• Build the Future: Architecture Boot Camp (ages 12-15)
• Flip That Footstool! Teen Upholstery Workshop (ages 12-17)
• Fishing Local for Teens (ages 13-18)
• Adult and Me: STEM Exploration (ages 4-6)
• Rocks in Space Adventure (ages 8-11)
• Science Research and Discovery Camp (ages 15-18) FIND YOUR FUTURE WITH
Keep learning close to home this summer. Our In Your Neighborhood camps are for kids ages 5-11 and available throughout the metro area from June 1-July 30.
SUMMER READING PROGRAM
June & July 2026
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NATALIE VELOSO MANAGING EDITOR
Growing Together, Learning Together Family Guide 2026
When you spend enough time speaking with educators and students across Omaha, it becomes clear that learning doesn’t happen in just one place. It shows up in everyday spaces and unexpected moments. This year’s Family Guide brings those stories into focus.
Omaha Public Schools is leading an ambitious effort through its Moonshot Literacy initiative, working toward every student reading at grade level by 2030. We take a look at how that vision is taking shape in classrooms at King Elementary School, where teachers and school leaders are seeing real progress.
You’ll also meet the Walls family, a Bellevue Public Schools family with multiple generations choosing the classroom as their calling. With parents and children all teaching within the same district, their shared commitment to students speaks to the lasting impact educators can have.
Correspondence
Superintendent Letters
Exemplary Educator
Westview High’s Principal Thomas Lee
Feature OPS Teachers and Students Tackle Literacy
Super Students
Omaha’s Billet Program Helps Hockey Players
Meet the Family
The Walls Family’s Passion for Education
Feature Learning Through Adventure with Acorn Academy
2026 Summer Camps
Special Advertising Section
Family Resource Guide
Learning takes many forms, and sometimes it happens far from the classroom. At Fontenelle Forest’s Acorn Academy program for homeschoolers, students are engaging in naturethemed lessons and outdoor exploration that brings their learning to life.
Westview Principal Thomas Lee is another standout, recently recognized with multiple honors, including Administrator of the Year. His leadership continues to shape not only his school, but the broader educational community in Omaha.
The Omaha Lancers’ host family program offers a different kind of support system. For players far from home, these families provide stability and a place to belong during a pivotal time in their lives. Their experiences show how community support can make all the difference.
Together, these stories highlight the many ways our community shows up for its young people. We hope this issue inspires you to take a closer look at the opportunities shaping the next generation, and to feel proud of a city investing in its future.
Vickie Kauffold, ED.S. Archdiocese of Omaha lovemyschool.com
Catholic schools create strong communities that encourage compassion for others. Nearly 19,000 children thrive in these communities that prioritize faith, family, service, academics, and co-/extra- curricular engagement. Our schools welcome students of all backgrounds and work hard toward our ultimate goal of making Catholic education more accessible and affordable to all in Nebraska who desire it. We believe Catholic education is truly an investment in the future.
With more than 1,700 staff members, we are the fourth-largest district in the state of Nebraska. Our 66 Catholic schools continue to be the top choice for many families across the 23 counties of the Archdiocese of Omaha.
Here are some of the great things happening in our schools:
• Students deepen their faith in part by participating in a weekly school Mass.
• Our high school students continue to exceed state and national averages on the ACT and other standardized assessments.
• Three Archdiocesan Schools have been nominated as National Blue Ribbon Schools this school year; Mt. Michael Benedictine High School, Mary Our Queen Elementary School, and St. Isidore Elementary.
• Extra-curricular successes abound in elementary schools and high schools in robotics, athletics, fine arts, and academic clubs.
We have so much more to share about the good work happening in our schools every day. Discover what schools are in your neighborhood, what job opportunities we have available and more at schools.archomaha.org and via our social media channels (#archomahaschool, @archomahaschools, facebook.com/archomahaschool).
Thank you for your continued community support.
Jeff Rippe, Ed.D. Bellevue Public Schools bellevuepublicschools.org
Our mission Champions for Children continues to guide the decisions we make and the steps we take in Bellevue Public Schools. Rooted in service and strengthened with collaboration, our mission comes to life each day through the dedication of our staff, the determination of our students, and the support of our families and community. United as One District with Infinite Possibilities, we are proud of what we accomplish together.
As TeamBPS continues to grow and thrive, we are proud to celebrate a significant milestone: the completion of our 2016 bond initiative with the opening of the Bellevue West High School auditorium, the Thunderbird Performing Arts Center. This state-of-the-art facility enhances learning opportunities in the arts and provides a welcoming space for students, staff, and the broader community to gather and connect.
Projects like the Thunderbird Performing Arts Center and Frank Kumor Career Center reflect our commitment to providing high-quality learning environments that support academic achievement, creativity, and student engagement. Through strong partnerships, thoughtful planning, and responsible stewardship, we continue to enhance the educational experience for every student we serve. Without the generosity of our community, the district would not have had the financial resources needed to implement these improvements.
