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The Warrior
----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Weeping Water, NE — January-February 2017
____________________________________________________________________________
From the Superintendent’s Desk
By. Ken Heinz
__________________________
Happy March and the Luck o’ the Irish to
everyone! As I sit outside on this beautiful
Sunday night taking in the landscape and
thinking about great weather we’ve had this
winter, I’m also noticing that my grass is already
turning green and thinking that I might need to
start mowing pretty soon! (Maybe the green
grass is what made me think of St. Patty’s Day).
For me personally, I would much rather be
mowing though than digging out of a snowstorm
and much rather have the nice weather for our
spring activities.
Periodically in conversations with parents or
staff or students, the topic if growing up in
today’s society comes up. For whatever reason,
that topic has come up much more frequently
lately than normal. Indeed, there certainly are
some advantages and positives to growing up
today, but the multiple mixed messages that
teenagers receive on so many different fronts
must be terribly confusing and misleading for
them. Likewise, parents trying to maneuver and
guide their children through what seems to be a
desensitized and anything goes mentality at
times, has to be equally as difficult. Indeed, in
my conversations with parents, despite good
intentions and relationships with their children,
it appears to be more challenging than ever for
parents to talk with their teenage children and
those children to talk with their parents.
In a timely occurrence when cleaning out
some of my tubs in my garage this weekend, I
came across an article from a number of years
ago from “The MASTER Teacher” that seems to
have some fairly solid and consistent thoughts
and suggestions. The article began by saying
that while many parents want a rich, interactive
relationship with their children to help them
avoid the “pitfalls of life,” many feel as if they
are on thin ice the minute they open their mouths
because they are immediately rebuffed. It
discussed eight steps to developing two-way,
interactive communication with children.
Step one was to just listen and gather
information without trying to prod or pull.
Rather, hold off and bite your tongue for a
while, realizing that one-way talks will
eventually lead to two-way talks.
Two, refuse to respond to everything your
child says. Young people often talk without
conviction or real belief. As a result, they may
be on “the other side of their mouth tomorrow.”
A “wait and watch” approach at this point is
better than a “respond and react” stance.
Third, eliminate the pressure. A close look
will reveal that many parents use every bit of
communicating time pressuring their children to
behave or achieve. These parents aren’t
conversing. They’re instructing. Their
instruction ranges from what to do and when to
do it to how to do it. Many students listen. But
many turn off.
Fourth, as a parent, you can open doors with
praise. When we praise them, young people
usually will say, “What else?” or “Tell me
more” either verbally or with body language. If
you use praise, children will often begin to open
up and want to talk more.
Step five, when two-way communications do
occur understand that short exchanges will
dominate. Don’t expect both you and your child
to arrive at the same conclusions in such short
time spans. Think in terms of many short
conversations on the same issues and don’t
expect big decisions to come immediately.
Respect=Yourself,
Others, Property,
Learning
From Principal Wockenfuss’s Desk
2016-2017
By. Gary Wockenfuss
__________________________
The second semester is well under way. We
are finishing up our winter sports and activity
season .and getting ready for our spring events
as well. Grades may also be viewed on the
Parent Portal on our school’s website,
www.weepingwaterps.org.
Parent-Teacher Conferences:
Our 2016-2017 Spring 6-12 Parent-Teacher
conferences were held on February 3rd and 5th
with our
Middle School attendance = 89% (fall 78%) HS
9-12th grade = 58% (fall 56%)
6-12th grade = 75% (fall 65%)
Spring Parent-Teacher Attendance facts for
the last 7 years:
2010-2011= 49%
2011-2012=59%
2012-2013=49%,
2013-2014=
60%,
2014-2015= 61%,
2015-2016= 70%,
2016-2017=89%.
Thank you parents for the continued educational
commitment, As you can see each of you parents
are committed to your child’s education which is
top all other activities.
What are the NeSA Tests?
Nebraska State Assessments (NeSA) tests are
for 3rd -8th grade students and are statedeveloped tests in the subjects of reading,
mathematics, science and writing. Most NeSA
assessments are administered online. NeSA test
results are used for both local and federal
accountability reports, which are reported in the
fall of 2017. The results also enhance
instruction at the local level. Classroom
teachers and administrators gauge individual
students’ level of understanding and growth
from grade level to grade level in each content
area.
March and April NeSA testing schedule?
6th, 7th, 8th NeSA *Reading=March 21-22,
*Math=April 25-26 class period TBA.
8th NeSA *Science=April 4-5 class period TBA.
*11th will not be taking the NeSA instead they
will be taking the ACT (American College
Test) more information in this newsletter.
How can parents help their child with the
NeSA Tests?
Parents should make certain their children attend
school regularly. Parents should note the dates
of the assessment(s) and be aware of them as
you schedule appointments that take place
during the school day. Parents can be sure
students are well rested the day of the
assessment.
Parents can ensure that students are given
breakfast on testing dates. More information
about the Nebraska State Assessments (NeSA)
can be found at the Nebraska Department of
Education homepage:
http://www.education.ne.gov. For questions
concerning the NeSA assessments or test
procedures contact the school.
