Lincoln CLC team supports LPS students from new home < Updated

A simple change of address is helping Lincoln Community Learning Centers staff members change lives of children throughout the city.
 
Lincoln CLC employees have moved into their new headquarters at the Bottler’s Building campus on 25th Street. The renovated office includes ten work cubicles, a meeting room and storage space for curriculum materials. The site’s seven employees are strengthening CLC programs at 22 elementary, six middle and three high schools across Lincoln.

 
Lincoln CLC Director Nola Derby-Bennett said the CLC team is already reaping benefits from the office. Conversations with community partners can now take place in a quiet office instead of a coffee shop or restaurant, and CLC board members can discuss important initiatives in a central meeting room for the first time. All staff members are now present at a single location, rather than spread across different buildings or classrooms.
 
“I would say just from a staff perspective, this is the first time our team has been able to sit at our desks and have a conversation with somebody over a cubicle wall,” Derby-Bennett said. “We’re all in the same space together, and I think that’s huge. Everybody here has said that it’s so much better because our team is more cohesive.”
 
Lincoln Community Foundation President Tracy Edgerton shared that excitement. Edgerton, who also serves as a CLC board tri-chair, said she has been pleased to watch the team settle in at the Bottler’s Building.
 
“It’s wonderful to see our CLC staff find their new home in the heart of Lincoln,” Edgerton said. “This updated office space will provide new opportunities for collaboration as they continue to uplift the people and programs that weave a culture of learning throughout our community.”

 
Students from 31 Lincoln Public Schools buildings take part in Lincoln CLC activities every year. The organization sponsors weekend and summer enrichment programs, after-school learning activities and multiple classes for youth, families and neighborhood residents.
 
Lincoln CLC won the inaugural Champions Award in the U.S. Department of Education’s Engage Every Student Recognition Program in 2024 for those high-quality services. The entity, which is partially funded by LPS, provides activities in science, technology, engineering, math, fine arts, physical fitness and prosocial learning subjects.
 
Approximately 10,000 students use Lincoln CLC services during the academic year, and more than 3,000 children take part in summer programs. Staff members help school community coordinators with curriculum, budget and family and neighborhood engagement tasks.
 
Family Service Lincoln provided free office space for the organization during its first 20 years. Derby-Bennett and other employees then spent five years in a pair of extra classrooms at Roper Elementary School. The arrangement gave Lincoln CLC time to continue expanding its programming until it could find a permanent home.
 
“Roper was so accommodating,” Derby-Bennett said. “They were so nice to be able to house us for all of that time.”
 
Space became available at the Bottler’s Building early last summer, and the office team worked with contractors to design a floorplan that would offer the best use of resources. They created space for many classroom materials in one corner of the building, and blank walls in the meeting room gave them chances to showcase student artworks. Three extra cubicles on another side of the main office provide workspace for visitors and flexibility for future staffing needs.
 
“The space gives us room for growth, and we also have opportunities for our agency partners to come work here too, if needed,” Derby-Bennett said. “That’s nice too.”

 
Derby-Bennett said employees are especially excited about the office’s central location in the city. It will allow them to reach every building more efficiently, particularly those schools on the eastern half of town. They previously had to factor in driving time from Roper when considering if they could travel to sites within their allotted workday schedules.
 
“It makes it so much easier for us to go out and support our sites,” Derby-Bennett said. “We’re just down the street from Elliott (Elementary), we’re right across the street from Lincoln High, we’re just down the street from Randolph (Elementary). We’re just closer, so I can see my staff going out to schools more often now because we’re not on the edge of town.”
 
Staff members are looking to capitalize on that momentum with potential new services for students. Lincoln CLC has partnered with the University of Nebraska-Lincoln Public Policy Center to determine the feasibility of additional youth sports programming. The organization’s current Get in the Game initiative has helped children in grades K-5 at 20 elementary schools.
 
Derby-Bennett said she believes the new office symbolizes how Lincoln CLC is supporting both school and civic growth at all addresses in town.
 
“The work we do is bridging our school district with our community, so it’s a great representation of both of those things,” Derby-Bennett said.
 
Discover how Lincoln Community Learning Centers helps students with many enrichment activities and programs throughout the year.
 
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Posted on February 13, 2026

Links build incubator of ideas in new STARLAB research class < Updated

Lincoln High students are turning one of their classrooms into an incubator of scientific and engineering research ideas this year.
 
Alex, Jack, Smart, Lucas and Taw are the inaugural members of a new STARLAB class that is giving them firsthand knowledge of the research-and-development process. The five STARLAB (Science Through Advanced Research Learning Application and Building) students are expanding their educational frontiers with yearlong investigations on topics of their own choosing. The goal is for them to experience how authentic science and engineering data collection is conducted after high school.
 
Jack and Alex said they have enjoyed their STARLAB adventures. Jack is recycling plastic bottles into spools of filament for 3D printer projects. Alex is creating a computerized aiming system that will automatically focus a telescope on a desired celestial object, like a planet or star.
 
“I think having experience working on my own project will be helpful,” Jack said. “I’m looking to go into engineering, so I feel like this is a nice stepping stone just to get acquainted with how it works.”
 
“Overall, it’s been a class that has helped me learn a lot and has honestly prepared me a lot for what I want to do in college,” Alex said.

 
Lincoln High science teacher Brian Hageman said he has been impressed with how the Links have handled their independent tasks. They have spent the school year generating original project ideas, conducting experiments, refining their design strategies, analyzing real data and stretching their critical thinking skills. The science, technology, engineering and math (STEM) activities take the place of daily textbook lessons during class time.
 
“It is different than every science course that students have ever taken, but it takes a different kind of student,” Hageman said. “It takes a lot of self-motivation, a lot of drive, a lot of agency. If STEM is your sort of direction in life, this is dipping your toe into the pool for the first time, kind of seeing what those waters are like.”
 
Hageman drew from his own professional background when he wrote the STARLAB curriculum. He began his scientific career as an astrophysics researcher at the University of Southern California, and he later became an organic chemistry researcher in New York City. The South Dakota native began teaching at Lincoln High in 2023 as a way to encourage students to consider entering scientific and engineering fields.
 
Hageman said one of the course’s top purposes is to cultivate skills like persistence, resilience, problem solving and communication. The independent structure means students are responsible for collecting information, setting up meetings, writing research summaries and reaching project milestones.
 
“You often hear you get out of something what you put into it,” Hageman said. “STARLAB is exactly that, because as deep as you want to go, as far as you want to take this project, I am here to facilitate, but it’s up to you and how much you want to devote to this.”

 
The Links have taken those words to heart. All five have created glossy professional-grade posters outlining their goals and evaluation metrics, and several have connected with University of Nebraska-Lincoln professors for their projects. They have also scoured scientific literature to see how previous breakthroughs can help them.
 
Alex’s telescope venture includes engineering, math, astronomy and computer science components, and he has chosen to learn computer-aided drafting (CAD) programs this year. He has balanced his STARLAB efforts with a full schedule that includes band, choir and theater technical crew activities.
 
Alex said the course is offering him a preview of his upcoming college calendar. He is planning to major in either electrical or aerospace engineering.
 
“Working on this project has taught me a lot about the time and effort that goes into an engineering project,” Alex said.
 
Jack said STARLAB is making a present-day difference as well. He noticed he was using a large amount of regular filament for his home-based 3D printing projects, and he and Hageman began discussing possible solutions in class. They felt recycling two-liter plastic bottles into filament strands made sense from environmental, economic and engineering standpoints.
 
“One of the things we noticed was that there’s a lot of plastic bottles around the school, and just in life in general, there’s a lot of plastic bottles thrown away,” Jack said. “The hope is that I can use plastic bottles to not only reduce the waste they make, but to open up opportunities for 3D printing.”

Hageman said life lessons like time management, initiative and creativity are centerpieces of the course’s grading system.
 
“It’s different in the sense that it’s not like a test where your answer is right or wrong; it is you are going through a process,” Hageman said. “Are you hitting every milestone that you should in that process? While the rubric might not look the same as it does for AP Physics, it is still a rigorous, evidence-based rubric.”
 
Alex said he is looking forward to watching his telescope project leave the STARLAB incubator as an engineering success story.
 
“Being able to do all this work over the course of a year, and then being able to see it come to fruition, I’m so excited,” Alex said. “I feel like it will be a really good feeling.”
 
Discover how LPS science classes like STARLAB are giving students the tools they need to shine in their future careers.
 
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Posted on February 13, 2026

Register to Attend Our Educator Interview Fair - Feb. 27

LPS is hiring for all areas for 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, Feb. 27, 2026
8:30 a.m. - 4 p.m.
Virtually or in-person at the Steve Joel District Leadership Center (the district office at 5905 O St.).

Application Process

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

Please register by Feb. 25. 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 2026-27 Certified Early Childhood Applicant Pool.

Click HERE to apply to the 2026-27 Certified Elementary Applicant Pool.

Click HERE to apply to the 2026-27 Certified Special Education (K-12) Applicant Pool.

Click HERE to apply to the 2026-27 Grade 6 (Middle School) Applicant Pool.

Click HERE to apply to the 2026-27 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. HR will confirm the selected time once all required materials are submitted by Feb. 25.

Posted on February 11, 2026

East students share insights on African American culture with pop-up museum

East High School students flexed their research muscles this winter with a series of strong presentations to classmates during Black History Month.
 
Members of the Advanced Placement African American Studies class offered insights to dozens of fellow Spartans during a pop-up museum event. Stories about the groundbreaking scientist Alice Ball, the impact of filmmakers in Black society and African American roles in World War II came to life in the school’s media center. Students stood next to posters, dioramas and exhibits and spoke about their subjects to many interested onlookers.
 
Zoe and Jerrica presented near each other on one end of the library. Zoe created a “Lens of Liberation” poster that featured black-and-white photographs of famous African Americans Sojourner Truth, Harriet Tubman and Frederick Douglass. Jerrica explored the idea of double consciousness, which happens when someone feels like they have to conform to society at large while continuing to celebrate their own culture. She highlighted this topic by looking at contemporary American food and traditional African cuisine.

 
Both Spartans have enjoyed discovering detailed information about African American legacies in the class. They said the pop-up museum was a good way to showcase their work to friends, teachers and Lincoln Public Schools administrators who attended.
 
“This project has really made me dive deeper into what it means to have culture and history,” Zoe said. “It’s important to keep the faces and pictures and memories alive, because they will always live on as a part of history.”
 
“African Americans faced such discrimination and hardships throughout history,” Jerrica said. “I know we touch on it in World History and we touch on it in U.S. History, but this is the first class where I’ve felt I can just focus on them and learn about their culture and what they’ve experienced. I love learning about a different culture than mine.”
 
AP African American Studies teacher Michaela Schleicher said she was pleased with the enthusiastic way students like Zoe and Jerrica embraced their projects. Schleicher, who also chairs East’s social studies department, is leading a two-semester course that covers everything from early African kingdoms to contemporary contributions in science, writing and fine arts.
 
“This project transitioned them from passive learners to active docents,” Schleicher said. “They didn’t just memorize history, they learned how to provide context, explain perspective and advocate for why these ‘untold stories’ are essential to our collective understanding.”

AP African American Studies is currently available for high school students at Lincoln High, East, Northwest and Southwest. LPS began offering the course in 2024-25 after it was piloted nationally for several years.
 
LPS K-12 Social Studies Curriculum Specialist Jaci Grimes said the new class aligns well with districtwide goals found in the 2024-29 LPS Strategic Plan. It also dovetails with the social studies department’s mission of engaging all students with the knowledge and skills necessary to be informed and active citizens.
 
“It offers another opportunity for students to earn college credit through either dual enrollment or the AP national exam,” Grimes said. “In many cases, students enrolled in the course have already successfully completed our AP World History and AP United States History courses, and are interested in expanding the narrative to learn more about the history of our nation and our world.”
 
Schleicher gave students freedom to investigate many aspects of Black culture for the pop-up museum. Chandlar focused on cinematic legends like Senegalese filmmaker Annette Mbaye d’Erneville, and Gracie explored the changing societal expectations and public presence of African Americans on basketball courts. Britton studied how African Americans helped the Allies win World War II before becoming pillars of the Civil Rights Era.
 
Grimes said it was important for students to investigate and create historical narratives on their own. She said becoming skilled researchers, analysts and storytellers would bear many positive fruits in their lives.
 
“It’s really cool to see all of the content that they’ve researched, and they’re also learning skills that are going to be transferable into a variety of settings,” Grimes said. “It will help them be engaged in their communities and be comfortable speaking publicly and having face-to-face conversations with people. Not only the content, but the skills that they’re learning through this process are really powerful.”
 
Chandlar and Gracie said they had already experienced many of those outcomes. Gracie included pictures, videos and basketball cards into her project, which gave visitors additional ways to process and retain her information. Chandlar smiled as she held an in-depth discussion with Grimes about her topic shortly before speaking to a group of younger Spartans.
 
“It’s a little nerve-wracking, but I think it’s a good opportunity to present about something that I care about,” Chandlar said. “I think it’s nice to talk to people about this, because I think everybody should know who these filmmakers are.”
 
“I’ve enjoyed being able to talk to people today,” Gracie said. “There are so many parts of history that are left out, so it’s been fun to tell people about some of that. I’ve really liked doing this.”

 
The pop-up museum also benefited Spartans who are not taking the course. Multiple students expressed interest about Jerrica’s project when they approached her table. They left with a clearer understanding of how she uncovered historical facts and philosophical perspectives through her research.
 
“I like the idea that I’m telling people more about African American history and just African history in general,” Jerrica said. “I personally didn’t know a lot about African American culture before this class, so being able to tell more people and educate more people about it feels really good.”
 
The Spartans will dive into the remaining century of African American history during the next several months. Schleicher said the pop-up museum would serve them well in all of their future pursuits.
 
“The interest sparked by these projects will serve as a touchstone for the rest of the semester,” Schleicher said. “This experience didn’t just teach content; it built the research muscles they need to succeed. Whether they are tackling AP essays or their final research defense, they will be drawing on the analytical skills they developed here.”
 
Discover how the LPS Social Studies Blueprint is helping students become informed members of their community, nation and world.
 
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Posted on February 11, 2026

Riley students play confident learning chords in small groups

Riley Elementary School students are expanding their musical knowledge at a fast tempo this year thanks to an empowering learning strategy.
 
Scores of Rams are relying on small-group centers as a way to increase their awareness of notes, rhythms and chords. Riley teacher Sarah Elker has implemented a series of center-based activities into her curriculum to spur curiosity and confidence in her students. The independent lessons, which range from reading music-themed books to creating treble clef shapes with playdough, are helping students process and retain valuable information.
 
