Hill celebrates golden anniversary of LPS embryology lessons < Updated

An idea hatched 50 years ago at Hill Elementary School is continuing to produce golden moments for thousands of Lincoln Public Schools students.
 
Third graders across the city celebrated the 50th anniversary of the LPS embryology unit this winter. Students at all 40 elementary buildings learned about the life cycle of new chicks during three weeks of memorable lessons. They tracked the progress of chicks from their first day as embryos to fluffy friends in their hands.
 
Hill third grader Charles said he was happy to see the young animals spring to life. He and other students in Erin Yank’s class enjoyed taking care of six chicks that hatched in an incubator. He said it was neat to know that Hill’s campus was the epicenter of embryology.
 
“We were the ones that actually started it,” Charles said. “I’m proud of this school that we started it, and the opportunities that we gave to other schools to do it, and I bet the other kids are excited to do it in other schools in third grade.”

 
Hill Principal Emily Wiebeck said hands-on science activities are important for students like Charles to take part in. She fondly remembered her own chick-rearing experiences at Kahoa Elementary School when she was growing up. She later led the unit for five years as an LPS third grade teacher, which further reinforced the project’s value.
 
“Every student has different experiences that they bring to school and that they’re allowed to have at home, or are privileged to have at home,” Wiebeck said. “If a student has never been to a farm or never seen a chick in real life, they’re able to be at school and have that experience, but also have all of the learning along with it. You never know what student wants to be a scientist after the embryology program.”
 
Former Lincoln Board of Education member and Hill Elementary School namesake Ruth Hill founded the LPS embryology program in 1976. She and her husband were co-owners of Lincoln-based Hill Hatchery, and she wanted to provide a special educational gift to Hill students. She asked Richard Earle, the hatchery’s president, if he could come up with a plan.
 
Earle brought eggs to the school in a glass incubator, and he returned to classrooms for science lessons after the chicks had hatched. The student response was so positive that the program spread to five more LPS buildings the next year.
 
Soon after, Lancaster County 4-H members began their own embryology program with former Lancaster County Superintendent of Schools Glenn Turner. Rousseau Elementary was among 14 local schools and entities that participated in the 1977 launch. The two programs combined forces after LPS revised its elementary science curriculum in 1981.
 
The partnership between LPS and Nebraska Extension in Lancaster County has continued to provide lifetime memories. Extension employees Elizabeth Thiltges and Madelaine Vanderbeek visited Yank’s classroom this winter to assist the Hawks during the 21-day unit.

 
Thiltges brought six brown eggs from Rhode Island Red chickens and six white eggs from White Leghorn chickens on the first day. She told third graders they would be “the mother hens” for their baby animals.
 
“I like doing this because it gets the kids very excited, and I like seeing that excitement and that spark,” Thiltges said. “It’s just a really cool program.”
 
Vanderbeek worked with the Hawks during a candling activity nine days later. Students discovered if their chicks had survived the initial stretch of their egg-enclosed formation. Vanderbeek used a flashlight to shine on the eggs, which revealed a large amount of good news. She also gave students tips about caring for their chicks once they hatched.
 
“It’s important to be gentle because they’re really little at that point,” Vanderbeek said.

 
Yank said the project teaches students about the rewards that come from being responsible. They spent time each school day tending their eggs.
 
“Being able to see inside the egg and what’s actually going on, and their hard work of turning the eggs three times a day and making sure it’s the correct temperature and the right humidity,” Yank said. “They see that this is what’s happening. You are actually growing life.”
 
Thiltges and Wiebeck said the program also provides many scientific and prosocial benefits. Students clear up any misconceptions they may have had about food sources and how animals develop in eggs. They also learn how caring behavior can create healthy outcomes for everyone.
 
“I have had kids tell me that eggs come from cows, because they’re next to dairy in the grocery stores,” Thiltges said. “I’ve also had quite a few kids when I do this program tell me they’ve never seen a chicken before in their life, so they get pretty excited.”
 
“They know that we have to be quiet, because these chicks are developing and it takes warm water, but it also takes a really calm environment,” Wiebeck said. “It’s a good reminder to our students that sometimes we need to adjust our practices for the benefit of others.”

 
Yank relays her own chick memories from her elementary years at Rousseau to her Hill students each winter. She said she is grateful for being part of a 50-year lineage of embryology lessons at LPS.
 
“Being able to do this every year is really fun,” Yank said. “I think third grade is one of the best grades, especially because we get to do this project.”
 
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Posted on March 25, 2026

Student News Desk: Moses makes broadcasting memories at Lincoln High < Updated

Moses has produced an Emmy-worthy career at Lincoln High with his work in the school’s broadcast journalism studio.
 
The senior has become a leader on the KLHS team with his deep reservoir of broadcasting knowledge. He gathers school news, writes television scripts and operates equipment such as teleprompters, cameras, audio systems and studio lights. He is planning to study broadcast journalism at Loyola University Chicago next year.
 
Moses said he enjoys the public service aspect of the television class. Each KLHS episode features school announcements, activity updates and bulletins about upcoming events. The shows reach more than 2,000 Lincoln High students and staff members during the academic year.
 
“I like that I get to work for something that helps everyone else,” Moses said.

 
Lincoln High teacher Mackenzie Wylie took over as the broadcasting journalism advisor this past fall. She said Moses has been instrumental in the studio’s success with his kind personality and selfless attitude. She and his classmates have relied on his news judgment and familiarity with audio-visual systems throughout the school year.
 
“Moses helped get everything set up and ready to go when we got back to school,” Wylie said. “He knew the ins and outs of the newsroom and made sure things were running smoothly, so I didn’t have anything to worry about. Moses is quick to help with anything asked of him and is willing to train new students so they know what they are doing.”
 
Lincoln High replaced the morning loudspeaker announcements with a daily broadcast called “LinksLIVE! The Lincoln High Morning News Show” in 2019. It rebranded as “KLHS – Lincoln High’s News Network” in 2021-22 and has maintained its operations on the school’s third floor.
 
Moses enjoyed watching the broadcasts his first year at Lincoln High. He became interested in learning more about video production and other details of the journalism profession. He decided to sign up for the KLHS course as a sophomore to see if it would be a good activity to be involved in. That decision has led to many rewarding moments for him.
 
“I thought it would be something that I would like to do and that it would be kind of fun,” Moses said.

 
The newsroom that year was full of fresh faces, which meant Moses and his classmates learned the ins and outs of the broadcasting world together. Many Links returned to the class the following year, which allowed them to produce news segments with more advanced graphics and features.
 
Younger Links on the current KLHS team are now benefiting from the mentorship that Moses and other veterans are providing them. Approximately 20 students work together on each morning’s episode. They write stories in one classroom before heading next door to the broadcast studio. They take turns being on camera, controlling lights and soundboards and archiving website video packages.
 
Moses said he has tried to make the most of those leadership opportunities as a senior. He has taught his teammates how to set up equipment, access a full inventory of graphics and write compelling scripts and story angles. His guidance has helped the Links create a full library of news clips for the Lincoln High community.
 
“I like that I can show people what I know and that it will have a lasting impact on the class,” Moses said.

 
Moses said his time at Lincoln High has taught him many lifelong lessons. He has taken multiple math and science classes and has been a member of the school’s theater program. He has especially enjoyed learning about creativity, critical thinking and perseverance during his time at KLHS.
 
“I think it made me aware that was something I could do,” Moses said. “It taught me that there’s a lot of things I could do with the knowledge I have from that class.”
 
Moses said his high school television experiences have also shaped his career goals. He would like to use the training he will receive at Loyola University Chicago to become a broadcast producer. He said it was important to pursue dreams with enthusiasm and excitement.
 
“If you want to do something, do it,” Moses said. “Don’t be scared of trying.”
 
Wylie said she believes Moses will write many successful scripts after graduating from Lincoln High. She is looking forward to watching him excel with an Emmy-level amount of talent in the multimedia industry.
 
“I think Moses will be successful in anything he wants to do in the future,” Wylie said. “He is very quiet but has great leadership skills and the desire to do well. I hope he pursues a job in the journalism field!”
 
Learn more about the impact that KLHS journalists have on the Lincoln High community.
 
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Posted on March 25, 2026

LPS announces Anthony Meints will be next director of Facilities and Maintenance < Updated

Lincoln Public Schools announced on Tuesday that Anthony Meints will be the next director of Facilities and Maintenance. Meints currently serves as the district’s facilities management supervisor. 

Meints has more than 33 years of experience working with LPS staff and leaders as part of the Facilities and Maintenance department. He started in 1993 as a facilities Computer-Aided Design(CAD)/Geographic Information System (GIS) technician supporting projects by converting and updating paper site plans and ensuring compliance with Americans with Disabilities Act (ADA) requirements. 