Consistent and punctual attendance is an
essential component of education. The habits our
children form as adolescents help shape who
they become as adults. I am hoping to reinforce
the importance of being on time for “work,”
since school is really their job right now. I ask
for your support as we address an issue that has
a lasting impact on the quality of their education.
The District’s Attendance Policy is in our
handbook, which can be viewed on line for your
reference.
ACT Test Date information for all Juniors
April 19, 2017
On April 19, 2017 the junior class will be taking
the state test, which is now
the ACT. The juniors will meet at the Gibson
Building at 8:00am. The testing will be from
8:00am to 1:00 pm with no breaks. Please
encourage your junior to give it their best effort
as this test is where colleges look at giving
scholarships (money) to attend their college. .
Once the junior class has completed the ACT
test they will be dismissed for the remainder of
the day. We want their primary focus to be on
giving their best effort on the ACT test that day.
That day we will full day classes for 6-10 and
12th grade.
Let’s Work Partner with each other Against
Sexting, Teen Suicide, Bullying and Cyber
Bullying.
We had a 6-12th grade Social Media assembly
presented by our school attorney Bobby Truhe.
The students stated that this was one of the best
assemblies we had because it was not a lecture
but giving us facts of what happens if you…..
We are very proud of our student’s behavior, as
was the presenter who commented on how
respectful each student was during this
assembly. Please visit our school website and
see the power point presentation that Mr.
Truhe gave.
What is Cyberbullying?
Cyberbullying is bullying that takes place
using electronic technology. Electronic
technology includes devices and equipment such
as cell phones, computers, and tablets as well as
communication tools including social media
sites, text messages, chat, and websites. Cyber
Bullying is an unwanted behavior due to lack of
empathy and a student who wants “power” who
always target others. Bottom line, know what
your child’s doing with their technology they
use, who their friends are, look at their phones,
get their passwords and look at their phones,
facebook accounts, or any other technology they
have today. That is your responsibility as a
parent!
Cyber bullying YouTube videos to watch and
websites to visit below.
https://www.youtube.com/watch?v=jNdBmjUvz
EU, http://www.stopbullying.gov/cyberbullying
http://www.stopcyberbullying.org/how_it_works
/direct_attacks.html
Senior Information:
For parents/guardians of seniors, please look for
the “senior bulletin” letter that will be sent out at
the end of February with updated information
about graduation and school deadlines for our
seniors to be aware of.
As we now push into the third and fourth
quarter, we encourage all parents who are
committed about their child’s academic progress
to contact their respective teachers. Our teachers
can be reached through phone or email. Teacher
contact information is listed on their respective
web pages, which can be located under district
page then click on “Staff Pages” on the WWPS
Home Page (http://www.weepingwaterps.org)
for this information
We are immensely proud of our WWPS
Indian students and we hold them to the highest
of standards. As we journey through this 20162017 school year, please know that without the
support of engaged and dedicated parents
creating a good home where children can learn
and grow, we cannot be successful. . The rest is
up to them.
School doors open at school at 7:30am for 612 students to come in to get help from staff or
even earlier if arrangements have been made
with those teachers. At WWPS we offer a great
opportunity to get a FREE education, take
advantage of it.
It Is A Great Day To Be A
Weeping Water Indian!
School Attendance Facts and Frequently
Asked Questions
Did you know that students can suffer
academically if they miss 10 percent of school
days? That’s just a couple days each month.
Absences add up, whether they’re excused or
not. Let’s work together to help all kids attend
today, so they can achieve tomorrow.
Attendance matters as early as kindergarten.
Studies show many children who miss too many
days in kindergarten and 1st grade can struggle
academically in later years. They often have
trouble mastering reading by the end of 3rd
grade. By middle and high school, chronic
absence is a leading warning sign that a student
will drop out.
School is your child’s first and most
important job. Students are learning about more
than math and reading. They’re learning how to
show up for school on time every day, so that
when they graduate and get jobs, they’ll know
how to show up for work on time every day.
Struggling to get your student to school on
time? For younger children, you can set a
regular bedtime and morning routine. Make sure
they get nine to 11 hours of sleep. Lay out
clothes and pack backpacks the night before.
Struggling to get your student to school on
time? For older children, help them develop
homework and bedtime routines that allow for 8
½ to 9 ½ hours of sleep. Make sure that when
the lights go out, so do
the cell phones, video games and computers.
Does your student seem nervous or worried
about coming to school? Sometimes it’s
tempting for students to stay home because
they’ve got too much work or don’t understand
what’s going on in class. But missing a day only
makes that worse. Encourage your student to
attend and discuss concerns with his or her
teachers.
Thank you to our students and families for
making daily attendance a priority, since you
know the habit of attendance will help students
do well in the classroom and eventually in a job.
WWPS Continuous School
Improvement
By Dawn DeTurk, Administrator
__________________________
Part of a school’s accreditation process is to
have a school improvement process in place.
That means that the school plans, implements,
evaluates and renews school improvement
activities to meet local and statewide goals and
priorities. This process includes a periodic
review by visiting educators who provide
feedback and recommendations for continued
plans and goals. This visit needs to take place at
least once every five years. This is our district’s
year for our external visit. On March 16th an
external team will visit Weeping Water Public
Schools so that we can share what we have
accomplished over the past 5 years. We are very
proud of what our efforts have produced. Our
students’ scores in all subject areas have
improved over the past several years.
