BCHS Focus Program helps Kimberly prepare for heartwarming medical career < Updated

Northwest High School senior Kimberly is preparing to make her mark in the medical world with her Bryan College of Health Sciences Focus Program knowledge.
 
Kimberly is planning to turn her health care expertise into a heartwarming career as a diagnostic sonographer. She has spent the past two years studying everything from microscopic particles to medical ethics in her focus program classes. She said her Bryan College of Health Sciences (BCHS) Focus Program experiences have helped her identify exactly how she wants to assist people.
 
“I’m really thankful,” Kimberly said. “My parents have always pushed me and encouraged me to take advantage of any opportunity with my education, and this is such a big opportunity. The jump ahead that we get with the focus program is really nice. I’m just so grateful because it’s a welcoming environment and it will benefit me in my career.”

 
Katherine Karcher and Cindy Larson-Miller have both had front-row seats to Kimberly’s work ethic and initiative. Karcher, the director of high school outreach programs at BCHS, and Larson-Miller, the science department chair at Northwest High School, said she “showed a tremendous tenacity to do well” in a challenging college-level anatomy course this past fall. Students identified locations of major organs, learned how blood flows through the body and peered into the inner workings of cell biology.
 
“She had a goal that she wanted to meet, and so far, she has exceeded that goal,” Karcher said. “She is traditionally a rather quiet student, but she did a great job of asking questions when she needed help with something.”
 
“Kimberly is an extremely dedicated student who is willing to work very hard to accomplish her goals,” Larson-Miller said. “Over the last three years, I have watched Kimberly grow as a learner and as an advocate for her own learning. As a senior, she knows where her misunderstandings and gaps in knowledge are, and she will ask for help to change them.”

Kimberly said the anatomy course is a prime example of how the BCHS partnership is benefiting students. The focus program provides juniors and seniors with a pathway to many medical careers. They can earn up to 13 early college credits at significantly discounted tuition rates by taking classes at Northwest.
 
Bryan Medical Center professionals assist with many of the focus program courses, and students have access to advanced technology including a world-class Anatomage table. They can also gain free certifications in Basic Life Support (BLS), take phlebotomy training, attend a health care career camp and learn additional medical skills from guest speakers.
 
“My favorite part is that it’s so hands-on,” Kimberly said. “You learn how to treat patients. That’s what I like the most.”

 
Kimberly first became interested in the diagnostic sonography field when she watched a skilled technician help one of her family members. Diagnostic sonographers use specialized equipment to create real-time ultrasounds of the body. The two- and three-dimensional images allow doctors and nurses to identify conditions such as blood clots, liver abnormalities and heart valve problems.
 
“It was so cool to see the technology they use and how they were able to scan the body,” Kimberly said. “I always thought about it in the back of my mind that this would be something fun to do. I thought it would be a really good way to help people.”
 
Kimberly’s excitement level grew when she learned that Lincoln Public Schools had joined forces with BCHS for the focus program. She and several of her friends chose to apply because they were interested in getting a head start on their college plans. She will continue her studies on the main BCHS campus in Lincoln after her high school graduation.
 
“I’m already getting college credit, so it’s been a big help,” Kimberly said. “When I get to Bryan, it will have a huge impact on my first year there.”

 
The in-depth nature of the classes has also been a source of satisfaction for Kimberly. For example, in one of Larson-Miller’s courses this semester, she and her classmates examined elements of the endocrine system under microscopes. They then looked at 3-D models that reinforced information contained in their textbooks. Larson-Miller guided students as they answered questions about the pancreas, thyroid, adrenal gland, hypothalamus and pituitary gland.
 
“It’s an amazing program,” Kimberly said. “It’s a unique opportunity that we have here.”
 
Larson-Miller said she enjoys teaching focus program classes because of students like Kimberly. She felt Kimberly would create a heartwarming medical career with her perseverance, knowledge and intellect.
 
“I have no doubt that she will work as hard as she is now,” Larson-Miller said. “She will accomplish many other goals in the future.”
 
Interested in choosing your life passion at Bryan College of Health Sciences Focus Program? Explore the Bryan College of Health Sciences Focus Program at Northwest High School.
 
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Posted on February 27, 2026

Real Science, Real Results: LPS senior Malcolm shines at Science Focus Program < Updated

It would take a million microscopes to identify all the successful cells of knowledge that Science Focus Program senior Malcolm shares with his school community.
 
Malcolm has become a leader on the Science Focus Program (SFP) campus with his supportive and scholarly approach to every situation. He has excelled in subjects ranging from chemistry to pre-calculus, handled classroom responsibilities as a teaching assistant and filled a key role on the school’s Science Olympiad team. He is planning to work in a scientific research laboratory for his career.
 
Malcolm, who also attends Northeast High School, said his SFP experiences have been both enriching and encouraging.
 
“I really like it here,” Malcolm said. “It’s amazing to have smaller classes and a lot more focused classes. You get to learn about science a lot and get to hang out with like-minded people. It’s fun.”

 
SFP Administrator Lindsey Roy and SFP teacher Emily Seifferlein said they have been impressed with Malcolm’s ability to acquire information and share it with his classmates. He regularly pursues independent study projects, provides tutoring services to other students and offers them a listening ear when challenges arise.
 
“He really exemplifies what we’re trying to do here in terms of the community of learners that we build,” Seifferlein said. “He shows how we’re helping everyone to reach their goals by working together.”
 
“Malcolm has come out of his shell in this program,” Roy said. “He takes the lead for his own learning and the learning of others. He is invested in helping this community succeed.”

 
Malcolm has joined a long list of Lincoln Public Schools students who have benefited from their time at SFP. Approximately 100 students from all eight LPS high schools are enrolled in the program, which takes place in a spacious building at Lincoln Children’s Zoo. They complete standard, differential and Advanced Placement classes in science, math, English and social studies on campus.
 
SFP students spend their first several class periods at their home high schools each day. They then travel to SFP by either car or bus for academic courses, research projects and community outreach opportunities. Many students also earn chances to showcase scientific knowledge at regional, state and national conferences throughout the year.
 
Malcolm said his SFP courses and activities have prepared him well for his future plans. He has become familiar with standard research processes used by scientists across the globe. Students apply these core principles in hands-on courses that teach them about data points, methodologies and how to use scientific instruments.
 
“We have research classes every year, and those teach you how to do research,” Malcolm said. “They’re amazing. I’ve learned how to set up an unbiased study, how to conduct statistical analyses and how to present research.”

 
The SFP setup also provides opportunities for students like Malcolm to sharpen their teamwork and communication skills. During one afternoon, Malcolm and classmate Tyler completed a physics experiment that involved measuring different types of weights. They discussed possible solutions to the problem, recorded results from each test and arrived at an agreement about their final answers.
 
Seifferlein said Malcolm has displayed those types of engaging traits throughout the past four years.
 
“He’s such a kind, helpful person in class,” Seifferlein said. “You’ll ask him if he can help another student or help getting labs set up, and he’s always willing to do it. Any little thing that might need done, it’s always followed up with a ‘For sure.’”
 
Malcolm has also been a leader with the school’s Science Olympiad program. Teams compete in 23 events that encompass a wide cross-section of science, technology, engineering and math (STEM) subjects. SFP students are well-equipped for those contests because of their daily classroom activities.
 
Malcolm helped SFP win the Nebraska Science Olympiad Tournament championship each of the past two years. The group competed in national tournaments at Michigan State University in 2024 and the University of Nebraska-Lincoln in 2025 after capturing their state titles.
 
Group activities such as Science Olympiad have given Malcolm many happy memories. SFP students travel to UNL each year for a Fascination of Plant Day experience, and they catalogue the biodiversity of local ecosystems through the BioBlitz program. They also participate in many schoolwide events like a fall picnic, scientific field day, creek cleanup program and senior celebration dinner.
 
“There’s a lot of community, and you form some close connections,” Malcolm said.

 
Seifferlein said she believes Malcolm has built a remarkable resume with his work in his SFP classes, projects and events. She felt he would join the long list of SFP alumni who have made important contributions in their career fields.
 
“He’ll go into his future with a plan and a determined trajectory to just get things done,” Seifferlein said. “I have no doubt that he’s going to go on and do well in college and accomplish great things. No doubt.”
 