We recognize the important connection between student well-being and learning, and we remain committed to supporting every student. By investing in meaningful learning environments and community engagement, we ensure our schools are places where students feel supported, challenged, and inspired to reach their full potential.
I am deeply grateful for the continued support of our incredible Bellevue/Offutt community. I look forward to all we will accomplish together as we remain steadfast in our mission to be Champions for Children.
Bary Habrock, Ph.D. Elkhorn Public Schools elkhornweb.org
A powerful partnership between our schools and the community we serve remains a vital component of the continued success of Elkhorn Public Schools. As such, we celebrate excellence in education and the long-standing success of a community that continues to prioritize its students.
A dedication to providing high levels of learning and maintaining the reputation as one of the highest performing districts in the state remains a priority. Among other metrics, this is most notably evidenced by standardized assessment results that exceed state averages, including composite graduate ACT scores that outperform local, state, and national averages, and consecutive years of national recognition by U.S. News & World Report as one of the top three Nebraska high schools. These accolades are reflective not just of highperforming high school students and educators, but of a culture where foundational knowledge is built in elementary school, expanded upon during middle school, and culminates in high school, where every door is open for each student.
Briefly, it is important to note some progress highlights in the areas identified in the EPS Strategic Plan, which continues to guide the work of the Board of Education.
• Enhanced safety features were added at all schools, including weapon recognition software paired with our pre-existing camera infrastructure and SafeDefend lockdown buttons. Both add to the layered architecture of our safety plan and expedite emergency notice to law enforcement.
• Action taken to recruit and retain high-quality staff can be seen in enhanced educator pay. In summary, the starting teacher salary increased from $39,321 in 2021-22 to $48,322 in 202627, with the maximum teacher salary increasing from $79,005 to $97,939 during the same time period.
In all, this work highlights the district’s dedication to fostering academic excellence, maintaining a high-quality staff, prioritizing well-being, and ensuring the safety of all. As such, EPS remains proud of the work that has been done, and we look forward to continuing to partner with our community as we move our shared vision for the future forward.
John Schwartz, ED.D. Millard Public Schools mpsomaha.org
Millard Public Schools is where opportunity ignites excellence, and we are looking forward to a fantastic year of learning. Along with our strong neighborhood schools, we meet students’ interests through multiple programs of choice. Our latest programs, STEM schools at Upchurch Elementary and Russell Middle School, have had an amazing year of drones, tractors, and all sorts of unique hands-on learning opportunities. We are excited for their second year of the STEM curriculum.
Other programs of choice for our elementary schools include International Baccalaureate at Aldrich and Black Elk Elementary Schools, Montessori at Norris and Montclair, and Core Knowledge at Cather. Our middle school programs of choice include Montessori at Russell Middle School, International Baccalaureate at Millard North Middle School, and Bridge to Early College at Central Middle School.
Millard’s high schools offer 29 Advanced Placement courses along with unique programs at each building. Millard North has the International Baccalaureate Diploma Program and the Education Academy. Millard West is home to the AP Capstone Program, the STEM Academy, and the Education Academy. Millard South offers Early College, the Business & Entrepreneurship Academy, and Air Force Junior ROTC. Dozens of additional career academies are available through Millard’s community partnerships. Among these are zoology, criminal justice, electrical, utility, welding, firefighting, plumbing, and auto repair.
Millard offers all types of athletics, and students have won more than 135 NSAA state championships. Music is woven into all levels of school with band, orchestra, choir, and show choir opportunities. Millard is especially proud to have five of our schools earn their Special Olympics Unified Champion banner during the past year! All together, eleven Millard schools are designated as Special Olympics Unified Champion Schools.
Millard would not be what it is without the strong support of the Millard Public Schools Foundation, and this coming year will be truly extraordinary, because they are about to give the district the most amazing gift yet. The GreenState Millard Activity Center is under construction. From basketball, volleyball, cross country, and more, the activity center will be a cornerstone for the entire Millard community. We look forward to great experiences ahead!
Matthew Ray. ED.S. Omaha Public Schools ops.org
This is an important time for the students, staff, and families of Omaha Public Schools.
With a united focus on literacy, we are doing better every day for the students and families we serve by taking a scientific approach to improvement.
This time last year, we concluded our 2020-25 Strategic Plan of Action. Acting on input from more than one thousand people—staff, families, students, partners, and community members—our Board of Education approved its plan for 2026 through 2030 in March.
Student success is at the heart of every step forward.
This year, Adams Elementary won top national honors for school improvement. Bryan High earned recognition as a national model for college and career-connected learning. It is a collective effort.
Every one of our 9,000 employees has a direct impact on student outcomes. The work requires families, partners, and community support.
Principals are using the summer to analyze data and plan strategies for the new school year. We are proud to keep students connected through summer learning, camps, and other programs.
Special events ensure new middle and high school students are part of our school communities from day one. You can find regular updates about our students and staff on our website, ops.org/districtnews. Follow our social media channels or stream the “More Than Hashtags” podcast at KIOS.org. We are incredibly proud of our district community.