Our district’s goals are to improve writing
and math. We have made gains in both of these
disciplines, but still have improvements to get
our scores above the state average. Activities
that we have implemented to improve writing
scores include: Writing across the curriculum,
creating writing portfolios, creating a curriculum
map for writing, and teaching the students to use
the state writing rubric to self-assess their
writing. To improve math scores we have
adopted a new math program, provided more
online math practice (IXL), developed a
common math vocabulary, added more math fact
fluency, and implemented a Multi-Tiered
System of Support which includes math
interventions at the elementary level.
We will continue to work hard to improve the
instruction of our students at Weeping Water
Public Schools because our mission is to
empower each student by providing
opportunities to become a successful,
responsible, lifelong learner.
Counselors Corner
By: Dawn Bickford
__________________________
Well as it is in Nebraska I cannot decide if
we are having Spring or Winter. With the nice
weather approaching it is easy to get antsy and
begin to daydream. However, we have to
remember to stay focused on the end of the
school year and all that there is still to
accomplish. Seniors still have a lot to do before
they walk across that stage to Graduate. They
should be working diligently on filling out those
scholarships, finishing up their future plan
paper, getting all the appropriate forms
completed for the school they are choosing to go
to, paying deposits, setting up to meet with
advisors for classes and continuing to stay on
top of their school work. I will remind all
seniors that your grades this semester are just as
important as they have been in the past. Just
because you have been excepted to school and
awarded scholarships does not mean that you
can stop working. Colleges and scholarship
committees do have the right to take offers away
if your GPA does not remain where it needs to.
So keep plugging away and do not shut down
until the very end!!!
The 8th-11th grade students have turned in
their class pre-registrations for next year. I am
currently working on getting a schedule made
that will benefit the most students possible.
Once the schedule is built I will hand out
schedules to students for next year. Even though
we are looking towards next year I want to
remind these students as well that they must
continue to focus on their courses they are
enrolled in now. The board has voted to raise the
graduation requirements and the new
requirements are as follows: Graduate class of
2018 – 250 credits, Graduate class of 2019 – 255
credits and Graduate class of 2020 – 260 credits.
Another new initiative this year is that Juniors
will take the ACT for state accountability
instead of the previous NeSA test. All Juniors
will be taking the ACT on April 19th. We will
meet here at the school and then we will bus
down to the Gibson Hall to take the test. We
have decided to take the test there so that there
are no distractions to the students. Once the test
is complete (around 12:30 or 1:00) we will bus
back to the school and then Juniors will be
dismissed for the day. We need all Juniors to
be sure to attend school on this day. All
Juniors have been assigned a log in to an ACT
prep that they are allowed time in school twice a
week to work on but are strongly encouraged to
be working on this outside of school as well.
The ACT that the students take for the state is
just like any other ACT (only no cost to the
student) and can be used for college admissions.
If you have any questions, please contact me and
I will answer them the best that I can.
Weeping Water Pre-K Program
By: Michelle Heath
__________________________
As we head into the last quarter of school, we
look back to where we started the year and
exactly how far we have come…from wandering
down the hall like a herd of cats to now walking
in a quiet and somewhat straight line, from
carrying our coats to the teacher and pointing to
now putting it on by ourselves and trying to zip,
and from what is this thing I have to hold to
here’s how I write my name. It’s amazing the
things we’ve learned!
The school will soon be mailing registration
forms for the upcoming school year for both 3
and 4 year olds. Eligible students must be 3 by
July 31st but cannot turn 5 by that date. Classes
will continue to meet in the mornings from 8:0012:00. If you have not received an enrollment
form by March 7th or have questions, please
contact the school. Required documents
include: the child’s birth certificate,
immunization records, and a copy of their last
wellness check.
An Open House will be held on Tuesday,
April 25th from 6:00 – 7:00 pm in the Early
Childhood Classrooms at the school in
coordination with our community’s Week of the
Young Child celebration.
Week of the Young Child is a yearly
celebration of the education of young children.
This year’s theme is ‘Celebrating Our Youngest
Learners. Students will be entertained by
personnel from The Rose Theatre with a show
featuring the work of Dr. Seuss.
Kindergarten
By: Mrs. Schafer and Mrs. Wilson
__________________________
The kindergartners are becoming reading
machines! They have finished four reading
books and have been introduced to 144 amazing
words! The fifth reading book will teach us
about transportation and different ways that
people travel. Our Kindergartners recently
finished the measurement unit in Math and are
now learning to sort, classify, count, and
categorize data. Identifying numbers, counting
to 100, recognizing coins, counting money, and
telling time to the hour are skills being learned
as well. Our science taught us about living and
nonliving things. All the kindergartners are
focused on earning the SOAR award every
month. SOAR stands for Safety, Opportunity,
Attendance, and Respect. The kindergartners
are working on being responsible by completing
homework assignments and returning folders on
a daily basis.