Fourth grader Phaelynn said the music stations have helped her learn to play several instruments. She picked up mallets for the first time earlier this semester and used them to play the xylophone in class. She can now recognize and create a series of notes with her friends.
 
“I didn’t really know how to do it, but now that I’ve been practicing, now I know how to do it,” Phaelynn said.
 
Reiko said he has also enjoyed his experiences with the small-group centers. He joined classmates Iris and Alisson one afternoon for a rotation of seven stations. They performed a song with their recorders, made musical notations with markers and linked together puzzle pieces containing rhythmic signs.
 
“My favorite thing about class is that we get to learn all of the different music, and we get to play instruments,” Reiko said.

 
Elker began incorporating center-based activities into her lesson plans ten years ago. Students showed keen interest in the opportunity to work in groups of two or three and she began weaving the activities into classes for every elementary grade level. All Riley students spend at least one class period per month learning in small groups.
 
“Keeping music class fun is so important,” Elker said. “I try really hard to go the extra mile and make class a very engaging and special place to be. I want to instill a love of learning into all the students.”
 
Elker said giving the Rams the ability to pick their own musical adventures is a key part of the academic experience. Fourth graders in one class could select from more than a dozen books to read during a station. The elementary-level paperbacks included “The Story of Country,” “The Story of Pop” and mini-biographies on famous musicians like Beyonce and Dolly Parton.
 
“This is so good for their brains because there’s student choice involved,” Elker said. “They’re choosing their stories. They’re choosing what songs they want to play. They’re writing the music that they want to hear, and that is so much fun.”

 
Elker’s strategy caught the attention of Nebraska Music Education Association (NMEA) leaders earlier this school year. They invited her to share her experiences at the NMEA’s annual statewide conference in downtown Lincoln. Her presentation – “Big Learning with Small-Group Centers: Using Centers in the K-5 Music Classroom” – attracted approximately 100 people who were interested in learning more about the concept.
 
Students and researchers at the State University of New York at Cortland and Concordia University St. Paul have also published recent papers about the benefits of small-group instruction in elementary settings. Their findings suggested that the approach promotes prosocial learning for elementary students. It also gives children the ability to work at their own pace and instills both confidence and independence.
 
“I feel that giving them chances to work in small groups makes them happier,” Elker said. “It makes them push their own brain limits, versus me just telling them what to learn and what to know.”
 
Phaelynn said her time at Riley has made her more enthusiastic about music. She has learned to count in 6/8 rhythm, discovered how different scales sound and kept track of harmonies and melodies during songs.
 
“I like it a lot more now than I did before,” Phaelynn said.
 
Elker said she has been able to adapt the teaching idea to a wide variety of age groups. Center-based lessons for kindergarteners and fifth graders have the same basic structure, but she can add more advanced material as students become older.
 
“We’re constantly incorporating recently-learned skills,” Elker said. “They’ve done this style more times than they can count, but they’ve never done it with the rhythms that we’re working on today, so that’s a new element.”

 
Elker said the limitless variety of musical terms, sounds and styles makes it a fun subject to teach. She felt her small-group approach would help the Rams pursue musical interests well after they leave Riley’s hallways.
 
“I hope this empowers students to learn more about the music they like, and that it allows them a chance to become a lifelong learner in music,” Elker said.
 
The Lincoln Public Schools Music Department aims to provide all students with learning opportunities through the experiences of creating, performing and responding to music. Discover more about our music curriculum.
 
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Posted on February 11, 2026

Scott students benefiting from new calming tools on campus

Scott Middle School students are collecting academic, social and health benefits from a series of calming tools that have been introduced on campus.
 
School counselors Kate Pittack, Amber Cownie, Shauna Green and Liseth Herrera have spearheaded the use of “In the Moment” calming tools in classrooms this year. The coping strategies have helped many Stars reduce their anxiety levels, remain composed in stressful situations and improve their academic performance.
 
Pittack and Cownie said the calming tools have given students many healthy options to regulate their emotions. They have been pleased with how the Stars have incorporated the new skills into classroom, playground and school activity settings. They felt those lessons would benefit them both now and in the future.

 
“The number one positive is that students are using these ‘In the Moment’ calming tool kits to remain in class, leading to less time out of class,” Pittack said. “It has provided a building-wide language to help students feel empowered to use these calming skills in a safe, supportive environment.”
 
“It’s a life skill,” Cownie said. “Learning how to cope is something you’re always going to need in life. If you’re at a job, you can’t just leave the environment if you need a break, so what are things you can do in the here and now? That’s why we feel these are really important for students to know.”
 
LPS School Counseling Supervisor Lori Hemmett said the “In the Moment” calming tools are part of a wide range of life skills strategies offered at all LPS buildings. The tool kits are available at all 12 middle schools through a recent grant that the school district received.

The techniques are designed to help students settle their bodies and thoughts when stressful or upsetting things happen. Scott’s team is focusing on simple-but-effective solutions such as breathing techniques, “Count to Calm” activities and Mindful STOP (Stop, Take a breath, Observe, Proceed) strategies.
 
Members of the school’s trauma-informed restorative practices (TIRP) team complete observations in multiple areas of the building each year. They make recommendations to staff on how to create and foster an environment that is trauma-aware and informed.
 
The TIRP team’s data revealed that students with support plans would benefit from skills connected to in-class self-regulation. The school counselors felt this was an important need to address throughout the campus, and they began looking for solutions they could provide to everyone.

 
“We saw this as an area where skills needed to be taught,” Pittack said. “We wanted to provide a tool and common language that staff could use within their classroom to help students regulate their emotions and stay in class.”
 
Pittack, Cownie and Green visited 12 sections of sixth grade Humanities classes and 26 sections of seventh and eighth grade Health this past fall. They spoke with hundreds of Stars about different ways to use the techniques. Herrera provided 19 students with individual instruction about the tool kit, and the entire team shared flashcards, slides and tool kits with staff members to supply in their classrooms.
 
Eileen Lindgren said those efforts have already made a major difference. Lindgren oversees Scott’s in-school suspension (ISS) program, which helps students who need extra support and structure before returning to their main classrooms. She has posted a list of calming suggestions on the walls of the ISS room and provides Stars with flashcards during their discussions.
 
“The students use them every class period when the bell rings so they will have tools and resources to use to calm down their nervous system,” Lindgren said. “The tools assist the students to reset their brain to think and be ready to learn.”
 
Lindgren said the first-semester results have been encouraging on many fronts.
 
“For the classroom environment, the students feel safe, seen and supported, which, in my opinion, leads to improved academic performance and behavior,” Lindgren said. “The majority of students who use the tools have not returned to the ISS room, which is an awesome achievement.”
 
Green and Cownie said teachers have reported similar outcomes. The school counseling team has heard stories about students using flashcards to reduce stress either during assignments or before tests. Teachers have also watched Stars glance at bulletin boards that contain calming ideas.
 
“Because it’s a schoolwide program, teachers can say, ‘Do you use the calming tools?’ or ‘Can we get you a set of cards?’” Green said. “It’s been a really good thing.”
 
“There are a lot of teachers who are totally on board, which is awesome,” Cownie said.

 
Scott’s team has also shared the idea with community partners such as therapists and family counselors. Cownie said the outside stakeholders have appreciated the daily work that is being done inside Scott’s building.
 
“When we partner with them, we can say, ‘Yes, we see this student. This is what we provide them at school.’ And they’re really pleased with that,” Cownie said.
 
Pittack said the calming options have become an integral part of the school counseling team’s strategy for helping all Stars succeed.
 
“The other day I was talking with a student about being anxious, and she gave an example of a strategy she was using,” Pittack said. “It was a new elective they had moved into at the semester, and they were experiencing stress because it was a new class that they were starting and it was a different environment to them. We referenced the calming tools, and it seemed to help her a lot.”
 
Our school counselors play an integral role in Student Wellbeing and Outcomes. Learn more about school counseling at LPS.

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Posted on February 06, 2026

Southeast students create winning waves with inclusive swimming program

Southeast High School students are splashing into successful waters this season by participating in a reintroduced inclusive swimming program.
 
Athletes and peer helpers from all four grade levels are partnering together for happy memories in the pool. Peers develop leadership skills through mentorship roles, and athletes gain confidence by learning swimming techniques. Peers and athletes work together in practice and cheer each other on during meets.
 
Eleanor, Maria, Mason, Joshua, Gabby, Mason, Brody, Steven, William, Reece, Sophi, Stella, Birgen, Alex, Scott, Holly and Lida are on this season’s team. Mason, a senior with the Knights, said he has enjoyed the fellowship he has found with the program.
 
“My favorite thing is seeing all my friends and swimming,” Mason said. “Learning how to swim better.”

 
Sophi was instrumental in reviving the program, which first began in the 2016-17 season and ran until 2021. The senior remembered when the inclusive team participated in her older brother’s swim meets many years ago, and she felt it was important to explore offering it again. She received enthusiastic responses from coaches and teammates when she shared her idea.
 
“I knew that we had a lot of people who would be great at helping out and would be fully supportive,” Sophi said. “I’m also in unified P.E. and knew how much the athletes loved their other sports, and I thought it would be so much fun to get this one started again.”

 
The inclusive swimming program is part of a growing number of ways that Southeast students are feeling a sense of belonging. The school currently sponsors unified choir, physical education, bowling, track and field, Student Council and Community of Learners activities. The Special Olympics Nebraska organization honored Southeast in 2022 with a Special Olympics Unified Champion Schools designation.
 
Southeast teacher John Aylward said he was excited when he learned the inclusive swimming program would become a reality. He oversees inclusive practices and leads many athletes in his daily classrooms.
 
“Just seeing the kids and how they have embraced challenges has been the most rewarding part for us as their teachers,” Aylward said. “Several of the kids have had to get over the fear of the deep end of the pool, and that is just one of those things. That’s a good life lesson that athletics is able to teach to these students. It’s a lesson that they get to learn outside the classroom that there are things in life, and if they make it a mountain it’s going to be hard to climb. But, if they do just a little bit at a time, then you know they can accomplish big things. And so I’ve seen that joy in the kids.”

 
Aylward informed students in his class about the inclusive swimming opportunity the day after Sophi’s idea was approved. Families secured swimsuits and goggles for ten athletes who were interested in stepping into the pool, and Aylward and other leaders like Sophi began teaching them this fall.
 
“I was hoping that a lot of them would do swimming,” Aylward said. “I thought it might be a skill or something in their life that they might be able to learn and be able to add on to the things that make them who they are, and it would make them feel confident and good about the things that they’re able to do.”
 
Sophi and fellow peer helpers like Scott have also benefited from their experiences. During one practice this winter, Scott encouraged several athletes with their swimming strokes as he walked along the pool’s edge. They smiled as they continued moving through the water.
 
“Inclusive swim has helped me become a better leader because I have learned new communication skills among the other peers and among the athletes as well,” Scott said. “You have to know when one of the athletes is uncomfortable, but you also have to know when they are working hard and willing to keep going. Among the peers, you have to be able to go with the flow. Each person is going to see different things to point out and different personal experiences with the specific athletes or in general.”

 
The peers are also polishing their teamwork skills. They create daily practice schedules and share thoughts about different drills to teach athletes. They also guide the Knights in their 50-yard freestyle and 200-yard freestyle relay events at each meet.
 
“We work together to come up with ideas and decide the best ways to run a practice,” Sophi said. “It’s great seeing everyone’s leadership potential and seeing that shine through.”
 
Sophi said she has enjoyed watching athletes become more self-assured in the pool. Their contented feelings have crested during their races in front of fans. They have created winning waves in front of cheering Southeast supporters.
 
“They work super hard during their practices, and it’s great to see their hard work pay off and see them just get to swim for fun and see how fast they can go,” Sophi said. “It’s just really rewarding in the sense of helping to see them all improve.”
 
Scott said helping with inclusive and unified school activities has been life-changing. He said he would carry those lessons with him far beyond his time in Southeast’s hallways.
 
“I have really grown to love the unified community and wouldn’t be the same person that I am today without it,” Scott said. “It is important that people know that they are the same as you and me. We are all people and we all deserve the same kind of love and care from each other.”
 
Want to get involved at Lincoln Public Schools? Learn more about LPS athletics and activities. 
 
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Posted on February 04, 2026

TeamMates of the Month: Lincoln staff members walk the talk

Staffing the first and largest TeamMates chapter is a privilege and a joy. One of the joys that all members of the staff celebrate is serving as mentors themselves. 

Seeing TeamMates matches in motion across the district helps the staff in many aspects of their work. As a trainer, Christine Davis draws from her mentoring experience to engage new mentors.

“There is nothing more powerful in training than a story,” Davis said. “I tend to use my own mentoring experiences as cautionary tales. It helps new mentors know they don’t have to be perfect. We can all learn from one another’s missteps.”

This year, Stacey Blizek, one of three match support specialists, will celebrate 10 years as a mentor, a milestone that qualifies her for a “Decade of Difference” award.

“I’ve mentored four girls, each unique in her own way. I’ve transitioned with them from elementary to middle to high school, and have had two graduate,” Blizek said. “I draw on my experience whether I’m facilitating a refresher training or supporting a mentor one on one.”

A mentor for several years before joining the TeamMates staff as a recruiter, Kelli Woods continues to benefit from the synergy between mentoring and engaging prospective volunteers.

“The fact that Kelli knew how to talk TeamMates from the get go impressed us when we interviewed her,” says coordinator Jim Bennett. “When she engages prospective mentors, it is clear that she’s walked the talk.” 

Another match support specialist, Audrey Watson, is one of two staff members who have been awarded Mentor Hall of Fame status by their mentees.

“When my mentee stopped coming to school in her freshman year, I kept reaching out and cheered her on when she started attending school again and working hard,” Watson said. “I was so proud she graduated on time. My award was icing on that cake; it told me I’d made a difference for her, and that experience has helped me ‘be there’ for matches going through similar rough patches.”

Having served thousands of matches over the years means that staff at TeamMates of Lincoln often meet situations and craft solutions that benefit other chapters in the TeamMates network too. 

“The big idea that Nancy and Tom Osborne championed more than 30 years ago, has grown to nearly 200 chapters in six states,” says Jim. “We try never to lose sight of our special place in that history.”

Posted on February 03, 2026

Zeman students create connections with Tech-Free Tuesday initiative

Zeman Elementary School students are turning unplugged classroom days into closer connections with everyone on campus.
 
