPS classified staff can apply for the program, which pays for their tuition and fees. The inaugural group took an eight-week class together at UNL before entering their yearlong apprenticeships at LPS buildings. Collier and Hilzer both said having supportive teammates made the experience enjoyable for everyone.
 
“If we had any questions or anything, it was nice just to be able to ask someone who was going through the exact same thing as you,” Collier said. “Being able to have someone that was with you willing to just kind of bounce ideas off of each other.”
 
“At first it was a businesslike atmosphere, but by the end, we were family,” Hilzer said. “We spent a lot of Wednesday nights together and a lot of summer mornings together, and so by the end, you know, we still check in on each other. It’s a pretty good thing we’ve got going.”
 
The seven NTAP graduates are the latest success stories of the LPS Grow Your Own strategy. Miller said LPS leaders are working hard to identify students and employees who have a passion for teaching. Once this happens, they can then use programs like NTAP to keep them within the LPS family.
 
“LPS is a community, and people don’t necessarily stray far,” Miller said. “This is a great place to look for future educators.”

 
Collier said he and his NTAP classmates felt a sense of accomplishment on their graduation day. He said he is grateful to help students realize their own budding academic dreams in the classroom.
 
“It was a lot of relief,” Collier said. “There was a lot of hard work that we put in over the course of the year, so to be able to be at that finish line and just know that we can actually become teachers now, it was a really big thing for us.”
 
Want to make a difference at LPS just like the seven NTAP graduates? Visit home.lps.org/hr to view job opportunities throughout Lincoln Public Schools. You can set up job notifications and view many LPS staff resources and benefits.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on October 15, 2025

Kuhl collects state award for caring role as school psychologist

Molly Kuhl’s ability to view students, teachers and families through compassionate and caring lenses has led to many award-winning moments at Lincoln Public Schools.
 
The Nebraska School Psychologists Association (NSPA) honored Kuhl for her contributions to the profession this fall with the NSPA Outstanding School Psychologist Award. The state group presents the award to one person each year who showcases exceptional work ethic, dedication and commitment in their school district. Kuhl has been a school psychologist in Nebraska for nearly 20 years and began her 13th year at LPS in August.
 
Kuhl currently helps students at Lakeview Elementary School, Nuernberger Education Center and Don Sherrill Education Center. She said it was heartwarming to receive the award in front of friends and co-workers at the NSPA’s annual conference.
 
“I was truly honored to accept this award alongside not only my fellow LPS school psychologists, but also several former LPS school psychs, former interns and practicum students I have supervised and colleagues from graduate school,” Kuhl said. “I’ve been able to get to know all of my peers pretty well throughout my 19-year career, and it means a lot to have gained their respect.”

 
LPS Special Education Supervisor Carrie Foster nominated Kuhl for the statewide recognition. She felt Kuhl was a role model for Nebraska school psychologists because of her calm presence and student-first mindset in every situation.
 
“Molly excels at building bridges between students, families and staff, and she approaches even the most difficult conversations with a unique blend of empathy, clarity and grace,” Foster said. “Her ability to navigate complex situations while maintaining a focus on the student’s well-being is a testament to her skill and integrity.”
 
Cassie Dietrich works as a school psychologist team leader at LPS and is based at East High School. She said hundreds of people have benefited from Kuhl’s kind outlook on life and her wide array of problem-solving talents.
 
“Molly is a great school psychologist because she understands the importance of collaboration while advocating for students and families,” Dietrich said. “Molly’s calm and collected demeanor helps to lead these meetings and conversations to help find the best solution.”
 
LPS school psychologists help children with academic, social, behavioral and emotional needs. They partner with families, teachers, administrators and professionals from across Lincoln to assist students at all grade levels. They are highly trained in both psychology and education fields and have expertise in mental health, curriculum and instruction, child development and school law.
 
Kuhl works with multi-tiered system of supports (MTSS) academic support teams, completes functional behavior assessments and oversees behavior intervention plans at her schools. She also completes special education evaluations and provides mental health services for students.

 
Kuhl said she enjoys being a school psychologist because of the positive relationships she has built with other people. She has used that deep reservoir of community goodwill to create bright moments at LPS every day.
 
“It is rewarding because we get to help support students, families and teachers by problem solving, identifying needs and connecting them to services and supports that will make a big difference in their lives,” Kuhl said. “I have several students who I have had the privilege of working with through their entire academic careers. It has been so rewarding to see them grow and overcome significant challenges.”
 
Dietrich and Foster said Kuhl’s co-workers respect and trust her because of her caring nature. She sets aside time to talk to fellow school psychologists, leads many assessment meetings and maintains strong communication lines with teachers, administrators and families. She also passes on many important lessons to school psychology students who study the profession with her.
 
“Molly is also a source of strength and mentorship for her colleagues, always willing to lend a helping hand and share her expertise,” Foster said. “This extends to her role in supporting interns and practicum students, where she patiently teaches them best practices and ensures they have a positive, supportive experience as they begin their careers.”
 
“Molly is always willing to help and provide her knowledge to work through any situation,” Dietrich said. “Everyone knows they can count on her! Molly helps put everything into perspective to help ground any situation.”

 
Kuhl’s presence in LPS buildings has led to hundreds of positive outcomes for local children. She said it is encouraging to watch students become more confident and gain many valuable life skills over time.
 
“Being a school psychologist has helped me redefine what success looks like,” Kuhl said. “Success can look different for every single student I help, and I love being able to advocate for their needs. I also love working on school teams with teachers, counselors, social workers, speech-language pathologists and other disciplines. It’s inspiring to work with passionate people who come together to support students and families every day.”
 
Visit our website to learn more about our Special Education Department and services at https://home.lps.org/specialed/. 
 
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Posted on October 14, 2025

Engaging Eagles: Arnold Color Run paints pictures of kindness

Clouds of colored powder rained down on dozens of Arnold Elementary School students this fall during an event that sprinkled community spirit across campus.
 
Students, teachers and parents left Arnold’s walking trail covered in red, orange, green, blue and yellow powder after having fun in the 2025 Arnold Color Run. Seven members of the Arnold Be The Change (BTC) Club planned and hosted the event, which involved Lincoln Public Schools students in pre-kindergarten through fifth grade. 
 
Ivy, Alivia, Marena, Santana, Lyla, Kora and Karson are the current BTC Club members. Ivy and Santana said one of the group’s biggest goals for the color run was to show the community how Arnold students treat each other with respect. They said hundreds of Eagles display kindness, consideration and appreciation to each other every day at school.
 
“Students at Arnold are kind, respectful and do their work,” Ivy said. “Arnold students help each other when they need help.”
 
“All the Arnold teachers are respectful to students, and students show respect to teachers and other students,” Santana said. “Students listen to each other, care about each other and check in with each other.”

 
Emma George, Emily Faubel and Kim Luis co-sponsor BTC Club activities for students. George said the seven Eagles did a great job organizing the color run. They met after school on several Mondays to email parents and teachers about the upcoming event, and they created a series of posters to announce the run to everyone in the building.
 
“All of the decisions from what colors (of powder) we’re getting to what snacks we’re getting, the students have decided,” George said. “We’ve kind of just guided them. The students wanted an opportunity to show off our theme this year, which is respect, and they got the chance to plan it all. It has been fun to watch them.”

 
Students in third through fifth grade are welcome to join BTC Club, which has been active in Arnold’s hallways for the past four years. BTC Club students lead the Arnold chant at monthly school assemblies and serve others throughout the fall, winter and spring. Past projects have included raising money for teacher supplies, holding a coin drive for Food Bank of Lincoln and gathering winter hats, gloves and coats for Arnold families. They will be collecting hygiene supplies for area residents during the second quarter this year.
 
Lyla said she has enjoyed being part of BTC Club. Why does it make her feel good?
 