LPS Focus Programs are one way students can customize their learning. Explore our Science Focus Program. 
 
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Posted on February 27, 2026

TCA senior Eric unlocks unlimited potential in criminal justice courses < Updated

The Career Academy is helping Lincoln Public Schools senior Eric pin down the knowledge he needs to become a successful law enforcement professional.
 
Eric has excelled in TCA’s criminal justice pathway during his time in the focus program. He has maintained good grades, built many friendships and prepared himself for his postgraduation plans. His future goals are to enlist in the Nebraska Army National Guard, earn a criminal justice degree in college and join a Special Weapons and Tactics (SWAT) team. He would eventually like to work for an agency such as the Federal Bureau of Investigation.
 
Eric said his two years at TCA have been transformational. He was undecided about his career options when he first stepped foot on campus, but he now has a clear vision of how he would like to serve the community.
 
“I’m thankful for the opportunities,” Eric said. “I wasn’t really thinking about going into all of these programs before coming here, and now that I’ve been able to try them, it’s helped me figure out what I want to do in the future.”

 
TCA criminal justice pathway instructor Ronicka Schottel said she has been impressed with Eric’s academic dedication. He takes courses at both TCA and Southeast High School, and he has balanced his studies with his involvement in Southeast’s wrestling program.
 
Schottel said a prime example of Eric’s persistence came last semester. He was unable to attend several of her in-person classes, but he joined the sessions via Zoom to ensure he could still participate in group discussions and projects.
 
“That type of resilience and work ethic is remarkable,” Schottel said. “Those are really important skills to have, especially in criminal justice.”

 
TCA Director Josh Jones said Eric has “shown incredible heart” with his schoolwork and has become a leader on campus. He takes classes alongside hundreds of other juniors and seniors who are involved in more than a dozen academic pathways.

Most TCA courses provide dual credit through Southeast Community College, which gives students a head start on their postsecondary aspirations. Each pathway includes entry-level college courses, field trips, skill competitions, hands-on class activities and networking opportunities with community partners.
 
Eric first learned about TCA from his two older sisters, who both attended the focus program when they were in high school. His oldest sister enrolled in the health sciences pathway, and his other sibling completed the academic transfer program.
 
Their glowing reviews prompted Eric to listen to TCA representatives who visited Southeast during his sophomore year. He was intrigued when they mentioned that criminal justice was one of the school’s academic options.
 
“I thought, ‘You know, that’s interesting. I might have to take a look at that,’” Eric said. “And now here I am. It’s been a really good decision to come here.”

 
The criminal justice pathway prepares students like Eric for a variety of career fields. TCA’s eight courses cover criminal law, the judicial process and court system, juvenile justice, law enforcement communications, threat assessment practices and methods for conflict resolution.
 
Students also take part in multiple field trips that connect them with professionals. Eric and his classmates visited with a former FBI official last year who spoke about the complex nature of high-profile criminal cases.
 
“It was really eye-opening,” Eric said. “I enjoyed it a lot.”
 
Eric said accountability and time management are two of the top lessons he has gained from TCA. Schottel requires students to read materials and analyze information before they come to class each day. Completing the homework assignments has led to enriching conversations in the building’s second-floor classrooms.
 
“With Ms. Schottel’s classes, it’s a lot of talking and a lot of active discussions,” Eric said. “It’s really interesting, because you learn from other people and get their perspectives on the topics. If you don’t read the books, it’s harder to follow along, so it really prepares you for what college will be like.”

 
Eric said TCA’s bell schedule has also been beneficial. The focus program features morning, midday and afternoon classes that each last approximately two hours. In addition to giving students a chance to consume a greater depth and breadth of academic material, the timetable also mimics the course structure found at many colleges, universities and trade schools.
 
One of the highlights from his time in the criminal justice program came last semester. Schottel led Eric’s class in several virtual reality training sessions during the final weeks of the course. Students walked through various high-pressure scenarios and figured out the best ways to achieve successful outcomes. They then talked about their experiences together in class.
 
Schottel said Eric’s performance in those training sessions reinforced her belief in his unlimited potential. She said his time at TCA would help him pin down a bright future in law enforcement.
 
“Eric was really good about responding to all of those situations in a calm and collected way,” Schottel said. “One of his biggest strengths is that he’s not a reactive person. He responds well with anything that is thrown his way, and that ability to take a situation and process it first before reacting is huge. His application of that is going to make a difference for him going forward.”

Interested in getting career and college ready? Explore The Career Academy. 
 
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Posted on February 27, 2026

Lexie channels creativity into future entrepreneurship at Bay High < Updated

Bay High Focus Program’s creative approach to education is helping Lexie brush up on all of her artistic talents at school.
 
The Lincoln Public Schools senior is blossoming into a multi-skilled entrepreneur through her experiences at Bay High. She has developed fast-action photography skills, fashioned an array of tattoo designs and sold multiple t-shirts with her own bleached-style images.
 
Lexie said she has enjoyed every minute of her time in Bay High’s building. She has used the focus program’s project-based learning model to build a strong resume that will help her future broadcasting, advertising and marketing dreams.
 
“If you have an interest in anything at all here, they can help out,” Lexie said. “There’s resources here and you can build a family, and they’ll give you connections for your future. So, it’s a really good stepping stone to your path.”

 
Bay High Focus Program Administrator Brenna Alonso has been impressed with Lexie’s work ethic and desire to learn. She said Lexie’s enthusiastic outlook on life has helped her expand her knowledge of subjects ranging from photojournalism to video production.
 
“Lexie’s skills have grown exponentially,” Alonso said. “She is willing to take risks and put herself out there when it comes to projects. She has fully embraced being a part of a focus program and taking part in the extra opportunities that are available.”
 
Bay High students learn about content creation and emerging digital technologies through a curriculum that blends student passions and technical skills. Juniors and seniors take multiple classes that concentrate on marketing, journalism and entrepreneurship subjects. They combine those academic disciplines with topics such as music, fashion and art throughout the school day.
 
Lexie, who attends morning classes at Southeast High School, said her first impression of Bay High was a winning one. She knew she wanted to pursue a wide range of artistic interests during her final two years of high school, and she was intrigued by Bay High’s assortment of interactive courses. Her older brother had previously attended the program, and he encouraged her to consider applying for a spot on campus.
 
That decision was rewarded soon after stepping through Bay High’s front doors.
 
“My first day here as a junior, I was obviously nervous, and it was a lot of people to talk to on the first day,” Lexie said. “But once I got to know everyone, it was like, I felt so in with everybody. I felt like friends with everybody on the first day. It’s like, I wasn’t excluded anywhere.”

 
That strong sense of community has given Lexie additional confidence to explore her passions. One afternoon, she sat at a table with friends, working on a new project that included video interviews. The uplifting conversations reassured everyone that they would succeed in their new tasks.
 
“Lexie is always a supporter of her peers and willing to dive into any challenge,” Alonso said.
 
Lexie has focused her attention on photography, tattoo design and t-shirt art this school year. She integrated pictures with her original tattoo designs for a senior passion project showcase in the first semester. She then jump-started a t-shirt business this winter that features intricate designs made with bleach. She has already sold several pieces of custom-made clothing and is looking to expand during the spring.
 
Lexie said she has enjoyed the opportunity to embrace all of her hobbies at Bay High.
 
“I do like the blending of photography and art and how you can turn a photo of something into a painting or tattoo,” Lexie said. “And that’s kind of what I’m doing with the shirts I’m bleaching right now. And I think that’s something that I want to stick with for a while.”
 
Bay High teachers Brent Jarosz and Ethan Carlson have also made valuable contributions to Lexie’s career goals. They have offered advice on business-related topics, such as compiling spreadsheets and tracking inventory, and have praised her willingness to take risks and try innovative ideas.
 
Alonso said Lexie is joining a long list of students who have benefited from Bay High’s mentoring environment. The focus program’s ties to creative communities in both Lincoln and Omaha have helped many people build promising career starts.
 
“Lexie has really grown as a person, honing in on her ability to think through graphic design, videography and photography,” Alonso said. “She was unsure about what she wanted to pursue and now has a clear idea of what options she has at her disposal.”

 
Lexie said she has become more independent because of Bay High’s casual-yet-challenging format. She said it has provided a firm foundation for all of her blossoming prospects.
 