We are ready for a great school year to come. Thank you for being part of our progress.
Mike Lucas, Ph.D. Westside Community Schools westside66.org
At Westside Community Schools, our mission statement affirms that we will “...serve the unique needs of all learners,” and our vision promises “...to personalize learning for every student.” Each day, we see students enter our classrooms with different strengths, experiences, and aspirations, and we are intentional in ensuring that every learner’s path is meaningful and successful.
Meeting students where they are is at the heart of our work. Just as important as academic growth is our commitment to making sure every student feels valued and learns in an inclusive, supportive environment where they know they belong and have the tools and resources to reach their full potential.
Our teachers make this possible through enrichment and intervention opportunities that personalize learning, and through experiences designed to spark curiosity and inspiration. Because we never know when a “light-bulb” moment will occur, career-readiness skills are woven throughout our K-12 curriculum and across all content areas, helping students make connections between their learning and their future.
At the high school level, expanded career academies, industry-recognized credentials, certifications, and dual enrollment opportunities are giving students a head start on their post-graduation pathways. At the middle school level, our Career Day helps students envision their futures. For our 5th through 8th graders, new summer learning partnerships with the University of Nebraska, the University of Iowa, and the Northwestern University Center for Talent Development along with our traditional summer programs extend learning beyond the school year.
Our Special Services Department continues to leverage partnerships with the Monroe-Meyer Institute, The University of Nebraska Omaha, Connected Roots Care Center, and The Common Coalition. Additionally, our own “Westside Parent Navigators” program ensures that students and families are supported every step of the way.
The opportunities we provide for our students are a direct reflection of our communities’ shared commitment. Together, we are not only preparing students for what comes next.
We are ensuring that each child is known, supported, and inspired to reach their full potential. That is our promise to this community, and it is what makes Westside such an extraordinary place to learn and grow.
A COACH’S MINDSET
PRINCIPAL THOMAS LEE’S APPROACH TO LEADING WESTVIEW HIGH
homas Lee was 12 years old and living in Grand Island when his mother declared that he would someday work with children. As is often the case with mothers, she was right.
He started substitute teaching out of college, taking the opportunity to secure a teaching position within the Omaha school district. Lee considered Omaha schools to be “the cream of the crop” and wanted a place within the district. His first teaching position was at Morton Middle School, and he eventually went on to coachgirls’ basketball at Omaha North High School.
Lee’s teaching career was characterized by patience. He was willing to wait for opportunities to arise and didn’t frantically chase after anything. “I know that good things happen to those who wait,” he said, adding that it’s only natural to want things to happen faster. “But I’m willing to wait and hold on, knowing that the right thing will happen.”
As Lee tells it, he had “no inkling” to ever become an administrator. He enjoyed teaching and coaching so much that it seemed like an unlikely path. “I used to tell people, ‘I am never going to be an administrator,’” he said. “So now I tell people, ‘Never say never,’”
I’VE JUST BEEN BLESSED WITH AN OPPORTUNITY TO WORK IN A GREAT SCHOOL DISTRICT WITH GREAT PEOPLE FOR A LONG TIME.
It was Bernice Nared, the principal at Omaha North High School at the time, who lovingly nudged Lee into an administrator role while he was teaching and coaching. A student support teacher role was open—a role designed for teachers who wanted to eventually become administrators. “She said, ‘If I don’t force this move, I know you won’t do it.’ She was right,” Lee said.
These days, Lee is an award-winning principal at Westview High School in Bennington who has earned the respect of students, staff, and the community. He brings a coach’s mindset to all of his interactions with staff and students alike, and is often spotted at school events cheering on his Wolverines.
“He is a present leader within our school and makes it known that he supports every student that walks through the doors,” Westview High senior Stella Williams said. “His ability to motivate students with his passionate spirit truly makes him one-of-a-kind.”
She further described Lee as an exceptional educator with high expectations who “will not settle for anything less than perfection when it comes to graduation rates, on-track percentages, and more.”
That mindset has earned him recognition. Lee won the 2025 Nebraska High School Press Association Administrator of the Year award, an accolade that celebrates administrators who strongly support student journalism. He also won the 2017 MSLBD Outstanding Leadership Award “for exemplary leadership in recognizing and enabling the potential in all students and staff.” And, though Westview High School is a newer school (opened in 2022), the school and its various organizations are also earning various awards and recognition under Lee’s leadership.
Lee credits his success to being surrounded by caring and talented students, staff, and community members. “I’ve just been blessed with an opportunity to work in a great school district with great people for a long time,” he said. “I think that there are great things happening here. I think we’re doing great work with our young people.”
Story by Tamsen Butler || Photography by Bill Sitzmann || Design by Joey Winton
– Thomas Lee
Glenn Mitchell (left), Keairra Watson (right)
Reading for the Future
OPS Teachers and Students Are Tackling Literacy Together
cross Omaha Public Schools, educators are working toward an ambitious “Moonshot” goal: aiming to have every student reading at grade level by 2030. Success depends on a district-wide commitment to structured instruction and teamwork. At King Elementary in northeast Omaha, the effort is visible in each classroom and in the leadership that supports them. Visible progress indicates the approach is working.