“Because it makes me feel like I’m more responsible,” Lyla said.
 
George said she has been impressed with the bright talents that BTC Club students have displayed in their activities. She said the color run was the latest opportunity for them to sharpen their knowledge in many leadership areas.
 
“It gives them a chance to learn those real-world applicable skills that they’re going to use no matter what they do,” George said. “As the school counselor, one of my big pieces that I push is college and career readiness, and the skills of learning to write and communicate and email and organize and think through logistics, what great college and career readiness skills!”

 
BTC Club meets for six weeks each quarter of the school year. George said she has seen the club’s enrollment increase from fall to spring in previous years, as students can sign up for different groups each quarter. Many Eagles have been attracted to the club’s themes of community involvement and school spirit.
 
“At BTC, we all get to share our opinions and make decisions,” Lyla said. “Students want to help their teachers. Arnold students listen to the adults and also enjoy helping their Eagle Pride buddies.”
 
“I like being at Arnold because people help each other and check on each other,” Alivia said.
 
Younger children took off from the color run’s starting line first, and older students and parents followed them around the curved path. Teachers scooped cups of colored powder out of buckets and tossed them on laughing Eagles as they walked or ran by.
 
After everyone had crossed the finish line, they gathered on a grassy area in the middle of the trail. They then tossed large amounts of extra powder in the air for the next five minutes. Everyone smiled as the sky became filled with colorful dust that landed on their clothes, hair and hands.
 
BTC Club members said one of their other top goals for the color run was for everyone to have fun. Santana said she was happy to know that their planning efforts had paid off in a cheerful way.
 
“It means a lot to me to know that I’m helping others,” Santana said.
 
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Posted on October 10, 2025

Lux teacher Maggie Scott wins state math award for engaging lessons

Maggie Scott added a statewide award to her resume this fall for helping Lux Middle School learners multiply their math knowledge.
 
Scott received the Nebraska Association of Teachers of Mathematics (NATM) Rookie of the Year Award at the group’s state conference Oct. 3. Scott, a second-year teacher at Lux, has generated a large amount of applause in school hallways for her enthusiastic leadership style. She has helped her students learn how to organize data in a scatterplot, use the Pythagorean Theorem and solve many mathematical equations through her engaging lessons.

 
NATM President Karla Bandemer said Scott was well-deserving of the statewide honor. The NATM established the award in 2000 to honor new teachers who demonstrate outstanding classroom management and mathematics knowledge. Nominees must teach at a Nebraska public or private school and have been in their career for three or fewer years.
 
“Maggie is a prime example of the young talent that is coming into the field at a critical time,” Bandemer said. “Her passion for deep and meaningful mathematics learning for each and every one of her students, and her belief that all students are capable of learning mathematics at high levels, is evident every day in her classroom.”

 
Lux Principal Duane Dohmen said he was proud of Scott for using her classroom talents to help others.
 
“Maggie is an amazing choice for this award,” Dohmen said. “Although Maggie is only in her second year, she has worked very hard to be an effective teacher. It is important for her to provide effective instruction. This is more than her job; this is her passion. That belief is what makes her a great teacher.”
 
Dohmen joined Lincoln Public Schools K-12 Math Curriculum Specialist Josh Males and LPS Middle School Math Coordinator Becky Evans for a surprise announcement at Lux in late September. Scott’s fellow teachers burst into applause when they learned she had been selected for the honor.
 
Scott said she has tallied many memorable moments with students in her classroom. She said they are her inspiration for coming up with creative ways to teach math concepts.
 
“They make my job really, really fun,” Scott said. “I love thinking about them when I’m planning my lessons, because I want to make it something they would get excited about. They really are why I come to work every day and why I try so hard at this. I’m doing it for them.”

 
Scott’s high-quality lessons are a primary reason why Evans nominated her for the award. One of those examples came last spring during a Barbie bungee activity for Math Course 3 students. Eighth graders measured how many rubber bands needed to be tied to Barbie’s feet to make the best possible bungee jump for her. They then tested their linear equations in Lux’s hallway by watching their Barbies soar from the ceiling.
 
“Her thoughtfulness and self-reflection translate into the classroom, with each lesson intentionally planned to capture the intrigue of her students while maintaining high academic expectations,” Evans said in her nomination letter. “Her passion for learning and mathematics is infectious in her classroom.”
 
Scott began her post-secondary career as a math major at the University of Nebraska-Lincoln. She was required to do an internship to get credit for an honors course the summer before her sophomore year, and she chose to work at local elementary schools with CEDARS Youth Services. Her positive experience convinced her that teaching would be a rewarding job.
 
“I just sort of fell in love with working with students and helping them with all of their things, so I talked to my advisor and asked, ‘How difficult would it be to add an education major to my math major?’” Scott said. “They said that would be possible, so I went for it.”

 
Scott said many Lux co-workers – particularly fellow math instructor Valerie Gerdes – have been a deep source of encouragement for her. She has asked them about their instructional strategies, listened to their teaching advice and developed friendships throughout the school building.
 
Bandemer, who is a math teacher leader for grades 3-5 at LPS, said those positive relationships make a huge difference for people across Lincoln.
 
“Having strong mentors to support our youngest teachers is so crucial,” Bandemer said. “Learning is a social endeavor for students and for teachers. When our newest teachers like Maggie have regular opportunities to collaborate and learn with their experienced peers, they naturally begin to build their support network. As teachers, we have a collective responsibility for student learning and for supporting one another.”
 
Dohmen said Scott has become a thriving teacher because of her top-notch communication skills, deep content knowledge, engaging personality and willingness to work hard at her craft. Adding enthusiasm to that equation of talents has helped her reach a statewide level of success at Lux.
 
“I think the biggest factor is her passion,” Dohmen said. “She was made to teach. As a result, she is able to advocate, relate and care for all students. It is important for all students to have equal access and for all students to learn. She has built a community of learners, and she has created a positive culture of learning. This is what teaching and learning is supposed to look like.”
 
Math teachers across LPS are sharing their knowledge with students on subjects ranging from algebraic equations to statistical computations. Learn more about math course descriptions, outlines of class schedules and educational links for students at home.lps.org/math.
 
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Posted on October 08, 2025

TeamMates of the Month: Albert and Sevastian

Starting in 2011, Albert Sparks was matched with his first of five TeamMates mentees over the next 13 years and counting. He currently mentors Sevastian at Southeast High School. 

The school facilitator at Southeast has watched Albert’s friendship with Sevastian bloom.

“When Albert comes through the door, Sevastian lights up.”

Albert knows firsthand how much it matters to have someone you can relate to in your corner. He has been deaf since birth, attending the Nebraska School for the Deaf in Omaha from kindergarten through graduation. Studying alongside deaf peers and often teachers, Albert developed his skills and confidence as a member of the deaf community and honed his fluency in American Sign Language (ASL).

Albert’s mentees are not surrounded by other deaf peers and adults as they navigate school and life. Albert has shared his language ability with each of his mentees, amusing them with his funny stories and encouraging them with his life experiences. He has held several statewide leadership roles in the deaf community.

Even more importantly, Albert helps his mentees to claim their place in the deaf community. They learn ways to overcome challenges that deaf people encounter while charting a course to the future they imagine for themselves. 

His facilitator notices the impact on Albert’s mentee.

“Having Albert to communicate with in sign language helps Sevastian grow his sign skills, confidence and appreciation for ASL.” 

Albert’s third mentee, Matthew, was typical, Albert signed.

“They are all shy at first.”

Later, Matthew would write a long letter of thanks to Albert that acknowledged this. 

“I am so glad you were able to ‘break my ice’ as quickly as you did. I am a hard person to talk to because I am a very timid person, but after I met you, I felt more and more comfortable.” 

Matthew ultimately attended the conference of the Junior National Association for the Deaf and became its secretary. He went on to attend Gallaudet University and received his bachelor’s degree and recently completed a master’s degree.

