A type of quality assurance process under which services and operations of educational institutions or programs are evaluated by an external body to determine if applicable standards are met. If standards are met, accredited status is granted by the agency.
This report, submitted two years following a Quality Assurance Review team visit, details the actions and progress the school has made on the team’s recommendation. The progress report is intended to serve as a tool for schools to stay focused on the recommendations of the team and to use the team report as a guide to enhancing their school’s improvement efforts. The report also is used as a monitoring tool by the NCA CASI/SACS CASI State Office to provide assistance to the school and to ensure that the school is addressing any deficiencies in the standards.
Formerly known as the American College Testing Program, the ACT offers a college level English, mathematics, reading, and science assessment.
A research technique that can be employed by teachers to improve upon the education environment in the classroom. Usually informal, action research can take the form of teachers analyzing behavior and various classroom situations to better understand their classroom environment.
A sequence of steps that must be taken, or activities that must be performed well, for a strategy to succeed. An action plan has three major elements (1) Specific tasks: what will be done and by whom. (2) Time horizon: when will it be done. (3) Resource allocation: what specific funds are available for specific activities. Also called action program
Adams Elementary, a K-5 elementary school in South Lincoln, was named after Lt. Colonel Paul Adams and opened August of 2008.
Born in Greenville, S.C., Adams began a distinguished military career in the Air Force and became a fighter pilot for the Tuskegee airmen in World War II. Col. Adams’ career saw nine major campaigns and he received the Commendation Medal with three Oak Leaf clusters.
When he retired from the Air Force, Adams began his teaching career at Lincoln High. He was one of three black teachers in Lincoln Public Schools when he started teaching in 1964. He taught industrial arts at Lincoln High until 1982, when he retired from school but not from teaching and serving his community.
Adaptive Schools is about developing strong schools in which faculties have the knowledge and skills to collaborate deeply, have productive cognitive conflict, and become collectively responsible for student achievement.
For more information: http://wp.lps.org/bscott/
Attention Deficit Disorder (ADD) is a condition resulting in symptoms of inability to maintain attention, impulsive behaviors and/or motor restlessness.
According to the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, 1994, (DSM-IV) the diagnostic label is Attention Deficit Hyperactivity Disorder (ADHD) However, in popular conversation and on the ADDA website the terms – ADD, ADHD, AD/HD – are used interchangeably.
At the entrance to LPS high school and middle school buildings you will see a sign noting that there is an AED on site. An AED is an automated external defibrillator. This device is located in a public area, and is for use in a cardiac emergency.
Lincoln Public Schools developed the Science, Arts and Humanities, Information Technology and Entrepreneurship Focus Programs to provide students with similar interests the option to learn in a small community of learners.
The programs are an extension of student learning in their LPS high school. There is no fee or tuition charged for program participation. We are pleased to offer these outstanding programs for students.
The program opened in a portion of the old Coca Cola Bottling plant just east of Lincoln High School.
ALEKS (Assessment and LEarning in Knowledge Spaces) is a web-based assessment and learning system used primarily in LPS to support the secondary (6-12) math curriculum.
ALEKS uses adaptive questioning (and re-questioning) to quickly and accurately determine exactly what a student knows and doesn’t know in a course, instructing a student on the topics they are most ready to learn.
Instructional Technology Tool (apps & extensions & themes) that are ALLOWED to be installed, but NOT automatically installed and do not show in the “for class.lps.org” page of the Chrome Web Store.
An alternative assessment is an assessment in which students originate a response to a task or question. Such responses could include demonstrations, exhibits, portfolios, oral presentations, or essays. This varies from a traditional assessment which is often a performance on a written exam.
The AP (Advanced Placement) program offers college level courses within high schools across the country. Generally these courses are much more rigorous than the general course offerings, and colleges & universities often exempt students from introductory coursework if they demonstrate mastery through an official AP test.
Official AP course testing is handled by College Board, the same non-profit organization that runs the SAT exam.
LPS offers students a number of AP courses.
Apex Learning provides comprehensive, standards-based online courses used in certain situations by LPS secondary students. The instructional content uses multimedia to motivates and engage students, provides multiple representations of concepts, is paced to meet individual needs, and addresses different learning styles.
LPS uses this on-line learning tool to provide a variety of courses at the high school level. Specifically, it meets the needs of students looking for credit recovery, students with scheduling difficulties and in some cases our gifted student population.
Short for application. Apps are small, single-use programs that typically run on mobile devices.