First Grade
By: Mrs. Meeske
__________________________
The first graders have been very busy the past
couple of months. We have not only celebrated
our 100th day of being first graders but we have
also become published authors of a book
entitled, What Do You See in 100? Each child
had a cut out of the numbers 1, 0, and 0 and had
to design a picture around those numbers. They
then had to write about their illustrations. We
sent these to the publishers a couple of weeks
ago and are eagerly awaiting the return of our
hardbound books.
We have been working hard on our reading
and phonics skills in reading and learning many
new vocabulary and amazing words. In math we
have worked on time to the hour and half hour
and can now know when we are to go to things
by looking at the clock on our own. We have
also started taking data and making it into a
chart and graph format and reading graphs. We
are becoming superb mathematicians. In science
we are learning what it takes to be a scientist and
all the work that goes into it.
Finally we would like to that the parents that
attended parent teacher conferences this past
month. Together we do make a difference. Also
thank you to the parents that were able to help
with the Valentine’s Day party this year. We had
a great time!
Second Grade
Mrs. Stacy Bickford
__________________________
It’s hard to believe that we are nearing the
end of the third quarter. I think the school years
go faster and faster. We have continued to
practice our skills and have introduced several
new concepts. In Math, we have been working
hard on identifying coins, adding on, and adding
and subtracting money. Any additional practice
you can provide at home would be beneficial.
Please remember to access IXL which will allow
them to practice independently using the
website. In Social Studies, we have worked hard
on learning our place in the world. We have
talked about being part of the community of
Weeping Water, the state of Nebraska, the
country of the United States of America, and the
continent of North America. During February,
we focused on studying famous African
Americans, the heart, dental health, and
presidents-specifically Abe Lincoln and George
Washington. We are continuing to practice our
reading skills and strategies. Many students have
earned extra incentives this school year. Keep
reading! The calendars came in before
Thanksgiving break and the second graders
immediately started selling them! They did a
wonderful job on designing our calendars! We
are currently in the process of planning our field
trip to…a finalist in the ‘Best Zoo’ by USA
Today--the Omaha Henry Doorly Zoo in April.
How fortunate that our students are able to have
this opportunity! We hope 2017 continues to be
a great year for you and we are excited for all of
the challenges that lie ahead for us as we finish
second grade!
Third Grade
By. Miss Thomassen
__________________________
In reading we have been reading realistic
fiction. Learning how are cultures are alike and
different, and why is it hard to adapt to a new
culture?
Remember learning Two-Dimensional
Shapes and Their Attributes? That’s right we are
learning a whole new vocabulary, polygons,
quadrilaterals. Then learning how can twodimensional shapes be described, analyzed, and
classified? We will also be working on
multiplication and division facts.
We would also like to thank all the parents
that helped with our Valentine’s Day party.
Fourth Grade
By. Mr. McGill and Mrs. Garner
__________________________
Weeping Water Fourth Graders are finding
themselves in the final week of a Fabulous
February! In addition to their awesome
Descriptive Writing ~ “Part of Me” ~ they
brushed up on Figurative Language, finishing
with fun alliteration! They are preparing to
CONQUER the NESA by practicing floods of
C4L and TDA. Our reading unit is taking us on
Adventures by Land, Air and Water and after
last week’s welcomed ‘snow day’ we wrapped
up an adventure to the Lost City of Machu
Picchu by learning facts from a guest speaker
that speaks fluent Quichua and once lived in
South America! In Math, they have mastered
their math facts “like a BOSS”, thankfully, with
the help of a great systematic program (Rocket
Math) and loads of flash card practice! They just
wrapped up a unit of DIVISION and are ready to
conquer fractions! They are “ROCKING”
Science ~ learning about how rocks and
minerals are classified! Fourth Graders will
finish up Q3 by celebrating the birthdays of Dr.
Seuss and Nebraska!
Sixth Grade
By. Mrs. Lindau
__________________________
Mrs. Lindau’s sixth grade reading class
recently completed a unit in which they used
their reading skills to rehearse and perform a
short play entitled, The Journey to America. The
play tells the story of two immigrant families,
one from Ireland and the other from Russia,
entering the United States through Ellis Island in
1904. In addition to learning the blocking and
dialogue, the students were also responsible for
designing the set and costumes, and making and
gathering the necessary props. The unit
concluded with a well-received performance for
Mrs. Weber’s reading class.
Mrs. Mozena’s Middle
School PE
By. Mrs. Mozena
__________________________
The 7th and 8th grade PE classes have been
working very hard the past several weeks. We
did a unit on badminton where we work working
on eye hand coordination as well as learning the
history and rules of the game. We researched
the rules and each wrote a short opinion paper
on what we felt were the most important rules of
the game and why. After practicing playing
singles and doubles, we put together a double
elimination tournament for both classes. The 7th
grade champions were Josie Cave and Carter
Mogensen and the 8th grade champions were
Jason Burch and Grace Cave.
We also implemented a new lifting program
that will also be used this summer in their off
season workouts. They have only been doing
this the past couple of weeks, but we are super
excited to see the gains we will have made by
the end of the school year. We lift every
Tuesday and do agility workouts every
Thursday. Our middle schoolers are working
hard to get bigger, faster and stronger!