“With the stuff that we’re learning here at The Bay with the entrepreneur class, the marketing class, I’ve learned to be able to do all of that on my own,” Lexie said. “And in the future, these skills that we’re building here right now are probably the most important that I’ll have.”
 
Do you feel Bay High could be a good fit for your future goals? Take the first step and explore the Bay High Focus Program. 
 
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Posted on February 27, 2026

Colin takes command of his future through AFJROTC < Updated

Northeast High School senior Colin fuels his passion for aerospace science in a high-flying focus program on campus.
 
Colin uses his organizational and management skills to become a leader in the Air Force Junior Reserve Officer Training Corps (AFJROTC) program. He traveled to Offutt Air Force Base, helped with community service projects and guided fellow cadets through their fall marching drill performances. He is currently restructuring the internal awards and decorations system used by the Lincoln Public Schools AFJROTC unit.
 
Colin said he is thankful for his involvement with AFJROTC. He said the program has been responsible for a large amount of personal growth over the past four years – leading to many life-changing opportunities.
 
“There’s been a lot of leadership development and a lot of character development,” Colin said. “It’s given me a chance to learn about myself a lot more and learn the standard of what to do and what not to do. With ROTC you kind of represent everybody, so if you act up, it goes on everybody else, too, so it teaches you to take accountability for your actions.”

 
Retired Master Sergeant Justin Twilley said he has been impressed with Colin’s emergence as a mentor to many fellow cadets. He is serving as a teaching assistant this semester and has encouraged other students with their classroom and community responsibilities.
 
“Colin has had some of the most rapid development of his leadership skills and his focus towards management of programs that I’ve seen,” Twilley said. “He is motivated and willing to excel, and he continuously looks for new ways to do so.”
 
Colin is part of a focus program that strives to develop citizens of character through an array of activities. Students complete aerospace science classes, perform color guard duties at LPS events and go on field trips across eastern Nebraska. They also take part in drill team, archery and physical fitness competitions, donate time to community service initiatives and learn personal skills such as teamwork and responsibility.
 
Colin joined the AFJROTC unit in 2022 because he was interested in an Air Force career. Focus program graduates also enroll in colleges and universities, attend trade schools and enter the workforce after they leave LPS.
 
Colin said he has enjoyed meeting fellow cadets in classes and activities. Twilley teaches aerospace science courses at Northeast High School, but students from all eight LPS high schools are enrolled in the program.
 
“A lot of my friends are from ROTC,” Colin said. “The people here are really nice, and the sergeants that we’ve had throughout the years have been good too. I’ve gotten a lot out of being here in the program.”

 
Colin said one of his favorite experiences came last year when he was selected to travel to Offutt Air Force Base in Bellevue. He and several other cadets were invited to climb aboard a KC-135 aircraft as it prepared for a refueling mission. They watched with wonderment as the pilot directed the airplane off the runway, provided fuel to another aircraft and returned safely to the base during the one-hour trip.
 
“If I hadn’t joined ROTC, I never would have been on one of those,” Colin said. “It was pretty cool. It was my first time being on a plane ever, so to have my first time on a plane get to be on a military plane was really neat.”
 
Twilley, a 20-year Air Force veteran, has watched Colin perform equally well in the academic environment. Twilley told the cadets one morning that they would have 30 seconds to prepare an impromptu speech on a subject chosen by their classmates. When Colin learned he would be tasked with talking about bugs, he gathered his thoughts and presented information about a variety of insects at the front of the room.
 
Colin is now using those analytical abilities as part of a major project. The LPS unit sponsors an awards and decorations program that is designed to foster morale and recognize student achievements. Cadets can receive ribbons, medals, certificates and scholarships for their efforts throughout their AFJROTC tenure. Unit leaders acknowledge them for academic, leadership and community service accomplishments.

 
Twilley asked Colin this past fall to begin restructuring the local unit’s recognition system. Even though the project did not have to begin until the spring semester, Twilley noticed Colin working on the initial research well in advance of that starting date.
 
“He is one of my finest cadets,” Twilley said.
 
Colin said he would encourage other LPS students to consider joining AFJROTC. He was part of a welcoming crew of cadets who recently visited with eighth graders at Northeast. They shared their experiences as part of an outreach effort for the high-flying focus program.
 
“I would tell anybody to apply, because it’s worth it,” Colin said. “If they join and then decide not to continue, that’s fine, but if they want to stick through it, see where it takes you. There are a lot of opportunities that you’re never going to get in other programs if you’re not in ROTC.”
 
Interested in following Colin’s lead in the AFJROTC arena? Discover how to soar with our AFJROTC program today.
 
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Posted on February 27, 2026

LPS senior Alainah curates an A-plus future at Arts and Humanities Focus Program < Updated

Arts and Humanities Focus Program senior Alainah is designing a first-rate future with her intelligent, imaginative and inspired way of looking at the world.
 
Alainah is writing encouraging words in her life story at Arts and Humanities. The Lincoln High student is co-editor of the focus program’s yearbook, serves as Student Council president, takes Advanced Placement classes and organizes many school and community events. Her efforts have not only boosted her own self-confidence, but they have also impacted her friends, classmates and neighbors.
 
Alainah said she is thankful for the strong bonds she has created with Arts and Humanities classmates and teachers. She has known many of her instructors throughout her four years on campus, which has benefited her from both academic and social standpoints.
 
“I really enjoy how small it is and how I’ve had the same teachers the whole time,” Alainah said. “The teachers actually get a chance to know you. They know what works and what doesn’t, because they know your personality. Instead of having seven teachers, and then getting all new ones every semester, you keep the same ones here. I like how it’s really personal like that. I think it helps a lot.”

 
Arts and Humanities Administrator Darla Berks said Alainah has become a beloved mentor to many fellow students. In addition to excelling in the academic arena, she also boosts the overall school environment with her caring personality.
 
“She is a student who engages in class and puts forth great effort in the work she does,” Berks said. “She shares ideas and thoughts, and she listens to the perspectives of others. She is also a person who is kind and supportive of others. She’s positive and encouraging to her classmates.”
 
Those traits were evident one morning in Michelle Hrbek’s sculpture class. Alainah smiled with others as they sketched preliminary drawings of future projects. They brainstormed ideas together, provided helpful feedback and worked with Hrbek to figure out the best plans to use.
 
Hrbek said Alainah has made the most of her Arts and Humanities experiences.
 
“Alainah is a force to be reckoned with,” Hrbek said. “Her blend of tenacity, cleverness and optimism makes difficult tasks achievable. Thus far, nothing has stood in her way, so I can’t imagine the future will be any different.”

 
Lincoln Public Schools began planning the Arts and Humanities curriculum in 1997 and hired the original team of teachers the following year. The focus program is designed for students who enjoy subjects such as fine arts, writing, history, literature and philosophy. They take courses in math, social studies, English and art and have many experiential learning opportunities.
 
Alainah said she has enjoyed the in-depth nature of her classes. She has explored the powerful impact of poetry, cultural knowledge of world history and creative expressions of two-dimensional art with her friends. She said the courses have taught her how to analyze information, organize materials and search for the best solutions.
 
“Critical thinking is a really big deal here,” Alainah said. “Really, every single project is making you think deeper about things, and since it’s about arts and humanities, we think a lot about the world itself. It’s making me think about everything going on in the world and how it affects me, how the past affects the future, and everything like that. I think it will really help with college.”
 
A few Arts and Humanities classes are geared for specific grade levels, but many courses have a mixture of students from the entire high school population. Alainah said that has created a tight-knit community.

 
“I think it helps a lot, especially with the humanities projects, because you’re getting to know a bunch of different people from all of the grades,” Alainah said. “If you need help with something, you know that you could go talk to this person. You have a lot of connections to things because everybody’s close with each other.”
 
That comfortable environment has helped Alainah flourish as a leader. She has played a key role in organizing Student Council projects such as school dances and community outreach programs. She was hesitant about joining the group early in her high school career, but after taking the plunge as a sophomore, she fell in love with its management aspects.
 
“It’s really rewarding,” Alainah said. “I really enjoy it, especially helping the people in Student Council plan the activities. Knowing I was a part of that, and then seeing people enjoy the things that all of us took the time to plan is really cool.”
 