In 1999, he became the facilities CAD/GIS assistant supervisor. In this position, Meints provided project management support for small projects and developed protocols and processes for the work order request system. 

After eight years, Meints was named the environmental and safety coordinator, a position he held until named facilities management supervisor in 2025. Through the coordinator position, Meints collaborated with district and school administrators along with community first responders to develop safety plans and respond to environmental emergencies. He was also responsible for developing and managing district-wide environmental health and safety programs.  

Most recently as the facilities management supervisor, Meints oversees teams responsible for sustainability, environmental compliance, facility use and maintenance management. He works collaboratively with building and district administrators to coordinate facility support for emergencies, and coordinates district efforts related to community use of school facilities. 

Meints will transition into his new position on April 15.

Posted on March 24, 2026

Northeast senior Tayler finds his rhythm through Rocket music community

Northeast High School senior Tayler has adopted the encouraging songs of the show choir’s 2025-26 performance as a theme for his own life story.
 
Tayler has overcome several life obstacles to become a leader in the Northeast community. He is one of only ten Rockets in the a cappella Chamber Singers group, has held key roles in the school’s show choir and is an ambassador in the Tri-M Music Honor Society. He is planning to attend Mitchell Technical College to learn how to fix and maintain large objects like windmills and ocean transport ships.
 
Tayler said strong adult role models have made Northeast a reassuring place to be. That list includes Austin Reinke and Mandy Berlin-Coyle, who have become mentors with their vocal music and school social work expertise.
 
“I know that there’s people here that if I ever need it, even if I’m 27, I bet I could still come back here and there would be people who would be willing to help me if I need help,” Tayler said. “It’s nice to know that there are people like that here. This is a spot where there’s always help.”

 
Reinke has worked with Tayler the past three semesters in multiple choir groups. He has watched Tayler become more confident and outgoing in his role as a lead bass in the ensembles.
 
“Tayler’s been great to have here in the choir room,” Reinke said. “He’s become a real leader for the group and always makes people smile. He’s someone who knows what to do when it comes to the music side of things, and he’s really good about helping other people with everything too.”
 
Northeast Principal Liz Miller said she and other Rockets have noticed the “countless hours in rehearsal” that Tayler has poured into the music program. He and his show choir teammates began learning the music and choreography in the summer, and they continued to work on their techniques throughout the fall semester. Voices ‘N Harmony received several team and individual awards at their competitions this winter.
 
“Tayler has grown in leadership, positively impacting students,” Miller said.

 
Tayler grew up in Lincoln and attended elementary classes at Arnold, Hartley, Elliott and Prescott. He went to Irving Middle School before enrolling at Lincoln High for ninth grade. He began taking courses at Northeast when his family moved to a house on 70th Street after his mother passed away.
 
Berlin-Coyle has been one of Tayler’s biggest supporters at school. She has provided him with information about scholarship and community resource programs, and she has helped him organize materials for life beyond Northeast. Her office has also been a place for Tayler to have many uplifting conversations about the challenging situations in his life.
 
“Those little things add up and prove who you are as a person,” Tayler said.
 
Tayler has also found solace singing with friends in Northeast choirs. The Chamber Singers ensemble features three sopranos, three altos, two tenors and two basses who were selected through an audition process. He represents Northeast music through Tri-M, which is a music club sponsored by the National Association for Music Education. To be eligible for Tri-M membership, students must maintain an A average in all of their music classes and be nominated by a music teacher.
 
Northeast’s show choir production has also been a source of inspiration for him. The storyline follows people who are unsure of what will be coming next in their lives. The main characters discover that they have friends and acquaintances who will support them in every situation.

 
“Throughout the show, you learn that you don’t have to be scared,” Tayler said. “If you’re just yourself, the light will come through and you’ll have other people with you to share that light with and move forward with. It was a pretty good show. A lot of people liked it.”
 
Tayler said he connected with the theme because he has seen firsthand how welcoming the Northeast music community has been for him. His older brother and younger sister both have show choir performances on their resumes, and he has gained many friends during his three years on campus.
 
“There were times when I felt like no one’s listening or no one’s going to help, but all you have to do is literally just ask for help and there are people there who will help you,” Tayler said. “They will help you because you’re their friend or they like being with you.”
 
Reinke said Tayler’s time leading and learning at Northeast has prepared him well for the post-graduation world. He felt Tayler would make a difference in the lives of many people.
 
“I think he’s going to have a really bright future,” Reinke said. “He’s certainly been a leader here for our program, and he’s going to keep being a leader everywhere he’s at. I’m very confident that he’s going to do a lot of good things in the years ahead.”
 
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Posted on March 23, 2026

Dedicated Diamondbacks: Dawes eighth graders create heartwarming quilts for retirement community

Dawes Middle School students stitched together comforting memories for Lincoln retirees during a special community engagement project.
 
Eighth graders in Kate Stewart’s Family and Consumer Science 8 course created lap quilts for Legacy Terrace residents this winter. The Diamondbacks partnered with the International Quilt Museum (IQM) for the class project, which taught them practical sewing fundamentals and lifelong prosocial skills. They donated their artworks to the retirement community after finishing their sewing unit.
 
Maxwell and Shinn said they felt good about the progress they had made on their quilts one morning. The two Diamondbacks were in the process of sewing square pieces of fabric together at their desks. They lined up the blocks on a sewing machine and used both hands to maneuver them through the moving needle.
 
“I’ve enjoyed being able to be creative with all of the pattern pieces,” Maxwell said. “It feels really satisfying just working on it.”
 
“For me, it’s fun because you get to experience new things,” Shinn said. “You’re able to make stuff that you haven’t made before, and you can make it on your own when you learn how to do it. And, you can do it for other people like we are right now.”

 
IQM Education Coordinator Lindy Clausen said it was a pleasure to work with the Dawes group. She helped Stewart shepherd the Diamondbacks through the entire quilt construction timetable from late January to late March. She has been eager to watch them improve their sewing techniques each week.
 
“The first day students are a little timid and unsure, but once we practice how to piece fabric with the sewing machines, it’s so rewarding to see their confidence build,” Clausen said. “Shortly after, they’re zipping fabric through the machines with no issues. They get so excited when they see the piece they’ve been working on become something beautiful that can be enjoyed by others.”
 
Stewart is piloting an advanced two-semester FCS 8 class this year that includes units about developmental milestones. The longer course has allowed students like Maxwell and Shinn to take deeper dives into the areas of food preparation and preservation, nutrition, sewing, fashion design, interior design and child development. They have applied math and science principles to a host of individual and group projects.
 
Stewart came up with the idea to make lap quilts for the Legacy Terrace building at 5700 Fremont St. A mother of one of her students works at the retirement community, which has provided an even closer connection for the class.

 
Maxwell and Shinn were both happy when they heard about the quilting plan. They said knowing that senior citizens would appreciate their hard work has been a motivating factor for them.
 
“It makes me feel good,” Maxwell said. “We’re able to help someone who needs it.”
 
“I like how much it’s going to help other people,” Shinn said. “I’m not just doing something for myself. I’m doing something for others and helping other families. That’s what I like the most about this.”

 
Stewart has heard similar comments from many other students at their sewing machines. She said it has been impressive to watch the level of care that everyone has shown on their quilts.
 
“It’s very encouraging to see that as a teacher,” Stewart said. “It’s way different with them working on the quilts as opposed to their first sewing projects. They know who it’s going to. It’s cool to see them asking more questions, being more concerned about how it looks.”
 
Maxwell said he was looking forward to holding up his completed quilt. He said the course had reinforced the importance of setting and accomplishing goals.
 
“It’ll be a feeling of, ‘Yeah, I did that,’” Maxwell said. “I’ll feel proud of myself for starting from scratch with fabric and making something that you can actually use. I really enjoy that. That’s why I enjoy going to this class.”
 
Stewart said the quilting project has been just the tip of the proverbial FCS 8 iceberg. Students have become more confident and willing to take risks, whether that be with trying new fashion design concepts or cooking more complicated recipes. That enthusiasm has spurred thoughts of continuing their FCS journeys after they leave Dawes.
 
“They’ve taken on more ownership and come up with creative ideas, and they’ve been more willing to expand their horizons with different career options,” Stewart said. “And, they’re thinking more about high school as well. What do I like in FCS, and what high school classes can I take to further that interest or career option? We’re always talking about careers that they could potentially get into when they’re older.”
 
Clausen felt the quilting venture would foster strong bonds between Legacy Terrace residents and the Dawes community for many years to come.
 