2016-2017 Weeping
Water Spelling Bee
By. Mrs. Barrett
__________________________
The Weeping Water Local Spelling Bee was
held Thursday, February 2 for the top spellers in
the 5th – 8th grades. Each class had their own
spelling competitions to determine which two
students would represent their grade. Student
participants included: Izzy Kerr and Abby
Porter—8th grade, Ciera Dieter and Cadie
Porter—7th grade, Keegan McDonald and Treva
Wright—6th grade, and Sammy Hall and Jillian
Rathe—5th grade. Our Local Spelling Bee
champion for 2016-17 was 5th grader Sammy
Hall. The runner-up at the bee was 6th grader
Treva Wright. (Well done, Sammy and Treva!)
Both Sammy and Treva represented Weeping
Water at the Cass County Spelling Bee in our
very own auditorium on February 14,
Valentine’s Day. Spellers from Weeping Water,
Plattsmouth, Louisville, Elmwood-Murdoch,
and Conestoga competed for a single spot at the
Omaha World-Herald Midwest Spelling Bee
held in March. The final two spellers dueled
together for the last seven of seventeen grueling
rounds. Our own Treva Wright emerged as
runner-up! We are so proud of her! This is
Treva’s second year participating in the Cass
County Spelling Bee. Next year…champ?
Art News
By. Melody Cejka
__________________________
March is Youth Art Month
Each year, ECNC conference schools submit
artwork made by 9th through 12th grade students
artist to be the selected for exhibition in the
Wells Fargo Bank Building 12th & O. You can
visit student’s art work from February 24
through March 21st.
This year Weeping Water has nine artist
work selected, Tory Lamkins, Quinten
Neumeister, Kristen Neumeister, Hailey Clark,
Allanna Lackore, Sadie William, Gwen Stalman,
Madison March, Courtney Stanley. These
student and others will be attending an art
workshop at Nebraska Wesleyan on March 21st.
Youth Art Month exists to:
 Recognize art education as a viable
factor in the total education
curriculum that develops citizens of a
global society.
 Recognize art is a necessity for the full
development of better quality of life for
all.
 Direct attention to the value of art
education for divergent and critical
thinking.
 Expand art programs in schools and
stimulate new art programs.
 Encourage commitment to the arts by
students, community organizations, and
individuals everywhere.
 Provide additional opportunities for
individuals of all ages to participate in
creative art learning.
 Increase community, business and
governmental support for art education.
 Increase community understanding and
interest in art and art education through
involvement in art
exhibits, workshops, and other creative
ventures.
 Reflect and demonstrate the goals of the
National Art Education Association that
work toward the improvement of art
education at all levels.
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To submit your ad or for more
information, contact Mrs. VanderVeen
(402) 267-4265 or
[email protected]
Band News
By. Mr. White
__________________________
Congrats to the following band members for
auditioning and making Class C Honor
Band. High School: Brianna Buffington,
Baritone Saxophone, Michael Stackpole and
Ryan Smith, Trombone. Jr. High: Kila Good,
Clarinet, Noah Hammons, Alto Saxophone,
Jordan Beardsley, Trumpet, and Anna Murphy,
Trombone. Students will be performing at
Kearney High School in Kearney, Nebraska on
Saturday, March 18th. Great Job!
Athletic Conditioning
By. Mr. Larson
__________________________
The students in the Athletic Conditioning
classes started using a linear based program
mid- January. This program still targets the core
lifts and uses reps as a measurement for weight
increases. The basics of the program revolve
around a beginning power lifting workout. The
students can monitor daily progress with
increased weight or the number of successful
reps completed. Students that attain a
predetermined number of reps will increase
their workload during the next workout day of
that particular lift. We will test student
improvement following 8 weeks of this
program.
With the conclusion of winter sports I would
encourage all athletes not currently in a lifting
class to find the time to get into the weight
room. For those athletes that are competing on
the Weeping Water Track and Field team I know
the coaches will have the weight room available
to you. I hope that you will take advantage of
this opportunity and make good on your time
lifting.
We continue to strive on a daily basis to
improve our strength and quickness. I would
encourage all parents of Weeping Water
athletes to ensure that they are eating healthy
foods and getting plenty of sleep, as both of
these are huge components to muscle growth
and are critical to the lifting process.
Web Page Design
By. Mr. Cover
__________________________
The second semester the students get a
chance to take a class for dual credit through
SCC, that deals with Web Page design. The
class takes the student through basic HTML 5
syntax, the leads them in to more design
elements using Cascading Style Sheets or CSS.
The class consists of doing little activities, but
the skills they learn translate to larger projects.
At the end of the year, the students will have a
live web page running off one of Southeast
Community College’s web servers.
American History
By. Mr. Barrett
__________________________
The students are currently discussing
America Becoming a World Leader. This time
period shaped our societies way of life and
determined American Foreign policy well into
the new century. George Washington warned
Americans to stay out of foreign affairs when he
left office because he felt it would be a danger to
our American way of life. The students will be
discovering whether he was correct or not.
Students will be researching whether it is better
to be internationalist or isolationist.
-Close UpThis years Close Up students will leave
March 24th and return home April 1st. We have
18 juniors participating this year and have
already started their countdown of days before
they depart. Weeping Water has sent over 400
students on this once in a lifetime experience.