Students in Ms. Keairra Watson’s second-grade classroom move between hands-on phonics exercises, guided reading sessions, and targeted small-group instruction during their daily reading time block. Each lesson is designed to help students build fluency and comprehension.
“Structured literacy is critical to our Moonshot,” Watson said. “Reading is not something that happens naturally. While children develop spoken language, the brain needs explicit instruction to connect letters to sounds. Structured literacy ensures every student has access to those foundational skills, so we’re closing gaps and giving every child a fair chance to succeed.”
Daily phonemic awareness exercises led by Watson are supported further by explicit phonics instruction and small-group work, which help give students targeted practice. “We build on previously taught skills and review them to make sure students understand. Then we target areas where they need more support,” Watson said. “It’s exciting to see them start off nervous and hesitant, and gradually become confident readers.” Those skills are then able to be applied into other subjects beyond language arts, she explained. When students encounter familiar patterns, reading comprehension doesn’t present a roadblock. “In science or social studies, they’ll see words again and recognize them instantly,” Watson said. “It’s exciting to see them start timid and nervous to read, and gradually become more confident readers.”
King Elementary Principal Glenn Mitchell works to support both teachers and students throughout the building. “My role is to make sure teachers have what they need to be successful,” he said. “We protect that block of time for reading, so students can make the gains they need to become fluent readers.
Teachers like Ms. Watson are consistent with their students, and they know how to fill in the gaps to help them succeed.”
Mitchell makes a point of being visible in classrooms, providing support when students need extra attention and ensuring teachers can focus on instruction. “I meet them where they are,” he said. “If a student had a rough morning, I try to prevent that from interrupting literacy time. Teachers don’t always have time to come to the office. Being present for them shows teachers that we value their work and want them to be successful.”
Collaboration extends across the school and district, he explained. “Teachers support one another,” Mitchell said. “Sharing strategies and what has worked for them helps other teachers figure out what might be a successful approach in their own classroom. It’s a team approach, because we’re all working toward the same Moonshot goal.”
Supporting Every Student
King Elementary ensures students with different learning needs receive the support they need to thrive. Paraprofessionals and special instruction teachers in the building provide additional guidance while students remain engaged with the structured literacy curriculum. “Progress is progress, no matter how soon it comes,” Mitchell said.
“Consistency and fidelity in instruction makes sure that all students benefit, no matter where they’re starting from.”
Watson emphasized that structured literacy builds independence. “When students understand how words work, they can approach new text they’ve never seen before without guessing or relying on pictures,” she said. “That’s the foundation for lifelong reading and learning.”
Family engagement is also key to seeing continued success, she added. Weekly activities sent home allow parents to reinforce lessons, and some seek additional guidance from their child’s teacher to ensure they support their child correctly. “Parents are eager to help, and it’s really wonderful to see their investment in their children’s learning,” Watson said.
Community partnerships also contribute to literacy gains, Mitchell said, recalling a recent sponsored book drive that gave students a mix of chapter books and informational texts to take home. “It builds confidence and encourages reading outside of school,” he said. “When parents and community members are involved, students feel supported in every setting.”
Accessibility for all families is a priority. “We provide interpreters and host family events to empower English learner families,” Mitchell said. “We want everyone to have the tools to support learning at home, and that’s a critical piece of student success.”
continued on pg. 28
Consistency and fidelity in instruction makes sure that all students benefit, no matter where they’re starting from. –Glenn Mitchell
Story by Natalie Veloso || Photography by Sarah Lemke || Design by Joey Winton
LIVING WITH THE LANCERS
Charlie Vig (left), Kole Hyles (right)
Students
How Hockey Players Find Home with Omaha’s Billet Program
or Omaha Lancers players, moving from across the United States and around the world to Omaha is part of the job. Every season, players between 16 and 20 years old leave home, coming to the Midwest to continue their hockey careers. While they are here, they are not living in dorms or apartments. They live with local families through the team’s billet program.
The Lancers billet program places 27 players with host families each season. Players arrive in late August and stay until the season ends in the spring. Host families provide a private room and meals, but those involved say the experience becomes much more than a housing arrangement.
Steve and Sherri Zimmerman are finishing their 28th year as a billet family and currently have three players living with them.
“It was kind of a ‘Why not?’ 28 years ago,” Sherri said. “We were on the waiting list for season tickets and got into the Lancers. The first year, toward the end of the season, they were asking if anyone was interested in being a billet family. I thought, ‘Oh, I don’t know, our daughter’s going to be a freshman in high school
Story by Isaac Nielsen // Photography by Bill Sitzmann // Design by Joey Winton
with a strange boy in the house.’ Steve, kind of the overprotective dad, threw the application in the trash. We pulled it out and said, ‘Let’s just try it. If we don’t like it, it’s not a lifetime commitment.’ After a month of having our first player, they brought a new kid into town. We said he could stay with us. So we had two, and then a few years later, we had three.”