“Creating a quilt, even a small one, takes a lot of time, concentration and intention,” Clausen said. “A quilt is also a special type of art that has the ability to communicate love and care. I hope the recipients of these quilts can feel the love and warmth every time they use their quilt.”
 
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Posted on March 23, 2026

SFP alum helps students engineer excitement during interactive lesson

Science Focus Program students turned a visit from professional engineers into towers of STEM knowledge this winter – thanks to a familiar face.

Science Focus Program alum Glen Williams and his colleagues from Omaha-based HDR, Inc. shared their knowledge with SFP students during an interactive presentation in early March. Williams, a procurement reporting and automation analyst at HDR, attended SFP classes for four years and graduated from Lincoln High in 2018. He returned to Lincoln to raise awareness about the wide variety of science, technology, engineering and math (STEM) jobs available in Nebraska.

“My hope was that in getting engaged with the students today, they might come to see some of the opportunities that exist for them here, and we might be able to retain some more of those kids,” Williams said.

 
The HDR employees helped the scholars design and test model towers in a group engineering activity. The company specializes in architecture, engineering, environmental and construction services. SFP junior Judi and sophomore Aiden said they enjoyed hosting Williams and his co-workers.

“Even one of the workers that was up there today was a Science Focus Program graduate,” Judi said. “So, it was really nice to be like, ‘Oh my gosh, he actually went here a couple years ago and he’s graduated now. He’s working at this really big business, and he’s doing it.’”
 
“I think it’s important to show career opportunities to high school students, because a lot of them are either going to graduate soon or are going to start working,” Aiden said. “So, it’s important that they know all these different places that they can look at and really decide, ‘Oh hey, what do I want to do with my life?’”

HDR employees also answered questions and served as role models for the future STEM workers.

“I think there’s a good possibility that a lot of us are staying here in Lincoln, or at least in Nebraska locally, and to have this opportunity to know that, ‘Hey, if you’re interested in structurals and architecture and engineering, there is this place locally that you can go to and work at,’” Judi said. “You don’t have to, if you don’t want to adventure that far out, you don’t have to adventure that far."

Williams said he was pleased to offer encouraging messages to the program. He developed many critical thinking skills at SFP that he now uses on a daily basis at HDR.

“I know what these kids are learning. I know who’s teaching them, and I know that they’re getting a really high-quality education. So, it just seemed like a perfect fit, you know, for us to get involved together,” Williams said.
 
Lindsey Roy said it was important for SFP students to realize that STEM skills are transferable to hundreds of career paths. The SFP administrator watched with excitement as Williams and other HDR employees helped them conduct engineering experiments at their tables.
 
Each group used pieces of paper to construct earthquake-resistant towers that could bear the weight of a full can of green beans for five seconds. Several teams cheered when the skyscrapers and cans remained steady after being placed on a shaking platform.
 
“Having Glen and the other professionals with HDR gives the students an opportunity to explore their future careers,” Roy said. “There are so many more careers out there than what we can imagine when we are young. Giving students meaningful interactions with a variety of careers and people in STEM fields helps them to imagine what might be in their own future.”

 
Aiden teamed up with Nathan, Rashed, Evelyn and Tilda to build their structure. He said choosing the correct foundation style made a difference.
 
“We used a lot of geometry,” Aiden said. “We found a lot of layering was a good idea using shapes. It really helped us make the best tower that we could.”
 
Many of the strongest structures were built from multiple cylinder bases. This highlighted how the wide selection of academic construction materials available at SFP can provide students with stable futures.
 
Williams also emphasized that career development does not have to follow a straightforward path. He first studied physics and math at the University of Nebraska-Omaha before switching to a supply chain management major. He is now applying the STEM talents that he gained at SFP and UNO to conduct data research in the business world.
 
“You can think about it like climbing a mountain,” Williams said. “You go through passes. You walk up switchbacks. It’s not a linear journey, necessarily. And so, you have to be open to that process and just let your interests and your capabilities guide you as you move through that.”
 
Judi said it was inspiring to know that many SFP teachers had remained friends with Williams after graduation. She said the HDR visit reinforced her belief that she had made the right decision to attend the focus program.
 
“I found some of my closest friends that I’m going to have for a long time, and I found some teachers that have really put in all they can towards my learning and towards helping me become who I am,” Judi said. “And so, it’s just really nice, and it brings a warm feeling to my heart of like, they’ve seen me grow up, and they’re going to continue to support me until I graduate, and even maybe when I come back as an alumni for future years and for concerns.”
 
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Posted on March 23, 2026

Fredstrom students pocket popcorn knowledge during special presentation

Learning popped into the minds of Fredstrom Elementary School second graders this winter when they listened to a professional popcorn farmer.
 
Sutherland farmer Roric Paulman shared his four decades of agricultural knowledge with the Falcons as part of an elementary science unit. He gave them corn cobs to pass around, provided bags of finished popcorn and walked them through the entire planting and harvesting process.
 
Emma said she liked listening to Paulman with her entire class. She said the presentation inspired her to think about growing her own popcorn in the future.
 
“I think it’s going to help me if someday I want to be a farmer,” Emma said. “I’ll know what to do to help me be a farmer.”

 
Kalen said he was impressed with the fact that there are multiple types of popcorn. Kernels are available in yellow, white, red, blue and purple colors, and they can be popped into varieties such as butterfly, mushroom and ladyfinger.
 
“I learned what different popcorns there are,” Kalen said. “I thought there was just one.”
 
Paulman said he was happy to make the six-hour drive to Lincoln from his family farm. His operation grows multiple crops on 8,500 acres each year, including 28 million pounds of popcorn. He said it was important to teach students about science and agriculture with memorable and interactive lessons.
 
“This was fun,” Paulman said. “I enjoyed it.”

All LPS second graders will watch a recording of Paulman’s visit when they explore popcorn in their own science classes. The video will help them learn more about the crop and how it impacts the state.

LPS K-12 Science Curriculum Coordinator Miranda Orellana said the presentation gave students a chance to extend their classroom knowledge. LPS has partnered with the University of Nebraska-Lincoln’s College of Agricultural Sciences and Natural Resources (CASNR) for food, energy, water and societal systems (FEWSS) lessons.
 
“LPS Science has a partnership with the FEWSS program through CASNR, which has a direct connection to Mr. Paulman,” Orellana said. “We discussed the opportunity of bringing in a real popcorn farmer who could share his story and answer questions from students who are learning about the crop he grows.”

Popcorn is one of more than a dozen “anchoring phenomenon” topics that Lincoln Public Schools elementary school students will investigate in their careers. The goal is to use easy-to-recognize subjects like butterflies, Chimney Rock, flamingos and ocean waves to connect them to larger scientific principles.
 
LPS second grade teachers Molly Moller (Sheridan Elementary School), Kennedy Simpson (Prescott), Lori Jacoby (Norwood Park) and Caitlin Lam (Pershing) created the popcorn unit in the summer of 2024. They spent four days writing ten lessons about the scientific properties of matter like solids, liquids and gases. They weaved the anchoring phenomenon of popcorn into all of their materials.
 
Moller, Simpson, Jacoby and Lam built popcorn-themed slides, student notebooks and vocabulary cards for a pilot program in the 2024-25 school year. Simpson and Moller then took feedback and wrote two additional lessons the following summer. They designed the extra sessions to extend students’ understanding of the concepts of reversible and irreversible changes, parts of a corn kernel and how adding heat changes each kernel.
 
Moller said she has been pleased with how LPS students have responded to the unit.
 
“I think students have learned that not all corn is the same,” Moller said. “When you add heat to a popcorn kernel you get popcorn, but when you add heat to other kinds of corn, you do not get popcorn.”
 
Rochelle Settles has been teaching for 31 years and is currently the science specialist at Fredstrom. She said popcorn provides a perfect illustration of how matter can change in different environments. Each kernel contains a tiny amount of water that expands when heated. The resulting steam pressure eventually causes the hard starch surface to burst and the soft interior starch to inflate.
 
“I think popcorn is easy for students to understand that connection,” Settles said. “They investigated all of those parts that were in the popcorn, and they could see why those parts contributed to that popcorn popping, but other kinds of corn don’t.”
 
Paulman shared many other agricultural facts with the Falcons in the school cafeteria. Nebraska is home to more than 25 percent of the national popcorn production, and hailstorms are the top peril to his crops each summer. He uses a high-tech combine that is 40 feet wide and can show him in real time how much he is harvesting.
 
“It was a really good presentation,” Emma said. “I liked it.”