Arnold Elementary School was built in 1959 as the base housing school at Lincoln Air Force Base. Although the school was financed with federal funds, it was a civilian school and a part of the city school system from the beginning. When the Air Force Base closed in 1968, Arnold’s population departed. Plans were made to close the school or find other uses for it. At this time, part of Arnold was leased to E.S.U. No.6 for a special education program; however, within a year the school was in full operation again as a Lincoln public elementary school after Lincoln Housing Authority acquired the base housing.
For a time from 1971 Arnold was operated as two schools: Arnold Elementary and Arnold Trainable School; however, the two were merged in 1973.
In August 2009 Arnold moves into a new joint use facility down the street that is shared with a public library and a recreation center.
The school was named for General RH. (Hap) Arnold (1886- 1950), a career soldier with wide interests and diverse talents. After World War I Major Arnold supplemented his income as an army officer by writing a series of boy’s adventure books that dealt with flying. As he moved up in rank, he devoted himself to reorganizing the Army Air Corps and was so successful in this endeavor, that he became Air Commander-In-Chief during World War II.
For more information on how the American Recovery and Reinvestment Act is impacting Lincoln Public Schools, check out the web page explaining it.
General name for the database platform that holds and offers access to our student information, financial and business data.
Autism is a complex, developmental disability that is usually evident within the first three years of life. It is generally recognized by disturbances in communication, social interaction and perceptual organization, or patterns of behavior. Autism is referred to as a “spectrum disorder,” meaning that individuals diagnosed may have a variety of symptoms, ranging from mild to severe.
Formative Assessment (Assessment FOR Learning) – All activities undertaken by teachers and their students that provide information to be used as feedback:
· to adjust instruction to support additional learning,
· to guide and support student learning, and
· to support the closing of gaps in learning.
Summative Assessment (Assessment OF Learning) – Assessments used to determine how much students have learned at a particular point in time in order to report achievement status.
[NOTE: Notice that the terms “formative” and “summative” refer to how data is USED (whether data is used for adjusting learning/teaching or for evaluating learning). Since assessments are tools designed for a specific purpose, formative or summative goals should be understood and accounted for in assessment designs.]
Common Formative Assessment: An assessment or set of assessment items created collaboratively by a team of teachers responsible for the same grade level or course. Assessment data is used to identify: students who need additional support, effective teaching strategies, specific areas in which students are having difficulty, and improvement goals for the teachers and the team. (adapted from Learning By Doing, Dafour et. al. 2006)
In the book entitled, On Common Ground, Rick Stiggins has this to say about common assessments.
“In addition, as a result of this teamwork-based learning experience, teachers can continue to collaborate in the development and use of both assessment OF and FOR learning. To the extent that we team to (1) analyze, understand, and deconstruct standards, (2) transform them into high-quality classroom assessments, and (3) share and interpret results together, we benefit from the union of our wisdom about how to help our students continue to grow as learners. Just be cautious and understand that common assessment OF learning may not constitute assessments FOR learning if they do not satisfy the conditions of student involvement spelled out here. And we must always remain open to the possibility that assessments FOR learning may be unique to a single classroom or even to a single student – and are therefore not always “common.” But to the extent that teachers can work together to meet the challenges of classroom assessment, we bring the power of the professional community into play to benefit students.”
Assessment bias – qualities of an assessment instrument that offend or unfairly penalize a group of examinees because of examinees’ gender, ethnicity, socioeconomic status, religion, or other such group-defining characteristics.
Offensiveness – Offensiveness generally occurs when negative stereotypes of certain subgroup members are presented in an assessment. Other types of offensiveness include slurs, blatant or implied, based on stereotypic negatives about how members of particular groups behave. Finally, offensiveness can occur when the language used in an assessment isn’t inclusive (such as using the term men instead of people).
Unfair penalization – Occurs when a student’s test performance is distorted because of content that, although not offensive, disadvantages the student because of the student’s group membership.
Differential (disparate) impact – When members of a particular subgroup perform less well than other students taking the same assessment. Subgroups may be defined in terms of race, ethnicity, gender, socio-economic status, or any other variable that represents identifiable differences. The presence of disparate impact does not necessary imply that assessment bias is present; however, the presence of disparate impact does suggest that further scrutiny of the test or test items may be warranted.
Essential Outcome – A ‘big idea’ we want students to carry forward when they have let go of some of the details of their learning. This may be thought of as a ‘linchpin”–something that is essential for students to understand and hold onto in order to connect their learning.