Albert advocates for TeamMates in the deaf community. He has recruited more than one mentor to our program to better serve the needs of deaf and hard of hearing students.

Albert’s dedication to others has not gone unnoticed. He received the ServeNebraska Mentorship Award from the Office of the Governor on Oct. 3 for his exceptional work. Albert was selected for demonstrating “outstanding youth mentorship” by nurturing, guiding and supporting one or more mentees.

TeamMates of Lincoln was proud to have nominated Albert for this well-deserved award. We are so happy he was selected and was able to be celebrated at the Step Forward Awards luncheon for volunteerism.

Posted on October 07, 2025

Register to Attend Our Educator Interview Fair - Oct. 17

LPS is hiring for all areas for spring 2026 and the 2026–27 school year! We are hosting an Educator Interview Fair for certificated candidates in early childhood, elementary, secondary and special education. If you are certified or will be certified soon in one of these areas, we invite you to apply and interview.

Educator Interview Fair

Friday, Oct. 17, 2025
8:30 a.m. - 4 p.m.
In-person at the Steve Joel District Leadership Center (the district office at 5905 O St.) or over Zoom.

Application Process

1.  All interested candidates must reserve their spot by filling out the Educator Interview Day registration form.

Please register by Oct. 15. If you are not available on the event date, or have questions, please contact Ryan Escamilla, director of recruitment, at mescami@lps.org.

2.  Complete an application for at least one of the following Certified Applicant Pools:

Click HERE to apply to the 2025-26 Certified Early Childhood Applicant Pool.

Click HERE to apply to the 2025-26 Certified Elementary Applicant Pool.

Click HERE to apply to the 2025-26 Certified Special Education (K-12) Applicant Pool.

Click HERE to apply to the 2025-26 Grade 6 (Middle School) Applicant Pool.

Click HERE to apply to the 2025-26 Certified Secondary Applicant Pool.

If you have previously completed an application for another position with Lincoln Public Schools, please do not create another profile. Simply log in with your original email and password. If you have forgotten your username and/or password, contact Human Resources at HR@lps.org for assistance. Your application must be completed prior to your interview.

Posted on October 06, 2025

LPS art teachers to share expertise at state conference

Twelve Lincoln Public Schools art teachers will paint positive pictures of their educational strategies for a statewide audience in October.
 
Evan Asche (Schoo Middle School), Gina Downey (Morley Elementary School), Maggie Elsener (Arts and Humanities Focus Program), Sarah Gabelhouse (Standing Bear High School), Katie Gracie (East High School), Beth Hawney (Northeast High School), Audrey Jurek (Kloefkorn Elementary School), Emily Manley (Lux Middle School), Charles Pratt (Huntington Elementary School), Bob Reeker (Robinson Elementary School), Melissa Sellers (Mickle Middle School) and Liz Thomsen (Lux Middle School) will present at the Nebraska Art Teachers Association (NATA) Fall Conference Oct. 17-18. They will lead dozens of fellow teachers in lessons ranging from celebrating the joy of kindergarten artists to supporting mentorship programs in unified classrooms.

 
LPS Visual Art Curriculum Specialist Lorinda Rice was thrilled to have a large number of LPS teachers selected for the state honor. Art instructors from across Nebraska submit proposals for state presentations each year to a juried panel of artists. Panelists then select teachers to share their expertise with fellow NATA members at workshops and breakout sessions.
 
“This group continues to work diligently, adapting and adjusting their art education knowledge to meet students where they are and engage them in how artists think and make,” Rice said. “I’m so excited for them and proud to share this great news.”
 
Several LPS teachers will present multiple times at the conference, which will take place at the Joslyn Art Museum, Benson High School, Benson Creative District and BFF Gallery in Omaha. Reeker will lead a pair of solo workshops and will team up with Hawney and Rice for co-presentations. He began his LPS career at Pyrtle Elementary School in 1990 and currently leads K-5 art classes at Robinson Elementary School.
 
“I find it rewarding to think about the great work done in our district and then taking it out to art educators across the state and beyond,” Reeker said. “Reflecting on my own classroom practice is so beneficial to me as a presenter. It helps me to understand how I’m utilizing quality strategies in my art classroom that are researched and practiced, and how that work can best support others. I always consider information and ideas that educators can take back to their classroom the following Monday.”

 
Pratt will take part in three presentations at the NATA event. He felt the forum would be a great place to network with other people and get feedback about their teaching styles. He was also eager to pass along his positive LPS experiences to everyone there.
 
“My students at Huntington are the core motivation behind my decision to apply,” Pratt said. “Their creativity is a constant source of inspiration and the driving force behind the teaching strategies I hope to share with my peers. I see presenting at the conference as an opportunity to celebrate their successes on a wider stage and showcase the amazing things that can happen in a student-centered art room. Ultimately, I want to contribute the story of their work to our statewide professional conversation, hoping to inspire other educators with the remarkable potential of our students.”
 
Reeker said state conferences provide both learning and leadership opportunities for teachers and administrators. He has grown deep roots within both the LPS and NATA communities throughout his 35-year career. He earned the NATA Educator of the Year Award in 2005, received the LPS Scottish Rite Distinguished Teacher Award in 2010 and is the current NATA past president.
 
“Multiple and diverse perspectives broaden educators’ viewpoints and philosophies in a safe and fun conference environment,” Reeker said. “It’s an incredible experience to be with hundreds of art educators in Nebraska to learn, create, network and have fun.”

 
In addition to forming valuable connections with fellow teachers, conference attendees will also hear keynote speeches from four distinguished artists. Therman Statom is well-respected across the country for his work in glass sculpture and installation projects. Muralists Watie White, Oria Simonini and Reggie LeFlore will speak about their efforts to transform public spaces into vibrant canvases.
 
Meeting the needs of children is the primary focus for everyone at the conference. Pratt said the LPS presenters will sculpt even stronger classroom experiences for students with their newfound state knowledge.
 
“I look forward to starting a dialogue with my peers, not only to share what has been effective at Huntington, but more importantly, to learn from the innovative work they are doing across the state,” Pratt said. “By building this professional network, we can connect our classrooms, strengthen our practice and collectively elevate art education for every student in Nebraska.”
 
Want to learn more about the comprehensive K-12 art programs available for LPS students? Visit home.lps.org/art to view programs of study, links to local art museums and galleries and contact information for LPS art staff.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on October 03, 2025

Engineering Excellence: Local company helps Rockets secure valuable STEM knowledge

A locally owned defense contractor helped Northeast High School students explore new engineering blueprints this past week with several engaging activities.
 
Pacific Engineering Inc. (PEI) representatives taught dozens of Rockets about a wide range of job fields such as aerospace, chemical, electrical, mechanical, civil and software engineering. PEI specializes in Department of Defense contracts and has produced items such as composite shower stalls for U.S. Navy ships, anti-torpedo launch cradles and mobile testing trailers. The company, based just outside Lincoln city limits on U.S. Highway 77, brought its own mobile training pod to campus to help students learn more about those careers.
 
Northeast junior Alexi said it was eye-opening to learn more about the large scope of the engineering world. Some of the possible professions include creating new types of potato chips, fixing air conditioners, connecting electrical circuits, designing bridges across rivers and constructing complex computer codes.
 
“I thought engineering, when I first walked in, was just building stuff, but I didn’t realize how much more gets put into the engineering process,” Alexi said.

 
Kwame Gyamfi said it was encouraging to watch students like Alexi unearth new options for their futures. Gyamfi is the school community coordinator at Northeast’s Community Learning Centers (CLC) branch, and he is also on the leadership team of the Clyde Malone Community Center. Lincoln Public Schools partnered with the Malone Center to bring PEI to campus for the engineering sessions.
 