Their own kids were still at home when they started, and the billet players became part of the routine quickly. “The kids were excited about having a hockey player as a big brother in the house,” Sherri said. “We always cook family dinner and everything, and we still continued that. So there wasn’t a big adjustment.”
That routine has not changed much. The players still eat dinner with them and spend time together during the week. “We do a lot of things even now with the players,” Sherri said. “Usually a weekly game night after dinner, and the boys kind of look forward to that.”
Steve said they try to make the players feel comfortable. “We take the guys out, try to get them away from the video games, sitting in front of the TV,” he said. “Just trying to make them feel like a family.”
Sherri described their role as “substitute parents.” “Kind of like extra parents—if they need something, we can help them get that,” she said. “We can enforce house rules and curfew, kind of like we did with our own kids.”
She said people sometimes forget how young the players are. “People forget they’re just kids,” Sherri said. “When you see them out on the ice, they seem invincible.”
One of the players living with the Zimmermans this season is Lancers captain Charlie Vig, a 19-yearold power forward committed to Bemidji State University this fall.
“It was pretty nerve-wracking getting here, but Steve and Sherri did a great job to welcome me and my other teammates in the house,” Vig said. “It helped out the whole process.” Vig lives with two teammates, which he said makes the transition easier. “For me, it’s definitely better to have a couple of teammates and familiar faces in the house with you,” he said. “You obviously still get your alone time, but you can also hang out with the boys whenever you want.”
He said living together strengthens relationships. “When you’re on a team, you’re pretty close with your teammates, but when you’re living with those guys, it brings it to another level,” Vig said.
Jay and Lori Schubert are finishing their fourth year as a billet family and usually host one player. This season, that player is assistant captain Kole Hyles. Jay said the idea started when their oldest son left for college.
“We have three boys, and our boys are fairly close in age,” he said. “Our oldest had gone off to college, and when he did, my wife said, ‘Hey, we have an extra bedroom now. How about [billeting] a Lancers player?’”
He said the adjustment period was real at first.
“When you’re sitting watching TV, and you have some strange kid going to your refrigerator, it does take a little bit to get used to,” Jay said. “But we’ve been lucky, because the players that we’ve had have fit in well with our boys.”
Lori said the approach is simple. “The most important thing is to treat them like your own,” she said. “We include them in everything that we do with our kids.”
Hyles said that support stands out after games. “Pretty much every game when I get home, they’re sitting on the couch, and we kind of debrief with each other,” he said. “They’re always checking in.” He said they also make sure he gets out and sees Omaha when he has time away from hockey. “On off days on Sundays, they like to take me out and explore Omaha a little bit and show me things other than just hockey here.”
“When we first started doing this, I thought we were there to provide a place for the kids to sleep and provide them some meals,” Jay said. “I did not expect that we would get so much more out of this.”
For the players, the billet families provide a place to live during the season. For the families, the players become part of the household. By the end of the season, both sides usually realize it meant more than they expected.
rowing up in Battle Creek, Iowa, Larry Walls envisioned that he’d be an educator someday.
“So much of my joy growing up was school. I just loved the environment, my friends, the teachers, coaches, all the activities, that kind of stuff,” he said. “I remember writing a report about the career I wanted to be in, a teacher and a coach. So probably from about the age of 9…I really was kind of destined to be a teacher.”
What he didn’t envision was his high school sweetheart and future wife also being a teacher, raising a son and daughter who eventually became teachers, too, or that all four teachers in the Walls family would be employed by Bellevue Public Schools.
“It’s great to share this profession with our kids,” Janelle said. “Teaching is not always easy, but it’s so rewarding, and that’s what my kids are seeing right now—the reward of it.”
those schools, and in the community in general was a huge motivating factor for me,” Jaxon said.
Larry emphasized, however, that he and Janelle never pushed their son and daughter to follow in their footsteps. Three of the four Wallses actually—briefly—entertained the possibility of other career fields. Larry contemplated law school, an idea that ultimately “fizzled out.”
“I went to school originally to be a nurse, but nursing school wasn’t enjoyable to me,” Libby said. “I decided I wanted to find a career that I was going to enjoy doing every single day, which is why I chose teaching.”
“I looked into becoming a firefighter and police officer just before making my final decision on physical education,” Jaxon said.
Jaxon and Libby grew up helping their parents with work-related activities. Now,
These Four Walls
Family
of Bellevue Public Schools Teachers Share Passion for Education
Larry currently teaches U.S. history at Mission Middle School, and he’s taught and coached at other BPS schools since launching his career in the mid-’90s. Janelle, who was hired by the district soon after her husband, is now a third-grade teacher at Two Springs Elementary School. Son Jaxon, who attended schools in the district, teaches physical education at Lemay Elementary and Fort Crook Elementary. Daughter Libby, also a BPS alum, is an economics teacher at Bellevue East High School.
“I was drawn to teaching because seeing how much of a stable career it was for my parents and seeing the positive impact they’ve had on the lives of the students they’ve taught, I just wanted the same opportunity they’ve had,” Libby said.