Berks said Alainah’s soaring confidence is evident in other activities as well. She is helping to arrange a 112-page yearbook that will include coverage of dozens of Arts and Humanities projects and events. She has interviewed many students for stories and has used her camera to document their achievements.
 
“Alainah has grown as a leader,” Berks said. “Other students look to her and see her as a role model.”

 
Alainah has been accepted to several colleges and is considering careers ranging from entrepreneurship to cosmetology. She said her Arts and Humanities experiences have prepared her well for the next chapter of life.
 
“I think it’s because I’ve had high standards set here,” Alainah said. “Being at Arts and Humanities shows I can work well under pressure and handle big challenges. It’s taught me a bunch of things about the world and myself and social interactions in general.”
 
Want to choose your journey with the Arts and Humanities Focus Program? Explore next steps with the focus program. 
 
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Posted on February 27, 2026

Standing Bear senior Ashton springboards into future with Nebraska Business Focus Program < Updated

The numbers on Ashton’s spreadsheet of life have been trending upwards ever since he enrolled in the Nebraska Business Focus Program at Standing Bear High School.
 
The Standing Bear senior has gained a clearer focus on his future by registering in higher-level accounting, entrepreneurship and macroeconomics classes. He will be one of the first graduates of the new focus program, which is a partnership between Lincoln Public Schools and the University of Nebraska-Lincoln College of Business. UNL professors visit Standing Bear’s campus for courses that are co-led by experienced LPS business teachers.
 
Ashton said the focus program has given him a valuable head start on his potential career pathway. He was initially unsure about his interest in the business field when he started classes, but said his professors and teachers turned those doubts into a firm decision. He will attend the UNL College of Business next year.
 
“I’ve really appreciated all of the help from the people who have made the focus program happen for us,” Ashton said. “I don’t think I would have really known what I wanted to explore if it hadn’t been for this program.”

 
Nebraska Business Focus Program Administrator Trisha Lind said it has been fun to watch Ashton accumulate extensive business knowledge. He will be the first Standing Bear student to benefit from a $1,000 scholarship that is available to Grizzlies who apply to the UNL College of Business.
 
“Ashton has gained confidence and a clear direction for where he sees himself in four years,” Lind said.
 
Lisa Tschauner said Ashton and other Nebraska Business students are making the most of their opportunities. Tschauner is an assistant professor of practice in management at the UNL College of Business Center for Entrepreneurship. She is teaching an Introduction to Entrepreneurship and Innovation course to multiple Grizzlies this semester as part of the focus program partnership.
 
Tschauner said she has been impressed with the way Ashton and his classmates have approached their studies. They have held in-depth discussions about industry topics, completed detailed projects and have developed skills that will help them throughout their lives.
 
“I can tell these students are very intentional, and when they’re intentional, their minds are open to learning these concepts and theories,” Tschauner said. “I really appreciate that.”

 
Nebraska Business topics are embedded into the entire curriculum structure at Standing Bear. Students take four pre-pathway courses during their first two years of high school that cover business, marketing, information technology and digital media subjects. They can opt to begin focus program classes as juniors.
 
Tschauner said it is important for high school students to acquire as many business talents as possible. While many Grizzlies will go on to major in business-related topics in college, they could apply their Nebraska Business expertise to disciplines ranging from history to health care.
 
“I think entrepreneurship is becoming more of an expectation in college as well as beyond college,” Tschauner said. “Our employers are asking us to have graduates who have critical thinking skills, problem solving skills, entrepreneurial traits and innovative skills. The high schoolers here are already doing that, so I really appreciate that I’m able to come in and work with these students and help them make a successful transition from high school to college.”
 
“It’s a great chance to prepare yourself for college, so I would say it’s definitely worth trying out even if you’re just a little bit curious,” Ashton said. “You don’t have to be focused just on business to actually be a part of it.”

 
Ashton said he has appreciated having a chance to enter a college-level environment. Nebraska Business courses offer a balance of structure and independence, which allows students to sharpen their time management and self-motivation traits. The class arrangements are similar to those found at colleges and universities across the United States.
 
“I’ve definitely enjoyed getting used to the college workload, especially since it’s through UNL,” Ashton said. “It’s definitely left me feeling more prepared for next year.”
 
Ashton said the focus program’s smaller class sizes have also been helpful.
 
“I’ve really gotten to know my peers in all of the classes and also all of the professors who have come,” Ashton said. “I’ve learned the actual business side of things, but I’ve also learned how to work in a smaller setting. I’ve learned a lot about teamwork and just being patient when we’re working through any challenges.”

 
Ashton has proved that Nebraska Business classes can be incorporated into a well-rounded schedule. He also competes in cross country, is a member of the Standing Bear Arbor Day Club and volunteers with the Bright Lights Summer Learning Adventures program.
 
Tschauner said Nebraska Business is providing a launchpad for Grizzlies like Ashton to skyrocket into upward-trending career fields.
 
“As they pick the classes they take in college, hopefully this will give them a little more courage or confidence to pick those classes that they’re not so sure about,” Tschauner said. “Those could be the classes that change the entire perspective of what they want to do for their career.”
 
The Nebraska Business Focus Program is building future business leaders at Lincoln Public Schools. Explore the focus program embedded at Standing Bear High School. 
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on February 27, 2026

The IB Advantage: How Lincoln High senior Khalidah crafted her future < Updated

Lincoln High senior Khalidah has gathered all the elements she will need to succeed in life through the International Baccalaureate (IB) Program.
 
Khalidah is moving academic, social and community molecules with her confidence-boosting work at IB. She strengthened her knowledge in subjects ranging from science to social studies, formed lifelong friendships with her classmates and built a resume that will let her flourish in the future.
 
Khalidah said she and other IB students have benefited from the focus program’s broad scope of higher-level classes. She has earned a Nebraska Seal of Biliteracy in Spanish, identified concentrations of acidic particles in chemistry experiments and explained complex ideas through her intelligent essays.
 
“We’ve all been able to get stronger at every single aspect of learning, whether it’s psychology or mathematics or the science classes like physics and chemistry and biology,” Khalidah said. “We even have language classes where we can get a Seal of Biliteracy. All of these are things I never thought I’d be able to achieve, but IB let me be so well-rounded that I know when I go to college, I’ll be on the same level as everyone else. I know I’ll be as prepared as they are, if not more so.”

 
IB instructor Michaela Wubbels said she has been impressed with Khalidah’s academic and personal growth at school. Wubbels, who teaches chemistry and physical science, earned an IB diploma while attending Lincoln Public Schools. She now helps the next generation of IB students become leaders in their chosen fields of study.
 
“Over the past two years that I’ve had her, Khalidah has gotten so much more confident in her ability to apply the knowledge she has,” Wubbels said. “She is able to think more independently and has gotten a lot stronger in her ability to communicate her thinking. She pushes herself a lot to be the best learner she can be!”
 
Lincoln High students in the IB program take pre-diploma courses for two years before entering the official IB Diploma Programme as juniors. They complete rigorous social studies, experimental science, mathematics, creative arts and world language classes that prepare them for higher education. They also deepen their community roots with Creativity, Activity, Service (CAS) projects, reflect on their work in a Theory of Knowledge (TOK) class and have chances to earn college credit through IB exams.

 
Khalidah first learned about IB after listening to a presentation from Niki Barnes, who is the IB school counselor. Barnes was thrilled when Khalidah chose to enroll in pre-diploma courses after graduating from Goodrich Middle School. She said Khalidah’s ability to form meaningful connections with others has made her a role model in IB circles.
 
“Khalidah recognizes that her success is tied to her environment, frequently highlighting the impact of her passionate teachers and the collaborative spirit of her classmates,” Barnes said. “Her perspective perfectly illustrates how the IB program fosters not just individual achievement, but a vibrant, invested community of learners.”
 
Khalidah said those friendships have enriched her IB experience. Many students share class schedules for three or four years at Lincoln High, which helps them form tight bonds with each other. IB teachers, like Wubbels, also become invested in their students' success. They often guide students over multiple semesters, allowing everyone to cover more material in a comfortable setting.

 
“It’s really nice to be able to have those personal connections to the things you’re learning, and it makes you feel like you have more of a home here,” Khalidah said. “That’s what I feel is so great about having the IB program at Lincoln High. It feels like a community inside a community.”
 