Evaluation – Using data to form conclusions and make judgments. Teachers evaluate when they use data gathered from assessments to grade students. Evaluators use data from multiple assessments to make conclusions about strengths and weaknesses of educational programs.
Portfolio – A way of collecting information for one or more of the following uses: (1) to showcase student work, (2) to describe student performance, or (3) to evaluate student performance. The term portfolio can refer to both the process associated with collecting information and the product itself, the collection. Stop this definition here (space issues) The key characteristics of effective portfolio systems are: (1) authenticity of instructional activities and assessments, (2) on-going assessment that is aligned with curriculum and instruction, (3) inclusion of assessments that focus on process as well as product, (4) use of assessment results to document growth, (5) collaboration between student and teacher, (6) student self-reflection and evaluation, and (7) supports communication.
Reliability – When we assess students we want to generate scores that are consistent. In educational assessment there are actually four types of consistency: (1) stability over different assessment occasions, (2) consistency of results among two or more different forms of an assessment, (3) consistency in the way an assessment’s items function, and (4) consistency between scores assigned by two different raters.
Standards: Themes of specific learning objectives that are related to specific content or processes.
Performance indicator – A comprehensive description of the overt behaviors (observable performances) that indicate the presence of specific knowledge and/or skills. A performance indicator is generally a collection of critical factors that allows us to assess what students have attained.
Performance Level Descriptors – Similar in nature to performance indicators, the State DOE uses this term in the assessment portfolio process to talk about student performance at various levels of proficiency.
Examples: Elementary report card rubrics and rubrics used with some of the CRT performances. Secondary GDE rubrics for math and writing. Secondary rubrics for Language Arts CRTs.
Performance Standard – The specific performance/product/achievement that sets the criteria for performance on the task in question. Specifies what a student must do and to what degree of mastery.
Critical Attributes/Critical Factors – The key traits or features that characterize performance at a given level. The key traits should be observable features of the skill and knowledge students are expected to possess.
Standardized tests – Tests that are administered and scored under conditions uniform to all students (test-takers). Standardization is a generic concept that can apply to any testing method – from multiple-choice to written essays to performance assessments. Standardization makes scores comparable and assures, to the extent possible, that test-takers have equal chances to demonstrate what they know.
Criterion-referenced tests (CRTs) – Standardized tests that compare a student’s performance to clearly identified learning tasks or skill levels. The basis for comparison is to a body of content knowledge and skills.
Norm-referenced tests (NRTs)– Standardized tests that compare a student’s performance to that of other test-takers. Norms are obtained by administering the test (under the same conditions) to a given sample (drawn from the population of interest, called the norm group) and then calculating standard scores.
Tasks/Items – Individual questions (or tasks) on an assessment. These terms are generally used interchangeably. Traditionally, the term ‘items’ is used in conduction with paper-and-pencil assessment, whereas the term ‘tasks’ is associated with performance assessment.
Validity – Validity refers to the degree to which our score-based inferences about students are defensible. Another way to think about validity is to pose the question, “Am I measuring what I think I am measuring?” When we assess students, we take these students’ responses to a set of tasks or items and generate some type of score that summarizes the students’ performances.
“At-risk” is a term applied to students who are at risk of educational failure due to lack of services, negative life events, or physical or mental challenges, among other factors.
Often these students are identified by teachers and steps are taken to determine the best ways to assist students through existing social services or educational systems in place in LPS schools.
The interscholastic athletic program of Lincoln Public Schools is considered an integral part of the total educational program. Pupils participate of their own accord and with parents’ knowledge and consent.
There are age limitation & academic requirements for Interscholastic activity participation
An annual physical examination is required each year after May 1 by the Board of Education and the Nebraska School Activities Association. Each student who participates in any phase of the interscholastic athletic program must have an annual physical examination after May 1 of each year.
A list of conduct which would result in suspension from practices, participation in interscholastic competition or in co-curricular activities is available in all secondary schools or in the LPS Athletic Director’s Office, 436-1811.
“Authentic assessments” present students with tasks that reflect the kind of mastery demonstrated by adults (experts) outside of the classroom. It is a broad concept, but often takes the form of a project that requires students to think about how to best use the skills previously learned in traditional classroom experiences.
AYP (adequate yearly progress) is part of the federal No Child Left Behind Act (NCLB). LPS reports assessment results for grades 3-8 and 12 to the NDE to meet this federal requirement. If schools or the district don’t meet the criteria NDE sets for AYP, negative consequences occur. These criteria include both 95% participation of students in certain groups and percent of students who are proficient. AYP reporting includes only English language arts and math.