Thanks to all of you who have purchased
products from these students, to help make their
trip possible.
Girls Basketball
By. Mr. Haveman
__________________________
The 2016-2017 Lady Indians Basketball team
finished the season with a 15-10 record and
District Runner-Up plaque which will be
mounted on the wall at Weeping Water High
School forever. The Lady Indians’ 15 wins this
season was the second most in school history.
They also were the fourth girl’s basketball team
to win a subdistrict championship in school
history. These accomplishments are a direct
reflection of how hard these athletes worked in
the summer, preseason, 7:00 AM every morning
during the season, and at practice every day.
This is just the beginning for Weeping Water
Girls Basketball. The seniors laid a great
SCIP
foundation and personified what it takes to be a
winner. They will be missed dearly but their
impact will be felt for years to come. #RollTribe
By. Dawn Bickfod
__________________________
FBLA
By. Mrs. Heinz
__________________________
Weeping Water FBLA Teams with Operation
Gratitude
Operation Gratitude “seeks to lift the spirits
and meet the evolving needs of the U.S. Military
and First Responder communities and provide
volunteer opportunities for Americans to express
their appreciation to all who serve our nation.”
Weeping Water’s FBLA chapter decided this
year to help this organization send a little more
“appreciation” to our military members for their
service. There are many ways groups and
individuals can assist Operation Gratitude,
WW’s FBLA decided on three. These were: to
write letters to be included in care packages, to
make paracord bracelets to be included in care
packages and to hold a bake sale and send the
proceeds to the organization to buy items that
are needed which are not donated.
In addition to members writing letters to our
military members, FBLA requested help from
the elementary teachers. Mrs. Bickford and
Mrs. Garner found time in their busy schedules
to have their classes write letters also. With
their help, we were able to send over 40 letters
to Operation Gratitude. The Weeping Water
FBLA chapter also purchased 45 paracords and
made them into bracelets that were also sent to
the group to be included in care packages. They
try to send some in every care package they
send. Finally, FBLA made a monetary donation
of $25 to the group to help with their worthwhile
work.

Ways to Prevent Burnout and Reduce Stress:
Self-Care Techniques
“Our bodies are our gardens to which our wills
are gardeners” -William Shakespeare
Educators often face high demands, long
days and high stress. Coupled with repetitive
tasks and feeling undervalued, educators are
highly susceptible to burnout. It can be difficult
for anyone to perform at their best when trying
to function under these conditions. Incorporating
self-care techniques into your lifestyle can help
prevent burnout and reduce stress.
Burnout typically develops gradually as
a result of prolonged stress. When a person is
experiencing burnout, they tend to feel
unappreciated and disengaged at work. They
may also feel pessimistic, hopeless and lack
enjoyment in their work. They may also be
irritable and not performing to their potential.
Burnout can occur when a person feels
overworked, lack control or flexibility in their
work, or their work is unchallenging. There are
numerous physical and emotional signs of
burnout.
Symptoms of Burnout include:
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Chronic fatigue
Insomnia
Impaired focus and forgetfulness
Feelings of depression or guilt
Experience early signs of anxiety
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Physical symptoms: chest pain,
headaches, heart palpitations and
gastrointestinal pain
Loss of appetite
Impaired Immune System
Stress is the body’s natural response to
threats also known as the flight or fight
response. Though stress is natural, too much
stress can be harmful. Common causes of stress
include major life changes, relationship
challenges, heavy workloads and financial
concerns. Pessimism, perfectionism and
negative self-talk can also lead to stress.
Symptoms of Stress include:
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Memory problems
Difficulty concentrating
Muscle aches and pains
Nausea
Diarrhea or constipation
Agitation or anxiety
Feeling overwhelmed
Impaired Immune System
Eating too much or too little
Difficulty sleeping
The signs of burnout and stress are fairly
similar to one another, however burnout
symptoms tend to be more mental and stress
symptoms tend to be more physical. According
to helpguide.org, “Excessive stress is like
drowning in responsibility, burnout is being all
dried up.” Both can be difficult to detect. It is
important to listen to your body and take time
for yourself to prevent burnout or chronic stress.
There are numerous self-care options to
cope with burnout and chronic stress. Begin with
these basics: eat well, exercise 3 or more times a
week and sleep 7-8 hours a night. There are
several self-care activities that can be completed
in a few minutes or a few hours depending on
your needs. The key to success is to find
techniques that work for you. Don’t be afraid to
try a new technique if you don’t feel a reduction
in your symptoms.
There are quick self-care techniques that
can be completed at work when work seems
overwhelming or when you are feeling defeated.
Take a couple minutes to write down one to
three strengths or things that you appreciate
about yourself. Another option is to try short
mindfulness exercises, like breathing,
throughout the day to shift your focus inward
and give you a break from the stresses around
you. Close your eyes, take deep breaths and
channel your thoughts to the feeling of your
chest rising and falling. This inward focus will
help you clear your mind and relax. Breathing
techniques can be done over the lunch hour to
reenergize you through the rest of the day. If
breathing does not work for you, there are
dozens of other exercises to try.