“Oftentimes, students don’t know what careers actually look like,” Gyamfi said. “They may have a general idea, but when you’re able to show them and demonstrate for them what they look like, it really inspires students to narrow down their focus. Engineering’s a broad term. We have all kinds of engineers, and we just wanted to show them the different aspects of that.”
 
Gyamfi said it was important for the Rockets to gain exposure to prospective science, technology, engineering and math (STEM) jobs. Many companies, such as PEI, offer STEM-based products and services to people in Nebraska, the United States and the world.
 
“I’ve already had a student say that they didn’t know about engineering, or even think about it as an opportunity, and now they are, so that’s really the whole point,” Gyamfi said. “For a student that maybe wouldn’t have thought about engineering in any way, shape or form, to understand that everything around us has something to do with engineering.”

 
PEI Senior Vice President Dexter Myers told students that engineering can make all dreams possible. The company has been designing and manufacturing advanced composite items for military and commercial customers for many years. PEI engineers have developed composite canisters and anti-torpedo launch cradles for the U.S. Navy, lightweight modular composite beds for the U.S. Marine Corps and portable medical shelters that can be used for testing and vaccination purposes.
 
“It’s very rewarding when you build something out of a block of metal and you’re able to see it come out the way you envisioned,” Myers said.
 
Alexi said she was interested to learn about engineering opportunities in aerospace and defense fields. She is enrolled in the Air Force Junior Reserve Officer Training Corps (AFJROTC) focus program at Northeast and has been curious about those work sectors.
 
“The aerospace thing really caught my attention, just because I’ve been taking the ROTC class for two years now, and aerospace has always been something that I’ve been looking into,” Alexi said.
 
Alexi said it was also fascinating to find out that many engineering doors can swing open soon after she earns a high school diploma. Some engineering tasks require advanced degrees, but other positions can be learned on the job immediately after graduating from LPS.
 
“It was just a great experience overall to get to know other options that I have other than just college straight out of high school,” Alexi said.

Alexi and other students took turns in small groups inside PEI-designed mobile training pods. The company first created the pods to provide workforce development services to people affected by the coronavirus pandemic. They are now being used at high schools, community colleges, universities and community centers to inform people about digital and additive manufacturing technologies.
 
The Rockets also studied more specifics about different forms of engineering. For example, they discovered that chemical engineers apply principles such as chemistry, physics, biology, math and economics in their jobs. They use raw materials to design and produce items such as chemicals, fuels, foods and pharmaceuticals. They are employed in numerous industries and often work in either manufacturing plants or research laboratories.
 
Gyamfi said LPS and the Malone Center are working on expanding similar STEM opportunities to other schools. He felt many LPS students were eager to begin drawing their own types of engineering blueprints for their futures.
 
“To me, I have an affinity for STEM,” Gyamfi said. “I love looking up at the stars. I love learning about science, and I believe these kids are the same way.”
 
Want to learn more about STEM opportunities available at LPS? Visit home.lps.org/science and home.lps.org/cs/teaching-with-tech to view a wide range of information about the scope and sequence of LPS courses, curriculum objectives and classroom technology.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on October 03, 2025

Meet LPS Focus Program Senior: Grover, Arts and Humanities

The mission of Lincoln Public Schools is to prepare ALL students for successful careers, lifelong learning and civic engagement.

High school graduation is a culmination of our scholars' and educators' hard work toward this significant milestone. 

The LPS Focus Programs’ core values of exploration, education, engagement and empowerment are beliefs rooted in the overall LPS mission and the school district’s commitment to high school graduation. 

Read how senior Grover used the Arts and Humanities Focus Program to Launch at LPS in this Q&A. 

Name: Grover “Wyn”

Grade: 12

Home High School: Lincoln High

Focus Program: Arts and Humanities  

Why did you choose the Arts and Humanities Focus Program?

I chose to go to Arts and Humanities (A&H) because I knew I thrived in smaller, more intimate learning environments. I wanted to continue honing my writing skills while also delving a bit more into art in order to more completely realize some of my creative visions. Additionally, I have family who are alumni of the program.

How did the Arts and Humanities Focus Program change your high school experience?

A&H definitely provided me with an environment I was able to thrive in unlike any other. Developing such close relationships with my teachers and peers makes this school of less than 100 feel much more like a family than a school of 2,000 strangers.

What is the greatest lesson you learned from the Arts and Humanities Focus Program? Why?

A&H has taught me just how unique every person's perspective is. I believe in the image of America as a melting pot. That means we have to acknowledge everyone's differences in backgrounds and beliefs if we are to work towards a more perfect union.

How did the Arts and Humanities Focus Program help you reach your graduation goals?

My teachers at A&H pushed me to go beyond my knowledge and perspective in my projects in order to create more comprehensive products. They have always been supportive of me and have expanded my view of the world.

What are your post-graduation plans?

I will be attending the University of Nebraska-Lincoln in the fall, studying political science. I hope to get a job at the Unicameral in college and one day run for the legislature.

How did the Arts and Humanities Focus Program help prepare you for those post-graduation plans? 

My teachers and counselors were very supportive of my secondary education plans and helped me achieve them while also suggesting opportunities I may benefit from. 

How did the Arts and Humanities Focus Program help prepare you for the future?

The staff at A&H have always pushed me to take opportunities to do what I love and gain prominence from them. Some of the conversations I've had with my teachers have been truly life-altering and I am so incredibly thankful for them.

What would your advice be to younger students considering joining your focus program? Why?

Arts and Humanities is not just a school, it's a family. I have felt more at home here than nearly anywhere else. If you're a young artist, this is a great place for you, but you need to be open to the fact that it isn't just an art program. It's about the humanities just as much, if not more. These subjects are codependent and they will both deepen your understanding of the other. If you like project-based learning and smaller environments, A&H is the school for you.

What are you most thankful for about this experience? Why?

I am so deeply thankful for the relationships I have had with my teachers and my peers. I value them more than any in my life. I feel emboldened by them to always strive to be a better person and a leader.

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

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/ or stop by our website home.lps.org/focus to get more information about all our focus programs.

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

Posted on October 01, 2025

Celebrate Randolph Elementary’s 100th Anniversary – Oct. 5, 2 - 4 p.m.

Randolph Elementary School is celebrating a full century of serving students in central Lincoln! 

Lincoln Public Schools invite staff, students, alumni and community members to commemorate this special milestone on Sunday, Oct. 5, 2 - 4 p.m. 

The open house will be hosted at Randolph, located at 1024 S. 37th St. 

The celebration will include refreshments and the creation of a time capsule at 3:45 p.m. Vintage clothing and memorabilia will also be on display throughout the building. 

Posted on September 30, 2025

Dawes Garden Club, Student Council share garden bounty at family event

Scooping homemade salsa gave Dawes Middle School seventh grader Cooper a fun way to spread smiles to fellow Diamondbacks this month.
 
Cooper and other Dawes students reaped rewarding memories by running Dawes Family Engagement Night activities on campus. Garden Club and Student Council members worked together to plan and oversee the inaugural event, which attracted dozens of families to the school’s garden and cafeteria. They enjoyed salsa and chips, inspected fresh zinnias and gave shouts of excitement during family bingo games.
 
Garden Club members harvested fresh tomatoes from the school’s garden the previous day to make two versions of salsa. They added cilantro, onions and limes to a mild-flavored salsa, and they spiced things up by adding jalapenos to a second batch. They put the ingredients in a food processor, placed the salsa in several bowls and handed out samples for families to enjoy.
 
“It feels good to be able to help the Dawes community and have people try out our salsa,” Cooper said.

 
Fellow Garden Club member Aurora stood next to Cooper and handed out chips for people to use to scoop their salsa. The sixth grader joined a full lineup of students who volunteered their time for the night. She said it was fun to be part of a club that helped others.
 
“I like gardening,” Aurora said. “It’s just something interesting.”
 