LOCATION 1: 9th & T STREET (1881·1915)
LOCATION 2: 1420 U STREET (1916-1964)
This K-8 school was named for the street on which it was located until 1890 when the Lincoln Board of Education gave it the name of Bancroft in honor of the American historian and diplomat George Bancroft (1800-1891). Mr. Bancroft had no Lincoln ties; however, he wrote a widely acclaimed ten-volume history of the United States in which the nation’s progress was viewed as evidence of a divine plan for freedom and equality.
In 1845, while serving as Secretary of the Navy, Mr. Bancroft founded the U.S. Naval Academy at Annapolis. Later on, he represented the United States as envoy to Great Britain and to Germany.
In 1916, when the new building was built, Bancroft became a combination junior high and elementary school until 1923 when the junior high classes were transferred to the 26th & 0 Junior High. Bancroft continued as a K-6 school. Because of its location on the university campus, Bancroft also served as a laboratory school. Most of the staff had dual appointments as both university professors and LPS teachers. In 1940 the building was sold to the university but continued as a Lincoln Public School until 1964. The building then became Bancroft Hall, a regular university building.
Bancroft Hall was demolished in 2000 due to its proximity to the newly constructed Kaufman Center.
More history and photos of the building can be found on the UNL website.
Information about the current level of performance of the student population that can be used to confirm the need to develop new instruction or to assess differences between student performance before (at baseline) and after instruction.
Blue Cross Blue Shield of Nebraska is the health and dental insurance provider for LPS employees.
Beattie was built in 1953 and significantly renovated in 2007. It was named for Merle M. Beattie (1885-1979) who joined the Lincoln Public Schools District in 1906 and served 45 years as either teacher or administrator. In 1923 she was appointed Director of Elementary Education, a position she held until her retirement in 1951. In January 1953 Miss Beattie was selected by the Lincoln Board of Education to replace a member who had resigned to take a position in the Eisenhower administration. She served on the board only five months until the 1953 election.
The original Belmont Community School was built in 1889. Belmont School has been through periods of overcrowding and several buildings or additions since then, with the current building having been expanded in 1993.
Benchmarks are statements that provide a description of student knowledge expected at a specific grade, age, or developmental level.
Actions, processes, or interventions that are based in research or supported by results and are most likely to achieve the desired goal or performance level.
Bethany was a K-12 school from its inception. After the town of Bethany Heights was annexed by Lincoln in 1926, Bethany School continued in the K-12 configuration until 1941 when the high school portion was discontinued due to the opening of Northeast High School.
The grade school continued until 1981 when it was closed due to a declining school population.
The school was named for its location in the town of Bethany Heights.
State legislation (43-2007, sections 2-5) requires that a certified copy of a student’s birth certificate must be used when enrolling a new student in school. If your child is registering with Lincoln Public Schools for the first time, you may obtain this document from the Bureau of Vital Statistics in the state in which your child was born. Assistance in obtaining birth certificates may be obtained from Vital Records, 1033 O Street, Suite 130, Lincoln, NE 68508. Office hours are 8 a.m. to 5 p.m., Monday-Friday, 471-2871. There is a fee per certificate.
Please note: The document parents receive from the hospital looks like a birth certificate, but it is not a certified copy. A certified copy has the raised seal of the State of Nebraska on it and is signed by the director of vital statistics.
B.I.S.T. (Behavior Intervention Support Team) is a school-wide behavior management plan that increases student learning time, stops disruptive/hurtful behavior, and teaches skills that will lead to life success.
The three basic rules of B.I.S.T. are:
B.I.S.T. helps students work on the these life goals:
BLATS is an instrument LPS teachers can use to self reflect on their digital literacy and in return be given a custom blueprint for future instructional technology development.
Aggregated (anonymous) results may inform staff development offerings made in buildings and at at the district level.
The Lincoln Board of Education is committed to providing the highest quality education for all students in Lincoln Public Schools. The Board sees the primary mission of the schools to be the development of responsible adults:
As the elected governing body of the School District, the Board believes in sharing its decision-making processes with parents, students, other citizens and staff members. Board Members are elected by district to four year terms and serve without pay.
Please visit the Board of Education’s webpage for information about meeting times, agendas, and broadcast information.