“What drew me to education was seeing the joy and happiness my parents got out of being teachers, getting to see the impact they had on schools, athletics at
They’ve always been tight-knit, but Larry said they appreciate their time as a family more than ever following Janelle’s successful battle with breast cancer, whether it’s playing Fortnite, trying to stay ahead of Larry’s pranks, or romping with the family’s French bulldogs Maverick and Bronx.
After entering the field of education, Larry and Janelle both earned master’s degrees and amassed additional credit hours. Janelle has stayed in the classroom her entire career and has been recognized with the district’s “Champions for Children” award; Larry said he thought he might become an administrator someday, but has since decided: “I’m never leaving the classroom. I actually love what I do, so I guess I’m a lifelong teacher.”
Specializing in their own subject areas at different schools has allowed the Wallses to cultivate their own teaching styles.
Teaching is not always easy, but it’s so rewarding, and that’s what my kids are seeing right now—the reward of it.
– Janelle Walls
everyone helps everyone else. They all understand what “teacher tired” means, and when to offer a little extra support.
“What I like about being a family of teachers is I learn from everyone else,” Libby said. “I will ask my parents questions and learn from what they’ve done in the past, and ask them advice on what I should do for certain situations. They always have the answer I’m looking for.”
“It’s super fun being a family of teachers, especially when the kids connect the dots. They get excited to know they’re going to get another Walls eventually,” Jaxon said. “I have a couple students at LeMay that had my mom as a teacher, and hearing the excitement of ‘send your mom a hi from me’…the kids have fun with that.”
The family still enjoys traveling together, which is easy enough, considering they are all on nearly the same professional schedule.
“I incorporate a little more technology and the tools I learned that are recent into my classroom. That’s one of the biggest differences,” Libby said.
“Being in P.E., I do a lot of direct demonstration, and I’m up standing in front of the kids pretty much 24/7,” Jaxon said. “A lot of my patience, understanding, class-management skills, I would say, are similar to my parents, but I use it in a totally different environment.”
“I am a very positive personality,” Janelle said. “You have to sit down and just look at the little joys around you and be appreciative of it.”
“Making connections with the kids has been my greatest strength,” Larry said. “I think the kids know that I love my job, but I’m here for them. I tell my kids that a lot throughout the year: ‘I’m here for you guys. I have your back. I want you to have awesome lives.’”
Story by Kara Schweiss || Photography by Sarah Lemke || Design by Joey Winton
FEATURE // Story by
Natalie Veloso
Photography by Sarah Lemke // Design by Joey Winton
NATURE’S CLASSROOM
Learning Through Adventure at Fontenelle Forest’s Acorn Academy
s one of the largest private nature centers in the nation, the trails and wooded hillsides at Bellevue’s Fontenelle Forest have long offered visitors the chance to learn through observation. At any age, a walk through the preserve leads to questions about the rhythms of nature.
Local homeschool families have the chance to channel that spirit of discovery through Acorn Academy, which gives their elementary-age learners a space to engage with the natural world on their own schedule. The hands-on program is led by naturalist educator Abby Swanda, who joined the educational team at Fontenelle Forest five years ago.
“A lot of programs were paused during COVID, and the existing homeschool program at Fontenelle had been discontinued because of it,” Swanda said. “I came in toward the tail end of that period as things were starting to ramp up again.”
Swanda had been interested in reconnecting with homeschool families from the start. Her own experience growing up homeschooled gave her a sense of what families might be looking for in a weekly program built around science and outdoor exploration. Taking on the challenge in the spring of 2024, Swanda organized a handful of trial classes to see how families would respond.
“We did six classes in one semester, and it was awesome,” she said. “It was such a success and so many families expressed their
I want this to always be a space where the kids feel free to make their own choices and explore their interests.
–Abby Swanda
excitement for it. We jumped all the way in.” Acorn Academy classes today typically include around 20 students per session, with Swanda leading activities alongside another staff member or volunteer. While some parents stay and mingle, many treat the program as a drop-off experience that allows their homeschoolers to build friendships and independence while spending time in nature.
Acorn Academy’s schedule runs in conjunction with Mudpies, Fontenelle Forest’s preschool program. The two programs run simultaneously and follow the same educational themes, which has created a natural transition for families with children in different age groups. Both meet on Tuesdays and Thursdays from 9:30 to 11 a.m. and follow the Bellevue Public Schools academic calendar.
“We have some parents who drop off their older kids with me upstairs, and then take the littles down to class,” Swanda said. That connection has helped establish a steady group of returning students.
Recognizing that homeschool families often juggle different schedules and commitments, the program is designed so students can join whenever they’re able. Swanda begins each day with a simple prompt written on a large whiteboard. As students arrive, they read the question tied to the day’s topic and add their name to the board. Swanda sees the activity as a natural way to get students brainstorming.
“Right off the bat, we’re getting a little bit of literacy, critical thinking, handwriting practice,” she said. “I get kids who get really excited to practice writing in cursive on the board.”