Zeman’s new Tech-Free Tuesday initiative has caused many Zebras to smile in their classrooms. The idea, which emerged during a staff planning meeting this past summer, has given teachers the opportunity to lead lessons without electronic devices or guides. Aside from technology-based classes such as computer science that some students may have that day, every Tuesday features a break from screens, e-books and video slides.
 
Zeman third graders Emmery and Rebeca said they have enjoyed the Tech-Free Tuesday concept. They have used printed worksheets to solve math problems, created handwritten notes for friends and spent more time in group discussions during the day.
 
“I like that it’s a day that you can look forward to interacting with people more without using tech,” Emmery said.
 
“It’s helped me a lot, because you get to have fun while learning,” Rebeca said.

 
Classmate Riley said he was unsure about the plan when administrators and teachers told Zebras about it this fall. Those feelings evaporated once he experienced Tech-Free Tuesday for the first time. He said it has become a fun day for everyone in his class.
 
“When I first heard, I didn’t think I would like it, but once we had one, I really liked it,” Riley said.
 
Zeman third grade teacher Ali Ward said she has been pleased with the way students have responded to Tech-Free Tuesdays. Current Zebras have never known a world without computer keyboards and slide-deck presentations, but they have made a smooth adjustment to pencils and paperback books once a week.
 
“I expected a little resistance, but they were really excited,” Ward said. “It was a little surprising just because of how dependent people are on technology now. I thought they might be disappointed on missing out on our ten minutes of reading an e-book or something like that, but nobody was disappointed. Everyone was excited.”
 
Staff members met this summer to create new academic and social goals for the school. They felt it was important to increase opportunities for students to engage with one another in class and for everyone at Zeman to share a common experience. Since technology is present in every classroom, they focused on that as the basis for their idea.

 
“It’s hard to compete with constant technology that they’re wanting and craving, because that’s what they like to do and what a lot of people do at home sometimes, so we thought, ‘Well, we could eliminate it a little bit. We could try,’” Ward said. “And it’s been great. If you ask them, I think Tuesday is one of the days they look forward to the most because it’s different. Not that it’s good or bad, it’s just different and exciting for them now.”
 
Ward has incorporated many community-based activities in her Tuesday classroom planner. During one morning, students learned how to identify the numerator and denominator of fractions written on a whiteboard. They sat together with their workbooks at the front of the room and deciphered several fraction-based story problems.
 
Ward then chose someone she felt had displayed good effort to stand up after each section of the lesson was done. They got to throw crumpled-up pieces of paper at a wastebasket as a “trashketball” reward for their work.
 
Riley felt that those types of non-technology activities have been valuable for everyone.
 
“I’d say it’s helped us learn the same amount, but just in more fun ways,” Riley said.

 
Penmanship has become one of the most popular parts of Tech-Free Tuesday in Ward’s room. She replaced e-book reading time with a chance for her students to create encouraging cards. The Zebras fill in blank canvases with heartfelt notes for others in their lives.
 
“You get this card and you write it to your friends,” Emmery said. “It really means a lot to them. It’s fun. It means a lot to me too.”
 
“It’s kind of like a lost art, writing your notes down on paper,” Ward said. “A lot of parents have reached out and said that has been really meaningful to have those notes come home. It’s such a small thing, but we get busy and we forget about little things like that, so it’s been fun to add something that gets us back to connection.
 
“I’ve connected with them more and they’ve connected with each other more. Maybe they’re friends with someone they weren’t before because they wrote them a note. That’s been something we’ve replaced technology with specifically. It’s fun to read what they write to each other.”
 
The Tech-Free Tuesday mindset has also spread beyond Zeman’s walls. Ward said parents have told her that their children have asked for increased family time whenever the calendar lands on a Tuesday.
 
“I think a lot of them go home and do it at home too,” Ward said. “They’re the ones telling their parents, ‘No, it’s Tech-Free Tuesday.’ That’s been really fun to hear those stories.”
 
Many Zebras have benefited from those family conversations with a bright reading incentive. Zeman received an Inchy’s Bookworm Vending Machine this year through a partnership with TeamMates Mentoring. When students tell teachers about their technology-free experiences with their families, they can earn chances to receive a brand-new book from the vending machine.
 
“This piece is so vital because it shows that the learning doesn’t stop at 3:38 p.m.,” Zeman Principal Rudi Wolfe said. “It’s a partnership with our families to prioritize connections over screens.”
 
Ward said she believes Tech-Free Tuesday’s unplugged environment will benefit Zebras for many years to come.
 
“It bumps engagement quite a bit,” Ward said. “I feel like it’s helped us be more engaged all of the time, not just on Tuesdays. It’s a reminder that you can try different things to help our kids.”
 
Engagement helps drive student wellbeing and outcomes. Learn more about this goal and other strategic aims in the 2024-29 LPS Strategic Plan. 
 
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Posted on February 02, 2026

City leader encourages Scott students with community engagement speech

Scott Middle School students learned about the value of community connections this winter after listening to one of Lincoln’s leaders share elevating words with them.
 
The Stars honored Ishma Valenti with a spot in the Martin Luther King Jr. Wall of Honor during a schoolwide assembly. Valenti, the director of community engagement and teen programs at the Clyde Malone Community Center, spoke to hundreds of students about the importance of servant leadership. He became the 29th person to be recognized for his public contributions during Scott’s annual Martin Luther King Jr. event.
 
Seventh graders Elise and Aliya felt the assembly provided students with many useful leadership tools for their daily activities. Both are members of Scott’s TIE (Teens Influencing Equity) Club and helped plan and host the event. They said Valenti’s uplifting comments had been inspirational for many people in the audience.
 
“I learned that I shouldn’t wait to take a chance to make a difference,” Aliya said. “I can start doing that now.”
 
“I learned what Ishma was trying to share, that we should find a need and fill it,” Elise said. “It showed me that I can make a big difference in this world.”

 
Scott teacher Cassidy Sostad said she was delighted with how the day went. Sostad, who is in her first year of sponsoring the TIE Club, watched with pride as more than a dozen students led the assembly. TIE Club members interviewed Valenti in early January, introduced him to the audience and explained how he was following in King’s civic-minded footsteps.
 
“I thought it went really well,” Sostad said. “I was so proud of all of the kids, because we only had a couple of rehearsals. They really took ownership of this.”
 
Staff members, parents, students, community members and past honorees nominate citizens for Scott’s Martin Luther King Jr. Wall of Honor each fall. Teachers, administrators and student representatives from all three grade levels selected Valenti for the award in early December. They were impressed with his optimistic approach to life, impactful youth mentorship skills and efforts to reduce multi-generational poverty in Lincoln.
 
Valenti encouraged students to make their own heartening marks in the city. He said they were fully capable of completing life-altering actions for their friends, classmates, neighbors and fellow residents. Those deeds could be as simple as sharing a smile with someone new in the school hallways, volunteering at a food bank or providing a listening ear to a friend in need.
 
“Do something about it,” Valenti said. “Make a movement. Work to better not only your position, but those around you. That’s what servant leadership is to me, and that’s what equity is really about. Finding a need and filling it.”

 
Elise and Aliya are among those who are putting Valenti’s words into action. TIE Club students learn how to build personal and interpersonal leadership skills by meeting twice a month at school.
 
Sostad, who is also a volunteer with the Lincoln-based Launch Leadership organization, guides the Stars through activities that involve real-life scenarios on equity-based topics. They discover how to make decisions, apply their actions and overcome obstacles that may happen.
 
“It’s just a good, safe place for kids to explore and get a chance to lead,” Sostad said. “They really enjoy it.”
 
The school assembly gave TIE Club members a chance to shine in front of the whole building. Students like Elise and Aliya auditioned for speaking roles that gave them an opportunity to step up to the podium. They also joined a larger choir that sang midway through the morning. The choir’s song incorporated many of King’s famous quotes into the chorus and verses.
 
“I really enjoyed showing everyone what we’ve been working on and what we’ve been trying to represent in the school,” Elise said.
 
Aliya felt many students were empowered by what Valenti told them. He spent a portion of his speech sharing examples of how thoughtful actions and equitable solutions can benefit everyone.
 
One illustration involved the 400-meter race in track and field. Officials stagger the starting points of athletes in all eight lanes of the race to ensure everyone runs the same distance. If this were not done, the runner in lane one would cover 400 meters and the person in lane eight would cover 453.6 meters, which would likely affect the final results.

 
“I enjoyed seeing people smiling because they were happy,” Aliya said. “I just think they felt inspired to do something after hearing this today.”
 
Valenti told students they did not have to wait until they were older to engage their community. He said they have the talent, intellect and courage to fill present-day needs in all corners of Lincoln.
 
“You cannot only make a change, but you can lead the change,” Valenti said. “You can lead the change. Your ideas are not only changing the world – and I love this – not just tomorrow, not just the future, but right now today.”
 
LPS students are gaining confidence and leadership opportunities through community engagement activities. View the 2024-29 LPS Strategic Plan to learn more about this important piece of the educational puzzle.
 
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Posted on January 30, 2026

Student News Desk: Alexis makes mark at North Star with yearbook leadership talents

North Star High School senior Alexis is building up her leadership ligaments this year as one of the school’s journalism success stories.
 
The future physical therapist is currently strengthening the social muscles of North Star’s campus as the yearbook’s editor-in-chief. She has been involved with “The Polaris” for three years and is a well-respected member of the Gator family. She is involved in multiple North Star activities, works at a local YMCA and is a fixture on academic honor rolls.
 
Alexis said she has enjoyed her time as editor-in-chief. She said it has been rewarding to share uplifting moments with fellow staff members and students throughout the school year.
 
“I really like the leadership, and I like being able to help other people out,” Alexis said. “I think back to when I was a sophomore and I really leaned on upperclassmen to help me out, so to be that person now makes me happy.”

 
North Star teacher Shelby Cowan said Alexis is a joy to work with in her yearbook class. Cowan is the English department chair and advises the school’s Gator Galaxy mass media program. She said Alexis makes everyone around her better with her cheerful demeanor, intelligent actions and standout work ethic.
 
“I have had the extreme honor to watch her grow so much over the last three years,” Cowan said. “She seeks to include everyone, which is so special. She has this personality that people gravitate towards. What has remained constant over the years is her passion and pursuit of excellence in everything she does.”
 
North Star Principal Megan Kroll said she has also been impressed with those accomplishments. She said Alexis’ selfless approach to all of her activities has been noticed by hundreds of students, teachers and staff members.
 
“Lexi is a servant leader,” Kroll said. “I believe she would be a great example of the amazing LNS students I get to work with each day.”
 
Alexis’ first chance to bolster her journalism credentials came when she joined the yearbook staff at Schoo Middle School. She took a photography class her first year at North Star, which increased her interest in applying for a yearbook position. She learned about photo composition, how to process pictures and how to capture various subjects on film from the course.
 
Alexis gained more knowledge of the mass media throughout her sophomore year. She interviewed fellow Navigators for stories, became familiar with layout design programs and met deadlines for her assigned spreads as a staff member. She served as junior editor-in-chief the following year before rising to the head spot this fall.

 
Alexis said it is satisfying to help others feel valued and appreciated by including them in the yearbook. The past two editions – “The Journey” and “It’s a Great Year to be a Gator” – were filled with spreads on topics ranging from senior spotlights to social highlights. The 2025-26 product will include portrait galleries, school pictures and approximately 100 spreads.
 
“To put so many hours into it and to finally see the finished product feels really good,” Alexis said. “It’s definitely rewarding to see people’s reactions when they see their face on the cover or they’re getting interviewed in a spread. They’re like, ‘This is so cool,’ and that makes it fun.”
 
Alexis has built bridges across Lincoln with her well-rounded resume. She has participated in volleyball, track and field and unified bowling for four years, is vice president of the school’s National Honor Society chapter and is a member of the Lincoln Public Schools Equity Cadre. She also volunteers at Bryan Medical Center one day a week and coaches youth volleyball at a local YMCA.

 
Alexis said those connections have opened many doors for yearbook teammates when they are trying to secure sources for stories.
 
“It’s super helpful,” Alexis said. “When we have spreads and people don’t know who to interview, you can say, 'Well, I have this person on Snapchat,’ or something like that. I can give them a name and then they can go interview them. When people know you, they’re more willing to help you out with the yearbook, so being involved in a lot of activities is really good.”
 
Alexis said she is grateful for having a dedicated team of writers, photographers and editors on the yearbook staff. She said those friendships have made completing yearbook assignments easier.
 
“We’re all kind of a close-knit community,” Alexis said. “If you’re right at the deadline, everyone’s willing to help you, and you’re willing to do the same for them. It’s really nice.”

 
Alexis said being editor-in-chief has also prepared her well for life beyond North Star.
 
“I really do think this class has made me a better leader, and it’s been very helpful for teaching me how to work with people,” Alexis said. “Even if I decide not to use journalism in my future career, the things I’ve learned from this class will always be worthwhile.”
 
Cowan said Alexis has the academic, social and creative talents to make a strong impact in all of her future endeavors.
 
“Lexi is such a phenomenal leader,” Cowan said. “She is so committed to doing the best she can at everything she is involved in. To have this sort of focus and unwavering commitment is impressive and something I greatly admire. There is absolutely no limit to her future success.”
 
Interested in learning more about North Star’s mass media program? View more stories from the school’s newspaper and yearbook staff members.
 
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Posted on January 28, 2026

CNA class boosts health care prospects for Northwest students

Lincoln Public Schools students like Naomi are setting themselves up for future success by learning many lifesaving lessons at Northwest High School.
 
Naomi and her classmates are showcasing their hearts for health care at the Bryan College of Health Sciences Focus Program. They became certified nursing assistants (CNA) this past semester by completing a CNA course filled with essential information. They also received cardiopulmonary resuscitation (CPR) certifications after completing a training session led by Bryan Medical Center (BMC) staff.
 
Naomi, a junior at Northwest, said the focus program has increased her career options. She said the CPR training had given her additional confidence in her choice to become a medical professional.
 
“I’m hoping to go to medical school, and I think having that certification, along with other certifications, is really important, especially when I’m trying to get a job to get patient care hours, which is required in medical school,” Naomi said. “If you don’t know how to do CPR and you’re the only person available, that could cost the person’s life.”

 
Katie Cutshall, Traci Mellor, Mindi Jo Porto and Becky Loewe encouraged the Falcons as they learned Basic Life Support (BLS) techniques like chest compressions and checking for pulses. All four BMC employees have more than a decade of experience in the field. Mellor, an 18-year veteran who is a registered nurse and clinical training specialist at BMC, said she enjoyed the enthusiastic responses students gave during the training.
 