Happy reactions like that were music to the ears of Dawes Principal Nancy Salsman, who said she was pleased with the positive turnout. A “Nourishing Northeast Lincoln” Farm to School grant from the United States Department of Agriculture set the table for the Fall Harvest Night portion of the evening. Student Council members wanted to create additional connections with a family bingo event, which led to the combined effort from both groups.
 
“We know families are busy and finding a night that works with everyone’s schedules can be difficult,” Salsman said. “We also know the key to student success is positive collaboration between school and home. Family engagement nights are a great way for families to be able to come to school, meet others in the community and have fun together.”

 
Dawes teachers Natalie Brening and Lora Carpenter-Janike said they were thrilled to see families enjoying time together. Carpenter-Janike leads the Garden Club alongside fellow teacher Kate Stewart, and Brening advises Student Council members throughout the year. They felt the project was teaching students important lessons like teamwork, leadership and community service. It also helped Dawes meet the 2024-29 LPS Strategic Plan goal of increased family and community engagement.
 
“It’s truly the kids who are doing all of the work,” Carpenter-Janike said. “They’ve been awesome. Our kids made the salsa and planned how they were going to serve all of the food to people, and they wanted to lead the bingo activities and be a part of that, too. They’re the ones who are making this night turn out so well.”
 
“I saw families sitting together at bingo chatting and laughing, and students who attended as part of Student Council got to join in on the fun as well,” Brening said. “Students who attended as student leaders were experiencing real-life collaborative modeling in a community where many programs or organizations come together to provide a service to the community. Students on the Student Council were part of planning their own roles in greeting, calling bingo numbers, organizing the bingo materials and directing the flow of the event.”

 
Brening said she was excited to see energetic smiles from Student Council members like Kylie, who spent much of the evening reading bingo numbers like G-49, I-25 and O-61 to the crowd. Kylie, a sixth grader, also showcased paper bags of fresh produce that filled several tables. Families who came to the cafeteria could take home items like cucumbers, apples, pears and onions, which were donated by a local produce company.
 
“I was so impressed with their impact on the event as a presence of student enthusiasm for the Dawes community,” Brening said.

 
The activities gave families an engaging way to view several spots on campus. They began the evening by touring the school garden, which features many beds containing a wide range of fruits and vegetables. Cooper said he liked showing the club’s workspace to area residents.
 
“Gardening is fun because you’re able to put in all of the work and then have the reward of what you made with the produce,” Cooper said.
 
The crowd then gathered in the cafeteria for food, fun and fellowship. They sat at multiple tables for a variety of bingo games. Winners could pick out prizes like scientific experiments, gift cards to local restaurants and sports items like a volleyball, football and basketball.
 
Carpenter-Janike felt family engagement nights would remain on the Dawes calendar for many years to come. She said students like Cooper, Aurora and Kylie had learned a lot from scooping salsa, serving chips and calling bingo numbers.
 
“I think everyone’s having a really good time tonight,” Carpenter-Janike said. “It’s fun to see the community come together like this here at school.”

LPS offers many family and community activities throughout the school district. Visit home.lps.org/strategicplan to learn more about the LPS 2024-29 Strategic Plan goal of increasing family and community engagement across Lincoln. 
 
Garden Club and Student Council are just two of the many activities LPS middle and high school students can participate in. Learn more about multiple ways for your students to get involved at school at home.lps.org/athletics/get-involved and home.lps.org/english/intramural-drama-speech-and-debate.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on September 30, 2025

Federal Programs employees make world of difference with wide range of services

Lincoln residents learned how school employees are making a world of difference to students and families from across the world.
 
Lincoln Public Schools hosted two events on Sept. 17 that showcased the life-changing work that LPS Federal Programs staff members are doing for the community. The department presented a lunch-and-learn information session at the Steve Joel District Leadership Center and an open house at the expanded LPS Welcome Center. Both programs took place during the city’s annual Lincoln Welcoming Week.
 
Federal Programs representatives Laura Salem, Oscar Rios Pohirieth, Monica Asher and Raya Al Zuhair spoke about the department’s efforts to help immigrants, refugees and other new Lincoln residents. They said their top goal is to improve the well-being of both students and families through engaging and thoughtful classes, activities and services.
 
“The mission of the Federal Programs department is to empower students and families, embrace diversity and to connect home, school and community,” Salem said. “All of the programs within our department feel strongly about this mission, and that’s what we do together as a team.”
 
“Our goal is to connect the families to the resources and opportunities within LPS and the Lincoln community,” Al Zuhair said. “This builds the connection with all non-profit organizations that are all working together to help immigrants and refugees.”
 
LPS classrooms include students from 123 countries who speak 133 languages. The school district has 3,484 students who are currently receiving English Learners (EL) services, and there are 30 bilingual liaisons who assist thousands of people with educational needs. After English, the ten most widely spoken languages at LPS are Spanish, Arabic, Kurdish, Vietnamese, Karen, Pashto, Ukrainian, Kurmanji, Nuer and Dari.
 
Al Zuhair said the LPS Welcome Center is busy throughout the year because families view Lincoln as a good place to live. Federal Programs employees want to give them the best possible opportunity to thrive in their new home.
 
“Everybody knows the importance of family engagement in any education system,” Al Zuhair said. “Add to it the language barrier, the new community, the culture shock that families go through when they first come here. Some of the families have never been in schools before, and some of them are comparing their schools in their homeland with the new system, so they need to know more so they can be good advocates for their kids.”
 
Salem supervises the EL program, which helps students at elementary, middle and high school levels. LPS employs 139 EL teachers and is working to hire 39 EL paraeducators across Lincoln. There are also five EL teacher leaders who support classrooms with curriculum and professional learning.
 
Rios Pohirieth coordinates the LPS bilingual liaison program, which serves people from dozens of countries. They conduct in-person, phone and Zoom visits with immigrants, refugees and newcomers throughout the year to ensure families will receive support.
 
“This is an important piece to have in an education system, and let me tell you, there are only a few districts in this nation that have the bilingual liaison support as we do within Lincoln Public Schools, and I’m so proud to say that,” Rios Pohirieth said.
 
Rios Pohirieth and Al Zuhair both talked about the many reasons people arrive in Lincoln. Al Zuhair is a new American family engagement specialist and meets them at the LPS Welcome Center. She also coordinates with social workers, school counselors, EL teachers and bilingual liaisons to help families.
 
Rios Pohirieth said refugees come to the United States because of natural disasters, famine, pandemics, war, genocide and social turmoil in their home countries. They also settle here for educational advancement, improved living conditions and family reunification.
 
LPS currently serves 1,173 refugee students from more than two dozen countries. More than 350 refugees are from Afghanistan, nearly 250 are from Syria and more than 150 are from Ukraine. Other students come from nations such as Iraq, Sudan, South Sudan, Malaysia, Kenya, Guatemala and Democratic Republic of the Congo.
 
Asher, the LPS family engagement supervisor, spoke about the school district’s family literacy and migrant education programs. LPS began offering family literacy services in 2009 with a four-part model of adult education, children’s education, parent and child time (PACT) and parent time. There are currently 116 parents enrolled at 11 elementary schools, and two afternoon programs have recently been extended to middle school parents.
 
“It’s really great to see that growth in the families, and to see the families really become part of the school,” Asher said. “They let us know what they don’t like and what they like, and they have such great communication with the principal and teachers. They’re just a part of those schools.”
 
Asher is coordinating migrant education services for 42 school districts in 14 counties this year under Educational Service Unit 18. Students are receiving resources such as summer classes, school supplies, backpacks and extra support for reading and math.
 
Migrant services help families who move often for temporary jobs such as cultivating soil or detasseling. There are 196 eligible children ages 3-21 in the ESU 18 region this year and approximately 80 at LPS.
 