Students then move through stations around the room tied to the week’s theme. Craft projects, puzzles, and books allow them to explore at their own pace while reconnecting with friends. Some days involve a hike through the forest, while others include a group game or an animal encounter—a face-to-face visit with one of the center’s education animals.
Like Mudpies, each new week centers on a theme that connects classroom discussion with what students might encounter outdoors, Swanda explained. Recent topics have included animal tracks, bird behavior, migration, hibernation, and seasonal changes in the forest. Other weeks might focus on specific animals or broader concepts tied to the natural environment.
continued on pg.22
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“We were not prepared at all,” Nick admits as he thinks back on the last year. He sits with his wife, Kandra, as their daughter, Gracelyn, wiggles on his lap. Gracelyn is mere days away from her first birthday and is in Colorado with her parents on the second road trip of her young life.
A long drive is a breeze with Gracelyn, who is equal parts curious and content in her car seat. Nick and Kandra have learned that leaving the house with a baby is an art form. They laugh that parenthood has made them perpetually late, always running back in the house for one more forgotten essential.
It’s a kind of chaos they once could only imagine. In late November of 2024, they were racing to gather all those necessities for Gracelyn’s unexpected arrival. A week before that, they were almost ready to set aside the dream of parenthood entirely. Because while Gracelyn is just shy of one, this family’s story began over five years ago.
After several years as foster parents and a heartbreaking IVF journey, Nick and Kandra began to consider adoption as an avenue to parenthood. After considering their options, they arrived at Nebraska Children’s Home Society, a statewide organization that has provided adoption and family support services to Nebraska families since 1893. They came to NCHS ready to provide a home and a family for a child who needed them.
With hands guided by love, Nick and Kandra busied themselves preparing. They set up the nursery, bought the car seat, and carefully selected tiny outfits.
And then they waited. Every time they were notified that a birth family had viewed their adoption profile, they felt a rush of hope. And every time they weren’t chosen, that hope dimmed just a little more. Two years
into their journey, they quietly took down the nursery, deciding it was time to stop putting life on hold. Nearly three years after that, doubt had settled in as they faced another renewal as prospective adoptive parents. The paperwork sat on their kitchen table asking them whether to keep believing for one more year or to finally let go.
“We were at the point where we were thinking it was just never going to happen, and we were just going to move on,” Nick recalls. Then, when the cribs and car seats were long gone, when Nick and Kandra were both out of town, when the path ahead felt more uncertain than ever before, that was when the call finally came. The one they had waited nearly five years to receive.
“We have some birth parents that would like to meet with you. Can you be in Omaha tomorrow?”
Within a day, they moved from quiet acceptance to once again preparing their home, brimming with anticipation. Nick raced back to wash the few baby clothes they still had while Kandra packed for the twelve-hour drive home.
“They said to try and get some sleep before your drive, and I was like, ‘Yeah, that’s not happening,’” Kandra shares with a laugh.
By the time they walked into the NCHS office the next afternoon, they were sleepless and anxious, unsure of how the meeting would unfold. But what they discovered was a birth family who cared as deeply about this baby’s future as they did. This tiny girl, brand new to the world, was already held in two families hearts.
Then came the question that reshaped Nick and Kandra’s lives: Would they raise this baby? Their answer came easily. She was theirs from the moment they knew her.
“We had just gotten to thinking we would never get to this point. And look at us now,” says Kandra.
A year later, life has a new rhythm, one built around highchair dinners, bedtime routines, and the endless wonder of a little girl exploring her world. Parenthood is a daily lesson in patience. But the truth is, that lesson began long before Gracelyn’s arrival. There were years when waiting was painful and hope wore thin, but the moment they met Gracelyn, they understood why the journey had been so long.
“Every adoption story is made up of many threads. The brave love of birth parents, the hopeful hearts of waiting families, the reassuring guidance of specialists and the community that shows up for the newly formed family when it matters most,” says NCHS CEO Lana Temple-Plotz. “At NCHS we are deeply invested in the future of each child and every family touched by adoption. It is our privilege and responsibility to walk with them toward a future filled with stability, belonging and hope.”
Nick and Kandra once sat staring at renewal papers, unsure if they could bear another year of uncertainty. Today, their daughter’s tiny hand fits perfectly in theirs as they step into the beauty of their life together.
NCHS supports families at every stage of their journey, whether they are hoping to grow through adoption, expecting a baby, actively parenting or raising a child through guardianship or kinship care. No matter where they are on that path, compassionate guidance and comprehensive services are available. To learn more about the statewide family support programs offered by NCHS, visit nchs.org.
The surrounding forest often provides unexpected learning moments. During a recent lesson, the class encountered a surprising guest while hiking along one of the trails. “We had owl week and cardinal week backto-back,” Swanda said. “We weren’t able to go outside very much during owl week because it was so cold. We went out on a hike the next week, and my group saw a barred owl flying in the forest.”
The owl landed in a nearby tree, giving students a chance to watch it closely through binoculars. “They were saying, ‘Oh my gosh, this owl should have come out last week!’” Swanda said with a laugh.