“They can save a life with these skills,” Mellor said. “I think that when they realize that, it’s really exciting for them, and that’s what we need. We need them out there in the community saving lives.”
 
Northwest seniors Skylar, Ali and Patrice are using their focus program knowledge to accomplish exactly that. All three Falcons earned their CNA certifications last year and are now gaining valuable job skills in Lincoln. Skylar, who is planning to attend nursing school after she graduates, is working as a CNA at a local health care facility.
 
“The Bryan Focus Program has been the biggest help to me and my future,” Skylar said. “It has allowed me to get a head start in health care and build up so much experience.”
 
Ali is also relying on the focus program to prepare herself for a medical career. She said it has helped her build confidence in clinical skills like communicating with patients and taking their vital signs. She felt she also developed responsibility, professionalism, compassion and integrity during her time at Northwest.
 
“Currently working as a CNA, the clinical experience was especially meaningful to me,” Ali said. “Everything I learned in the program has been more than enough to ready me for my position. Seeing patients laugh and smile and hearing them say thank you made all the hard work feel worth it. There is a wonderful human side in health care, and it reminds me of why I chose this path in the first place.”

 
Patrice would like to become an orthopedic doctor in the future. She said the focus program’s immersive approach to medical education made it easier to select her career pathway. In the CNA class, for example, students learn how to assist patients with practical needs such as cleaning teeth and making beds correctly.
 
“It showed me what a professional health care setting should look like and allowed me to dip my toes in the water to see if health care was the right choice for me,” Patrice said.
 
Juniors spend their first year in the focus program taking classes such as Introduction to Health Professions, Ethics in Health Care, Certified Nursing Assistant and Medical Terminology. Ali said the CNA course was especially fruitful because of the many activities throughout the semester.
 
“What I enjoyed the most about taking the CNA class was how interactive the learning experience was,” Ali said. “Instead of only reading from a textbook, we were able to practice skills like transferring a patient and assisting with overall daily activities. Every passing week I felt myself becoming confident and capable.”
 
The CPR training session provided a snapshot of those career benefits. Mellor, Cutshall, Porto and Loewe taught students about many lifesaving techniques in one of the focus program’s classrooms. They discovered how to assess the scene for safety, activate an emergency response system, begin chest compressions, deliver ventilation to patients and run an automated external defibrillator (AED) device.
 
“It really mimics what it’s like in real life,” Mellor said. “They should be able to apply these skills to any situation that they come across somebody that is unresponsive.”

 
Naomi said it was fun to learn from the Bryan Medical Center professionals. She and one of her classmates gave a happy high-five after successfully operating the AED on a practice mannequin.
 
“It was good to see in a real-life situation how you would have to go about it,” Naomi said. “I really liked that.”
 
Skylar said she would encourage any LPS students exploring medical careers to consider enrolling in the focus program.
 
“The CNA class helped me to not only get my CNA license, but also just learn so much about health care,” Skylar said. “It was a great way to learn how to take care of patients and even practice it. All I want to do in life is help others, and this program is allowing me to do exactly that!”
 
Customize your high school experience. Turn your passion for medicine into a head start with the Bryan College of Health Sciences Focus Program. Explore this focus program today.
 
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Posted on January 28, 2026

LPS students embrace moving messages at MLK Youth Rally, Belmont visit

Lincoln Public Schools students embraced the legacy of the Rev. Dr. Martin Luther King Jr. this week by encouraging everyone with their presence in the community.
 
Students, families and others from in and out of the area gathered at the University of Nebraska-Lincoln Student Union for the 31st annual Rev. Dr. Martin Luther King Jr. Youth Rally. They participated in a choir, read poems, delivered speeches and showcased how their voices make a difference.

 
Belmont Elementary School fifth grader ZyOnnah said she enjoyed taking part in the rally, which was completely led by community youth. She said it gave her firsthand knowledge of why treating others with respect and love is so important.
 
“I’ve learned that there’s more to people’s lives than what they look like, because you never want to judge a book by its cover,” ZyOnnah said. “You can see somebody this way, but until you know who they are and how they feel, you never really know. You need to spread kindness all of the time and try not to spread negative vibes. You want to try to spread good vibes.”
 
The large audience listened to a special guest message from Jamersyn Hughes, who focused on this year’s theme of “The Audacity to Walk Together in Love.” Hughes, a senior at Statesboro (Ga.) High School, serves as junior mayor of the city and was on the MLK Youth Rally Planning Committee. He said it was inspiring to feel the excitement and energy from everyone in the room.
 
“I’ve never seen that many youth under one building who are all coming for the same mission, same goals and same purpose,” Hughes said. “It was awesome to see that.”

 
LaSara Mitchell said she was equally moved by the welcoming moments at the rally. Mitchell is program coordinator for the Statesboro Village Builders, which provides community resources throughout the town. The organization sponsors the Statesboro Youth Council, which offers leadership opportunities to students like Hughes.
 
“I don’t think it does it justice until you sit in that room and hear the heart of those students,” Mitchell said. “I was fighting tears. It was just phenomenal to hear their hearts and realize that our youth are not as distracted as we think. They’re not all with their heads down in their phones. They’re paying attention. They are concerned with the challenges that our communities are facing, and they’re also very proud of who they are and how they develop and where they come from.”
 
Mitchell learned about the rally a year ago after meeting Peter Ferguson, who serves as LPS multicultural coordinator and scholar development/assistant supervisor of recruiting. Ferguson has also been the lead adult advisor for the MLK Youth Rally for the past 29 years.
 
Mitchell told him about Hughes’ ability to connect with other people as junior mayor, and Ferguson was intrigued by the possibility of adding him to this year’s lineup. Hughes and Mitchell both jumped at the chance when Ferguson extended an invitation to come to Nebraska.
 
Belmont fifth graders like ZyOnnah had a special chance to listen to Hughes at their school the day after the rally. He spoke to them about the importance of audacity, shared details about his junior mayor role and encouraged them with a pair of songs. He said it was meaningful to serve as a visiting mentor to the Cougars.
 
“As we continue to grow and are equipped with tools as we go through life, we need to give back to the youth who are behind us, the next generation, so that the legacy can continue to go on,” Hughes said. “They’ll learn their purpose and use their voice too.”

 
Fifth graders Zaynab, Nazeer and Asher took those words to heart after Hughes’ presentation in the school library. They guided him on a detailed 45-minute tour of the building that gave everyone a chance to strike up a friendship. The quartet visited with food service professionals in the kitchen, watched a group activity in Morgan Dennhardt’s music class and looked at student pictures and artwork displayed in the hallways.
 
Hughes praised Zaynab, Nazeer and Asher several times for their knowledge of Belmont’s building. He said their ability to engage the community on a personal level was just as important as large-group events like the rally.
 
“This is awesome,” Hughes said. “You have an amazing school here.”

 
ZyOnnah said the rally and school visit provided powerful lessons about ways she can help her Belmont classmates every day.
 
“I want to lift others up,” ZyOnnah said. “When I see somebody and if they’re not in a good mood, I’ll ask them if they’re okay and if they need space. I want to listen to them and be a good friend to them.”
 
Mitchell said hearing those ways of walking in love were why she and Hughes would return to Georgia with warm memories of Lincoln.
 
“It’s such an amazing thing that’s happening in Lincoln,” Mitchell said. “We have thoroughly enjoyed our visit here.”
 
To see highlights from the 2026 MLK Youth Rally, you can view our slideshow or watch the LNKTV recording of the livestream below.

2026 MLK Youth Rally Recording

 
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Posted on January 21, 2026

Jason Shanahan will be the next principal at Goodrich Middle School

Lincoln Public Schools announced on Friday that Jason Shanahan will be the next principal at Goodrich Middle School.

Shanahan currently serves as principal at Mickle Middle School, a role he has held since 2021. Prior to being at Mickle, he was the principal at Irving from 2016-2021, and an associate principal there for two years before that. Shanahan began teaching at Lincoln Public Schools in 2009 at Schoo Middle School before becoming an instructional coordinator in 2012. He has been in education for 28 years teaching in Kansas, Kearney, Bellevue and Lincoln. 

Shanahan earned a Bachelor of Science in Physical Education degree from Fort Hays State University, and a Master of Education in Educational Leadership from Doane University.

Shanahan will begin his new duties at Goodrich on July 1, 2026.

Posted on January 16, 2026

LPS students achieve linguistic legacies with Nebraska Seal of Biliteracy Award

Lincoln Public Schools students secured verbal victories this winter for learning how to translate words into several world languages.
 
The Nebraska Department of Education (NDE) and Nebraska Languages Association (NEBLA) announced that scholars from Lincoln High, East, Southeast and Southwest earned the Nebraska Seal of Biliteracy Award. They were among nearly 200 young Nebraska linguists recognized for displaying a high proficiency in English and at least one other world language. The list includes students whose families have provided permission for the NDE to release their names and LPS to release their names and photos.
 
Southeast High School senior Isabelle Watkins was pleased to add the prestigious award to her resume. She earned the Nebraska Seal of Biliteracy for her eloquence in French.
 
“It’s exciting to be able to communicate with others in their native language and learn about their traditions, values and perspectives,” Watkins said. “Studying a world language has challenged me to think differently and develop problem solving skills. Overall, it has given me greater confidence and a deeper appreciation for diversity, which I believe will help me personally and professionally in the future.”
 
Lincoln High senior Emele’ Ratumaimuri and East High School senior Raticha Wongummarukchok said they have already reaped benefits from their Nebraska Seal of Biliteracy knowledge in Spanish. Both have formed new friendships at school and felt they have become more effective communicators.
 
“My world language class helped me connect to others who spoke the same language I was learning,” Ratumaimuri said. “It was really cool to be out in public and understand what they were saying.”
 
“I have enjoyed gaining a greater understanding of Spanish culture and traditions in addition to learning the Spanish language,” Wongummarukchok said. “My advice for students is to take advantage of learning a world language in high school, or school in general, because learning a language is easier if you learn it at a younger age.”
 
Southeast High School teacher Kristen Tangen said she was proud of LPS students who put in the time and effort to receive the award. Tangen, a French instructor and the school’s world language department chair, said they met the Nebraska World Language Standards of communication, culture, connections, communities and cognition.
 
“Learning a language is about growth and taking small risks, more than about being perfect,” Tangen said. “To be able to cap off their high school language experience by earning this recognition shows that they have grown, taken risks and persisted through a fourth or fifth year of classes at a high level. I am pleased that LPS is expanding the opportunities for students to obtain this recognition and is celebrating these accomplishments.”
 
Students can apply for Nebraska Seal of Biliteracy recognition through their individual high schools. They must present evidence of proficiency in a second language through transcripts and test results. They can choose from multiple national exams that cover a variety of languages. Nebraska Seal of Biliteracy Advisory Board members review each application to accurately assess the proficiency levels of each student.
 
Watkins said she believes her world language skills will open up more opportunities both at school and in the workplace. She plans to study abroad for a semester in college, which will provide her with firsthand knowledge of French society.
 
“Knowing the language will help me fully experience the culture, connect with people and gain the most out of that experience,” Watkins said. “In the long run, being bilingual will make me more competitive in the job market and allow me to work with people with different backgrounds. It is an important skill that will help me build relationships around the globe.”
 
Tangen said being bilingual is also beneficial from many personal standpoints.
 
“Studies show that when you acquire another language, you learn more about your first language, you develop reading and communication skills, you increase cognitive abilities and memory skills, and more,” Tangen said. “I also believe that you understand more about your own identity and culture as you practice expressing yourself in your non-native language and study other cultures.”
 
Nearly 90 universities across the nation have endorsed Seal of Biliteracy programs for high school students. The endorsements allow recipients to earn college credits for their multilingual talents. Many businesses and non-profit organizations in Nebraska and other states have also promoted Seal of Biliteracy efforts.
 
Tangen said the Nebraska Seal of Biliteracy program falls in the same uplifting category as other school activities. She said it is exciting for students to display their multilingual talents to the world.
 
“I think about when students are learning an instrument or playing a sport; nobody expects them to be at a professional level (fluent) when they leave high school,” Tangen said. “We celebrate when music students earn a high rating at a music competition, or when athletes achieve a new personal best. We can now celebrate when students can show a high level of proficiency in two or more languages through this process.”

Fall 2025 Nebraska Seal of Biliteracy Recipients

Lincoln High: Abby Kruse (French), Azalia Heider (Spanish), Eli Moody (Spanish), Emele’ Ratumaimuri (Spanish), Frank Bomberger (Spanish), Julian Brown (Spanish), Maddy Amundsen (Spanish), Marione Forlemu (French), Omran Smoqy (Spanish), Philipp Georg Antony Groeger (German), Sebastian Aracena (Spanish)
 
East High School: Amelia Schupbach (Spanish), Erica Nesja (Spanish), Lily McEntarffer (Spanish), Ralph Wichman (Spanish), Raticha Wongummarukchok (Spanish)
 
Southeast High School: Clio Baird (Spanish), Elizabeth Sidders (Spanish), Isabelle Watkins (French), Sophi Lee (Spanish)
 
Southwest High School: Sherlin Fonseca Ramos (Spanish)
 
Want to learn more about world languages at LPS? Visit our World Language department to discover information about courses, proficiency levels and grading guidance.
 
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Amelia Schupbach - East High School

Erica Nesja - East High School

Lily McEntarffer - East High School

Ralph Wichman - East High School

Raticha Wongummarukchok - East High School

Abby Kruse - Lincoln High

Azalia Heider - Lincoln High

Eli Moody - Lincoln High

Emele' Ratumaimuri - Lincoln High

Frank Bomberger - Lincoln High

Julian Brown - Lincoln High

Maddy Amundsen - Lincoln High

Marione Forlemu - Lincoln High

Omran Smoqy - Lincoln High

Philipp Georg Antony Groeger - Lincoln High

Sebastian Aracena - Lincoln High

Clio Baird - Southeast High School

Elizabeth Sidders - Southeast High School

Isabelle Watkins - Southeast High School

Sophi Lee - Southeast High School

Sherlin Fonseca Ramos - Southwest High School

Posted on January 16, 2026

Bay High students showcase creativity with passion projects

Cars, chords and creative writing were some of the ways that Bay High Focus Program students expressed their passions at a special showcase.
 
Hundreds of people filled Bay High’s campus this winter to view a series of passion projects. The semester-long assignments gave seniors a chance to pursue interests ranging from music concerts to car photography. They also gained lifelong benefits such as time management, organizational skills and community engagement knowledge.