Barnes said Khalidah’s maturity is one of her top traits. Her current goal is to attend law school after finishing college, but she wants to give herself as many future options as possible.
 
Just like an athlete becomes more flexible by working on multiple muscles in a weight room, Khalidah chose to become more academically powerful by taking different types of IB courses. She has finished both Standard Level (SL) and Higher Level (HL) classes, passed an IB exam in psychology and polished her credentials for possible study-abroad opportunities in college.
 
“Khalidah truly embodies the IB Learner Profile by being a reflective and communicative thinker who doesn’t just participate in her education, but advocates for its value,” Barnes said. “Her focus on becoming a well-rounded student rather than just chasing a grade makes her a perfect representative for Lincoln Public Schools. She clearly understands that the true value of her time at Lincoln High is found in the person she is becoming: someone who is disciplined, curious and eager to connect with the world around her.”
 
“You kind of find out who you really are in the IB program, not only because you have great peers and teachers, but also because you have so many chances to know what you’re passionate about,” Khalidah said. “You get to know what’s going on in the world and what’s going on in your community, and that helps you know the value you want to add into the world.”

 
Barnes said Khalidah’s work ethic and wisdom will help her thrive in her upcoming pursuits.
 
“I feel Khalidah will be very successful in her future plans,” Wubbels said. “She holds herself to high expectations and sets impressive goals for herself. I know that she will push herself to do her absolute best!”
 
Ready to customize your high school experience with the International Baccalaureate program? Learn more about IB. 
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on February 27, 2026

Elizabeth pilots promising future in aviation-based focus program < Updated

North Star High School senior Elizabeth is navigating a promising future in the aviation industry by gaining hands-on experience with airplanes in Lincoln.
 
Elizabeth is flying into successful stratospheres through the Aviation and Technical Education Focus Program. The focus program, embedded in an airplane hangar on North Star’s campus, offers Lincoln Public Schools students an endless sky of opportunities. Elizabeth is currently taking part in an internship at Duncan Aviation, which is one of the leading airplane maintenance, repair and overhaul providers in the world.

“I’m very thankful for Duncan taking the time to sponsor a school and that all of the leaders here are very willing and encouraging,” Elizabeth said. “If it wasn’t for them, I wouldn’t know what I would want to do for my future. I really feel confident in what I’m going to do and who I’m going to become. That’s because of the opportunities that they’ve given to me.”

 
Elizabeth said she has enjoyed spending time at the company’s main headquarters on the city's northwest side. The aviation internship is one of the options that seniors can choose as the capstone of their focus program experiences. She travels to one of Duncan Aviation’s eight hangars each school day to learn more about the business.

Amanda Woodward serves as the focus program’s administrator and teacher at North Star. She said the future is limitless for students like Elizabeth who are willing to dive into the focus program’s pool of resources.
 
“Without the partnership between Duncan Aviation and Lincoln Public Schools, Elizabeth may never have discovered aviation maintenance, and that would have been a loss for our industry,” Woodward said. “Once she was introduced to this pathway, she found something that finally matched her work ethic, her problem solving and her desire to do meaningful, skilled work.”
 
Elizabeth became interested in airplanes after watching them take flight from Lincoln Airport each day while growing up. She wanted to know more about their jet engines, fuselages and rudders, but she wasn’t sure how to go about learning that information. She then had a conversation with Woodward that changed the trajectory of her life.
 
“When Ms. Woodward told me about the program, I was like, ‘I want to give this a go,’ because it was something new,” Elizabeth said. “It was something that I didn’t know was an opportunity available to me.”

 
LPS began offering aviation classes for North Star students in grades 9-12 in the 2019-20 school year. The school district formed partnerships with Duncan Aviation and Boys and Girls Club of Lincoln/Lancaster County in May 2022 to meet the focus program’s growing enrollment. The three entities created a new home that features classrooms, flight simulators and space for community learning centers (CLC) programming.
 
Woodward said Elizabeth has been a joy to teach over the past three years. She has relished learning about power mechanics, discovering how to read technical drawings and figuring out how to work with arc welding tools.
 
“What stands out most about Elizabeth is not just her ability to learn content, but the way she approaches work,” Woodward said. “She asks thoughtful questions, she listens, she documents carefully, and she is willing to start over when something isn’t right. She is steady, reliable and respectful in the lab, exactly the kind of person you want working next to you when it matters.”

 
Those high-quality traits landed Elizabeth an internship opportunity during the second semester. She spent her first three weeks working in Duncan Aviation’s airframe department. Employees in other divisions, such as engine overhaul, painting and interior maintenance, have been passing along their knowledge to her during the late winter and early spring.
 
Elizabeth said being in the focus program has accelerated her career prospects. Not only has she gained firsthand knowledge of airplane parts, systems and procedures, but she has also been linking together a valuable network of industry connections.
 
“It’s been something as simple as the tail number on a plane,” Elizabeth said. “I wouldn’t have known that unless I went through this program. It’s learning about an engine and a piston and how they work. There’s definitely been a lot of growth. It’s been a good experience.”
 
The internship will help Elizabeth begin to achieve her short-term goal of earning her airframe and powerplant (A&P) license. The license, which is issued by the Federal Aviation Administration, allows technicians to maintain and repair aircraft. She will then be able to choose the specific type of work that she will pursue as a skilled tradesperson.
 
“She represents exactly what we hoped students would become when we built this program,” Woodward said. “I’m proud to be part of her journey and excited to see where she lands.”

 
Elizabeth encouraged LPS students to enroll in the focus program as soon as possible. She said they could create the same types of promising futures that she is flying towards.
 
“The more interested you are, and the more our leaders see how interested you are, the more opportunities they will make available to you,” Elizabeth said. “They really do want us to get better. When they see students trying their best, they want them to get more opportunities. If there’s something there, go for it.”
 
LPS Focus Programs provide hundreds of LPS students with lifetime skills! Take your future to new heights and explore the Aviation and Technical Education Focus Program. 
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on February 27, 2026

From Engineer to Educator: Flamme Inspires the Next Generation of Problem Solvers < Updated

Alex Flamme’s interest in math led her to a career in engineering, but after five years as an engineer in manufacturing automation, she felt a pull toward a different path. 

Throughout college, she was involved in groups and jobs that allowed her to work with students. When she began working as an engineer, she realized she missed that environment.

“One day while I was considering transitioning into teaching, I had a thought that in five years I’m going to be a Skilled and Technical Sciences (STS) teacher, and I’m going to look back and think, ‘Of course this is where I belong,’” Flamme said. “That thought helped me decide to make the leap.”

Now, Flamme is more than halfway through her first year as an STS teacher at Lincoln Standing Bear High School, where she teaches engineering, robotics and architecture. Her industry experience directly connects to the skills students develop in her classroom.

“As an engineering student, I was often told that I was getting taught to problem solve,” Flamme said. “With something broad like a mechanical engineering degree, a company is probably not hiring you out of college for your expertise in their industry, but they know you can problem solve. I think it is important for my students to be faced with a problem and know what steps to take to move forward even if one of those steps is asking for help.”

Flamme hopes students leave her classes with a greater appreciation for technical trades and the many careers behind the built environment. She wants them to recognize how engineers, designers and skilled professionals shape the spaces and systems people rely on every day.

Through hands-on experiences, such as modeling a house using industry software like Autodesk Revit and Inventor, students begin to see how the tools they use in class connect directly to real careers and expand their beliefs about what is possible in their future.

Sue Cassata, principal of Lincoln Standing Bear High School, said teachers who come to education after working in other careers bring a unique perspective that helps students connect classroom learning to real-world applications. This then helps the Grizzlies better understand the purpose behind what they are learning.

“Students want to be in Mrs. Flamme's classes because she brings the learning to them,” Cassata said. “The hands-on application and her support in them taking risks as they discover something new are reasons that classes in skilled and technical sciences continue to grow.”

Matthew, a student in Flamme’s architecture class who is interested in becoming a civil engineer, said the course has helped reinforce his interest in the field.

“I’ve always been interested in engineering because my grandpa had a construction company and worked with civil engineers,” Matthew said. “This class has helped because it connects to what I’m interested in.”

He said Flamme supports students at their individual skill levels and creates an environment where students feel comfortable asking questions and sharing feedback. 

For Flamme, teaching has become the place where her passion for engineering and working with students come together.