 
The second graders then practiced their community engagement skills during a question-and-answer session. They asked Paulman how long it takes to harvest his crops (approximately one month), what shape a popcorn kernel is (rounded) and how to quickly count kernels on a corn cob.
 
Students were also interested in the financial aspects of his business. Paulman told them a semi-autonomous combine costs $1 million, tractors are $500,000 apiece and grain carts are $150,000. Alex and other Falcons looked on with awe as they tried to comprehend those numbers.
 
“I didn’t know it’s so expensive just to buy combines,” Alex said.
 
Settles said she was proud of students for asking thoughtful questions to Paulman. She said their detailed requests showed that they had been paying attention during both the popcorn unit and his presentation.
 
“They had some really amazing questions today,” Settles said.
 
Settles said these types of interactive lessons are helping students develop an inquisitive mindset for a lifetime of education.
 
“When they go to the grocery store, it’s important for them to know where these products come from and how important Nebraska is in producing those crops that eventually become their food,” Settles said. “I think this is very impactful for their learning.”
 
Learn how the LPS science curriculum helps students produce a bumper crop of knowledge.
 
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Posted on March 18, 2026

Interactive lessons help Lefler students become better readers

Lefler Middle School students like Aryos, A’mare and Abigail are refining their reading skills with an A-plus list of invigorating activities.
 
Seventh and eighth graders in a Rewards Plus Science class are improving their vocabulary, grammar and fluency with a host of research-based lessons. Lefler teacher Josh Haws is applying brain science research and pencil-and-paper materials to help many Lions become better readers. They have increased their test scores, gained more confidence and become more engaged in their education.
 
Abigail and A’mare both said they look forward to spending time in class each school day. They have learned how to identify and write topic sentences, put punctuation marks in the proper places and spell dozens of new words and phrases.
 
“It makes me feel good about myself,” Abigail said. “I wasn’t a good reader before, so for Mr. Haws to teach me things like that, it was like, ‘Wow, this is working.’ I could see that he really helped me.”
 
“I’ve been reading more and doing it a lot faster compared to fifth and sixth grade,” A’mare said. “It feels really good.”

 
Haws said his top goal is to help the Lions have a good experience in class. He praises students when he sees them achieving goals, designs interactive lessons for them and incorporates printed materials to stimulate their brains. Those actions create an environment where everyone can flourish academically.
 
“The best part of being a teacher is seeing a student gain confidence in their skills and understand concepts for the first time,” Haws said. “With each success, they see themselves as capable, and they start to attach agency to their growth.”
 
Haws said one of his core strategies is providing students with opportunities to respond (OTR) in class. He creates partner-based activities, calls on individual Lions to answer questions and asks them for suggestions on topics for new sentences. The OTR lessons help them connect familiar concepts to new ideas through repeated practice, and they increase the amount of prosocial learning that happens in class.
 
“Student participation is vital, because nobody learns through passively sitting in a chair,” Haws said. “They need to say and write new words, participate in group and whole-class activities, and take an active role in every aspect of class. Some students do this naturally, but it’s the teacher’s job to work active strategies into every lesson, even something as simple as having students repeat a word after you. The kids who participate are the kids who learn.”
 
During one activity this winter, each student received cards that included portions of different sentences on them. They then mingled with classmates to locate the matching pieces of their phrases. After pairing up, they used magnets to place their complete sentences on a whiteboard for everyone to read.
 
Aryos and A’mare then played leading roles in another interactive lesson. Haws provided them with paper copies of commas that had magnets attached to them. He then placed snippets of sentences up on a whiteboard for the class to read. Aryos and A’mare went to the front of the room and placed commas in the correct spots of each sentence.
 
“It’s pretty fun to do things like that, because you don’t always have to stay in your seat,” Aryos said. “You can move around, and I think that helps me learn.”
 
“It was fun,” A’mare said. “I definitely liked getting up and putting the commas on the board.”

 
Handheld tools are another key component of the class. Haws uses flashcards, workbooks, index cards, word scramble activities, response cards and magnetized punctuation for his lessons. Students also write words, sentences and paragraphs on paper instead of typing them on computers.
 
Haws said he has watched the Lions benefit in many ways from that approach. Researchers from schools such as Indiana University have indicated that handwriting improves complex motor skills, leads to longer-lasting recognition of letters and improves the memory and recall of words.

“There are some interesting studies that show physical writing with pencil and paper is more effective at helping students learn than typing on a computer,” Haws said. “Although I certainly use technology tools, I also try to incorporate paper-and-pencil activities frequently, and I really do see students being more engaged academically than when their computer is open.”
 
Abigail said she has noticed a difference in her reading comprehension this year. She has learned how to recognize complex words and write detailed sentences about many science subjects. She was excited when a timed test confirmed what she had been feeling.
 
“My test scores went up,” Abigail said. “He gave me a test of seeing how many words I could read in a minute, and he saw I improved in reading for a time. I think I got better at that with Mr. Haws’ help.”
 
Haws said he wants every Lion to have the same enriching experiences as Aryos, A’mare and Abigail when they walk into his classroom.
 
“We have to make learning exciting for 12-, 13- and 14-year-olds and help them find the motivation to try new things,” Haws said. “I truly believe that all of my students can successfully master the objectives of this class, and it is my job to teach them in a way that is effective and engaging.”
 
Empowering every reader is fundamental to lifelong learning. Discover more about the LPS English Language Arts curriculum for middle and high school.
 
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Posted on March 18, 2026

Welcoming Words: McPhee students build leadership skills with compassionate tours

McPhee Elementary School students are speaking the language of compassion and care to new friends with many welcoming words.
 
McPhee Student Cadre members are helping classmates feel more comfortable by giving them tours in their home languages. Cadre leaders speak to new students in one of a dozen languages while guiding them through hallways and rooms. The conversations put them at ease on their first day of school, build an important sense of belonging and lead to successful academic outcomes for everyone.
 
McPhee fifth graders Karla and Nayely greeted sisters Maria and Teresa with open arms when they arrived on campus this winter. Karla and Nayely are fluent in both English and Spanish and are using their kind hearts in McPhee Student Cadre activities. They said it has been fun to help students feel good about joining the McPhee family.
 
“I’m happy, because the girl that I just met today, she’s really nice,” Karla said. “And so, I want to have a friend like this one.”
 
“If you just give them the tour in English and they don’t know the language really well, then they’re going to probably feel like, it feels really uncomfortable for them,” Nayely said. “There’s a lot of students that speak a lot of languages, so it’s really helpful for everybody.”
 
Maria said the tour was a great way to start her time at McPhee. The fifth grader said she noticed how Karla and Nayely offered compassionate words and a gift bag to her.
 
“I felt happy,” Maria said. “I mean, like when they came and gave me that, I felt like I already had friends.”

 
McPhee Principal Theresa Haack said the tours have made a significant difference for many people. McPhee’s mobility percentage – the number of students either entering or leaving the school in an academic year – has been at or above 25 percent each of the past three years. The McPhee Student Cadre visits have allowed new Mustangs to make smoother transitions to their unfamiliar surroundings.
 
“I think it helps kids feel safe and welcome,” Haack said. “And when we go back to the district goal of student wellbeing and having students feel like they belong in school, if you’re greeted automatically by someone who speaks your same language, you’re going to feel like you belong and that this is a place for you. They might eventually feel that if we didn’t have the tour, but we want them to have that right away.”
 
Several teachers formed the McPhee Student Cadre in the 2023-24 school year to provide more leadership opportunities for Mustangs in third through fifth grades. McPhee teachers nominate students from their classrooms to take part in cadre activities. The group meets every Monday after school to discuss leadership topics and help plan monthly student and staff recognition ceremonies.
 
The list of languages spoken at McPhee includes English, Spanish, Pashto, Kurdish, Dari, Arabic, Karen, Vietnamese, Karenni, Kurmanji, French, Japanese and Zomi. Cadre members knew they had the global knowledge to help new Mustangs thrive at school, and they began leading tours soon after their group was founded.

“I think belonging is the root of everything to be successful at school,” Haack said.

Haack said that decision has benefited dozens of students like Maria and Teresa. A large number of Mustangs have provided positive responses to questions on recent school perception surveys. They have reported a greater feeling of inclusion and acceptance, stronger friendships and a more favorable overall view of McPhee.

“If you feel like you belong, you’re going to try more things in elementary and middle school and high school, and that’s what keeps you in school,” Haack said. “And so, I think just starting this now is the seed that they need to stay in school and be successful.”
 
Nayely said she has seen stress evaporate from the faces of new students when they go on their tours. She said her goal is to make that happen every single time she leads a future classmate through the building.
 