 
Graham spent his semester snapping pictures of eye-catching vehicles at local car shows. He selected nine autos to highlight for his final project, which featured printed photographs and an assortment of related graphics. He said it was fun to learn why cars, trucks, buses and semis meant so much to their owners.
 
“I was most looking forward to sharing all of the pictures that I took, because these are special cars to the people who own them, and they want to share them with other people,” Graham said. “It was special to me to be able to share their cars with other people, too.”
 
Brayden was equally enthusiastic about his project, which focused on hardcore music in Omaha. He completed a 28-page magazine that included interviews with local bands, historical tidbits and photos from recent concerts. He added his finished product to a display table that also had music-themed tapes, apparel and art on it.
 
“I’m a musician and it’s something I love, so when we heard that for our senior project for our showcase we were going to use our passion project, I decided to do something about the hardcore music scene up there,” Brayden said. “I figured I should do something about the thing I’m most passionate about for my passion project.”

 
Bay High teacher Brent Jarosz said he was happy with the way students like Graham and Brayden tackled their projects. Jarosz said one of the main goals was to teach them about the importance of professional relationships. Students were paired with community mentors who provided ideas and guidance.
 
“It worked really well to have the community partners with them,” Jarosz said. “I think they learned a lot about the value of networking from it.”
 
That was the case with Brayden, who interviewed multiple musicians for the first edition of his magazine. He said their insights inspired him as the project went from concept to creation. He also realized that the words “Will you?” could be the starting point of many valuable life connections.
 
“It was really cool, because as a musician, when you’re growing up and you first get the desire to get into the music world, it feels really unattainable. It feels almost impossible,” Brayden said. “But when you ask people, ‘Hey, can I interview you for this magazine?’ or ‘I’d like to do a spread on you guys and I’d like to send over some questions,’ you get surprised at how willing people are to work with you. It’s one of those things where you just have to put yourself out there.”
 
Graham’s mentor also played a key role in his project. The mentor alerted him to a website that listed various fall car shows, and he turned that knowledge into many new friendships. Car owners immediately accepted him when they saw him with his camera, which helped him accelerate the assignment into a winning lane.
 
“It was so cool,” Graham said. “Everybody was so nice. They were talking about other cars that they’ve had in the past, and the amount of work that they’ve put into their current ones. They were all super happy for me to take pictures of their cars.”

 
Alaina experienced the same reactions when she traveled to car shows in Lincoln, Crete and Sprague. She created a portfolio website filled with pictures of cars that fit into a red, orange, yellow and blue color scheme. She narrowed her original 300 photos down to 90 for the website’s final cut.
 
Alaina said she learned many details about the vehicles while talking with owners. Those facts helped her decide how to position her camera by the cars and what the editing process should look like. The result was a product she was proud of.
 
“I had never edited pictures like I did for this project before,” Alaina said. “I was completely new to editing, and that’s probably why it took me a long time, but it was really cool to see the very last picture I edited versus the very first one. It was a drastic difference. It really was a good feeling.”

 
Brayden said Bay High’s wide-ranging curriculum made it possible to complete his project. The interviewing, designing and photography talents he acquired in classrooms as a junior paid off in shining ways as a senior.
 
“Bay High does a really good job of teaching you those all-around skills that you have to have,” Brayden said. “This is how you do public speaking, this is how you market something, all of those skills needed to create a magazine. It’s really good.”
 
Graham said the projects were an example of how Lincoln Public Schools is helping students explore their current and future passions through focus programs.
 
“I’d definitely like to do more of these projects in the future,” Graham said. “I’m definitely going to continue going to car shows and taking pictures just like these ones. It was honestly a lot of fun to do this for my project.”
 
Inspired by these Bay High Focus Program seniors? Choose your journey with LPS Focus Programs.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on January 16, 2026

Celebrating a Career: Salmen Reaches 50 Years in Nutrition Services

Leann Salmen walked into the doors of Kahoa Elementary School on December 1, 1975. Fifty years later, she’s still doing what she loves, caring for students and supporting her team as a substitute worker in nutrition services.

What brought Salmen to LPS initially was the opportunity to work part time while her three children were in school and time at home when they weren't. What made her stay was the work itself.

“Oh I love the job,” Salmen said. “I just love the people and the kids, getting the food ready and dishing everything.”

Over the years, she has worked in several kitchens, including Kahoa, Clinton, Norwood Park, Riley, Mickle and Brownell, where she was a kitchen manager. Today as a substitute, her favorite thing to do is dish alley, cleaning dishes.

She said she has seen many changes during her time, including more side and meal options and breakfast service in all schools. 

“People gravitate to Leann because of her warm and positive demeanor,” Norwood Park Principal Monique Ruiz said. “She always has a smile on her face and people can tell that she loves what she does. She makes all the hard work she does look easy, even though her job as a substitute is demanding.”

LPS Nutrition Services Director Andrew Ashelford said Salmen’s 50 years with LPS reflect a district that prioritizes students while supporting staff growth and fostering strong relationships. He pointed to her path from substitute worker to kitchen manager as an example of the department's mission-driven culture. 

“I like to think of our department as one big family!” Ashelford said. “I see it in each school building and cafeteria. The staff are preparing food but are also having a good time.”

Ashelford said the role of a long term substitute is invaluable because they help fill a need that exists within the schools they serve. Being a substitute and going into a new environment is not easy work, and it takes a special person to do the job successfully. 

“We appreciate Leann and all the wonderful substitutes we have in LPS because they really do fill a need and play an important role in creating a consistent, loving, safe school environment for our young scholars,” Ashelford said.

While Salmen is a substitute, she is proud to say she’s consistently booked up working 150-175 days of the school year. 

“I just try to do a good job and keep working at it,” she said. 

Interested in learning more about working in Nutrition Services at LPS? Visit LPS Nutrition Services careers for current opportunities.

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Posted on January 14, 2026

LPS students celebrate launch of new CDA program at TCA

Lincoln Public Schools students are leaping into their future careers through a series of new early childhood classes at The Career Academy.
 
Students, teachers and community partners gathered at TCA this fall to celebrate the launch of the child development associate (CDA) program. The adjusted pathway allows LPS students to participate in the early childhood initiative. They will also receive opportunities to take part in internships through the Lincoln Littles organization.
 
Autumn said she has enjoyed learning about the early childhood profession through the CDA courses. She said TCA Director Josh Jones was instrumental in alerting her about the opportunity. She is interested in working at an early childhood facility like a daycare after she graduates from Lincoln High.
 
“I’m so thankful that Josh actually came and talked to me about it and got me in the program, because I really love it,” Autumn said.

Jones said it is exciting to watch community relationships thrive through programs like the CDA initiative. In addition to Lincoln Littles, professionals from many local daycares have lent their support to students. They hosted field trips during the first semester and encouraged them at the celebratory event.
 
“Our students benefit every time they visit with a community partner either here on campus or on a field trip,” Jones said. “They get a lot out of the experiences that they have. At the same time, our community partners benefit because they get to see how amazing our students are and learn about the types of skills that they will bring to the workforce. It creates a symbiotic relationship that is good for everyone.”

 
TCA teachers Makayla Watson and Jame Cartwright teamed up to help the CDA program’s first members earn micro-credentials during the fall semester. They taught foundational principles of early childhood education to students from five LPS high schools and programs.
 
“Our goal is that they get the same experience as what other children would get in the same or in a similar pathway,” Watson said. “It’s really just making sure that they’re able to see that this is successful and we can help you outside of school. This is what’s kind of leading them into making that a successful jump for them once they graduate.”
 
Lincoln Littles Associate Director Suzanne Schneider said she was encouraged by what she saw during the evening. She said the event provided a place for students, families and childcare businesses to make career-building links with each other.
 
“This event was a wonderful way to not only celebrate the launch of the CDA at TCA, but to also celebrate the successes of the students participating in this event,” Schneider said. “The support from the families of the students was so impressive. Including the childcare programs that are partnering for practicum experiences was a great way to help the students and staff from those childcare programs connect and begin to build relationships.”
 
The idea for the CDA program at TCA began in February 2025. Preparations continued in earnest throughout the summer and led to the first classes in August. Watson and Cartwright prepared multiple lessons about healthy and safe learning environments in early childhood settings. They also arranged for students to attend educational field trips to Lincoln-based daycare facilities.
 
Watson said she and Cartwright have enjoyed watching the first CDA students learn how local daycare facilities operate. After one of their field trips, they overheard class members talking about getting a job at that business once they graduated from high school. Watson said those types of confidence-displaying moments have been meaningful to witness.

 
“It’s been fun watching them grow and blossom,” Watson said. “They actually are starting to really build connections with different daycares.”
 
Schneider said she heard similar positive comments from many childcare representatives who were at the celebration. The daycare leaders remembered students from their visits and complimented them about their knowledge and professionalism. The facilities will work with the class during more immersive practicums throughout the spring semester.
 
“The childcare program staff were so impressed by the students and what the students have been learning,” Schneider said. “That knowledge will be valuable as they step into classrooms with children. I left the event feeling inspired and energized.”
 
Autumn said the CDA program has made a major impact on her life. She has enjoyed talking with her classmates and getting an early glimpse of her future career. She is thankful that TCA teachers and administrators created the pathway.
 
“It has helped me make better friends and helped me be confident in my work,” Autumn said.
 
Autumn said she is proud of her choice to enter the early childhood profession. She is eager to play a firsthand role in the critical years of social, emotional and behavioral development in children.
 
“We need more people to shape the young minds of our future,” Autumn said.
 
Watson said the bright reactions she has seen this semester have made her even more enthusiastic about expanding the program in future years. She felt the initiative would help many CDA graduates make successful leaps into childcare areas.
 
“I’m really proud of the kids,” Watson said. “I’m really proud of the progress that we’ve made, and I think it’s really benefiting the community.”
 
See how community collaboration empowers LPS students to find their futures. The Career Academy is an example of this type of partnership with several career pathways. Explore The Career Academy.
 
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Posted on January 14, 2026

LPS Library Services project brings historical yearbooks to digital world

People living in Auckland, Amsterdam or Ainsworth can now access thousands of Lincoln Public Schools yearbook pages thanks to the efforts of LPS Library Services.
 
Chris Haeffner and Sara Scott are leading a project that is opening a world of archived LPS information to the general public. Haeffner, the LPS director of library services, and Scott, the LPS cataloger and archivist, have created digitized copies of yearbooks from six high schools and 13 middle schools. Their perseverance is allowing alumni, family members and current students to scroll through historical gems from the comfort of their favorite couches.
 
Scott and Haeffner began the yearbook project in 2023 and have unveiled their work under the yearbooks tab on the LPS Library Services website. They and high school technicians Logan and Mikah have used an Indus BookScanner 9000 machine to upload nearly every pre-2020 publication to the website. Some of the earliest copies include the 1917 Lincoln High, 1926 Whittier Junior High and 1928 Irving Junior High issues.
 
“We’ve found that people are incredibly interested in finding information not only about themselves, but about their grandparents and family members and anything related to genealogy,” Haeffner said. “We’ve had a ton of alumni who are very, very excited about and interested in what we’re putting out publicly for them.”
 
“It’s a really good feeling,” Scott said. “We want people to be able to see their history, and it’s so cool to know that it goes even beyond the city limits. There’s a far reach for this that I don’t think we could have necessarily predicted.”

 
Alexis Scargill represents Nebraska on the Midwest Archives Conference, which is a group that supports archivists, curators and information professionals from 13 states. She said the LPS digitization project is important in numerous ways.
 
“Digitization dramatically expands access while reducing physical handling of original materials,” Scargill said. “Yearbooks are heavily circulated items, and digitizing them helps preserve the originals while allowing for circulation online. This opens the yearbook up to students, alumni, families and researchers, regardless of their location.”
 
The yearbook project is the first part of a massive digital archiving endeavor that will eventually catalog every historical item at LPS. Scargill said Scott and Haeffner are doing a good job of putting the acronym LOCKSS – Lots of Copies Keeps Stuff Safe – into action. She said having multiple ways to access one-of-a-kind sources like yearbooks, documents and pamphlets is crucial in case of disasters or deterioration.
 
LPS experienced this situation in 2011 when the district administration building burned to the ground. Many materials survived the blaze, but the memory of the fire lives on in a special archives room in the current Steve Joel District Leadership Center. Scott and Haeffner can still smell smoke on some items that are now housed in file cabinets.
 
“Knowing that we’ve had a fire in the past made this even more important, because we didn’t have an inventory of items to know what was missing then,” Scott said. “We didn’t have an online catalog to be able to refer back to and know that this book was once 146 pages and we lost 50 in the fire. There wasn’t anything to refer back to, so we wanted to do this right, because we need to protect ourselves and those items. We need to know what we have.”

 
Scargill said Scott’s expertise allows LPS to retrieve and understand information in a thoughtful way. For example, all of the yearbook scans include optical character recognition (OCR) information. The OCR metadata makes it possible for people to search each yearbook for specific names, events or activities they might be interested in.
 
“Files must be managed, formats monitored and systems migrated and maintained over time,” Scargill said. “Having an archivist leading the way ensures that none of these digitization efforts are wasted and the materials are accessible well into the future.”
 
Haeffner said the yearbook project has strengthened the connection between LPS Library Services and the community. She said that could allow more historical items to come to light.
 
“Where we do have a missing book or two, someone might be looking online and say, ‘Hey, mine’s not there, but I have a copy,’” Haeffner said. “We’re hopeful some of the missing yearbooks might show up in that way.”
 
Scott and Haeffner cannot digitize a yearbook until every student pictured in it has graduated from high school. This creates a lag time of five years for high school, eight years for middle school and 12 years for elementary school books to appear on the website.
 
Scott is preparing to begin scanning available elementary yearbooks in the near future. She is also starting to digitize 3-D items such as athletic and fine arts trophies. LPS Multimedia Content and Broadcast Technicians David Koehn and Brian Seifferlein created a platform to capture images of these artifacts. Those will be housed on the Library Services website once that long-term project is completed.
 
Scott said it has been meaningful to digitize yearbooks for the public. She said it is fun to know that everyone living from A Street to Australia can answer questions because of the LPS archival work.
 
“You want to correctly document these items,” Scott said. “There are people who really care about these things. If we’re going to keep our history alive, we have to know these things and write these things down, because otherwise it’s gone.”
 
LPS Library Services provides many educational resources for students, families and the community. View home.lps.org/libraries to look at library lessons, eBook backpacks, educational videos and other helpful items.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on January 13, 2026

Mickle PTSO writes positive stories with new book club

Mickle Middle School parents are writing an encouraging chapter in the school’s history thanks to a new book club that is growing in popularity.
 