The school was built in 1958 and named for Herbert Brownell Sr., a professor of education at the University of Nebraska. Mr. Brownell was the author of many textbooks of physics, chemistry and science. His sons, Herbert Jr., was Attorney General in the Eisenhower administration and Samuel, became U.S. Commissioner of Education.
A program that allows you to access information on the Internet. The standard browsers in use at LPS are Firefox, Chrome and Safari on Mac OS and Firefox, Chrome and Internet Explorer on Windows.
Bryan Community provides an alternative education to youth 16-21 years of age by emphasizing community, personal character and critical thinking skills. Students attending Bryan meet the same local and state learning standards as other teens in the Lincoln Public Schools. Students at Bryan benefit from personalized instruction and smaller classroom settings.
The Bryan Community focuses on creating a positive learning environment where each student is valued and learns new ways to be successful. Special efforts are made to connect with students and build relationships that are meaningful and inclusive. Bryan is called a community because students and staff work together toward common goals.
Bryan was an elementary school from 1956 until 1971 when it was closed due to a dwindling student population. For nine years Bryan was a storage site; however, in 1980 it was reopened when Lincoln Learning Center was moved into the building.
Since then, Bryan has been the district’s alternative high school under the names “Bryan Extension Center” and “Bryan Community.”
Bryan was named for Nebraska political figure William Jennings Bryan (1860-1929)
During the first four years of its life, Bryant was called “Q Street School,” however, in 1890 the Lincoln Board of Education named it for the American poet William Cullen Bryant (1794-1878).
The building was used for storage after the school was closed in 1929 and was torn down in 1965. Now the Lincoln fire department headquarters are located on the former Bryant site.
B.I.S.T. is a school-wide behavior management plan that increases student learning time, stops disruptive/hurtful behavior, and teaches skills that will lead to life success.
Buddy Room is a safe seat in another classroom used when a student needs an alternative safe seat for a variety of reasons.
The Associate Superintendent for Business Affairs is responsible for assembling the annual
budget document. The budget document is prepared as directed by the Nebraska Department of Education (and the auditor of public accounts) and is submitted to the proper authorities in accordance with Nebraska statute.
The LPS Board of Education authorizes a proposed budget statement for purpose of publication. Summaries of the proposed budget are available to the public, containing recommended expenditures and anticipated receipts and a summary of significant changes from the previous budget.
The public is given an opportunity to comment on the proposed budget.
After public hearings, the proposed annual budget document is adopted, or amended and adopted.
Built in 1887, C Street School was renamed Everett in 1890. It was built on one of the six blocks designated as sites for public schools in the Original Plat of Lincoln of 1867.
Every person in your building that needs AS400 access and/or access to the school’s network shares on the S drive must have a Computer Access Form on file.
Originally built in 1939, in order to avoid confusion with the Adventist elementary school called “College View Academy,” the name of Lincoln Public Schools’ “College View Elementary School” was changed to “Calvert” in 1958. (At almost the same time the College View Academy changed its name to Helen Hyatt Elementary School.)
Calvert School reflects the name of a nearby street, which in tum was apparently named for T. E. Calvert, a Lincoln resident in the 1880s who was General Superintendent and Chief Engineer of the Burlington & Missouri River Railroad.
One of the more notable alumni of Calvert Elementary is Richard “Dick” Cheney, who served as a 5-time U.S. Congressman from Wyoming, House Minority Whip, White House Chief of Staff, U.S. Secretary of Defense, and the 46th Vice President of the United States.
Campbell Elementary was built in 1995 and named for Anne Campbell (1918- 1997). Dr. Campbell had an outstanding career in Nebraska education, which included service as Madison County Superintendent of Schools, federal programs director at Lincoln Public Schools, and administrative assistant for governmental affairs. She went on to become the director of public affairs at the University of Nebraska and finally the state’s education commissioner. She gained national recognition in 1981 as a member of the National Commission on Excellence in Education which produced the famous report on education entitled, ‘A Nation at Risk‘.
Capitol School was named for its location near the state capitol. It was torn down in 1963 and replaced with McPhee Elementary which was built on the same site.
B.I.S.T. is a school-wide behavior management plan that increases student learning time, stops disruptive/hurtful behavior, and teaches skills that will lead to life success.
A caring confrontation is how an adult provides the one redirection with consistent language as well as non-punitive actions and intent.