“I feel they should feel welcomed, or they could feel welcome or they could feel excited to be at our school,” Nayely said. “They could feel really, really, really, I’m, like, happy to be here.”
 
Haack said those heartwarming actions are why she is grateful to be part of the McPhee community.
 
“It makes me so proud of our students and just so hopeful for our future,” Haack said. “I mean, you met some of these kids. They just have such good hearts, and they really come from this at a place of they do want kids to belong and feel safe here. And I think that’s something that makes McPhee such a special place, with all the different cultures we have and people just feeling like they belong here.”
 
At LPS, we want to help ALL students belong and thrive. Explore our Student Wellbeing and Outcomes goals in the 2024-29 Strategic Plan.
 
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Posted on March 18, 2026

Olivia blossoms into standout leader at Standing Bear

Olivia has made a legacy-leaving mark at Standing Bear High School in everything from archery to acting to music arpeggios.
 
The Standing Bear senior has blossomed into a standout leader during her three years at Lincoln’s newest high school. She plays flute and piccolo in the concert band, is a member of the show choir’s Leadership Council, sings in the chamber choir and has acted in several school plays. She has also been the marching band’s drum major, qualified for two national archery tournaments, performed in several honor choirs and encouraged fellow Grizzlies with her uplifting personality.
 
The National Honor Society student said her time at Standing Bear has been full of personal growth. She credited teachers, classmates and friends for giving her the confidence to shine in her academics and activities.
 
“The environment here is really, really positive,” Olivia said. “I think that we have some of the best teachers in the district, because they’ve made me feel supported throughout my time here. The community is really great as well. There are just a lot of support systems here that I like.”

 
Standing Bear teachers Aedan Strauss and Hunter Boe said they have been impressed with Olivia’s pursuit of excellence. Strauss teaches English classes and directs theater productions at school, and Boe leads vocal music classes and directs concert and show choir groups.
 
“Describing Olivia as hardworking would be an understatement,” Strauss said. “In my time spent with her in both the classroom and theater, I have been amazed at how invested she is in every facet of her education and activity schedule. She does not back down from doing anything, and I have never seen a student be so involved in so many things and yet still be so successful.”
 
“She brings great initiative, tenacity and high energy to every group or team with which she is involved,” Boe said. “I am particularly proud of her willingness to try new things. Olivia has become a really well-rounded musician and student because of that courage and vulnerability. While she has done band and archery for many years, she joined theater, show choir and chamber choir at different stages of her journey, excelling in everything she does.”
 
Brian Vuu said Olivia began making an impact the very first day she stepped on campus. Vuu, the school’s instrumental music director, relied on Olivia and other sophomores to guide the marching band when Standing Bear opened in 2023. There were no juniors or seniors to fill leadership roles that year, which gave Olivia an opportunity to share her mentorship talents with others.
 
“It’s been really fun to have Olivia as part of the group,” Vuu said. “She’s been very generous with showing all of that knowledge and being kind and gracious with students who don’t know what to do. It’s been amazing to see her help start our traditions of what Standing Bear music is going to become for the future.”

 
Olivia scored her first musical memories when she sang in the Moore Middle School choir, and her love of performing arts has continued at Standing Bear. She has filled her schedule with classes, lessons and public performances in band, choir and theater arenas.
 
“Everybody in performing arts works really well together,” Olivia said. “I’m able to have a lot of opportunities and work with a lot of different people. I love it.”
 
Boe said Olivia’s work ethic has given her an edge in all of her interests. She has devoted many hours to memorizing marching band and play production materials, rehearsing choir songs and learning new flute and piccolo melodies. She is also a member of the Nebraska Business Focus Program and has earned Nebraska School Activities Association Academic All-State Award recognition.
 
“Regardless of formal role or not, she is a clear model for her peers in many ways,” Boe said. “She is consistently engaged, always working hard, spends an incredible amount of time in preparation, asks questions and looks for feedback.”

 
Boe said Olivia’s humble and inquisitive nature is also a source of inspiration. While she often provides instruction to other Grizzlies, she also asks teachers and classmates for advice when needed.
 
“I know that they give me the resources that I need to improve, and I know that I have the support that I need when I’m struggling,” Olivia said. “I’m never nervous to ask for help.”
 
Olivia is planning to study music education at the University of Nebraska-Lincoln and become a vocal music instructor. Vuu and Strauss said her A-plus resume at Standing Bear will serve her well when she enters the professional teaching world.

 
“Olivia has had to do so much with becoming a leader and taking all of those plates and balancing them at the same time,” Vuu said. “It almost emulates being an adult who has to take care of all of those different elements. Being able to do that at the age she is, it just makes me feel even more strongly about her going into the career of music education.”
 
“I cannot wait to hopefully work alongside her someday in the field, and potentially even in the same district,” Strauss said. “Her passion for teaching others and pushing them to be their best selves is exactly what we need in music education.”
 
Discover how performing arts classes and activities have benefited many Standing Bear students like Olivia.
 
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Posted on March 16, 2026

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

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 program’s Science Olympiad team. 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 March 13, 2026

Irving receives prestigious honor for sponsoring unified activities

Irving Middle School students and staff enjoyed a banner day this winter when they were honored for their life-changing unified programs.
 
Special Olympics Nebraska recognized Irving as a National Banner Unified Champion School during a celebration in the auditorium. The organization presented the banner because of Irving’s excellence in promoting social inclusion through unified activities. Irving became the first Lincoln Public Schools middle school to receive the award.
 
Eighth graders Aubrie and Lily said they were thrilled to be part of the ceremony. Aubrie helps her classmates in the Irving Circle of Friends club, and Lily reads to her fellow Aardvarks as part of the unified book club.
 
“To see this happen here is really amazing,” Aubrie said. “I’m really happy for this school, because everyone supports everybody.”
 
“Just knowing that all of these adults who have done so much for us, and all of these kids who have been a part of our lives for a long time, are getting recognized for all of their hard work, and all of my peers are getting known for their hard work, honestly, it really makes you feel empowered,” Lily said. “It makes you feel that anything good can happen if you put some strength and perseverance into it.”

 
Irving teacher Ashley Forbes said it has been inspiring to watch students like Aubrie and Lily rally around their classmates. When Forbes began teaching at Irving four years ago, approximately 20 students were helping with unified activities. Now, more than 100 Aardvarks and 15 staff members are participating in eight unified programs.
 
“It’s been amazing to see the evolution of unified programming at Irving and how it’s impacted our student body and staff over the last four years,” Forbes said. “We’re really thankful for such a close-knit community of staff who support this mission and really encompass our district motto of All Means All.”

 
Carolyn Chamberlin said she and other Special Olympics Nebraska representatives were awestruck with the amount of unified enthusiasm at the school. Chamberlin, who serves as the organization’s president and chief executive officer, told students and staff that their actions were creating ripples of hope throughout Lincoln.
 
“You are changing your school for the better,” Chamberlin said. “But you’re not just changing your school, because when we choose to include and have a mindset where everybody can belong, you actually are impacting more than your campus. You’re impacting your community, and one day in your life, you will impact your place of business, you will impact your neighborhood, and ultimately, you will be part of continuing to change the world where we are more accepting and more inclusive of everybody.”
 
Irving received the National Banner Unified Champion School designation because it met ten Special Olympics standards. Among these were inclusive youth leadership, whole-school engagement and the implementation of unified sports and activities. The school currently sponsors Circle of Friends and unified art, music, track and field, computer science, physical education, Student Council and book clubs.

 
The ceremony included a 13-minute video that highlighted each of those activities. It showed Irving students playing orchestra and percussion instruments together, taking part in games in the school gym and sharing many hugs and smiles.
 
Lily appeared in a photo that captured her reading to a classmate in the unified book club. She said those moments were special for her because of the friendships she has formed.
 
“Knowing that they’re in a safe space and that we’re able to help them out is really fulfilling,” Lily said.
 
The ceremony also featured dance and music performances from the Aardvarks. The audience cheered as students moved to music and played bongo drums on stage. Both groups received loud rounds of applause as they returned to their seats.
 
Forbes felt unified activities had created a welcoming environment for everyone in the building. She said it was encouraging to see Irving’s name appear on a Special Olympics Nebraska map of unified banner schools. North Star, Southeast and Southwest are the three LPS high schools on the list.
 
“When I looked that up for the first time, that was just super awesome to see,” Forbes said. “We’re just one middle school in Lincoln, but knowing that we’re making an impact on our student body in some really amazing ways by being so inclusive, that’s what I feel matters the most.”

 
Aubrie and Lily both said they would like to continue helping with unified activities for the rest of their LPS careers. They said the banner moments they have enjoyed at Irving have shaped who they are and how they treat everyone they meet.
 