Experiences like that reinforce the curiosity Swanda hopes students develop as they spend time observing the natural world. “What I’m really looking for is for them to question things,” she said. “‘Why is this happening? What am I seeing?’”
Along with the science lessons, Swanda said the program provides homeschool students with a chance to connect with peers in a relaxed setting, where time spent learning and exploring together often turns into lasting friendships.
“As someone who was homeschooled when I was younger, we did a lot of these kinds of art and science-based programs,” she said. “Homeschooling isn’t about wanting to be a hermit. We want to get out and do things and let the kids meet other kids their age.” The program’s flexible structure helps accommodate different schedules. “I have a lot of kids who return on Tuesdays, and a lot of kids who come on Thursdays,” Swanda said. “I have maybe four or five kiddos who come every day. I also have a handful who will just pop in once a month.” Because of that variety, each class is designed to stand on its own rather than building on a strict sequence of lessons.
For many families, that flexibility has become one of the program’s biggest strengths. In feedback collected for this story, families noted that the structure allows their children to benefit from the program whether they attend weekly or more occasionally.
“It’s a science-based option that all my kids can attend at the same time,” one participating parent wrote. “I love that it’s drop-off, so my kids can experience a classroom setting.”
Several families also noted their child’s excitement surrounding their encounters with the forest’s collection of education animals, which includes birds of prey, reptiles, and amphibians. Those interactions spark ongoing interest each time students return to the center, Swanda said.
“We have raptors on site,” Swanda said. “We also have snakes and turtles and frogs as our education animals. They get familiar with them, and they seem to really light up when they’re able to make those long-term connections.”
“I spend days hearing about the various animal tracks they saw on the trails,” another parent shared. “Being that close to the animals leaves an impact, for sure. Tuesday mornings are the best part of my kids’ week.”
Now entering its fourth semester, Swanda said Acorn Academy sessions often reach capacity. She hopes to expand the program’s offerings as interest increases, particularly for older students who may want to spend more time exploring science topics in depth. Those ideas could include longer workshops that allow students approaching middle school to conduct more experiments, she said. “I’d like to do some STEM workshops where we can do a full science experiment, maybe write a report, and do those full-day type of things,” she said. “I’ve had some requests for that.”
For now, Swanda said the focus remains on creating a welcoming space where all students can build lasting friendships and develop curiosity about the natural world. “They come in, they make their friends, they have their routines,” she said. “I want this to always be a space where the kids feel free to make their own choices and explore their interests. At the end of the day, I want to provide a space for kids to be kids.”
Visit fontenelleforest.org/acorn-academy for registration and more information.
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continued from pg. 9
Bringing Community Into the Process For educators, the Moonshot initiative is reinforced through professional development and district-wide training in structured literacy, supported by UNO’s Science of Reading coursework program. Having completed the program herself, Watson was selected to help teach this researchbased approach to other K-2 teachers in the district. “Having that research and the district’s support to back that up helps us be better instructors,” she said.
These efforts are already showing results in the data. “Students who have a strong reading foundation progress faster, not only in ELA, but across other subjects,” Mitchell said. “They understand more complex vocabulary and can tackle more challenging material confidently.”
Both educators are optimistic about continued progress. Watson pointed to the incoming first full cohort of students who will start second grade with her having already experienced two years of structured literacy instruction. “I’m excited to see what that will look like, as they’ve progressed their reading since kindergarten using these literacy methods,” she said. “Having a foundation like that really accelerates their progress.”
Mitchell echoed that optimism, highlighting the power of teachers and community working together. “We’ll continue to advocate for our students and families,” he said. “Encouraging reading at home and keeping parents involved makes sure that the progress made in school is being reinforced outside.”
The ultimate goal, Watson said, is independence and a love of reading. “We want students to feel confident and prepared as they move through school,” she said. “We’re doing everything we can to meet their needs and get them excited about their own improvement. That’s what structured literacy is all about.”
Visit ops.org for more information.
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From sports camps to art, esports, robotics and our Summer Climb Academic Program to tackle the summer slide – you’ll find the perfect match for every kid with Prep Summer Camps. Designed for boys and girls K–9, Prep Summer Camps are offered mornings and afternoons, with a complimentary lunch for all-day campers.
Why choose just one? Pair soccer in the morning with art in the afternoon, ping pong with Summer Climb or drone with digital media.
Keep Your Playing This Summer
Talk to a Doc at Boys Town
When you have questions about your child’s health, don’t turn to a search engine – talk to a doc!
Summer is meant for play, not visits to the doctor. But when your child is sick or injured, Boys Town Pediatrics is here for you. Our board-certified pediatricians and highly trained specialty care providers deliver expert care to help your child recover quickly and return to their summer adventures.
Scan the QR code to find a clinic and provider near you!
Visit boystownpediatrics.org or call 531-355-1234 to reach any clinic.
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Children can participate in easy, fun and interesting research studies! Our studies help develop life-changing care for children and adults.