Built in 1995 on the south side of Lincoln, Cavett Elementary was named after both Dorcas Cavett and his wife Alva. Beginning in the 1940’s, Dorcas taught in LPS elementary schools and at UNL, as well as teaching mathematics on ETV. Alva taught at Lincoln High and managed business affairs for Lincoln High’s athletics. After his retirement he did the same at Seacrest Field for 20 years. Through their commitment to education and particularly young people, Dorcas and Alva Cavett contributed much to the lives of Lincoln’s children and together made a lasting and positive impact on this community.
Community Curriculum Council members provide input to District staff on what is important in the education of Lincoln’s children.
Central School was an elementary program that shared the building with Lincoln High School. Central was named for its location. It was part of a cluster of education buildings that included the High School, McKinley School and the Lincoln Public Schools Administration Offices. Pershing Auditorium is now located on the site.
Educational programming produced or sponsored by Lincoln Public Schools is aired on cable channel 21. A variety of programs, topics and activities are featured.
For More Information Conact Operations Manager Bill Luxford at 441-6688 or WLUXFORD@LINCILN.NE.GOV
Built in 1889, Cherry Street School was named for its location. It was also called “Old Prescott.” After the construction of the new Prescott building in 1921 the old building was used for a year.
A Chromebook is a laptop running the Linux-based Chrome OS as its operating system. The devices are primarily used to perform a variety of tasks using the Google Chrome browser, with most applications and data residing in the cloud rather than on the machine itself.
As part of the LPS CLASS (technology) Plan, each student in LPS grades 2-5 has access to their own Chromebook, which is used during the day at the discretion of the teacher and stays in the building. LPS students in grades 6-12 are assigned a Chromebook which they use during the school day and take home each night.
A “Chrometop” is an older computer that originally ran Windows OS, but has been altered to run Chrome OS (in the same way that a Chromebook does) repurposed and used in LPS classrooms to act as a resource for substitute teachers or other needs that arise.
First published in 2001, ‘Classroom Instruction That Works’ (CITW) revolutionized teaching by linking classroom strategies to evidence of increased student learning. Now this landmark guide has been reenergized and reorganized for today’s classroom with new evidence-based insights and a refined framework that strengthens instructional planning. CITW helps teachers take classroom practice to a higher level of effectiveness.
Teachers can contact their building librarian for more information on accessing this eBook from ASCD through our professional resources.
CLASS is an acronym for Connected Learning for the Achievement of Students and Staff. It is a comprehensive, sustainable, multi-year plan to address digital-age learning in LPS.
More information can be found on the LPS CLASS website.
Many Lincoln communities feature Community Learning Centers (CLCs). The CLCs provide safe, drug-free, supervised and cost-effective after school, weekend, or summer havens for children, youth and their families within the communities served by the local CLCs.
CLCs are funded by federal grants. The central administrative office for the program is housed at Family Services. The administrators for the program are LeaAnn Johnson (436-1964) and Cathie Petsch (436-1965).
The Clinton neighborhood likely took its’ name after Clinton Elementary school, which was originally built in 1891. The current building was built in 1926. The school was named after DeWitt Clinton (1769-1828), who served as both governor and senator in New York. In 1812 he made an unsuccessful run for the U.S. presidency.
“Clickers” is the commonly used name for a Classroom Performance System (CPS) or Student Response Systems (SRS). LPS supports the use of the Turning Technologies clickers.
When using a clicker system, teachers are able to ask questions of the classroom, and students answer by pushing the appropriate button on their clicker. The scores are recorded instantly by a computer and offer a teacher instant feedback on understanding by students. Systems of this sort engage students while providing valuable ongoing assessment of their learning to teachers, who can adjust instruction as needed.
Here is an image of clickers in use at McPhee Elementary.
A CODE RED is declared when, in the opinion of the Administrator-In-Charge, a situation exists
that threatens the safety of students and staff and requires that they remain in their classrooms.
Please contact the Director of Security for Lincoln Public Schools, William F. Kuehn, at 436-1641 or email@example.com if you have security issues or questions.
When the city of College View was annexed by Lincoln in 1929, Lincoln Public Schools acquired several school buildings. In 1955 the high school was replaced by Lincoln Southeast High School but the elementary unit continued under the College View name until 1958 when its name was changed to Calvert.
Part of the annexed package in 1929, this College View elementary school was discontinued in 1938.
Community News (Free Times) is a publication distributed each month to Lincoln Public Schools elementary and middle school students and to the entire community three times a year. It is a monthly guide for students and parents to meaningful activities available through non-profit community agencies in Lincoln. Community News is a self-supported publication. For more information about Community News, contact Communication Services at 436‑1610.