“I’m excited to now be an educator so I can help students develop their skills and share the practical applications of those skills used in industry,” Flamme said.

The vision she once imagined for herself is now a reality, as she helps students discover their interests and build pathways toward their own futures.

Learn how skilled and technical sciences courses are helping LPS students across the city.

Posted on February 27, 2026

Falcons find formula for scientific success with interactive lessons < Updated

Alexa’s icy encounter with water became a cool example of the scientific knowledge being gained at Northwest High School every day.
 
Alexa and her Differentiated Biology classmates learned about the body’s healthy safeguards through an interactive project this winter. They acted as scientific detectives to explore why a marathon runner collapsed near the finish line after drinking a large amount of water. The multi-day experiment taught them about carbon dioxide production, glucose regulation and the body’s thermoregulation process in an energetic way.
 
Alexa and her three partners smiled as they gathered clues from their scientific data. They compared her internal body temperature and her skin surface temperature after she dipped her left hand into containers of cold and warm water. She said projects like this one made Differentiated Biology one of her favorite high school courses.
 
“You get to hang out with your friends, and you get to learn more things with your friends,” Alexa said. “It’s really fun.”

 
Fellow ninth graders Rain and Nainoah worked with their groups at opposite ends of the room. Both said that trying out the thermoregulation process for themselves, rather than having a textbook-only discussion, was a good way to gather facts.
 
“We just keep learning more and more in every class,” Rain said. “It helps us come up with our hypotheses for things, so we know what to do the next time.”
 
“I’m finding out better ways to take care of myself and take care of others if it ever comes to that situation,” Nainoah said. “This class has been really helpful.”

 
Northwest science teacher Anton Olbricht said one of his primary goals is to encourage student engagement in his classroom. He said filling their memory banks with large deposits of interactive experiences would serve them well both now and in the future.
 
“I think part of my philosophy as a teacher is for students to know more than just the science ideas. It’s about remembering the things that they do,” Olbricht said. “When you and I look back at high school, we remember the activities we did in class. I want to provide the experiences for students to be scientists and have favorable memories of that.”
 
Olbricht is helping Lincoln Public Schools pilot a new curriculum series for Differentiated Biology this year. The course includes a greater scope of reading material, independent study sessions and laboratory investigations. The yearlong class is offered at all eight high schools and the Science Focus Program.
 
The marathon runner story served as a realistic thread for students to use to unravel new biology information. During the first lesson, the Falcons discovered that exercise increases carbon dioxide production after they blew bubbles into an indicator solution.
 
The second lesson featured a glucose lab that let them compare acid and base levels to multiple body systems. They followed that up on day three by using thermometers, stopwatches and water containers to learn how the body’s internal regulation system works.
 
Olbricht said the strategy is more than just a fun way for students to figure out how the body protects people from rapid hypothermia or heat exhaustion. It is also meant to give them more confidence in all of their scientific pursuits.

 
“There’s a lot of research that shows the engagement with their exploration not only helps them get a deeper feel for the content ideas, but they’re also developing their skills and identifying themselves more as scientists,” Olbricht said. “I think one of the most important things is developing that identity of being a scientist.”
 
Alexa said the class is doing just that. She is considering becoming an emergency medical technician (EMT) for her full-time career. EMTs work in ambulance services, hospitals, fire departments or event medical teams, and they can advance to flight medicine or paramedic positions. They have strong scientific backgrounds in subjects like biology, anatomy, physiology and trauma management.
 
“My brother-in-law is an EMT and firefighter, and I’ve always looked up to him,” Alexa said. “I might want to do that too, so studying this is fun.”
 
The activities are also teaching the Falcons how organization, teamwork and communication are essential for success. Students in all six groups began their investigations by choosing who would be the test subject, directions reader, data collector and data recorder. They then carefully monitored each thermometer measurement and how long each test subject kept their hands in the water.
 
After tracking the data, they shared their research with other groups on a screen at the front of the classroom. They used the information to answer detailed questions about the investigation in their notebooks. Several spokespeople ended the day by telling everyone what their group felt was the experiment’s main takeaway.
 
“The inner temperature is honestly just regulating the whole time, so it doesn’t change much, unless if it’s overworked,” Rain said afterwards. “That’s when things can start to go wrong.”

 
Rain said he was looking forward to turning his Differentiated Biology experiences into cool moments throughout high school.
 
“It’s helped us learn more about the medical field and how things will work in other science classes,” Rain said. “I think this class will help us in the future.”
 
Learn how the LPS science curriculum is empowering students to become skilled scientists.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on February 27, 2026

LPS announces Nate Hill will be the next Director of Security

Lincoln Public Schools announced on Wednesday that Nate Hill will be the next Director of Security following the retirement of Joseph Wright in June 2026. 

Working closely with the LPS Threat Assessment Team, Hill currently serves as a threat assessment investigator with the Lincoln Police Department. The position was created in June 2018 with the formation of the Safe and Successful Kids Interlocal Agreement between Lincoln Public Schools and the City of Lincoln.  

Through his current position, Hill has led comprehensive threat assessments for high-risk individuals and situations that includes planning to prevent targeted violence. He assists in coordinating efforts between schools, administrators, mental health professionals, law enforcement and community members to ensure a supportive educational environment. In his current role, Hill also leads training in violence prevention, emergency response and conflict resolution.

Hired by the Lincoln Police Department in January 2000, Hill has served as a School Resource Officer for a total of nine years at Dawes and Goodrich middle schools and Northeast High School.

In his 26 years with LPD, Hill has been honored with the Lincoln Police Exceptional Duty Award four times, the Mayor's Award of Excellence twice and the Lincoln Police Department’s Life Saving Award three times.

Hill will begin his new duties in July 2026. 

Posted on February 25, 2026

Student News Desk: Cyan leaves a legacy in print at East High School

East High School senior Cyan is printing a strong resume with her journalistic accomplishments on the campus newspaper.
 
Cyan is providing information to hundreds of Spartans in her role as The Oracle’s editor-in-chief. She has expanded her newspaper duties ever since her first article appeared in print during her sophomore year. She now holds the top leadership position on a staff that includes 19 writers, photographers and editors.
 
Cyan became intrigued by the idea of joining The Oracle when a former writer visited her English class. She said the decision to apply for a staff position has resulted in many new friendships and fulfilling moments.
 
“I like the creativity of this,” Cyan said. “Having the ability to just have ideas and let them be published for others to read is really exciting.”

 
East teacher Emily Geldmeier said Cyan’s talent for initiating warm and welcoming conversations with others has helped the entire group. Geldmeier has served as newspaper advisor for five years and has watched Cyan gain confidence as both a writer and manager. She has penned everything from news stories to entertainment reviews during her career, and she now proofreads and edits all of the copy that appears in each newspaper edition.
 
“Cyan has been a role model for her fellow Oracle staffers by showing what it looks like to commit to an active classroom community,” Geldmeier said. “Inside the classroom, she has planned and facilitated community-building activities like classroom debates, personality tests and editor meetings. Outside the classroom, Cyan has planned and hosted a staff Christmas party and a staff meeting at a coffee shop to break down the writing and editing process.”
 
Cyan said the journalism class has helped her become more connected with her fellow Spartans. She interviews students of all grade levels for stories that appear in each issue, and she takes photos at many East games and activities. Those experiences have increased her network of friends and acquaintances at school.
 
“During my sophomore year, I was kind of scared,” Cyan said. “I was the only sophomore in the class, so I was pretty nervous to talk to people, but now I talk to anybody and everybody.”

 
The National Honor Society student said her interview sessions have given her the skills that will benefit her after graduation as well. She is planning to major in animal sciences in college and become a veterinarian.
 
“This is going to help me a lot with communication when I’m older, whether it’s in college or at a job,” Cyan said. “I’ve learned how to communicate with so many different people of so many backgrounds here, and knowing how to do that is going to be really important in my future.”
 
Cyan said The Oracle has also allowed her to become more knowledgeable about the community, nation and world. Her first love is entertainment writing, but she has also worked on news articles, opinion pieces and feature stories. Some of her recent articles have focused on topics such as the all-school musical, the HOSA-Future Health Professionals club and Student Council fundraising efforts.
 
“I’ve branched out in my story ideas for sure,” Cyan said. “I used to be kind of shy when I wrote, but now I’m not shy at all. I’ll get an idea for an article and just go for it.”