Rios Pohirieth encouraged the audience to share news about Federal Programs to everyone they speak with. He said that would benefit everyone involved with the important educational services.
 
“Many times our community members are not aware of what Lincoln Public Schools, or any other service provider out there, does for the families, for our communities, for the people with whom we work,” Rios Pohirieth said. “It’s simply understanding and being that voice when you are out there with your own communities and saying, ‘Umm, I think you have that wrong. This is what I know, and this is what I have seen.’ I think your word of mouth in terms of what we do will serve us well.”
 
Learn more about LPS Federal Programs and how the department helps area residents at home.lps.org/federal. The website features links to many educational services and programs that are available 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 September 30, 2025

Constitutional Connection: Pound students dive into civics with Husker helpers

Pound Middle School students learned about the legacy of the nation’s top document when they passed their own Constitutional amendments in class.
 
Eighth graders examined the scope of the Constitution during a special presentation in their differentiated social studies class. University of Nebraska College of Law students Anna Schroeder and Grace Schleining spoke about Constitutional bedrocks such as the three branches of American government, the checks-and-balances system and the amendment process. They then watched as the Squires thought of amendment ideas ranging from giving everyone basic human necessities to providing free streaming across all platforms.

 
Emma, Isabelle and Hazen sat together at their desks and came up with several amendment proposals. They said Schroeder and Schleining were doing a good job explaining why the Constitution plays a key role in the country.
 
“It’s important to have a government system like this,” Emma said. “The Constitution is a major document.”
 
“It’s interesting how each branch has power in their individual ways,” Hazen said. “It’s important to learn about this.”

 
Schroeder and Schleining said they were impressed with the intelligence the class displayed throughout the afternoon. Students broke into small groups for the amendment-creating assignment, and the two Huskers visited with each one about their proposed additions to the Constitution.
 
“I thought it was really fascinating how you could really see the wheels turning in a lot of these students’ heads,” Schleining said. “I was so pleasantly surprised how much thought they were putting into this and how much knowledge they had already.”
 
“I enjoyed hearing what all of their creative amendments would be to the Constitution and how they think the Constitution helps our government run,” Schroeder said.
 
Schroeder and Schleining based their activity on a lesson from the law school’s Continuing Legal Education Project. They explained the roles and responsibilities of the legislative, judicial and executive branches of government, and they talked about how the Constitution has created all three branches as equal partners. They also went over how the amendment system has allowed Americans to make important changes to the document for more than 200 years.
 
Schleining said it was fun to explore the fundamentals of the Constitution with eighth graders. She and Schroeder are both second-year law school students with an interest in business law topics.
 
“It’s really nice to get to go back to the basics,” Schleining said. “We’ve gotten to go into some nuance with the Constitution in law school, so to go back and remember the importance of the whole document was really cool.”
 
Schroeder smiled as she watched Emma, Isabelle and Hazen talk at their desks. The three Squires felt Hazen’s idea for giving full voting representation to the five U.S. territories with permanent inhabitants was a good one. American citizens living in American Samoa, Guam, Puerto Rico, the Northern Mariana Islands and the United States Virgin Islands currently have no representation in the Senate, and their delegates in the House of Representatives cannot vote on final legislation.
 
“You really put some thought into this,” Schroeder said. “Good work, guys.”
 
Schleining also said she was intrigued by the thoughts she heard from students.
 
“I don’t spend a lot of time around kids, so it was really refreshing to see what they think and to hear what they have to say,” Schleining said.
 
Students from across the nation spend time every September learning about the Constitution and how it has shaped the country. Constitution Week commemorates the signing of the Constitution on Sept. 17, 1787. The Daughters of the American Revolution petitioned Congress in 1955 to set aside a week for Americans to celebrate the document, which was ratified by 11 states in 1787 and 1788. The new American government began on March 4, 1789.

Law students visited classrooms at seven middle schools throughout the week. They helped students at Culler, Dawes, Goodrich, Lefler, Lux, Pound and Scott learn about the Constitution.

 
After Schroeder and Schleining talked with every group, they invited volunteers to come forward and make a motion for the class to adopt their amendment. Students listened to each suggestion and then decided if they would approve it. If two-thirds of the 21-person class said yes, then the amendment would be ratified.
 
Cheers broke out when a Constitutional amendment to create free streaming services for all residents passed with 14 votes. An amendment stating that everyone – regardless of wealth or income level – would receive government-appointed lawyers also passed with 15 votes.
 
Just before the bell rang, Schroeder encouraged the Squires to approach all of their classes with the same type of curiosity and high-level thinking.
 
“Every group I talked to, you had rockstar ideas,” Schroeder said. “You did an awesome job today.”
 
Schroeder said her own positive classroom experiences sparked her interest in applying to law school. She said it was rewarding to help Pound students enjoy their own light-bulb moments with important topics like the Constitution.
 
“Growing up, getting to learn from guest speakers was always very exciting, so getting to come back and kind of see those wheels turn, like Grace said, and kind of experience their learning with them again was just fun overall,” Schroeder said.
 
Social studies activities promote critical thinking, problem solving and civic engagement for LPS students. Learn more about social studies lessons at elementary, middle and high school levels at home.lps.org/socialstudies.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on September 26, 2025

Arnold, Roper preschool students enjoy success in new classrooms

Alyssa Harris smiled as she handed plastic coins to one of her preschool students this fall as he played with a toy cash register.
 
Forward-thinking investments by Lincoln Public Schools patrons have made many educational scenes like that a reality at Roper Elementary School and Arnold Elementary School. Early childhood students at both sites are enjoying the benefits of the 2020 bond issue during all of their lessons. LPS opened two extra preschool classrooms at Arnold and two additional spaces at Roper to serve more Lincoln students.
 
Harris, who teaches preschool programs at Roper, said her new classroom has already proven to be a valuable addition to the building’s floor plan. LPS leaders chose to expand preschool services at Arnold and Roper because of the long wait list at both locations. Dozens of children are now learning how to count numbers and cooperate with classmates because of the new facilities.
 
“I think that the classroom is helping the students,” Harris said. “Without this classroom, some students probably wouldn’t have gotten into preschool this year, but with this new classroom and all the other new classrooms, they’re given an opportunity to attend preschool this year.”

 
LPS Director of Early Childhood Cara Lucas-Richt said she was pleased to expand the department’s presence at both Arnold and Roper. The four new spaces bring the current total of LPS preschool classrooms to 81. LPS is planning to open two additional preschool classrooms at Arnold and new facilities at Kooser, Huntington and Humann in the next several years.
 
“New spaces and the ability to serve more children and families is always exciting,” Lucas-Richt said. “It’s also exciting because it means more children get to have a high-quality early childhood experience before they enter kindergarten, and they will be more prepared for kindergarten, having had a preschool experience in LPS.”
 
LPS provides a comprehensive preschool program for children through either a morning or afternoon session each day for 3.5 hours. Students have chances to socialize, solve problems and experience success through a range of activities. They learn how to brush their teeth, share toys, help other children and improve skills like hand-eye coordination and critical thinking.
 
“Early exposure to structured learning environments builds confidence, social-emotional skills and academic readiness – all essential for a smooth and successful transition into kindergarten,” Lucas-Richt said. “Simply put, starting in LPS preschool sets children up for long-term success in school and beyond.”

 
All four new classrooms have spacious play areas for children to enjoy activities. There is also an expanded kitchen area that features tables for eating meals, individual instruction and group events. During one morning at Roper, students used the tables to sample soft carrot circles, sweet-tasting melon and bites of French toast sticks.
 
Harris said she is passionate about helping all children reach their full potential. She spent the first half of her student-teaching assignment in a first grade classroom, and she finished the semester working in a preschool setting. She immediately knew that she wanted to lead younger students throughout her LPS teaching career.
 
“Preschool’s not required in the state of Nebraska, but LPS knows how important it is for kids to get the education this early, so that way they can be able to do these things,” Harris said.
 