“If I can have some sort of role with unified in high school, I would gladly do it in a heartbeat,” Lily said.
 
“It’s been so much fun,” Aubrie said. “I’ve loved being a part of it. It’s something that’s been a big part of my life here at Irving.”
 
Learn more about the positive impact of student activities at the LPS Get Involved webpage.
 
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Posted on March 13, 2026

Holmes educators reflect on mentorship that shaped a career

Mentorship can make all the difference in a career. At Holmes Elementary School, it also created a full-circle moment. Years after learning from teacher Buffy Beerenstrauch as a student teacher, Michelle Reinke now leads the same school as principal.

In 2000, Reinke started as a fresh student teacher assisting Beerenstrauch with her second grade class at Holmes. She had known since childhood that she wanted to become a teacher, but working side by side with Beerenstrauch gave her a clear picture of the kind of educator she hoped to be. In Beerenstrauch’s classroom, students were held to high expectations while knowing their teacher cared deeply about their success.

 
“Buffy always showed the passion of educating, had high energy, and you could see how much she was there for students,” Reinke said. “She is a natural teacher and I am forever grateful for the experiences I have had and knowledge gained from her. She will do anything for anyone and she truly supported all aspects in my pre-teaching as well as through my career.”

At the time, Beerenstrauch was also building her own career at Holmes. Reinke was the first student teacher she mentored, beginning a professional relationship that has continued as both educators grew in their roles within Lincoln Public Schools.

“What I remember is Michelle's extraordinary way with students, her relationships, love of teaching and commitment to doing her best!” Beerenstrauch said. 

She stayed in touch with Reinke as her former student teacher built a career in LPS, teaching special education at Riley Elementary from 2004 to 2014 and later serving in leadership roles at Prescott and Eastridge before returning to Holmes as assistant principal in 2023. She stepped into the principal role at the start of the current school year.

“She has had so many different teaching positions and administration positions, which I think has made her into the amazing leader she is today,” Beerenstrauch said. “I was so excited when she got the assistant principalship job because I knew she would be an amazing addition to our Holmes family! Michelle puts the staff and students first.”

Reinke said it was a dream come true to return to Holmes. 

“I am forever thankful for the opportunity to be the principal of Holmes,” she said. “I can't put my finger on it, but its culture is amazing and I am lucky to be a part of it by supporting students, staff and families!”

That connection between mentor and student teacher reflects something both educators say defines Holmes.

Beerenstrauch said the school has long felt like a family, where staff support one another and invest deeply in students and their success.

For both educators, the mentorship that began in a classroom more than two decades ago continues to shape their work today, reflecting the culture of support and connection that makes Holmes a special place to teach and learn.

Interested in starting a career in education? Explore student teaching and career opportunities with Lincoln Public Schools.

Posted on March 12, 2026

Lion Leaders: Belmont CLC students bring kingdom-sized musical to life

Belmont Elementary School students showcased the birth of a lion kingdom this winter when they performed a popular musical on stage.
 
Dozens of Cougars in the school’s Community Learning Centers (CLC) program portrayed Simba’s journey from cub to conqueror in “The Lion King.” They presented the popular story as part of the Disney Musicals in Schools initiative. More than 30 cast members began practicing in late September and held school and public performances in late February.
 
Alexandra and Xander filled two of the production’s top roles. Alexandra, a fourth grader, portrayed Simba, and Xander, a fifth grader, was in the spotlight for his work as Scar. Both said the months of hard work had been well worth it.
 
“It has been fun,” Alexandra said. “It’s been really fun learning, practicing and doing things with my friends.”
 
“It makes it more fun, because I’ve made more friends too,” Xander said. “I started off with two friends in ‘The Lion King’ and now I have five or more.”

 
Belmont teachers Kellie Roth, Jordan Timm, Morgan Dennhardt and Katie Kovanda guided practices twice a week for students in third through fifth grades. Roth directed the production, Timm was stage manager, Dennhardt was music director and Kovanda was the play’s choreographer.
 
The four leaders said the activity increased a sense of connection throughout the entire school. It also planted the seeds of many life skills for Cougars in the cast and crew.
 
“It has been incredibly rewarding to watch students step out of their shells and fully embrace the challenge of moving beyond their comfort zones,” Timm said. “If you could see where we began compared to where we are now, the growth would truly amaze you. They have dedicated countless hours to learning their roles, mastering the music and perfecting the choreography, and their hard work is shining through.”
 
“While they’re certainly learning the basics of theater, what stands out most is the growth happening beyond the stage,” Roth said. “They’re discovering teamwork, encouragement, responsibility and the value of every role. I’ve watched students rise with confidence and leadership at each rehearsal, and they come in smiling, energized and proud of what they’re building together. Seeing that pride and connection is the most rewarding part.”

 
Every student who wanted to be in the cast received a part last fall. A talented stage crew began creating many props, lion tracks and savanna-themed backdrops at the same time.
 
Xander said Scar was his favorite character growing up because he was a key part of the movie. He was thrilled when he was selected for the role this past fall.
 
“I got pretty excited when I first heard,” Xander said.
 
Kovanda said Xander symbolized why it is important to include fine arts in schools. She watched him use his musical abilities to bring the play’s main villain to life. The soft-spoken Cougar confidently sang “Be Prepared” as a group of hyenas gathered nearby on stage during a dress rehearsal.
 
“That’s a huge solo for him, and he practiced so much,” Kovanda said. “I think you can see from his demeanor that he does not seem like he would be an evil villain, and that speaks to his acting skills, because when he locks in, it is the most charismatic, intimidating energy that you’ve ever seen.”

 
The Disney play was also a catalyst for a large amount of community engagement. Two guest instructors from Omaha Performing Arts came to Lincoln for rehearsals each week, and Lincoln Community Playhouse leaders provided costumes for the Cougars to wear.
 
The Belmont group traveled to the Holland Performing Arts Center in early March for a Student Share event with children from other Midwest schools. It was the first time many Cougars had visited downtown Omaha, and it gave them an opportunity to form friendships with singers from across Nebraska.
 
Dennhardt and Timm said the musical has been valuable for adults as well. Timm, Roth and Kovanda all lead fourth grade classrooms at Belmont and Dennhardt is the school’s music specialist. They have partnered on ideas for choreography movements, scene selections and acting advice, which has helped them develop closer bonds in their daily teaching jobs.
 
“Having the chance to team-teach and prepare a show with such an incredible group of educators has given me weekly motivations beyond the classroom,” Dennhardt said. “Each adult truly believes in our students’ abilities to make the show come alive. The positive energy from the team of educators and students alike has been something I look forward to continuing for years to come.”
 
“Gaining insight into the many moving parts behind a musical has been both exciting and rewarding,” Timm said. “Each teacher involved brings a unique skill set, and collaborating together has been one of the most meaningful aspects of the process.”
 
Roth said the circle of educational life that “The Lion King” has brought to Belmont has benefited everyone in kingdom-sized ways.
 
“Seeing students step outside their comfort zones, cheer each other on and grow more confident every single rehearsal has been the best thing,” Roth said. “There’s such a positive, supportive energy in the room, and it’s so special to be part of something where everyone feels valued and excited to create something together. It’s been a joy from start to finish.”

Learn how LPS students are benefiting from Lincoln Community Learning Centers programs across the city.
 
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Posted on March 11, 2026

North Star students organize successful Rock the Trades event

The rock-solid work ethic of North Star High School students like Natalie and Jenny resulted in many career rewards for their classmates this winter.
 
Two hundred Navigators learned about a wide assortment of trades-based jobs at the annual Rock the Trades Career Fair. SkillsUSA members worked with advisor Amanda Woodward to plan all aspects of this year’s event. Their managerial talents attracted 37 employers, schools and industry organizations to North Star’s campus, which was an increase of 12 from the previous year.
 
Natalie and Jenny said it was fun to watch everything fall into place as their classmates walked into the Aviation and Technical Education Focus Program’s hangar.
 
“It’s so cool,” Natalie said. “It’s a lot different than previous years, because last year we didn’t do much planning, but this year we did a lot. We worked on this months in advance.”
 
“It makes me feel very accomplished, actually,” Jenny said. “I’m very happy I can see other students who I might not have talked to before and ask them, ‘Hey, what are you interested in? What are you doing?’ It’s very fun being able to speak to them.”

 
SkillsUSA members met with school counselors, librarians and advisors this past summer to begin planning the 2026 event. They set up logistical information such as the date, time and location of Rock the Trades, and they asked dozens of Lincoln-area companies if they would be interested in attending.
 