CONESU is the Cooperative Organization of Nebraska Educational Service Units, which among other things acts as a collective purchasing group for media services.
One of the four components of the LPS CLASS Plan is the “Connected Classroom,” a systemic updating of infrastructure and classroom technology across LPS. Connected Classrooms are spaces where learners can see, hear, and interact with curricular and instructional resources. LPS supports digital delivery of instruction through the deployment of equipment that transforms traditional classrooms into Connected Classrooms where students and educators can see, interact with, hear and capture effective instruction.
Included in all LPS learning spaces are:
In some buildings, the following tools are used to further building improvement goals:
Used when working with queries in the Data Warehouse to narrow the focus of the query to a specific sub-group.
CORE is Lincoln Public Schools’ Enterprise Resource Planning (ERP) system powered by Infor. CORE connects and organizes our essential functions across the district like human resources, payroll, receivables and accounting, so that everyone is working with the same data and processes. CORE brings a modern interface and improved efficiencies to support our district.
For more information and links to resources, visit the LPS CORE web page:
Critical thinking is purposeful and reflective decision making about what to believe or what to do based upon the evidence presented. This goes beyond basic logic and draws upon deeper intellectual considerations of judgment, fairness, relevance, accuracy, credibility, and much more.
Standardized tests that compare a student’s performance to clearly identified learning tasks or skill levels. The basis for comparison is to a body of content knowledge and skills.
Career & Technical Education is delivered through a variety of programs of study. The identified Nebraska Career Fields are delivered through CTE courses in LPS in the following disciplines:
For more information, visit the CTE web site.
Custodial services are provided at all educational and support facilities throughout the school district. Each school is assigned a custodial team responsible for cleaning and upkeep at that site. In addition, school custodians also assist with the set up, tear down, and clean up after various facility uses by outside users.
Transportation services provided by the district are that which are required by law including elementary and middle school students residing over 4 miles from the school in their attendance area. Also students who have been moved for the benefit of the district in instances of over crowding, major facility renovation, or efficiency in use of school buildings. Transportation is also provided to special education students that have transportation identified as part of their individual education program.
Charles Culler School first opened its doors in 1958 as a combination junior high and elementary school. The initial enrollment was 285 students. From 1963 to 1993 Culler was a junior high school with grades seven, eight, and nine. In 1993 Culler became the middle school we know today for grades six, seven, and eight.
This junior high school was named for Charles L. Culler, a long time Lincoln
educator. Mr. Culler came to Lincoln Public Schools in 1917. He served as mechanical
arts teacher and assistant principal at Lincoln High School until 1922. He was
principal of the 26th and 0 Junior High for one year; however, in 1923 he moved to
Whittier where he was principal for 23 years. He retired in 1946.
The word curriculum refers to the things students are expected to know and learn to do, the instructional strategies and other activities teachers use to help students learn, and the learning materials, including textbooks, teachers use with students. All curriculum in Lincoln Public Schools is multicultural.
The curriculum in Lincoln Public Schools provides students with important knowledge and skills necessary for success in school, preparation for post high school education and entering the work world. As in any growing, changing organization, curriculum is periodically reviewed for the purpose of keeping it current and relevant to the needs of students and society.
Numbers, words, sounds, or images that have not yet been arranged into meaningful patterns (e.g. assessment data and artifacts).
The repository for LPS district data such as student demographics, assessment data, attendance, etc. Data Coaches in each building have been trained to use the Data Warehouse to provide reports to PLCs and Administrators.
Lincoln Public Schools is committed to the use of continuous improvement techniques and tools that center on data to raise student achievement and close the achievement gap. The district’s PLC initiative has worked to move the emphasis from teaching to learning by making assurances that all students learn, by creating a culture of collaboration and by focusing on results. The district has aquired a new tool that will enable educators to access current and longitudinal data to track and analyze student performance. This tool is called the Data Warehouse (or warehouse for short). [keyword : warehouse]
Called Benton Street School (K-3) until the Dawes building was finished, a full elementary and junior high functioned in this combination school until 1991 when its focus was narrowed to grades 6-9.
The school was named for General Charles G. Dawes (1865- 1951), a Lincoln resident from 1887 to 1894 who later served in a number of important federal positions. He originated the Dawes Plan, a program designed to help Germany pay its World War I reparations. Dawes shared the 1925 Nobel Peace Prize for his plan. Dawes was also vice president of the United States under President Coolidge, and ambassador to Great Britain. In 1932 Mr. Dawes left government service and spent the rest of his life as chairman of the City National Bank of Chicago.