 
Geldmeier said she has been impressed with Cyan’s willingness to teach journalism fundamentals to younger students on staff. She has used her editor-in-chief platform to emphasize the importance of meeting deadlines, conducting quality interviews and maintaining strong lines of communication with others.
 
“Cyan has modeled what it looks like to hold a high standard of excellence in journalism,” Geldmeier said. “For example, she did a mini lesson on infographics after noticing it as an area of growth for our staff.”
 
Cyan’s time at The Oracle is also paying dividends as a Student Council member. She has learned how to gauge a group’s interest in a topic and identify the skill sets of fellow Spartans. That has helped Student Council activities flow more smoothly and effectively this year.
 
“In Student Council we have committees, which are with smaller groups of people, so journalism has really helped in the sense of being able to get people together and making sure everyone is comfortable together,” Cyan said.
 
Geldmeier said Cyan’s leadership qualities have made her a valuable member of the newspaper staff. She felt Cyan would continue to print difference-making paragraphs in all of her future pursuits.
 
“I think that Cyan’s attention to detail and skills as a self-motivator will help her in whatever she chooses to do next,” Geldmeier said.
 
Interested in learning more about The Oracle? Visit the newspaper’s website to view stories and photos by East students.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on February 25, 2026

Excellent Eagles: Huntington earns 2026 Inspire School of the Year Award

Huntington Elementary School students learned why their motto of “The nest is best when you’re here” is so important during a special award ceremony Tuesday afternoon.
 
The Foundation for Lincoln Public Schools honored the Eagles with the 2026 Inspire School of the Year Award. It is the top honor that the organization presents to a Lincoln Public Schools building or program each year. Foundation leaders recognized Huntington for its outstanding academic achievement and progress toward its school improvement plan (SIP) goals.
 
Huntington Principal Kristi Schirmer said she was extremely proud of every Eagle who has spent time in the building. She felt the award was proof that their academic and attendance efforts had succeeded over the past several years.
 
“It shows our students and our staff that hard work is being recognized, not only just by me,” Schirmer said. “I can be their biggest cheerleader every day, but to hear this information and to get this award from somebody outside of our school and for them to be validated for the hard work that they’re doing means the world to them.”

 
Foundation for Lincoln Public Schools President Natalia Wiita said she was impressed with Huntington’s progress in both academic and prosocial learning categories. She said the school’s students, staff and community have benefited from those achievements.
 
“Huntington Elementary exemplifies what it means to inspire,” Wiita said. “Their journey shows what is possible when a school community rallies around both excellence and opportunity for every student. The academic gains are impressive, but just as powerful is the culture of belief they have built: a belief in their students, their educators and their shared future.”
 
The Nebraska Department of Education placed Huntington in a Comprehensive Support and Improvement (CSI) category in 2022. Since that time, Huntington has significantly increased academic proficiency rankings, improved prosocial learning measures, decreased chronic absenteeism rates and built a strong foundation for long-term success. Schoolwide implementation of elementary-level AVID (Advancement Via Individual Determination) strategies and additional professional learning opportunities have also strengthened the overall environment.
 
The state lifted the school out of the CSI designation last year because of those accomplishments. LPS Superintendent John Skretta said the pride and confidence that Huntington students and staff have gained is even greater than the CSI milestone.
 
“Huntington’s consistent focus on daily attendance, collaboration and continuous learning, and AVID skills at every grade level, have all helped to raise the bar for all of you, as students, to embrace the possible,” Skretta said. “Huntington has created a sense of belonging for students, and in the process, a shared belief you all have in the potential of every Huntington student to succeed.”

 
Many strategies implemented by Huntington staff focused on setting high expectations and ensuring that all students felt valued and appreciated. Those efforts made an immediate impact. The percentage of Eagles who reported experiencing a true sense of belonging soared from 58 percent to 85 percent in just one year. Academic proficiency rates in subjects like math, science and English language arts (ELA) also made noticeable jumps.
 
The school has been intentional about making every student feel welcomed. One example took place this past fall during Augmentative and Alternative Communication Awareness Month. Students in all classrooms spent several weeks learning American Sign Language words, decoding visual sentences from AAC devices and strengthening relationships with AAC classmates. Teachers and staff were thrilled with the Eagles' enthusiastic response to the inaugural program.
 
Schirmer said those steps have created a supportive atmosphere in Huntington classrooms, the cafeteria and the playground.
 
“We made a collective commitment to ensure every child feels seen, valued and capable of tackling hard things,” Schirmer said. “The growth we’ve experienced, academically and as a community, proves that when students know they belong, they rise to meet their full potential.”

 
As part of the award, Foundation leaders will provide $5,000 for Huntington’s Fund for Excellence program. Schirmer said the school will use part of the money to purchase materials for a new leadership club that will begin next year. Fifth graders will learn about the importance of cultivating and displaying positive leadership traits in the activity.
 
Huntington will also purchase and install a “Buddy Bench” along its outdoor walking track. If someone sees a fellow Eagle sitting on the bench, they know that student is looking for someone to play with. They can then meet a new friend and expand connections throughout the Huntington community.
 
Schirmer was one of only two staff members who knew about the award when she sent a schoolwide e-mail about the 2:15 p.m. assembly at noon. She said seeing students and staff react with pride after hearing about the honor was truly inspiring.
 
“To watch them be as surprised and excited as I was when I got that news just means everything,” Schirmer said. “Positive recognition for our kids means the world, and for our staff as well, for our district to say, ‘Hey, Huntington, you’re doing amazing things. Keep it up.’ That just means everything to our staff and students.”
 
Learn more about how the Foundation for Lincoln Public Schools works to support students across Lincoln.

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

Posted on February 24, 2026

Jennie Anderson will be the next principal at Moore Middle School

Lincoln Public Schools announced on Monday that Jennie Anderson will be the next principal at Moore Middle School.

Anderson currently serves as an associate principal at East High School. Prior to being named associate principal at East in 2019, Anderson was the instructional coordinator at East for two years. Anderson went to East High School after teaching at Park Middle School from 2004 to 2015, and was an instructional coach from 2015 to 2017. She began teaching at Lincoln Public Schools in 1997 teaching at Pershing Elementary for two years and Arnold Elementary for three years. 

Anderson has her Bachelor of Science in Education degree from the University of Nebraska–Lincoln, a Master of Curriculum and Instruction degree from the University of Nebraska at Kearney, and a Master of Education degree in Educational Leadership from Doane University.

Anderson will begin her new duties at Moore Middle School on July 1, 2026.

Congratulations to Jennie on her new position!

Posted on February 23, 2026

LPS students showcase love of language at 2026 spelling bee

Hanshiya’s love of the English language gave her a Valentine’s Day victory in the 2026 Lincoln Public Schools Oral Spelling Bee.
 
Hanshiya, a seventh grader at Scott Middle School, claimed the championship of the 38th annual event this past weekend. She correctly spelled the word “cambio” in the final round to finish first in the 24-person contest. Harper, a seventh grader at Lux Middle School, earned the runner-up prize.
 
Hanshiya said she was excited to be the final speller on stage. The event lasted 13 rounds and included middle school students from Dawes, Goodrich, Irving, Lux, Mickle, Moore, Park, Pound, Schoo and Scott. She qualified for the regional spelling bee that will be held March 14 in Omaha.
 
“I feel pretty proud of myself,” Hanshiya said. “I’m really excited to go to regionals.”
 
Hanshiya’s parents, Vijay and Shyamala, shared their daughter’s level of enthusiasm. Vijay said he was filled with joy when Hanshiya spoke the six letters of “cambio” into the microphone with a smile.
 
“My eyes were shed with tears,” Vijay said. “I can say that I was so proud, and I’m so humbled and honored to see that my daughter won this one.”

 
All LPS middle school students are eligible to participate in the spelling bee, which takes place at Culler Middle School each year. LPS Secondary English Language Arts Curriculum Specialist Sara Danielson said she was pleased to watch them display their vocabulary and public speaking skills.
 
“It gets me excited about the learning that students get to show off,” Danielson said. “I mean, these kids are showing up with the reading that they do on their own and the learning that they’ve picked up throughout their elementary and into middle school years here. So, it’s just a great opportunity to see them show their stuff.”
 