After learning that more than 30 industry professionals would be coming, the Navigators mapped out spots for tables in three sections of the focus program’s building. They designed and placed promotional posters for Rock the Trades throughout the school, and they assisted companies with their needs during the event. They helped them set up booths that included business-related materials, virtual reality equipment and large and small electrical items.
 
Ashlee Harms said she and other industry representatives appreciated those efforts. Harms is a human resources manager at Lincoln-based TCMO, which provides fabrication, machining, welding, assembly and power coating services to customers. She said Woodward’s passion for helping students learn about trades has led to many fruitful conversations with them.
 
“I’ve been out here quite a bit the past few years since I’ve been in this role,” Harms said. “Amanda has been great to work with, and she really pushes the trades here. This is always a great place for us to get our name out there.”
 
Sofia Becerra said she was pleased with the number of students wanting to learn about workplace settings. Becerra is a talent acquisition specialist at Kidwell, which provides information technology and electrical contracting services in town. Kidwell’s headquarters is located less than a half mile from North Star’s campus.
 
“I’ve seen a lot of interest from students who are wanting to get their foot into an industry and are wanting to start early,” Becerra said. “I’ve seen a lot of eager students. The students here have taken more business cards than sometimes when I go to colleges. It’s amazing to see young individuals take that kind of approach and want to get their careers started right away.”

 
Becerra said she was also impressed with the detailed questions that the Navigators asked her. She said they wanted to know about the company’s 401(k) program, what benefits were offered and what types of educational classes were available.
 
“It makes me feel really good,” Becerra said. “It’s amazing to see kids that not only care about their future, but also the culture in a company. They want to be with a good company that takes care of their employees, so it’s awesome to see that responsibility and those values already instilled in students.”
 
Natalie said those one-on-one exchanges were a key reason why she has enjoyed coming to Rock the Trades the past four years. She said the get-togethers have helped her expand her vision of working in an aviation career. She and other Navigators have increased their networking circles, learned about internship and apprenticeship opportunities and discovered dozens of potential job pathways.
 
“It’s more than just a career fair,” Natalie said. “It’s something that’s above and beyond.”
 
Natalie’s leadership skills are also paying off in the short term. She and several teammates will submit their Rock the Trades organizational materials in this year’s Nebraska SkillsUSA State Leadership and Skills Championships. They would like to earn a state award in the Community Service Project category and do well at nationals.

 
“It just seemed like a fun thing to do for our senior project,” Natalie said. “I think it’s going great today.”
 
Jenny said the smiles she saw from her friends and classmates at Rock the Trades made all of the hard work worth it.
 
“I just enjoy seeing people learn about opportunities they probably would never have seen before,” Jenny said. “Trades careers are a graduation pathway that people can take, and I’m not sure people are aware of that. Rock the Trades is really helpful for them.”
 
Discover how Career and Technical Education classes are putting LPS students in prime positions for future jobs.
 
Do you have a story idea? Share it with the LPS Communications Team by filling out this form!

Posted on March 11, 2026

Nataly composes medley of shining moments at Southwest

Southwest High School senior Nataly is using a show-stopping array of talents to set up a successful future for herself.
 
Nataly has created a medley of shining moments at Southwest with her bright personality. She is involved in show choir and concert choir activities, has aced tests in her English and math classes and has earned her certified nursing assistant endorsement through The Career Academy. She plans to work as a pediatric or intensive care unit nurse after graduating from college.
 
Nataly said her time at Southwest has prepared her well for life after Lincoln Public Schools.
 
“I love the amount of friends that I’ve made here,” Nataly said. “I love the connections I’ve made, and I love that I have a bunch of opportunities that I can take in.”

 
Southwest Principal John Matzen said he has been impressed with Nataly’s willingness to try new adventures in both academics and activities. She has taken courses ranging from Environmental Chemistry to Literature Through Film, and she has traveled to cities like Chicago with her show choir group.
 
“Nataly is a student who has embraced the opportunities of high school to explore interests and to position herself for a bright future ahead,” Matzen said. “She has kept a positive outlook no matter the challenges she faced.”
 
Many of Nataly’s accomplishments have taken place in the performing arts wing of the building. She joined choir for the first time as a seventh grader at Park Middle School, and she fell in love with expressing herself through song. She combined her singing and dancing interests two years later when she signed up for show choir with other Silver Hawks.

 
Leighton Ware and Samantha Costa have worked closely with Nataly during her high school career. Costa is the choir director and assistant show choir director at Southwest, and Ware is the school’s director of show choirs and assistant choir director. They said they have enjoyed watching Nataly display her talents both in the practice room and on stage.
 
“She’s a talented young lady who dedicates herself to everything she’s involved in,” Costa said. “She always comes to class smiling and ready to take on the day. Not only is she friendly and personable to faculty and staff, but all her peers as well, making everyone feel connected and valued.”
 
“I love that Nataly is so energetic and driven,” Ware said. “She is always so happy and enthusiastic and wants to succeed at everything she is involved in. She is great at building relationships with her peers. She always makes people feel welcome and wanted, and I value that a lot in her.”
 
Nataly has formed friendships with people in multiple show choir groups at Southwest. Those communication and bridge-building gifts are also why she is interested in the nursing field. She said providing professional care to patients and families would be a fulfilling way to serve the community.
 
“I’m very social,” Nataly said. “I like being around people, I like talking to people and I like taking care of people. If I get the chance to be a part of saving lives and helping people, I want to do that.”

 
Nataly has crafted her course schedule with that goal in mind. She has chosen to study more science-based subjects, such as chemistry and biology, to get a head start on that aspect of nursing. She also jumped at the chance to take a certified nursing assistant (CNA) class at The Career Academy when the opportunity presented itself. She passed the CNA exam on her first try after completing the course in December.
 
Costa said she and other Southwest teachers have noticed that commitment in the classroom. She said Nataly’s attention to detail and ability to work well with others would carry her far.
 
“She’s been working hard to take classes that will prepare her for a career in nursing – specifically the pediatrics and maternity side of things,” Costa said. “While she might not be planning for a career in music, her leadership skills, dedication, teamwork abilities, empathy and passion she exhibits daily in choir will shine and make her an excellent nurse to many.”
 
Ware said Nataly’s passion for people would play a central role in her post-Southwest endeavors.
 
“I think Nataly will be super successful in her future, especially because of her ability to genuinely build connections with others,” Ware said. “She finds something great in every day and her smile lights up a room. Whoever she surrounds herself with will really notice this and will want to be around her.”
 
Learn more about the classroom and extracurricular opportunities available at Southwest.
 
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Posted on March 09, 2026

Links use analytical skills to argue for an A

If you had to convince your high school English teacher to give you an A on an assignment, how would you go about making that argument?
 
Lincoln High students answered that question this winter by completing an “Argue for an A” project in their Advanced Placement Language and Composition class. They showcased the rhetorical and analytical skills they have learned during the yearlong course. They could use either logical or emotional reasoning to explain why their posters should have an ‘A’ attached to them.
 
Karen and Lola both took straightforward routes in stating their cases to teacher Nick Bihm. Karen listed why an A would help her become a lawyer on her poster entitled “The Future of My Life is in Your Hands, Mr. Bihm.” Lola employed a similar strategy, as she told Bihm that getting an A would let her maintain the grades she needs to become a veterinarian. Both juniors said they had fun sharpening their critical thinking talents on their projects.
 
“It was very open-ended, so it was a little scary at first, but I liked the assignment,” Lola said. “I honestly wish I had more assignments like it.”
 
“I enjoyed how it challenged your creativity,” Karen said. “It gave people different ways for them to think about how they could argue for their A.”

 
Other students took more unconventional paths on their persuasive journeys. Josephine, a junior, remembered that her older sister had received an A on the same assignment last year. She used that fact to urge Bihm to give her an identical grade.
 
“My reasoning was that I’m smarter and more like my teacher than she is,” Josephine said. “I said that I deserve an A because, obviously, I’m a better sibling, so that was really fun.”
 
Bihm, who previously taught in Louisiana for ten years, brought the “Argue for an A” project with him to Lincoln High when he began leading English classes there two years ago. He said it has been fun to watch students use their own life experiences to design their posters.
 
Some Links listed their previous academic achievements as evidence of why they should get another A, while others appealed to Bihm’s sense of compassion for their futures. Several students drew kitten astronauts on their posters to remind Bihm that they had paid attention in class. The star-bound felines were symbols of the speaker, purpose, audience, context, evidence, choices, appeals and tone (SPACE CAT) components of a successful persuasive argument.
 
“I’ve seen students be really encouraged by, ‘Oh, I’m going to manipulate him to get my A,’ or ‘I’m going to guilt him into it,’ or something like that,” Bihm said. “They kind of energize themselves when they’re in that brainstorming process, which I really like to see.”