Harris and other LPS preschool teachers begin their work well before the first day of school. They complete summer in-home visits with parents, guardians and other family members of every student on their class rosters. They also conduct multiple in-home visits during the school year, which are essential for families who may have moved from one part of Lincoln to another mid-year.
 
Harris said having a chance to talk with one of her newest students beforehand made a huge difference. The preschooler met her Roper classmates for the first time on a Monday in September, and she made a seamless transition with her fellow Rockets. She lit up with joy when she gave Harris plastic food items at a small table in one section of the room.
 
“I met her on Friday, and we already have a bond,” Harris said. “She was excited to come to school when she saw me, and then she felt safe. I think (the visits) make a huge impact on kids’ learning.”
 
Lucas-Richt said the in-home talks are also key moments for parents and guardians. She said families feel more confident, informed and engaged because of the bright conversations they have with preschool teachers.

 
“The partnerships our early childhood educators build with families are truly foundational to student success,” Lucas-Richt said. “These educators are often the first faces of LPS that families encounter, and they work diligently to foster trusting, supportive relationships from the very beginning.”
 
Lucas-Richt said the four new classrooms symbolize how much LPS values early childhood services throughout the city. She said preschool teachers are working hard to give all students the best possible start on their educational journeys.
 
“I am so deeply grateful for the dedication and heart our early childhood teams bring to this important work,” Lucas-Richt said. “They truly set the tone for lifelong learning and connection.”
 
Interested in learning more about early childhood services at LPS? Visit home.lps.org/earlychildhood/ to view information about early childhood programs, resources for parents and families and a list of preschool sites across Lincoln.
 
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Posted on September 25, 2025

The Art of Feeling: Moore students express emotions through special art project

A creative art project is giving Moore Middle School students like Lilia and Carter a green light to safely navigate the road map of human emotions.
 
Sixth graders in Kristen Douglas’ art class are exploring how to express their emotions through silhouettes, watercolors and paints. They are producing mixed-media artworks about specific feelings such as contentment, confusion or joy. The project is letting them convey their reactions to good, bad and funny moments in imaginative ways.

 
Lilia and Carter both said it was calming to put their feelings on paper. They felt the art-based assignments were helping them become more confident and self-aware.
 
“I honestly like expressing my emotions, because it helps me kind of get them off my mind,” Lilia said. “Art is fun, so it turns my emotions positive when I do it.”
 
“It’s important to express your emotions, because, like, sometimes you just need to talk to somebody about how you’re feeling, and sometimes that can really help,” Carter said.
 
Douglas has been teaching the art emotions project at Moore for three years. She said it has boosted the emotional and social wellbeing of students in all of her classes.
 
“They get the opportunity to learn how to visualize their emotions, which I think for students is so important, because they feel a lot of emotions, and they need to know how to maybe get some of those emotions out of themselves in a creative and safe way,” Douglas said. “It also allows them to explore, ‘Well, what colors are associated with emotions? How can I use my body to show that? And how can I stray away from using words and use imagery?’ So, I want them to really get that opportunity.”

Every student began their project by sharing a written plan with Douglas about which emotion they wanted to express. They then learned how to communicate those feelings through silhouette photography. They used their laptops to take photos of themselves standing in front of a bright light source, which created a filled-in image of their bodies in various poses.
 
Students discovered that if they wanted to give a happy thumbs up, they had to hold their hand away from their body so it would appear in the silhouette. For more complicated emotions like trust or frustration, they could ask a friend to join them for the original photo. They then displayed assertive handshakes or exasperated open-palmed hands together.
 
The Mountain Lions used markers, pencils and paints to layer their silhouette with additional expressive colors and backgrounds. For example, if they were feeling sad, they might add dark blue or gray patches to their scenes. If they were joyful, they might place a bright yellow sun behind their main image.
 
Lilia illustrated the emotion of annoyance with the help of a friend. Her classmate posed as though she was shouting at her, and Lilia expressed her annoyance with the position of her face and hands. She then painted dots in the background to further describe the message.
 
Lilia said it was encouraging to feel a sense of ownership of her art project.
 
“You can actually do it with emotions, like be inspired by emotions, instead of just being inspired by things that other people did,” Lilia said.

Carter also said he was learning a lot from his artistic adventures. He based his silhouette on the trusting friendship he has with one of his classmates. He said the project was teaching him that art was a good emotional outlet.
 
“Art is something you can do pretty much anytime,” Carter said. “You can do it in your head. You can do it digitally. You can do it on pen and paper. You can do it in the snow if you want to, but it’s just really creative.”
 
Douglas said the project has helped students realize the value of self-expression through art.
 
“We use that creative process as a big part of teaching kids about learning to create something unique and individual to them, and something like emotions is unique and individual to each student,” Douglas said. “So, I thought it was a really good opportunity to allow kids to learn more about creating unique art, and not just cookie-cutter pieces of art.”
 
The project has also given sixth graders more chances for connection. By learning how their classmates are feeling each day, students can bond with them and become better friends.
 
“It helps me understand what they’re doing, how they’re doing it, and what can I do to help them with their art projects and stuff,” Carter said.
 
Douglas said many Mountain Lions have benefited in both artistic and therapeutic ways from the project. She said those types of coping skills are important for students to have as they navigate through middle school.
 
“Especially with this month being Suicide Awareness Month, they’re starting to feel things that can maybe really affect them, and when they have a healthy way to express those emotions, they’re less likely to do more negative things that might harm themselves or others around them,” Douglas said. “I think this chance really helps them see, ‘Oh, I can actually draw things out when I’m angry. When I’m really frustrated, I can take a red-colored pencil and I can draw some really angry poses or really angry patterns, and that can maybe help alleviate some of that.’ And they get to experience that a bit in this class.”
 
LPS gives students in all grade levels many opportunities to express themselves through art. Learn more about the innovative art projects happening across Lincoln at home.lps.org/art.
 
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Posted on September 24, 2025

Elevating Education: New LPS educators enjoy upgraded professional learning format

Lincoln Public Schools educators began to elevate their classroom knowledge this fall through a redesigned tenure-track program.
 
Dozens of educators came to Southwest High School in September for their first sessions of the LPS ElevatED: Elevating Professional Practices program. Educators who are beginning their second and third years at LPS will complete a series of classes through next spring. The courses are part of a three-year LPS ElevatED tenure pathway that supports certificated staff in their early years of employment at LPS.
 
Twenty members of the LPS Tenure ProCom Committee restructured the tenure program this past year to address the Staff Wellbeing and Outcomes prong of the 2024-29 Strategic Plan. Instead of completing a mandated list of professional learning courses, educators can now pick from more than a dozen topics to study.
 
Randolph Elementary School fifth grade teachers Isabelle Short Gomez and Kylie Ballentine said they have enjoyed tailoring their own tenure tracks. Short Gomez is working on obtaining an English Learners (EL) endorsement, and one of the seminars she chose was about EL classroom practices. Ballentine attended courses about services from LPS Federal Programs and helping students who are facing trauma and poverty in their lives.
 
“I love it,” Short Gomez said. “It is so much more engaging to get to pick what’s applicable to your school, to your team, to who you are as a teacher if you have past teaching experience, so it’s just awesome to get to pick.”
 
“It’s been really nice, because it allows you some of that opportunity to figure out what you find the most important,” Ballentine said. “It also allows for others to then just be able to learn what they feel like they need in order to support their students and also themselves in the classroom.”
 
Anneke Tel, a special education teacher at Kooser Elementary School, also attended the session about poverty and trauma. She was impressed with the professionalism and helpfulness of the teachers who led the class.
 
“The course that I just came from was really good,” Tel said. “Both of the teachers there were really informed, and I feel like I got a lot of great advice and a lot of things that I can take into the classroom.”
 