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There are different types of self-care
activities such as, sensory, spiritual,
emotional, physical and social to name
a few. Self-care can also be done
individually as a way to connect with
yourself or with others. Exercise, like a
walk, running or yoga can clear your
mind and reduce stress. Journaling or
writing down things you are grateful for
are beneficial spiritual exercises. Other
activities include spending time with a
friend or family member, volunteering,
Sources:
https://www.helpguide.org/articles/stress/preven
ting-burnout.htm
https://www.psychologytoday.com/blog/highoctane-women/201311/the-tell-tale-signsburnout-do-you-have-them
https://www.helpguide.org/articles/stress/stresssymptoms-causes-and-effects.html
SCHOOL CLIMATE
reading, cooking or completing a crossword
puzzle. There are several self-care activities, for
more ideas please visit one of these websites:
https://www.psychologytoday.com/blog/shyness
-is-nice/201403/seven-types-self-care-activitiescoping-stress
http://www.mentalhealthamerica.net/takinggood-care-yourself
For many busy adults, it can be easy to
focus all of your time and energy on your family
and career, but self-care is essential. If self-care
is not currently part of your routine, start with
the basics and slowly incorporate other
techniques. Schedule 15 minutes a day for
yourself either first thing in the morning or right
before bed. Making self-care part of your routine
can increase your well-being and increase
connectedness at work and with those around
you.
School climate is best described as the school
conditions that influence a student’s learning.
Schools all across the country, in every state,
serve students from a multitude of diverse
backgrounds. Each student brings their unique
cultures, beliefs, personalities and experiences.
According to a survey done by the Southern
Poverty Law Center, the recent presidential
election led directly to “heightened anxiety on
the part of marginalized students, including
immigrants, Muslims, African Americans, and
LGBT students.” Other research also indicates a
rise in hate speech and bullying behaviors
directed towards minority students. In January
of 2017, a cyberbullying researcher at the
University of Wisconsin-Eau Claire released
data showing an increase in the number of high
school students being bullied because of their
race or skin color compared to previous years.
Everyday acts of intolerance manifest
themselves in many ways: name-calling, slurs,
sexual harassment, put-downs regarding race,
ethnicity, gender, size, abilities, perceived sexual
orientation or gender identification. As we
know, growing intolerance can also be found
online, posted on social media sites.
In many cases, these intolerant acts are
intentional, while other times they are not. Of
course, many times, the issue is less about intent
and more about impact. Because no matter the
intention, these messages and behaviors can
cause fear, damage and injury to individuals and
the entire school community.
One way to safeguard against this is through
inclusive education where we develop and
design our schools, classrooms, programs and
activities so that all students learn and
participate together. Through these thoughtful
actions we can achieve a positive school climate
where all students feel safe, included, and
accepted.
Because school climate plays a vital role in
addressing and changing behaviors and attitudes
that produce bullying and threatening learning
environments, it is important to cultivate and
promote positive, inclusive, respectful behavior
and interactions in schools and classrooms.
Inclusive education is about how we develop
and design our schools, classrooms, programs
and activities so that all students learn and
participate together. Through these thoughtful
actions, we can achieve a positive school climate
where all students feel safe, included, and
accepted.
Moreover, a positive school climate fosters
safety; promotes a supportive academic,
disciplinary, and physical environment; and
encourages and maintains respectful, trusting,
and caring relationships throughout the school
community.
The following are some of the characteristics
associated with a positive school climate:
 Students, staff members and parents feel
safe, included and accepted within the
school.
 Members of the school community
demonstrate respect, fairness and
kindness in their interactions, and build
healthy relationships that are free from
discrimination and harassment.
 Students are encouraged and given
support to be positive leaders and role
models in their school community; for
example, by speaking up about issues
such as bullying and harassment.
 Students, principals, staff members,
parents and community members have
open and ongoing discussions where all
member are actively engaged and
respected.
 Strategies for bullying prevention and
intervention and awareness are
reinforced for students and staff.
 The learning environment, instructional
materials, and teaching and assessment
strategies reflect the diversity of all
learners.
 Every student is motivated and given
support to succeed in an environment of
high expectations, such as school.
It should be further noted, a positive school
climate is significantly related to school
success. According to much research, a positive
school climate can improve attendance,
achievement, and retention and even rates of
graduation.
For more information on inclusive, positive
school climate please visit the websites below.
Sources:
www.inclusionbc.org/our-priorityareas/inclusive-education/what-inclusiveeducation
https://safesupportivelearning.ed.gov/schoolclimate
www.schoolclimate.org
www.tolerance.org
Depression: There is Help,
there is Hope.
Adolescence can be a time of turmoil and
uncertainty due to the many changes that take
place in a young person’s life due to hormones,
puberty, peer pressure, identity issues and
normal “growing pains”. Differentiating
between “normal” teenage moodiness and true
symptoms of depression can be challenging for
parents, teachers and other adult caregivers.
While a certain amount of moodiness and
acting out is a normal part of adolescent
development, persistent changes in personality,
mood or behavior that result in intense feelings
of sadness, hopelessness, anger or frustration
over longer periods of time (weeks, months or
longer), may be a red flag for a deeper problem.
While research shows that the actual prevalence
of depression is underestimated, recent 2015
data indicates that 12.5% of youth ages 12-17
had a major depressive episode during the past
year. Only 39% of these youth received
treatment (Child Trends Data Bank, 2016).