Mickle Parent-Teacher-Student Organization (PTSO) members have seen their group triple in size since introducing the book club in September 2024. Approximately 30 families are now attending PTSO meetings and the ensuing book club conversations. The family engagement strategy has helped parents become more invested in school activities, which has benefited the entire Mickle community.
 
Mickle PTSO President Jen Hubbard said the book club has made a meaningful difference with participation numbers at the monthly meetings.
 
“This year, our group has probably tripled, and I believe that having the book club has drawn some of the parents in, because they want to get more involved and learn about behaviors and things that can help parents,” Hubbard said. “We’ve had a variety of parents from every grade, sixth through eighth, which has been really encouraging.”
 
PTSO members Mary Pfoltner and Katie Reisdorff sat together at a table several minutes before the beginning of a recent meeting. They felt the book club served as a catalyst for more conversations and camaraderie among Mickle parents.
 
“I like it,” Pfoltner said. “This is our second year doing it, and all of the parents have seemed to really get into it, so I think it’s a good thing. It brings out a lot of good communication with everybody.”
 
“I love hearing from families, teachers and community members at the meetings,” Reisdorff said. “Everyone has different perspectives and they all bring strengths to the table.”

 
Mickle Principal Jason Shanahan introduced the book club idea to fellow members last fall after reading “Middle School Matters: The 10 Key Skills Kids Need to Thrive in Middle School and Beyond” by Phyllis Fagell. The book offers practical strategies for parents to support middle school students and staff. Shanahan felt offering a place for parents to talk about the topic together would open a door for more PTSO involvement.
 
“I wanted to find a way to engage our school community in a meaningful way with the school staff,” Shanahan said. “I had read a book that I thought middle school parents would benefit from and find interesting. We have an active PTSO, but they are a fairly small group. In an effort to expand the group, we invited parents to come to the PTSO meeting and to stay for the book club conversation.”
 
Hubbard, who has been involved with the PTSO for four years, was eager to try his suggestion. The PTSO provides resources for many student-based activities such as a fall dance. Members also support Mickle staff with a variety of kind acts. The group launched a craft fair for the first time this fall as a way to generate even more interest for PTSO activities.
 
Hubbard said the book club is a major reason why the Missiles have expanded their efforts in 2025-26.
 
“To see how successful we’ve been with our fundraising and family involvement this year, it really has become something big,” Hubbard said. “I’d like to see it become even bigger, honestly. It’s a good feeling.”

 
The Missiles are currently exploring Mike Smith’s book “Legacy vs. Likes” in their meetings. Mickle Instructional Coordinator Jill Haas recommended the book to help families and students learn more about high-value leadership qualities. It focuses on the differences between being a short-term influencer and a legacy-building leader.
 
Shanahan told parents at a recent PTSO meeting that he has spoken with many Missiles about this subject during his 12 years as principal. A major goal of those conversations has been to help students realize that they can use their attractive charisma for good purposes. Once that happens, they can become valuable leaders in their classes and school activities.
 
“It’s about showing them that they can use that leadership potential to actually lead,” Shanahan said. “I tell them that you have this ability to motivate others, and let’s talk about how we can make that a positive for those around you and a positive thing for our school.”
 
“It’s really relatable for the current day,” Reisdorff said. “It causes you and encourages you to talk with students about thinking about the bigger picture and what they want long-term.”
 
Mickle School Resource Officer Cam Cleland agreed with Shanahan and Reisdorff. He recently spoke with the group about his job and how he tries to steer students into a constructive leadership orbit.
 
“It’s amazing to be in the schools and watch the students, because you can tell who can be a leader,” Cleland said. “There are just kids who have that charisma. They’re not doing anything out of the ordinary, and sometimes it’s not great what they’re trying to influence other students to do. That’s when you talk to them and tell them that we want you to influence people in a positive way.”
 
“Having the resource officer here and being able to ask him questions was great, because he sees firsthand what these students are experiencing,” Hubbard said. “It ties into the book, because it really is leading versus likes.”

 
Hubbard said she believes PTSO activities are giving Mickle students more chances to write upbeat chapters in their Lincoln Public Schools stories.
 
“I want to see more parents involved at Mickle to help our students and make the experience even better for them,” Hubbard said. “It makes me happy to see all of the people who are here supporting them.”
 
Connecting with our families and community is a key part of student success. Discover how efforts like this support the Family and Community Engagement goals outlined in our 2024-29 Strategic Plan.
 
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Posted on January 13, 2026

Grizzlies gain business confidence through quick pitch contest at UNL

Standing Bear High School students learned how to turn their public speaking skills into profitable business ideas during a college visit this winter.
 
Fifty-three future business leaders polished their entrepreneurial talents in a quick pitch contest at the University of Nebraska-Lincoln. UNL College of Business faculty and staff listened to three-minute proposals about a wide range of products and services. The activity gave students a chance to increase their personal confidence, improve their communication techniques and develop critical thinking strategies.
 
Harper was one of the first Grizzlies to pitch her idea to judges in the contest’s opening round. She said it was fun to learn more about the business world in a firsthand way.
 
“I think that it’s really important,” Harper said. “This is a great opportunity to be able to come here and get feedback from people who actually have really good experience in this topic.”

 
Harper developed an idea for battery-powered jewelry that tracks the health status of wearers. Her invention would run for six months on a battery that would be inserted in the watch, ring or other jewelry piece. She offered several price points for the items and informed the judges that her devices were designed for women aged 15-45.
 
“I think that I did pretty good,” Harper said. “I think the people in there listening had a positive attitude. It was really comforting, so I felt like I could stay really calm and just focus on my topic.”
 
Mallory Krenk, the student engagement and recruitment coordinator at the UNL College of Business Center for Entrepreneurship, and Kendra Ritchie, director of recruitment for the UNL College of Business, oversaw the contest at Hawks Hall. Krenk visited Standing Bear twice this fall to work on ideas with students in a World of Business class. She said it was important for them to learn speaking and persuasion skills from their conversations with judges.
 
“Helping them effectively communicate is a huge thing as well, and that’s something we want students to have when they come here to the College of Business or the Center for Entrepreneurship or UNL in general,” Krenk said. “It’s a great way for students to grow their confidence and ideas.”

 
The trip to UNL gave the Grizzlies a preview of what they can look forward to at the Nebraska Business Focus Program. The focus program launched at Standing Bear in 2023 and features many courses about accounting, finance, marketing and entrepreneurship. Business concepts are integrated into all classes for ninth and tenth graders in a pre-pathway, and juniors and seniors have an opportunity to pursue additional business knowledge in the focus program.
 
Ritchie provided instructions in a Hawks Hall auditorium before each student met judges in nearby conference rooms for their solo presentations. Rose Hull and Dylan Anderson talked with Harper and other Grizzlies during the morning in Room 021. Hull, an associate director of teaching and learning at the College of Business, said she was encouraged by the pitches she heard.
 
“I thought it went really well,” Hull said. “For high school freshmen, they did a great job. They made a lot of eye contact and stayed calm the whole time, so I was impressed with what they did.”
 
In Room 017, judges Kasey Linde and Ava Turk smiled as they watched Chase deliver a pitch about a product that would help golfers keep a firmer grip on their clubs. Linde, the director of teaching, learning and accreditation in the College of Business Teaching and Learning Center, said she was pleased with the creativity she witnessed during the morning.
 
“They really think of everything,” Linde said. “It’s been fun to hear what they’ve come up with.”

 
Judges had two minutes to ask follow-up questions after students delivered their proposals. Hull said that part of the process provided just as many life lessons as the business pitch itself.
 
“I loved the question-and-answer portion of it,” Hull said. “It gave them a lot of good experience in thinking on their feet. They had to figure out how best to answer the questions on the spot.”
 
After the first round concluded, the group went to a larger classroom to learn about the Clifton Strengths Institute at the College of Business. Former UNL professor Don Clifton created the CliftonStrengths assessment to help people learn about their personality traits and how they can use them to be successful. Jase said it was interesting to unpack information about the themes of strategic thinking, relationship building, influencing and executing.
 
“I learned that you can have different skills, and those skills can help you to grow in your future and have a better life,” Jase said.
 
Krenk felt the trip to UNL was a good way for the Grizzlies to learn how to polish their entrepreneurial talents for many years to come.
 
“We’re always pushing students to do things that make them uncomfortable, do things scared and do it anyway,” Krenk said. “I hope this experience kind of gives them the confidence to go do the things they might be scared of and go pursue these side hustles or businesses or ideas, no matter if they become a founder in ten years or even if it’s just an idea that they have that they can apply during their high school career, during their college career or even their career after college.”
 
Want to learn more about the Nebraska Business Focus Program at Standing Bear? Visit its website at business.lps.org to see how you can customize your high school experience. 
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on January 13, 2026

Club activities help Bay High students fashion their futures

Bay High Focus Program students are crafting their goals through a series of educational clubs this year.
 
Juniors like Brilynn, Hazel and Zoey are exploring many imaginative activities through the focus program’s partnership with The Bay. They are learning about topics such as fashion, music and content creation in the clubs, which take place for 90 minutes each week during the school year. Students wrapped up a fashion club in the second quarter and will begin a music club in the third quarter.
 
Brilynn smiled as she worked on hand-sewing the final piece of her fashion project. She decided to replicate a multi-hued sweatshirt worn by a character in the Captain America storyline of Marvel Comics. She first removed the left arm of a black sweatshirt and was nearly done replacing it with gray-colored material. She said it was satisfying to see her efforts pay off in the form of a new clothing item.
 
“It’s the whole trial-and-error thing, so it’s fun having to learn over and over again to get it right,” Brilynn said. “Even if it’s not perfect, since I’m not a professional at this, it will still look good in the end.”

 
Hazel and Zoey shared the same type of excitement at a table in another area of the Bay High classroom. Hazel was using a sewing machine to make a sweatshirt with a sun on the front of it, and Zoey was attaching a bright yellow sunflower to a patchwork sweater. Both said they enjoyed experimenting with fashion techniques alongside their Bay High classmates.
 
“I’ve seen a lot of stuff online, and I thought I could try to recreate something,” Hazel said. “It’s the first time I’ve made something really big with a sewing machine.”
 
“I really like patchwork because it’s abstract,” Zoey said. “It doesn’t have to look perfect. You can do whatever you want with it, so it’s really fun for me.”

 
Bay High teacher Brent Jarosz said he has enjoyed watching students design extra learning opportunities in the clubs. Letura Idigima, the youth engagement director of The Bay, began leading the classes this year as a way to build more relationships at Bay High.
 
“It’s been a great chance for them to drive their own learning, which has been awesome to see,” Jarosz said. “They’ve been able to do research on what they wanted to do. A lot of them had ideas, but they’ve been learning how to apply the techniques that they wanted to do in these clubs.”
 
Students began the school year learning how to hone their creativity and physical fitness through skateboarding. Fashion was the focus for the second quarter of club activities. Idigima gave students wide latitude in how they approached their project. Some made new outfits, some attached jewels to shoes and others crafted corsets, skirts and patchwork-themed clothes.
 
“Our goal has been to have all students learn how to use and operate a sewing machine, but past that, we have students who are interested in crocheting, and we have some students who are interested in screen printing,” Idigima said. “Fashion has so many different layers, and our goal is to expose kids to a couple of those different layers in the fashion club.”
 
Hazel said she has appreciated the freedom to try new ideas with a wide selection of materials. Boxes and trays full of thread, fabric, markers and scissors sat on tables behind her as she worked on her sewing machine.
 
“The creative space that we’re given here is something I think is pretty cool,” Hazel said. “Just the access to supplies and the help with making stuff.”

 
Bay High will host a music and audio generation club during the third quarter. Students will learn how to write songs, create beats and work on behind-the-scenes skills like lighting and sound.
 
Idigima said Bay High will partner with radio station KZUM and the University of Nebraska-Lincoln College of Journalism and Mass Communication for a content creation club in the fourth quarter. It will incorporate lessons from the first three clubs into a capstone project that involves multiple types of media.
 
“We’ll pull the skate club, music club and fashion club into that final one,” Idigima said. “If they loved music club and they made a great song, then they’ll have an opportunity to have that song played on KZUM. For kids who are interested in fashion, they’ll get to partner with a student who’s interested in photography or videography and do a photo shoot. That fourth quarter club will just pull in a lot of different layers from each of our other clubs, and students will end up with a really cool project.”

 
Kaylea said her time in fashion club has given her a good creative foundation for the rest of her Lincoln Public Schools career. She decided to pursue a project that involved making an American Indian ribbon skirt as a way to showcase her culture. She said the Bay High activities have helped her fashion more confidence as she moves through the school year.
 
“I’m very excited about this,” Kaylea said. “It’s been a lot of fun to learn how to do this and to see the hard work turn out.”
 
Choose your journey! Explore how LPS Focus Programs like Bay High can customize your high school experience. Take the next step: home.lps.org/focus.
 
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Posted on January 13, 2026

TeamMates of the Month: Isa and Wendy

When Isa (“Lisa” without the “L”) was nominated for TeamMates in middle school, she admits she hated the idea.

“I thought they were trying to manipulate me into doing school.”

Her mentor, Wendy, sensed Isa was not all in at first.

“I could tell she was unsure. I tried to think: How do I tread slowly and get her to open up? Crafts helped. If her hands were busy she would talk more.”

For Isa, the pressure dropped with those activities.

“Oh, we're going to just do something fun and relaxing, so it's okay.”

Wendy knows that it hasn’t been easy for Isa to open up.

“We’ve come a long way. We’re close and we share a lot. We don’t necessarily talk about trust. It just happens. She can bring those walls down when she wants to.”

Now, Isa calls Wendy her conscience, someone she says “cares not only when you’re doing good,” but when you are “messing up.” 

She describes an annoying traffic situation in which she just automatically heard Wendy’s voice in her head. She slowed down and let the car merge ahead of her.

Wendy says that’s just one of the ways Isa is smart.

“She is smart about recognizing qualities within people, about recognizing what's happening in a situation, about trusting her own feelings and not being afraid to react in the way that makes sense for her.”

With Wendy in her corner, Isa’s feelings about school grew more positive too. In fact, Isa just got her acceptance letter from Southeast Community College and word of a scholarship, and she is waiting to hear back from Metro Community College too.

Wendy is proud of Isa’s transformation.

“When I look back to seventh and eighth grade, I mean, college wasn't even something Isa would consider. She wasn't even sure she'd make it through high school.”

Isa can already imagine Wendy, who she loves to share her big life moments with, at her graduation.

“Wendy’s enthusiastic. I wouldn’t doubt that she’d come with pom poms. Seriously. ”

And, Isa knows that Wendy is in her life to stay.