LPS Director of Continuous Improvement Amy Clark said she was pleased with the new LPS ElevatED format. She heard many positive comments from educators when she met them after their first classes.
 
“I’m just really excited to see so many people excited about learning,” Clark said.
 
In year one of LPS ElevatED, new certificated staff members receive specific curriculum and instructional support within their assigned content areas through the ElevatED: Building a Strong Foundation course. They also take classes about the LPS Prevention, Accountability and Restorative (PAR) behavior framework, teaching with clarity and effective classroom practices. In addition, they receive LPS technology training, meet with LPS mentors and attend Welcome to LPS Week.
 
In years two and three, staff members choose from two Elevating Professional Practices pathways. One route allows them to use video to improve their performance. They attend six hours of in-person meetings and record two hours of themselves leading their classrooms. They then review the footage with partners to gain constructive feedback.
 
Riley Elementary School third grade teacher Christina Morse is taking the video reflection option this year. She appreciated being able to adapt the program to her personal calendar, as she is currently taking nine credits of graduate school courses. Educators can complete their three required sessions over a six-month span.
 
“It’s really flexible with my schedule, because I only have to come three times this year, and it’s something I can do and talk to my peers about regularly,” Morse said.
 
The second route follows a complete in-person learning format. Educators choose four of six available evenings to attend from September through March. They begin with a 45-minute class, spend 30 minutes having supper together and finish the night with a second 45-minute course.
 
Skylar Jilg-Brown teaches fourth grade at Huntington Elementary School. She said it was rewarding to meet new friends from across Lincoln. She felt that forming that type of support system would benefit her throughout her LPS career.
 
“One of the things I really appreciated sitting in my sessions, I wasn’t just with fourth grade teachers,” Jilg-Brown said. “I was with social workers and high school teachers, middle school teachers. That was really cool to get to kind of diversify the people I get to network with.”
 
In addition to specific instructional topics, the LPS ElevatED courses also cover general subjects such as spreading hope and resilience to students. North Star High School teacher Lindsey Palmer said listening to inspiring stories from others was an encouraging way to spend the evening.
 
“It reminded me a lot of my upbringing and how hope got me here today,” Palmer said.
 
Jilg-Brown said she was looking forward to continuing her LPS ElevatED education over the next few months. She felt the courses would help her elevate learning opportunities for everyone in her Huntington classroom.
 
“I just love them so much,” Jilg-Brown said. “I feel like knowing more how to support them and what they’ve gone through is really important. They were really great sessions.”
 
Want to learn more about LPS ElevatED and how it helps build strong educational foundations? Visit home.lps.org/prolearn/tenure-requirements to view more details about the important professional learning program.
 
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Posted on September 24, 2025

Park, North Star students inspire classmates with encouraging Hope Squad activities

Lincoln Public Schools students inspired their classmates this month with glowing bracelets, glittering butterflies and many gentle-hearted conversations.
 
Hope Squad members at Park Middle School and North Star High School spread awareness about suicide prevention and mental health during Suicide Prevention Month. Park students taped more than 100 turquoise and purple butterflies to a cafeteria window as symbols of courage and optimism for everyone. North Star representatives handed out flexible yellow glow sticks – the color of hope – during a September football game to emphasize the power of unity and connection.
 
Park eighth graders Kimberly, Zayden and Tha and seventh graders Serenity and Alex are members of the school’s Hope Squad chapter. Kimberly said it was important for them to talk with their classmates about suicide prevention. A July 2025 report from the Substance Abuse and Mental Health Services Administration (SAMHSA) said 2.6 million people ages 12-17 had serious thoughts of suicide last year.
 
“People hide their emotions sometimes, and they don’t want other people to see that they’re struggling, so it’s good to know the signs and everything of what’s happening and how to help the other person that’s struggling in that time,” Kimberly said.

 
North Star senior Lauren is in her second year as the school’s Hope Squad co-president. She joined in 2022 after one of her relatives experienced mental health stress. She has led many North Star activities and appeared in a districtwide Hope Squad video last year. Her career goal is to become a nurse in the mental health field.
 
“Seeing the impact I’ve been able to have on other people has been a really big change in my life, especially the kids I work with,” Lauren said. “Knowing that I’m making an impact on them and making an impact on the people around me, it just makes me feel good about everything that’s happening. Our Hope Squad is growing and we’re making such big changes in our school, so it’s just great to watch it happen.”
 
Hope Squads at all 20 LPS middle and high schools serve as built-in support networks for their classmates. Members listen to their concerns, connect them with trusted adults and create an encouraging environment on campus. They also organize school activities that multiply their message to many more people.
 
Richelle Dowding, a multi-tiered systems of support (MTSS) specialist at Park, and Holly Gonsor, a school counselor at North Star, felt the butterfly and glow stick projects would save lives. Both are Hope Squad facilitators at their schools and work with students on the important cause.
 
“The more we talk about suicide and suicide prevention, the more it reduces the stigma around mental illness, and students will get the help they need sooner,” Dowding said. “The ultimate goal is to prevent suicide.”
 
“Since this is a community event, this not only spreads awareness to our North Star students, but to our community members as well,” Gonsor said. “Our members wear their Hope Squad shirts so everyone knows who they are, and they tell people why they are handing out yellow glow sticks.”
 
Dowding has a personal connection to suicide prevention awareness. Her father died by suicide when she was 12 years old, and she has worked hard to ensure that Park students and families do not have to experience similar situations. She said treating others with compassion and care is something that is ingrained in the DNA of the Park community.
 
“We’ve been talking about mental illness for so long that it’s part of our culture here,” Dowding said. “Students know that we support mental illness, and they do all that they can to participate.”
 
Serenity, Alex and Zayden passed out arm bracelets that contained a butterfly symbol and the words “You are not alone” on them. Classmates also drew hearts on butterfly cutouts that Kimberly and Tha later taped to a window. The butterflies, which are flying out of an image of a tree on the glass, will remain in the cafeteria throughout the school year.
 
Lauren joined junior Hope Squad leader Janeli the following evening at Union Bank Stadium to pass out hundreds of yellow glow sticks to fans. Gonsor and her two elementary school daughters also gave them to cheerleaders, grandparents and teachers at the game.
 
“I hope it can just bring awareness,” Janeli said. “We’re trying to make yellow our color.”

 
The glow stick night is part of a series of Hope Squad activities at North Star. The chapter held a Run for Hope event last April that drew a large turnout. Janeli said members are planning to toss small volleyballs with inspirational messages to crowds at home volleyball matches this month.
 
Lauren said talking about suicide prevention at community events is especially critical. A 2024 study from the National Institutes of Health found that suicide rates for children ages 8-12 have increased by approximately eight percent annually since 2008. The 2025 SAMHSA report said 700,000 adolescents ages 12-17 attempted suicide in 2024.
 
“I don’t feel people think that kids deal with it as much as they do,” Lauren said. “You have struggles from elementary school on.”
 
Lauren said sharing hope is something she wants to continue to do in all of her LPS conversations.
 
“I feel like I’ve gotten better about talking to people about their struggles,” Lauren said. “I feel more open to it and just more okay talking about it. It’s not as awkward to talk about. It’s something that should be talked about, because we need to shatter the silence of having mental health be viewed like a bad thing, because it’s not. Everyone deals with it.”
 
If you are concerned about yourself or a family member, these resources are available to help any time of the day or night, any day of the year:
* CenterPointe Helpline (Lincoln): 402-475-6695
* Nebraska Family Helpline: 1-888-866-8660
* National Suicide Prevention Lifeline: 9-8-8 or 1-800-273-8255
* Your Life Your Voice (Boys Town): 1-800-448-3000 or text VOICE to 20121 (text charges from your phone carrier may apply)
* Help for Parents: Dealing with Suicide Concerns by UNL and NDE

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Posted on September 22, 2025