 
Josephine said innovative tips like the SPACE CAT acronym had helped her soak up AP Language and Composition fundamentals. She absorbed those lessons even more while thinking of creative ways to craft her poster.
 
“I think it broke it down in a way that was more understandable to me,” Josephine said. “Sitting down and getting taught stuff is one thing, but doing a poster, it adds that level of interest in it. It helped me a lot.”
 
After the Links completed their posters, they taped them to several walls in the hallway for a poster gallery walk. Each student analyzed the rhetorical and visual choices their classmates made on their projects. They then listed reasons why the other posters were “academically excellent” and if they thought Bihm should give their classmates an A.
 
In addition to teaching students how to look for airtight arguments, the poster gallery walk also showed them that there were many ways to arrive at the same A-worthy destination.
 
“I liked the drawings that everyone made,” Karen said. “It was fun to see their own creativity, because they did things that I didn’t think of myself.”

Lola said the project had helped her become closer with her classmates, too. Many Links used personal stories as threads for their arguments, which increased the chances for connection and community in the room.
 
“It’s fun to talk to your peers and see what they’re going through in their own lives,” Lola said. “A lot of the things that I read on the posters, I never knew about those people. It was really interesting, honestly.”
 
After students returned to the classroom, they took a card from Bihm, folded it in half and wrote a note of praise to someone who they felt had done a good job. The final activity taught them about the importance of including encouragement in their daily school routines.
 
Lola said the course was preparing her well for the upcoming AP exam. She felt it was giving all of the Links more confidence in the three A’s of analysis, arguments and articulation.
 
“The entire class is really helpful with making students understand how to back up their claims, to back up what they’re saying in any facet, talking about anything,” Lola said. “They’re able to back up what they’re saying because we’re learning all of these things.”
 
Interested in how English is taught at LPS middle and high schools? Explore our secondary English Language Arts curriculum. 
 
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Posted on March 06, 2026

LPS school social workers expand resources for Student Support Program

Lincoln Public Schools students are expanding their visions of success this year with the help of extra school social workers, therapists and mental health professionals.
 
LPS is using two new federal grants to provide important support systems to students at several locations. The Office of Juvenile Justice and Delinquency Prevention (OJJDP) and the Bureau of Justice Assistance (BJA) have provided money for intervention services, violence prevention programs and student therapy sessions. The grants will run through September 2027.
 
LPS has three school social workers and has contracted with three school-based therapists to work with students and families. Long-time teacher and administrator Tom Kolbe is also serving as a re-entry team leader.
 
The Student Support Program (SSP) is one of the grant’s main recipients. SSP team members work with middle and high school students who have either been suspended or expelled from school. SSP Coordinator Ashley Dotson said the additional school social workers and therapists have influenced the entire SSP community.
 
“The therapeutic piece of it has been phenomenal,” Dotson said. “The changes here have just been astronomical in a very positive way.”
 
LPS Mental Health Coordinator Andrea Phillips said the grants have provided another avenue for LPS to help people. Many previous SSP students excelled in their future goals after attending classes on the 40th St. campus. The goal is for those numbers to rise throughout the 2025-26 and 2026-27 school years.
 
“I think people often think that when kids get suspended or expelled, that that’s it,” Phillips said. “They don’t know that there are services that we provide once kids are either suspended or expelled. We’re still working hard with them.”
 
School social workers Becca Rivers, Danae Hyde and Heather Bock began assisting students this past fall. In addition to spending time at the SSP, they have also worked with the LPS Transition Program and the Pathfinder Education Program. The LPS Transition Program, which is housed at Northeast High School, primarily serves students with health needs such as anxiety or depression. The Pathfinder Education Program is designed for students at the Lancaster County Youth Services Center.
 
Rivers said one of the trio’s primary goals is to provide people with a sense of belonging during the school day. That is especially true on the SSP campus, which is a place of restoration for students from all across the city.
 
“We have three social workers here, and sometimes all three of us are here in one day, so that gives us a lot of opportunities to get to know these kids,” Rivers said. “They see our faces along with the rest of the staff here, and they’re given an opportunity to see how they can shine and what their strengths are.”
 
The team has implemented several hope-based intervention strategies this year. School social workers and therapists meet with students when they arrive at SSP to learn more about their lives. They discover if physical, social or emotional harm has either happened to or been caused by the student, and they develop individualized solutions for each scenario. This allows them to create a timeline for the student to transition back to either their former school or new campus.
 
“We know that if they’re going back to that building, it’s important to repair that harm because otherwise it’s going to bubble up again and cause problems,” Phillips said. “A big premise of this work is restorative practices.”
 
Increasing self-esteem is another key piece of the restoration strategy. SSP students are learning about healthy relationships in Voices of Hope group sessions and can earn rewards, such as school t-shirts or lanyards, for exhibiting good classroom behavior.
 
Dotson and other SSP leaders have also piloted a nine-week mobile barbershop program. Trusted mentors provide participants with a confidence-boosting haircut and other essential therapeutic services.
 
“We really work hard on having them say that statement of, ‘I am a good kid’ out loud, because they have to start hearing it from themselves,” Dotson said. “Words turn into actions and emotions, and the more that they’re starting to see that and feel that, the more their vision of themselves starts to change too.”
 
Those actions set the stage for the re-entry process. Rivers, Hyde, Bock and Kolbe create transition plans with families, schools and outside agencies such as the Department of Health and Human Services. Students learn that school social workers will remain connected with them once they return to larger buildings, which has fostered a sense of security, trust and reassurance.
 
“The initial feedback from everyone involved in the meetings has been great,” Rivers said. “I think those have been really helpful.”
 
“We have families who are learning to trust us,” Dotson said. “Building that trust with them and trying to create that warm handoff to a comprehensive school so that trust continues is a really big step for us.”
 
Rivers said the extra support systems are providing rays of hope to many students who are eager to improve their lives.
 
“It’s meeting people where they’re at, which is the basis of social work,” Rivers said. “You start where people are and you move from there. You walk with them – not in front of them, not behind them, but right next to them – and that’s what we do with these students here.”
 
Did you know that LPS has more than 50 school social workers? Find out more about our school social workers and how they help our students in all grades. 
 
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Posted on March 06, 2026

TeamMates of the Month: Cynthia and Cheryl

Cheryl and her future mentee Cynthia met for academic support in second grade, a year before Cynthia’s eligibility for TeamMates. When Cynthia’s parochial school closed in fourth grade, Cheryl sensed they weren’t ready to say goodbye.

“She had a lot of potential, and I wanted to keep track of her. So, I got the go-ahead to apply for TeamMates.”

They’ve met in several schools since.

“It's been a real joy to see Cynthia from second grade to now,” says Cheryl.

As many matches do, they often met over the lunch hour in the library, which Cynthia says added another dimension to their mentoring relationship.

“Cheryl was always interested in books, so she'd go around looking at books and talk to me about them.”

Over time, they talked about more than books. That’s how Cynthia learned that Cheryl would help her remember how capable she is.

“If I tell her I'm scared of something, she always reads my [Cynthia points to her ID badge with a list of her strengths on the back]. It always makes me think…I can do this. She reminds me every time.”

In fact, “capable” is one of the words that Cheryl chose to describe Cynthia.

“Back when I was her age, I just didn't have her confidence. Last year, she had a gateway into the field that she wants to go into, related to child development. I wondered, how did she handle that? How did she keep it together? And how do you calm a child who's distressed?”

Cynthia notices when Cheryl mirrors what she’s feeling and going through.

“She cares. A lot. You can tell she genuinely cares by her expressions, her words. She gives me a lot of feedback too, but it's not just regular, it's more like deep down, more sincere.”

Cheryl is glad Cynthia used the word “feedback” and not “advice.”

“I try not to give advice because that sounds like you're telling people what to do and I don't want to do that.”

Cynthia is clear about her gains.

“I don't think I would have achieved this much. I don't think I would have done college classes. Even when she’s not there, I think of when she tells me my strengths, and it makes me think I am capable to try more things.”

Without TeamMates, Cheryl says, “There'd be a hole.”

Posted on March 03, 2026

BCHS Focus Program helps Kimberly prepare for heartwarming medical career

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

TCA senior Eric unlocks unlimited potential in criminal justice courses

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

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

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

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

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. 
 
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Posted on February 27, 2026

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

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. 
 
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Posted on February 27, 2026

Elizabeth pilots promising future in aviation-based focus program

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. 
 
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Posted on February 27, 2026

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

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

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.
 
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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.
 
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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.

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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