“When I was in Student Support, I thought that Wendy wasn't gonna be able to see me anymore, that I was just on my own, in a place I didn't know anyone, that I wouldn't be able to talk about anything. And that didn't happen. Nothing can separate us.”

Posted on January 13, 2026

Cavett students ace AI adventures during new computer science lesson

Maci’s face lit up with joy as she watched a cheese-writing pepperoni pizza pen appear on her computer screen at Cavett Elementary School.
 
The first-of-its-kind writing device was one of many creative ideas that Maci and fellow fifth graders came up with during a new computer science lesson. They experimented with a generative artificial intelligence (AI) tool during the Hour of AI project at Cavett. It was the first time the Cardinals worked with the emerging technology in their computer classroom.
 
Maci said it was fun to build the picture of her pen, which contained several pepperonis in the body and had cheese dripping down the sides. When she listened to instructions for the AI project, she wondered if she could combine food and writing into her image. She was pleasantly surprised when the AI program began to turn her pizza-themed vision into digital reality.
 
“I thought it would kind of look like a cartoon, but it looked a lot more realistic than I had thought,” Maci said.

 
Carrie Copley, a computer science teacher and elementary technology leader at Cavett, felt the AI session had been a resounding success. She said it had been hard to sleep the night before because she was excited about introducing the topic to students. Her enthusiasm soared even more after watching the Cardinals make everything from snowcapped mansions to ice-tipped baseball bats.
 
“I’m excited to teach it again and take what I learned from this group and make it even better,” Copley said. “They were so creative. I was very impressed with the things they thought to put together, like the cheese and the pen. A pen that writes with cheese? I would have never thought of that, so it was really neat to see.”
 
Copley said it was important to teach students about the expanding reach of AI in society. AI has been integrated into various technologies for many decades, but it has become more sophisticated over the past several years. Computers, televisions and smartphones are now featuring AI services that were only part of the science fiction world when Cavett’s fifth graders were born.
 
“It’s a part of their lives that they don’t even realize yet,” Copley said. “They are already talking to Alexa and they’re already using things that are AI-generated, but they don’t realize it. If it’s going to become a part of their life that they can leverage for themselves, I want them to have the skills to not be afraid to use it and try to figure it out.”

 
Copley began her lesson by explaining the basics of AI to students. She told the Cardinals that she wanted them to utilize the technology to become creators, rather than just consumers. She said going through the creative process would help them work on key skills like critical thinking, problem solving and following directions.
 
Copley asked each student to write prompts into the AI program based on a common formula. They could choose traditional objects like soccer balls, sunglasses or sneakers and then add an unexpected twist to them. Some of the possibilities included turning their object into transparent glass, placing it on a coral reef or covering it with tree bark, moss or flowers.
 
The Cardinals spent several minutes thinking about things they could create with AI, and they pitched their ideas to a partner at their table. They then dove into their AI project’s pool with the enthusiasm of an Olympic swimmer.
 
“It was just an energy in the room where they were so excited to get going and try it,” Copley said. “Even though it was the first time they’d done it, they kept trying, and I was really proud of them for that. I was proud of them for giving good effort.”
 
Wes developed an image of a person painting graffiti on a wall in California. He said he had always wanted to travel to the West Coast, and having seen graffiti on many Nebraska trains, he decided to combine those two ideas. He said he learned a lot from testing different prompts throughout the class period.
 
“It was hard to find exactly the words that matched what you were wanting to see in your head,” Wes said. “There was an image that I really wanted to have AI create, but it was hard to put it into words at first. I think it turned out really well though.”
 
After the Cardinals finished their rough drafts, they walked around the room to see everyone else’s creations. Maci said it was fun to discover new ideas during the tour.
 
“It was really cool walking around, because I feel like everybody chose really creative things,” Maci said. “It was cool to see what people thought of. Like, my partner’s prompts were different than what I would have thought of, so I got to learn from that.”
 
Copley plans to teach AI lessons to all Cavett fifth graders and will present a simplified version to fourth graders. That was music to the ears of Wes, who said he would like to come up with additional AI creations in his spare time.
 
“I’d like to do this more,” Wes said. “I’m probably going to download it and try it more at home.”
 
Discover more about computer science at Lincoln Public Schools. Interested in the skills your student is learning? Dive into our K-12 computer science curriculum.

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Posted on January 13, 2026

Falcons, Spartans script successful state play production moments

High school students from Northwest and East created theatrical highlights this winter with their state play production performances.
 
Both Lincoln Public Schools teams finished in the top five spots at this year’s Class A contest. The Spartans captured third place with their performance of “Peter and the Starcatcher,” and the Falcons finished fifth with their presentation of the Euripides classic “Hecuba” on stage.
 
Directors Helen Cooper and Samm Hanks guided students during the season. Cooper led East to the school’s fifth straight state appearance, and Hanks helped Northwest qualify for state for the third consecutive year. The Falcons also won their second straight Class A Outstanding Technical Crew honor.
 
Northwest
Cade Chiles and August Chadd helped the Falcons finish first in technical crew standings with their leadership skills. They received the two Class A Outstanding Technical Crew Member Awards for their stage and audiovisual work.
 
“I think the part about being involved in Lincoln Northwest’s play production that I enjoy the most is the satisfaction of seeing everyone’s hard work put together in such a beautiful way,” said Chadd, who served as hair and makeup crew chief. “Especially being someone that does work backstage and in the dressing rooms, I feel very proud of all of the cast and crew for what they’ve all brought onto the stage and atmosphere. It’s very rewarding to see all of the long nights transform into such a fantastic production.”

 
Chiles and Chadd were among 26 Falcons who were on this year’s technical crew. Other members of the state championship group included Elsa Bates, Jayden Bedea, Daeden Buresh, Elli Einspahr, Crist Geswein, Xavier Hamilton, Brady Henn, Delanie Hulit, Emily Keifer, Lilly Keifer, Mesa Koertje, Colby Lovelace, Sajjad Mahdi, Karen Mendoza, Addie Naviaux, Brian Parnell, Roslynn Provance, Harrison Quy, M’Kenzi Simon, Cameron Stockton, Elijah Sulzle, Regan Swedlund, Brayden Wasserburger and Natalie Williams. Jenna Williamson served as the performance’s technical director.

 
Northwest also received applause-worthy efforts from 35 cast members. Amelia Coughlin, who earned an Outstanding Performer Award at the District A-1 Meet, said the Falcons enjoyed rehearsing and competing together. She performed the title role of Hecuba in this year’s one-act play.
 
“My favorite thing about being a part of my school’s one-act was definitely going to competitions and competing on stage,” Coughlin said. “This year, we had a lot of drive and an important message to convey. Being able to show the audience and judges our hard work was definitely rewarding, and I loved performing on stage with my castmates. Even when I was nervous or anxious, that sense of camaraderie fueled me to perform to the best of my ability.”

 
Chadd said it was rewarding to spend time with teammates like Naviaux, who was the assistant hair and makeup crew chief. The senior said the activity’s fast-paced nature offered many life lessons.
 
“I think those experiences have shaped me into a better person,” Chadd said. “There have been many times where I thought we wouldn’t complete someone’s costume or makeup in time, but we always powered through and had the help of the hair and makeup crew along with the directors.”
 
Coughlin said playing Hecuba challenged her to reach outside her comfort zone. She portrayed the complex emotions of a mother suffering intense loss, which gave her a chance to grow both as an actress and a person.
 
“I learned to allow myself to be vulnerable on stage at a level that I’d never strived for before,” Coughlin said. “While it was definitely a challenge, being able to connect with my character and the audience on a deeper level was extremely fulfilling. The themes of this show also pushed me to reflect on the importance of morality and empathy, teaching me the repercussions of injustice and showing me that grief can be transformative and complex.”

 
Chadd said the Falcons could feel good about their work during the program’s three-year state run.
 
“I am very proud of our theater department and what we’ve been able to accomplish,” Chadd said. “I am thankful to be able to express this to more people.”
 
East
East pocketed third place with strong marks from all three state judges. The Spartans tallied scores of 59, 58 and 57 on a 60-point scale for their presentation.

 
Myles Hardt felt the team’s close-knit nature made the season successful. The senior performed the lead role of Peter on stage. He was part of a veteran roster that featured 28 cast members and 14 crew members.
 
“What I enjoyed most about being part of the play production team was the people,” Hardt said. “Everyone is so driven, hardworking and supportive of each other, which creates an amazing environment that promotes growth and just a really good time.”

Cooper said she enjoyed spending time with the Spartans this season. She said students were “incredibly self-motivated” and maintained positive attitudes from the first reading to final performance. Several seniors led their cast groupings and encouraged younger teammates in their roles.

“Our kids worked extremely hard this year,” Cooper said. “They juggled choirs, speech, jobs, sports and other activities while pulling together a special and dynamic show. I love one-act because I can see our kids grow so much as technicians and performers. The competition aspect is fun, but theater really is about working together as a team whether there is an award at the end of the process or not.”

“Peter and the Starcatcher” is a prequel to the familiar story of Peter Pan. The Spartans delivered their narrative about a young orphan who sails from Victorian Britain to a distant island.
 
Hardt said he learned the value of work ethic from playing Peter. He and other castmates spent many hours memorizing lines, drilling scenes and discovering how best to convey emotions of their characters. Their practice sessions paid off in both individual and group ways.
 
“I poured more time and energy into the role of Peter than I have for any role before, and it was a challenge,” Hardt said. “But I really felt that I was able to connect to the character on a deeper level than I’ve connected with characters in the past.”
 
The Spartans scripted their latest stateworthy story this season. Many sophomores, juniors and seniors had booked previous trips to Norfolk’s Johnny Carson Theater in their careers, and they were eager to follow a similar storyline in 2025. East finished second in Class A in 2024, fifth in 2023, fourth in 2022 and sixth in 2021.

Cooper said the program’s five-year state run is a direct result of the investments of time, energy and motivation the Spartans have made.

“I always tell the kids that they built the program,” Cooper said. “I can outline expectations until I’m blue in the face, but my assistant director, Erin Bell, and I can’t be the only people offering reminders and examples of fulfilling those expectations. We had graduated seniors come back and offer character coaching throughout the process, which really speaks to the ownership the kids have taken over the success of the program.”

Class A State Play Production Results

Gretna East 180 points, Gretna 178, Lincoln East 174, Malcolm 173, Lincoln Northwest 170, Fremont 168

Class A State Technical Crew Scores

Lincoln Northwest 58, Gretna East 57, Gretna 57, Lincoln East 56, Malcolm 53, Fremont 52

Lincoln East State Play Production Cast Members

Peter: Myles Hardt
Molly: Claire Rooney
Lord Aster: Hayden Mitchell
Prentiss: Sloan Donahoo
Teddy: Winter Guardiola
Black Stache: Gavin Foust
Mrs. Bumbrake: Ava Swank
Alf: Wade Combs
Smee: Washburn Hoffman
Slank: Aubrey Christensen
Grempkin: Cora Tinsley
Mack: Margeaux Allen
Narrator/Wasp Crew: Jilliana Venema, Lena Kathol, Juho Kim, Cora Thompson
Narrator/Neverland Crew: Pearl DeLong, Christian Paulsen
Teacher: Elizabeth Elitzin
Narrator/Mermaid: Alyssa Zimmerman, Alexandria Hansen, Kaelyn Livers, Brooklyn Ellenbecker, Liv Jarnagin
Fighting Prawn: Ethan Phan
Hawking Clam: Alister Murtagh
Narrator/Mollusk: Britton Fast, Evelyn Ockander

Lincoln East State Play Production Crew Members

Emily ByBee, Aydin Colberg, Lainey Kaufhold, Drew Lafferty, Jake Lenz, Melinda Lierz, Rawand Mohammed, Axol Nguyen, Cinae Schneider, Hazel Silva, Mimi Strong, Jordan Uglow, James Wilksen, Jerrica Zhang

Lincoln Northwest State Play Production Cast Members

Polydorus: Nicholas Niedbalski
Therapaina: Amelia Proffitt
Handmaiden 1: Lindsey Morris
Handmaiden 2: Emmy McInteer
Handmaiden 3: Lilly Rector
Handmaiden 4: Liv Butters
Handmaiden 5: Bianca Vannier
Handmaiden 6: Avery Hollman
Chorus: Sierra Albers, Hana Baranovicova, Adjoua Boko, Delaney Dubbs, Kendahl Hardwick, Finley Maly, Emily Paffrath, Cara Wesley, Nevaeh Worth
Chorus/Secondary Percussion: Bailey Petersen, Olivia Solodovnik
Hecuba: Amelia Coughlin
Andromache: Izzy Butters
Polyxena: Cassandra Colgrove
Odysseus/Secondary Percussion: Gabe Dick
Soldier: Jaxon Archer, Ben Hershberger, Jude Moats-Kile, Trystan Perdue-Juarez
Soldier/Secondary Percussion: Samuel Sulzle
Talthybius: Zayne Riggert
Agamemnon: Nicholas Bousek
Polymestor: Jonah Hagge
Deipylus: Lincoln Lappe
Admetus: Finn Carter
Primary Percussion: Owen Kloepping, Caden Placek

Lincoln Northwest State Play Production Crew Members

Elsa Bates, Jayden Bedea, Daeden Buresh, August Chadd, Cade Chiles, Elli Einspahr, Crist Geswein, Xavier Hamilton, Brady Henn, Delanie Hulit, Emily Keifer, Lilly Keifer, Mesa Koertje, Colby Lovelace, Sajjad Mahdi, Karen Mendoza, Addie Naviaux, Brian Parnell, Roslynn Provance, Harrison Quy, M’Kenzi Simon, Cameron Stockton, Elijah Sulzle, Regan Swedlund, Brayden Wasserburger, Natalie Williams
 
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Posted on January 13, 2026

LPS archivist preserves history for public with helpful knowledge

Sara Scott is preserving the historical legacy of Lincoln Public Schools one memory at a time.
 
Scott, the LPS cataloger and archivist, is using her wide-ranging expertise to maintain school-based moments from the past 150 years. She keeps track of thousands of LPS documents, digitizes older media such as VHS tapes and conserves one-of-a-kind items from performances, events and celebrations.
 
Scott recently earned a graduate certificate in archival studies, which gave her even more tools to help the LPS community. She is beginning to work on a long-term cataloging project that will involve documenting every historical item in LPS buildings.
 
“It’s fun to come to work when you like what you do,” Scott said. “I don’t think I’ve had a day that’s the same, because there’s always a new archival item to find. It’s great.”