All 24 spellers began their educational journeys well before stepping into Culler’s auditorium for the bee. LPS uses competition materials from “Words of the Champions,” which is the official study resource of the Scripps National Spelling Bee. The guide includes 4,000 words that are divided into three levels of difficulty.

 
Hanshiya eagerly took home the study packet when it came out earlier this winter. Shyamala spent time quizzing her during practice sessions at home, and Vijay gave her encouraging reminders of her spelling talents.
 
How many hours did she think she looked over her list of words?
 
“I can’t say how much, because I don’t really know, but I think it’s like a lot, because I’ve been practicing since about December,” Hanshiya said.
 
Vijay said Hanshiya’s preparation paid off at the public forum. She was familiar with many words that judges presented to her in the early rounds, and she relied on her dictionary dexterity to continue advancing as the morning moved along.
 
“She did a lot of homework on it,” Vijay said. “I think her hard work really helped her.”
 
Danielson said spelling bees provide many lifetime benefits. Students learn about work ethic, organization, planning and preparation before the bee, and they absorb the meaning and context of words from reading books in LPS buildings. They also pick up new phrases and definitions from their work in subjects like math, social studies and science.
 
“It’s not just, ‘Well, spellcheck can do this,’” Danielson said. “It’s that I know this word enough to know what it means if it’s presented to me on the stage, if you use it in a sentence, and maybe I’ve got something that I’ve read or contacted along the way that makes it make sense. So, it really is like the words that we are able to spell and spell correctly are a pretty good indicator of what we know about the world.”

 
The words became more difficult by the time the final four spellers reached the ninth round. They took on vocabulary hurdles like “volition,” “abnegation,” “impasse,” “coniferous” and “ludicrous.” Hanshiya and Harper correctly spelled “feudalism” and “contiguous” in round 12, and they each got “jettison,” “harbinger” and “palmate” right in the championship round.
 
Each speller then had a chance at “dysgraphia,” which is an impairment of handwriting ability. Hanshiya then earned the opportunity to take on “cambio” for the title. She said the word, which means a form of money exchange, was harder than it sounded.
 
“It was kind of familiar, but I had to guess a little bit,” Hanshiya said.
 
Danielson felt the 2026 spelling bee was a good example of how local residents are champions for LPS education.
 
“I’m so appreciative of the community support, the parent and guardian support, that we have kids show up with books in hand to a spelling bee and are excited about learning,” Danielson said. “I’m always happy to see that.”
 
Vijay said it was fitting that Hanshiya won this year’s spelling bee on Valentine’s Day.
 
“She’s so passionate about the spelling bee,” Vijay said. “She’s like, ‘I want to get into the national level spelling bee.’ It’s kind of like her spirit to make progress. I’m so proud that she was able to make it.”
 
Explore how LPS students benefit from the English Language Arts instruction at their schools.
 
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Posted on February 19, 2026

Gary Czapla will be the next principal at Northwest High School

Lincoln Public Schools announced on Wednesday that Gary Czapla will be the next principal at Northwest High School.

Czapla currently serves as the Moore Middle School principal. He began his educational career in 1993 teaching at Bryan Community for three years before being named program coordinator in 1997. In 2001, Czapla was appointed to the associate principal position at Southeast High School, a role he held for five years before returning to Bryan Community as principal from 2006-2010. Czapla moved to the principal position at Culler Middle School in 2010, serving the Culler community until he opened Moore Middle School in 2017 as the principal. 

Czapla earned his bachelor’s, master’s and doctorate degrees from the University of Nebraska-Lincoln.

Czapla will begin his new duties at Northwest High School on July 1, 2026.

Posted on February 18, 2026

Lambert inspires Moore students with award-winning teaching techniques

Hannah Lambert’s heartwarming teaching style is helping hundreds of Lincoln Public Schools students enjoy happy harmonies every day.
 
Lambert’s enthusiastic and encouraging approach to education is boosting the confidence of many local musicians. She leads vocal and general music classes at Moore Middle School, serves as assistant show choir director at Standing Bear High School and has been involved with the All-City Girls Chorus for 15 years. Nebraska Music Education Association leaders honored her for her efforts with the 2025 NMEA Middle Level Music Educator of the Year Award.
 
Lambert said she is grateful for the opportunity to present the gift of music to middle and high school students. She said it is rewarding to watch them find a sense of purpose and identity through the chords and melodies they create with others.
 
“There is nothing better than singing with other people,” Lambert said. “I think if there is magic in the world, it’s in the singing and lifting your hearts and voices and sharing something. And what’s so fun is that it’s emotionally connective, but it’s also intellectually connective. There are practical skills that we’re building and working on and listening for.”

 
Becky Wilhelm and Wes Hansmeyer have watched Lambert make those caring connections for many years. Wilhelm, who now leads band classes at Moore, taught Lambert the foundations of trombone playing when she was a band instructor at Norris Middle School. Hansmeyer, who is a former president of the Nebraska Choral Directors Association, guided all of her high school vocal music activities.
 
Both mentors said it has been inspiring to see Lambert make life-changing impacts at LPS.
 
“I am so privileged to have the opportunity to work with a former student and see her excel as a music educator,” Wilhelm said. “I am incredibly proud of the teacher Hannah has become, and I so enjoy collaborating and learning from each other.”
 
“It is a great feeling to witness Hannah grow into a successful middle school choir teacher,” Hansmeyer said. “Her success reminds me that teaching reaches far beyond classroom walls. The skills, confidence and love for music Hannah once developed have taken root and grown into a vocation centered on guiding others. Today, she is shaping young voices, nurturing creativity and building community through song.”
 
Hansmeyer said Lambert showed “a special mix of talent, dedication and heart” while growing up. A gifted singer and dancer, she shone as the lead character Belle in her high school production of “Beauty and the Beast,” and she played important roles in both the concert and marching bands. Those were the first signs of the skills she would one day use in her job.
 
“Beyond her musical ability, she demonstrated teamwork, discipline and a natural way of encouraging others,” Hansmeyer said. “Those same qualities now help her connect with students and lead a positive, inspiring middle school choir program.”

 
Lambert was a drum major for the Cornhusker Marching Band and a member of multiple choir ensembles at the University of Nebraska-Lincoln. She spent two years as a long-term substitute teacher at LPS before applying for Moore’s vocal music position in 2017. She said teaching middle school students is fun because of their willingness to try new music and form singing relationships with their classmates.
 
“You get to see them grow in confidence so much because singing is inherently, deeply personal,” Lambert said. “It is their voice that they are daring to share with the world, and you get to see them feel better about doing that with their peers.”
 
Wilhelm and Moore orchestra teacher Alex Rogers said Lambert is the reason why students have extra poise and self-assurance. Rogers nominated her for the state award for the way she supports all Mountain Lions.
 
“She holds high standards for her students while remaining kind and encouraging,” Rogers said. “Students show up early to her room and linger after her classes because she forms authentic relationships with them. She peppers her instruction with relationship-building games and questions, demonstrating her genuine care for each student.”
 
“Hannah is very intentional about creating a classroom community that is welcoming, supportive and safe for all students,” Wilhelm said. “Her approach to teaching is very student-centered. She knows each individual student and adapts her instruction so all students can find success while holding everyone to high expectations.”

 
Lambert said those moments make her job fulfilling. She greeted 60 seventh graders with smiles one morning as they worked on songs for an upcoming concert. They explored storytelling angles of “American Folk Rhapsody,” fine-tuned phrasing on “I See the Light” and delivered energetic notes of “Dance!” throughout the room.
 
“The kids are the best part, because you get to build relationships,” Lambert said. “They’re so funny and smart and wonderful.”
 
Lambert said the Mountain Lions are also a source of motivation. She refines her teaching techniques every day to give them the best possible classroom experiences.
 
“I love the planning and preparation and the process of getting better at it,” Lambert said. “It’s fun to work at something and continually improve. It’s really satisfying to be reflective and say, ‘Okay, here’s how we can do this better the next time so even more students will connect.’”
 
Lambert said she hopes to hear happy harmonies at school for many years to come.
 
“This truly is the best job,” Lambert said. “I love it.”
 
Discover how the LPS music curriculum enriches the lives of all students across the city.
 
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Posted on February 18, 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 17, 2026

Lincoln CLC team supports LPS students from new home

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

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

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

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