Citing waning enrollment, the LPS Board of Education closed Dawes Middle School in 2009, and the building housed the students and staff of Goodrich Middle School while their building underwent renovation. In 2011 Dawes Middle School reopened.
The LPS Distribution Center receives and delivers to schools the equipment, supplies, food, mail and services needed for the development of students becoming responsible adults.
The Donald D. Sherrill education center (DDSEC) was named for the former Lincoln Public Schools Director of Special Education. Dr. Sherrill left a legacy of significant changes, exceptional accomplishments and visionary leadership for the LPS Special Education programs.
Donald D. Sherrill Education Center serves about 100 students in grades PreK – 5. The mission of DDSEC is to provide a safe, supportive, educational environment that encourages students to achieve their best, engage in learning, and become productive citizens.
Through PBIS (Positive Behavioral Implementation and Supports) implementation, we have established a positive learning environment with consistent expectations throughout the building. Staff use a variety of innovative strategies to engage students while encouraging them to take responsibility for their own learning. Instruction is focused on building academic skills, as well as, helping students build self-management and coping skills. Sherrill staff partner with the home attendance school, parents, and community agencies to assist students in reaching their fullest academic and social potential.
In addition to working with students’ home attendance schools, DDSEC staff collaborate with outside agencies to provide students and families with additional services. DDSEC staff partner with parents, students, agencies, as well as the students’ attendance school to assist students to realize their fullest potential academically and socially.
The Sherrill Education Center was historically known as the BSP (Behavioral Skills Program).
DECA’s objective is to support the development of marketing and management skills in career areas such as hospitality, finance, sales and service, business administration and entrepreneurship. Programs and activities are tailored to the specific career interest of students and include technical skills, basic scholastic and communication skills, human relations and employability skills, and a strong emphasis on economics and free enterprise.
DECA provides recognition and leadership activities directly related to attainment of specific occupational and leadership skills. DECA’s mission establishes clear criteria for its programs and activities.
Destination ImagiNation (DI) is an creative problem solving activity in which students work in teams to solve mind-bending Challenges and present their solutions at tournaments. Teams are tested to think on their feet, work together, and devise original solutions that satisfy the requirements of the Challenges. Participants learn to unleash their imaginations and take unique approaches to problem solving. Rising Stars is a non-competitive division of DI for students in grades K-2. DI teams can compete from kindergarten through university level. For more information, visit DI at http://www.idodi.org or Nebraska DI at http://www.ncaps.org
The Nebraska Department of Health and Human Services organizes, supports and responds to a wide ranging set of public health issues, such as:
- Birth Certificates
- Children & Families
- Disasters & Emergencies
- Environmental Health
- Health, Safety & Wellness
- Licensing & Registrations
- Medicaid & Medicare
- Mental & Behavioral Health
- Seniors & Aging
- Special Populations
- Statistics & Reports
Many LPS teachers are unaware that our school district subscribes to a number of resources that put rich digital content at their fingertips, and in front of students. To be clear, these are not your average web pages. These are web based tools produced by professional organizations geared towards K-12 classrooms.
LPS maintains a page of information about these services, and how to login to each of them from school and home.
DocuShare is an “enterprise content management (ECM) system” hosted by LPS. In other words, it is a system that allows you to easily manage your electronic content like Word documents, pictures, pdfs, multimedia files, etc. You can organize and share content, collaborate with other users on projects, search for and retrieve electronic files, and automate work processes such as faxing, scanning, and printing to the LPS Print Center. Please click here for more information.
There are times when students, parents/guardians and school administrators need to discuss behavior and/or attendance concerns when building level interventions and parent efforts have not been successful. There are also times when immediate disciplinary action needs to be taken for serious rule/law violations within the school building or on school grounds. There are several administrators in the Department of Student Services that are skilled in the areas of due process, discipline and current trends in student behavior.
The LPS'Pedia is a list of terms, phrases and acronyms used at LPS. In addition, a history of each LPS building, as it appeared in the 1999 publication 'How the Schools Were Named' by LPS Media Services are included. Additional types of information will appear over time. If you have a suggested entry, please fill out this form.
Some of the items have different meanings depending on the context in which they are used. Every effort will be made to include information about those terms, phrases and acronyms that have "multiple personalities".