 
Chris Haeffner and Alexis Scargill both said Scott is playing a key role in supporting the school district’s business, social and community interest goals. Haeffner, the LPS director of library services, and Scargill, who represents Nebraska on the Midwest Archives Conference, said Scott is making a noticeable impact on the lives of many people.
 
“I don’t think people often think about librarianism as a creative or innovative profession, but that’s what Sara’s doing,” Haeffner said. “She is creating and designing and building new and exciting things. It’s a lot of fun to see what she’s coming up with.”
 
“An archivist understands how to create a system that dictates retention and allows for access, even if that access is decades from now,” Scargill said. “We’re not only talking about student transcripts, but also documented policy decisions, enrollment records and curriculum changes. All of this tells the story of the district and community’s history. It’s institutional memory and it’s our cultural heritage.”
 
Scott’s work at LPS has caught the attention of larger organizations like the International Council on Archives (ICA). Claude Roberto, the archivist emerita for the government of Alberta, Canada, is a member of the ICA Extended Secretariat and takes minutes at ICA governance meetings. She said Scott is providing many ways for LPS staff, students, parents, alumni and educational researchers to access important information.
 
“Your historical items, passed from one generation to the other, will be of high interest to your community,” Roberto said. “It takes a professional archivist, just like Sara, to arrange and digitize the LPS written information, yearbooks, photos, audiovisual materials and artifacts in order to preserve these treasures and make them available to your community.”

 
Scott grew up in Hays, Kan., and earned her undergraduate degree in English from Wichita State University in 2017. She then earned a master’s degree in library and information science (MLIS) from Emporia State University in 2019. She was a member of ESU’s student chapter of the American Library Association during her graduate program.
 
Scott said it is exciting to be in a profession that ties the past, present and future together in educational ways.
 
“I really love that there’s this great opportunity for our archives to be used in the schools,” Scott said. “It builds that sense of connection with everyone in the community.”
 
One of Scott’s primary tasks is cataloging LPS paperwork that stretches back for decades. Her efforts ensure that those informational sources will always be available to use.
 
“Think of how many records a school district generates,” Scargill said. “Without archival training or a formal archival program in place, those records run the risk of being lost, poorly documented and thus difficult to access, or lost in staffing turnovers or building renovations. You can’t use what you can’t find.”
 
Scott is also responsible for creating a new inventory of LPS archives from scratch. The knowledge she gained from a graduate program at Louisiana State University is helping her accomplish that task. The archival studies curriculum included courses on preserving physical materials, establishing digital records and describing and categorizing items.
 
“They were classes that spoke directly to what we’re trying to do here,” Scott said. “I think I got so much out of those classes.”

 
Scott is applying some of her training to materials housed in a special archives room. Shelves of LPS historical gems line both walls of the space, and her desk is filled with binders, booklets and brochures. During one visit to the room, she pulled out a Lincoln High commencement program from 1883 before pointing to vintage school pictures arranged on a file cabinet.
 
Scott is also completing many 21st century archival projects. An East High School coach recently asked her if she could digitize football DVDs, so they could be viewed on newer technology. Scott embraced the request with a wide smile.
 
“I was like, ‘Absolutely, we can do that!’” Scott said. “I told him that we have the means and that’s what we’re here for, and now they have these digitized versions. We keep running into these things where we can help people make things accessible again, which is really exciting.”
 
Scott is researching how best to digitize even older media like film slides and reel-to-reel film strips. Those answers will help her expand her archival catalog throughout the coming years. She is planning to travel to school buildings to uncover, document and preserve additional items that will strengthen the LPS historical legacy.
 
“No one else has the skills that Sara has,” Haeffner said. “I love it when she comes to me and says, ‘What do you think about doing this?’ She is setting the standard for the school district and is creating her own bar of excellence.”
 
Visit the LPS Library Services website to access library resources and digital yearbooks.
 
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Posted on January 13, 2026

Raptors enjoy first experience with Backstage at the Ballet

Robinson Elementary School students pirouetted their way into a firsthand look at the world of ballet this winter. 
 
Hundreds of Raptors enjoyed lessons about dancing, costumes and makeup during the school’s first Backstage at the Ballet experience. Lincoln Public Schools students and Lincoln Midwest Ballet Company (LMBC) leaders taught sessions about “The Nutcracker” in December. Twenty-five performers capped the week with a series of ballet dances in front of the entire school.
 
Robinson second grader Gracie experienced the freedom of leaping in the air during a mid-morning activity. High school students gave the Raptors tips about how to twirl, tap and turn to music from the famous ballet’s second act. Gracie said it was fun to learn dance moves with her classmates in the gym.
 
“I like it because I get to move around,” Gracie said. “I really like the one where we jump and we’re like a star.”

Later in the morning, third grade students traveled to the art room to create their own costumes for the ballet dancers. They used materials like fabric, ribbons and beads to design dresses and uniforms for the stage. Emry said she enjoyed picking out everything for her pink ballerina outfit.
 
“What I liked is we got to customize it and design it however we wanted to,” Emry said.
 
Krista Couton was thrilled when she saw those creative moments happen in classrooms. Robinson’s general music specialist reached out to LMBC organizers two years ago to ask if they would consider coming to Robinson. The group had already chosen a school for that year, but Couton learned this fall that the Raptors would have a chance to be in Backstage at the Ballet. Robinson opened in August 2022 and serves more than 400 students.
 
“I teach ‘The Nutcracker’ every year to kids because I feel it’s a great introduction to ballet and it has really famous music,” Couton said. “I was excited to have it come to life for them this year.”
 
Couton said many Robinson teachers shared her happiness when the Backstage at the Ballet announcement came. They remembered when choreographers, dancers and artists came to their elementary schools growing up in Lincoln. LMBC Artistic Director Shari True said Backstage at the Ballet has visited 36 LPS buildings during the program’s existence.

 
Couton spent time one morning watching the Raptors work on their costume designs. She said it was a great chance for students to increase their creativity, independence and decision-making skills. Emry and classmates like Majdallah, Franklyn and Kathryn worked hard on their crafts and were proud to show them to their teacher afterwards.
 
“I’ve really enjoyed seeing kids just take ownership of their materials and their projects and want to make something they’re really proud of,” Couton said. “They’re able to feel that connection to the story they’ve been learning about for years. It’s really neat.”
 
Those links came to life at the end of the week when the LMBC presented portions of the ballet at a school assembly. Maralee Maldavs, the LMBC head costumer and costume builder, led a team that created clothing for 156 dancers in this year’s production. Cast members wore those outfits as they performed in the gym, which True said was special for students to see.
 
“It’s really cool for you to get to see the dancers up close and personal,” True told the audience.
 
One of the presentation’s highlights came when more than a dozen Raptors joined the dancers for a song. Gracie was among those who were selected during their choreography tutorials earlier in the week. Her eyes lit up when she learned that she had been chosen to appear with the LMBC crew.
 
“I was very excited,” Gracie said. “I really like dance.”

 
All of the dancers then introduced themselves to students at the end of their performances. They came from multiple LPS middle and high schools and had varying amounts of experience. Southwest High School junior Hayley was taking part in the LMBC’s annual ballet for the ninth time, and other students had only been in the production for several years.
 
Couton said she felt the Backstage at the Ballet experience had been a success. She said Robinson students had learned important lessons about the fine arts and the behind-the-scenes effort that happens for each performance.
 
“I think it’s huge because so much of this specific type of art starts from a young age,” Couton said. “It’s something they can really get involved with now if they want. Even if they choose not to do ballet, I think it’s cool for them to start noticing these things from a young age. They can grow up with an understanding of just how much work goes into what they see on stage or what they buy a ticket for.”
 
One of the goals of the 2024-29 LPS Strategic Plan is to extend learning beyond the classroom through activities like Backstage at the Ballet. Visit home.lps.org/strategicplan to view more information about family and community engagement at LPS.
 
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Posted on December 19, 2025

LPS counseling program shines at the state level

Lincoln Public Schools school counselors Ann Spotanski and Kate Pittack moved on as Nebraska Counselor of the Year finalists and were at the top of their grade levels at the Nebraska School Counselor Association (NSCA) Annual Awards Luncheon.

“This honor represents the strength of the LPS community of counselors,” Spotanski said. “This honor means the daily work we do - planning whole group and small group lessons, meeting with students and families, collaborating with teachers and staff - makes a positive impact in the school community.”

Spotanski is a school counselor at Clinton Elementary School and Pittack serves Scott Middle School. For the second consecutive year, LPS accounted for six of the state’s 12 School Counselor of the Year finalists. Each level has three finalists, and this year’s elementary and middle school winners are both from LPS.

“It truly is a reflection of the incredible work of the Scott Middle School counseling team,” Pittack said. “As counselors, we get to see a unique side of students that is separate from the classroom and are able to help them set goals and celebrate those successes. One of my greatest joys is watching students grow up and accomplish things that they couldn't have ever imagined.”

LPS School Counseling Supervisor Lori Hemmett said the nominations were scored using a standardized rubric from the American School Counselor Association (ASCA), which shows LPS is excelling at the state level as its work continues to align with the ASCA national and state standards.

“This is a huge accomplishment as it demonstrates that others are beginning to understand and value the role and importance of school counselors,” Hemmett said. “Because of these outstanding school counselors, students are getting skills they need for life and school, and those that need more support are able to be identified through various data points, which allows for more efficient and student-centered use of all support personnel and resources.”

Both finalists said they hope the recognition highlights the essential role school counselors play every day.

“I hope this recognition highlights the important and essential work of school counselors and ensures that every LPS school continues forward with a counselor who supports students academically, socially and emotionally,” Pittack said. “We show up every day to advocate for what is best for students and to make sure every student and every educator feels supported and valued.”

Spotanski said she hopes the honor also brings attention to the broader impact school counselors have across all buildings.

“School counselors are part of a team that works to build systems that set all students up for success,” Spotanski said. “We work to ensure students and families have the resources and opportunities they need to thrive.”

Pittack added that she hopes families feel heard and valued.

“I want my students to know that I am in their corner and ready to advocate for them in any way,” she said.

Want to learn more about school counseling at Lincoln Public Schools? Visit our website at home.lps.org/counseling to get more information. 

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Posted on December 18, 2025

Southwest students gain global knowledge from Japanese course

Southwest High School students are discovering how the Japanese language is a never-ending source of academic energy.
 
Silver Hawks like Arrisyn and Jess are creating brilliant learning moments in a class that features many interactive lessons. Southwest is one of the few Nebraska high schools to offer the world language, and scores of students are learning from an award-winning curriculum. They brush up on their calligraphy skills, experience tea tasting on a local college campus and correspond with pen pals in Japan each year.

Arrisyn and Jess both wanted to sign up for the course when they enrolled at Southwest this fall. The ninth graders said they have been happy with the variety of activities on the class calendar.
 
“I just really like the Japanese culture, and I thought it would be fun to try it,” Jess said. “It’s been great. I’ve really liked learning the writing style and figuring out how to come up with sentences and paragraphs. It’s been a really good experience for me.”
 
“Honestly, the entire experience has been awesome,” Arrisyn said. “Everyone in the class is really open and welcoming, and that makes you feel good, because you know everyone is going for the same thing. We’re all trying to get better at Japanese because we like the culture and history of it.”

LPS Curriculum Specialist for World Language Katie Damgaard said Southwest is the only LPS high school that provides Japanese classes. The course has taken place at Southwest ever since the school opened in 2002.
 
Southwest teacher Tammy Lamprecht earned the 2023 Outstanding World Language Teacher Award from the Nebraska Languages Association because of her commitment to her craft. She said it is satisfying to teach a world language because of the many academic opportunities that are available. She has watched her students learn valuable life skills such as persistence, teamwork and dedication in her classroom. They have also gained knowledge about geography, culture, history and fine arts from their lessons.
 
“Language is something that constantly changes over time, so there’s never an end to the things to study,” Lamprecht said. “There’s such a depth to the Japanese language and the culture, which makes it extremely fun.”

 
ACTFL Language Connects, a national organization of teachers of world languages, provided one of the reasons why learning Japanese is an important skill. They surveyed 1,200 U.S. employers about their need for employees familiar with world languages. The report showed that 17 percent of companies wanted to hire employees who knew how to speak Japanese, making it one of the top five in-demand languages.
 
Lamprecht began studying Japanese in 1990 and spent a year at Kwansei Gakuin University in 1994-95. She later returned to Japan for three years before beginning her education career outside of Lincoln. She founded the LPS program in 2002 and is now teaching the children of those first alumni in her classrooms.
 
Lamprecht said one of the most rewarding parts of her job is watching students become familiar with the language’s writing style. The Japanese alphabet features the scripts of kanji, hiragana and katakana, which are phonetic symbols and logographic characters. It is different from Latin or Germanic languages such as English, Spanish, French and Italian, which can make it seem more challenging to learn.
 
“I think a lot of students think that because of the writing system it might be daunting, and then they realize that they can do it,” Lamprecht said. “My favorite part is equipping them so they can do this on their own. There comes a time when I tell them, ‘You don’t need me for this, because you have all of the tools to be successful. You can do this.’ I love those moments.”

 
Arrisyn said she has been proud of her progress with the language’s fundamentals. She is more comfortable with the sounds and words than she was several months ago.
 
“One hundred percent,” Arrisyn said. “I still have a long way to go, but I feel way more confident about reading and writing the language now than I did at the start of the year. It’s a really good feeling.”
 
Lamprecht tries to increase student wellbeing with many interactive projects. The Silver Hawks began one class period with a game that reinforced Japanese language principles. Students competed to see who could most quickly match the sounds of Japanese words with the correct symbol from more than 20 cards on their desks.
 
The class then moved on to a calligraphy assignment, which provided additional training with the written word. They brushed Japanese characters on special paper in a practice referred to as shodo. Calligraphy is an important part of the country’s culture and is a key part of the school curriculum there.
 
Jess said he has benefited in many ways from the wide assortment of lessons.
 
“It really helps with reviewing the sounds,” Jess said. “I have fun doing this, and I think that helps me absorb everything a lot better.”

 
Lamprecht said she is optimistic that even more students will gain similar academic energy in the future. LPS has created a course for sixth and seventh graders that introduces them to multiple world languages. The goal is to prepare students for global careers by helping them become more aware of various cultures.
 
“That’s been wildly successful,” Lamprecht said. “It makes me feel good knowing that we’re preparing students like this at LPS.”
 
LPS students are becoming informed global citizens with their world language experiences. Visit home.lps.org/worldlanguage to learn more about a wide range of language opportunities at LPS.
 
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Posted on December 17, 2025