Additionally, nearly one third (30%) of students
in grades 9-12 reported feeling sad or hopeless
almost every day for an extended period of time
(two or more weeks in a row) in the last year
(Child Trends Data Bank, 2016). Data specific
to Nebraska found that 1 in 4 high school
students reported being depressed during the
past 12 months and female students were more
than twice as likely as male students to report
depression (NE Youth Risk Behavior Survey,
2016). This data highlights the importance of
both recognizing and understanding child and
adolescent depression as a means to help support
those students who may be struggling.
According to a definition from Mayo Clinic
(2017), “depression signs and symptoms include
a change from a person’s previous attitude and
behavior that can cause significant distress and
problems at school or home, in social activities
or other areas of life”. Such changes in
emotions and behavior may include:
Emotional Changes:
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Feelings of sadness or hopelessness
Irritable or annoyed mood
Frustration or feelings of anger
Loss of interest or pleasure in normal
activities
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Loss of interest in or conflict with,
family and friends
Low self-esteem
Fixation on past failures or exaggerated
self-blame
Extreme sensitivity to rejection or
failure, and the need for excessive
reassurance
Trouble thinking, concentrating,
making decisions or remembering
things
Ongoing sense that life and the future
are bleak
support along with professional help can go a
long way.
How Parents and Caregivers can help:
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Behavioral Changes:
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Tiredness and loss of energy
Insomnia or sleeping too much
Changes in appetite
Use of alcohol or drugs
Agitation or restlessness
Frequent somatic complaints or visits to
school nurse
Social isolation
Poor school performance or frequent
absences from school
Angry outbursts, disruptive or risky
behavior
Self-harm
Making a suicide plan or attempt
Recognizing and guiding kids towards help
is the first step in treating depression. Few kids
will recognize their need for help on their own,
so the role of a caring parent or adult can greatly
influence a student’s recovery. Emotional
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Watch for red flags
If concerned, help the individual get an
appropriate diagnosis and treatment
o Treatment can include:
Psychotherapy, CognitiveBehavioral Therapy,
Interpersonal Therapy and
Medication
o Understand that treatment may
take time for symptoms to
decrease and may also include
seeking a different form of
treatment if no improvement
occurs
Offer continuous emotional support
(understanding, patience, affection and
encouragement)
Focus on listening, not lecturing
Encourage social time with supportive
friends
Make sure he/she is getting plenty of
sleep and exercise
Set aside quality time to talk face to
face each day.
Provide a safe place for he/she to talk
about their feelings
It is important to remember that the
behaviors of a depressed child or adolescent may
look different than that of a depressed adult. For
example, while adults may appear more sad and
withdrawn, irritability, aggression and anger
may be more noticeable symptoms in tweens
and teens. Similarly, depression can manifest
differently for each individual. It is not always
those kids that withdraw socially, appear sad and
experience a decline academically that may be
struggling. Depression can strike anyone,
including the overachieving, highly involved
student who may be internally struggling with
high expectations of success. Those kids who
may not be identified “at risk” or who may find
it difficult to self-identify need to be on our
radar too. As with all mental illness, depression
doesn’t discriminate and we must be open to
checking in with all kids about their emotional
and mental health. Opening up lines of
communication can make it easier to spot those
who may not exhibit the typical symptoms but
who may be struggling quietly with depression.
“A
Snapchat lasts a
minute. A
Yearbook lasts a
lifetime.”
Order a 2016-2017 Yearbook today!
$48 now- May 15th
See Mrs. VanderVeen or order online at:
https://yearbookforever.com/#school/
23315
References: American Academy of Pediatrics;
www.mayoclinic.org; www.helpguide.org; The
National Institute of Mental Health; Child
Trends Data Bank (2016); Nebraska Youth Risk
Behavior Survey (2016)
Weeping Water Public Schools P.O. Box 206
Weeping Water, NE 68463
Notice of
Nondiscrimination
The Weeping Water Public School
District does not discriminate on the basis
of race, color, national origin, sex,
disability, religion, age or other protected
status in its programs and activities and
provides equal access to the Boy Scouts
and other designated youth groups. The
following persons have been designated to
handle inquiries regarding the nondiscrimination policies: High school
students: Gary Wockenfuss, 6-12
Principal, 204 West O St., Weeping
Water, NE 68463 (402) 267-4265
(gwockenfuss@ weepingwaterps.org).
Elementary students: Dawn DeTurk,
Elementary Principal, 204 West O St.,
Weeping Water, NE 68463 (402) 2672445 (ddeturk@ weepingwaterps.org).
Employees and Others: Ken Heinz,
Superintendent, 204 West O St., Weeping
Water, NE 68463 (402) 267-2445
([email protected]).
Complaints or concerns involving
discrimination or needs for
accommodation or access should be
addressed to the appropriate Coordinator.
For further information about antidiscrimination laws and regulations, or to
file a complaint of discrimination with the
Office for Civil Rights in the U.S.
Department of Education (OCR), please
contact the OCR at 8930 Ward Parkway,
Suite 2037, Kansas City, Missouri 64114,
(816) 268-0550