Lothrop Magnet Elementary




 Parents/Guardians: 

The NSCAS Summative testing window for grades 3–8 is coming right up! Testing dates are March 19–April 27, 2018 and make-up week is April 30–May 4, 2018. Don’t forget to make sure your child(ren) get a good night’s rest, eat breakfast on the day of the assessment, and stay positive! 

The NSCAS Summative is a new computer-based adaptive assessment replacing NeSA that is built from Nebraska’s College and Career Ready standards. It adapts dynamically based on each student’s ability, challenging top performers without overwhelming students whose skills are below grade level. 

Results from the spring 2018 administration will be available in the fall of 2018. Starting in 2019, results will be available shortly after the close of the testing window, giving parents and educators valuable information about student performance ahead of the next school year. 

Learn more about the NSCAS Summative assessment at: https://www.education.ne.gov/assessment/nscas-system/

Home of the Panthers!

Lothrop Magnet Center is located at 3300 North 22nd Street. Approximately 300 students in grades pre-kindergarten through fourth grade attend this Science and Technology magnet. These magnet themes are woven throughout the regular curriculum offerings. Lothrop offers all students unique, high quality experiences that promote literacy, mathematical competency, and the skills necessary to function in the 21st century. At summer science and technology camp, students develop inquiry-based projects, create computer-based presentations, and learn to create graphics. Parent and community involvement are very strong components of this magnet's success. Workshops on parenting skills, nutrition, and computer skills, as well as open forums to address parental concerns, are offered. Volunteers from community organizations also provide weekly tutoring services. The staff, parents, and community are committed to providing Lothrop students an educational program that will prepare the students for the future.

Lothrop renovation is finally complete and we are loving our new look.  Come by at take a look if you haven't already done so. 


Magnet Overview

Lothrop Science & Technology Center offers students learning opportunities they would not get anywhere else.  Students are involved in constant science investigations and the discovery of new knowledge.  Magnet Specialists teach unique, innovative lessons built from Extra Value Standard discovery.  Students take part in science exploration, technology, robotics, and Spanish language and culture.  Lothrop Magnet staff and students have strong relationships with families and partnerships with many community businesses and share at quarterly Magnet Family Nights.

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Lothrop Magnet
3300 North 22nd Street
Omaha, NE 68110-1988

Phone: (531) 299-1780
Fax: (531) 299-1798

What's Happening at Lothrop



    Lothrop Magnet Center

    Lothrop’s Mission Statement

    Lothrop Magnet Centers mission is to prepare our students academically and socially to be successful and compete with students across the nation. 

    In support of the mission statement, the Lothrop staff believes:

    *All students are special, unique and capable of learning commensurate with their ability.

    *Curriculum is implanted and assessed to ensure that the needs of all students are met and that the content is challenging.

    *Teachers continue their education, modeling the necessity of life-long learning.

    *The school environment is safe, secure, and inviting for everyone.  Students demonstrate respect for others and responsibility for their learning.

    *The Science and Technology magnet emphasis enriches all content areas.

    PASTRIES FOR PARENTS:   NOVEMBER 7, 2018 @9:30AM IN PIRC ROOM

    PATT MEETING: NOVEMBER 16, 2018, 2018.  @5:00PM

    FALL BREAKNOVEMBER 21-23,2018.  NO SCHOOL

     

     

    Green Ribbon Schools
    NEBRASKA GREEN RIBBON SCHOOLS
    2012 GRS Nebraska National Winners
    Lothrop Elementary School/Omaha Public Schools
    Miller Park Elementary School/Omaha Public Schools
    2012 GRS Nebraska State Finalist
    King Science and Technology Magnet Middle School/Omaha Public Schools
     
    Nebraska Department of Education's Application Process
    Information for the 2012-13 school year application will be posted in the winter of 2013.
     
    This prestigious award is given to select schools across the nation that The U.S. Department of Education (USED) Green Ribbon Schools recognizes as schools that save energy, reduce costs, feature environmentally sustainable learning spaces, protect health, foster wellness, and offer environmental education to boost academic achievement and community engagement.
    Nebraska will participate in the pilot year of the U.S. Department of Education's Green Ribbon Schools' recognition program. This voluntary federal program rewards schools that meet criteria in three goals:
    1. The school facility (grounds and building) has a "net zero" environmental impact;
    2. The school environment has a "net positive" impact on the health and performance of students and staff members; and
    3. The school's graduates are environmentally literate.

    Beginning in the 2011-2012 school year, the USED will recognize schools where staff, students, officials and communities have worked together to produce energy efficient, sustainable and healthy school environments and to ensure the sustainability and environmental literacy of graduates.

    Omaha Public Schools

    School Improvement Plan 2018-2019

    Elementary School Name: Lothrop Magnet Elementary

    District Intended Summative Outcome:

    Increase the number of students demonstrating proficiency and growth on state ELA assessments

    School ELA Goal: All students will receive the guaranteed and viable ELA curriculum as written in the A+ OPS Curriculum Guides for ELA using a balanced literacy approach.

    Strategy(ies) (add AQUESTT Tenets after each strategy):

    1. Plan and deliver Tier 1 instruction based on state standards through use of core resources -Journeys, Storytown, Sitton, Collections, Being a Writer using the Gradual Release of Instruction Model of teaching (College and Career Ready, Assessment)

    2. Provide teacher training daily guided reading instruction with fidelity to Fountas & Pinnell’s responsive teaching philosophy and the Literacy Continuum to best meet individual student literacy needs (Educational Opportunities & Access; College, Career, and Civic Ready; Assessment; Educator Effectiveness)

    3. Provide students daily literacy opportunities that build rigor during independent reading (College, Career, and Civic Ready; Assessment; Educational Opportunities & Access)

    4. Provide teacher training and students the experience of a literacy-rich environment through use of effective procedures and routines when setting up small group instruction through Launching Literacy Lessons (College, Career, and Civic Ready; Educational Opportunities & Access; Educator Effectiveness)

    5. Provide teachers training and select students the opportunity for daily interventions using Fountas & Pinnell’s Leveled Literacy Intervention (LLI) systems with fidelity and transfer instructional practices from LLI to daily guided reading instruction (College, Career, and Civic Ready; Assessment; Educational Opportunities & Access, Educator Effectiveness)

    6. Provide teachers with training and students the opportunities to complete student goal-setting in Literacy after classroom and district level assessments are completed and within the reading and writing block student conferring opportunities (College, Career, and Civic Ready; Assessment; Educational Opportunities & Access, Educator Effectiveness; Positive Partnerships and Relationships)

    Success Criteria:

    o Teachers’ lesson plans will convey daily ELA instruction based on the A+ OPS Curriculum Guides and State Standards and contain evidence of the gradual release of instruction and core resources in lesson plans and delivery. (Goal #1)

    o Students will be visibly engaged in learning at various stages of the Gradual Release of Instruction model and using core resources - Journeys/Harcourt, Being a Writer, Sitton Spelling (Goal #1)

    o Learning goals are aligned to standards/data, student-friendly, posted and referenced before, during and after the lesson. (Goal #1)

    o Teachers’ guided reading plans and observations will show evidence that use of literacy data and the Literacy Continuum was an integral part of their planning and preparation. (Goal #2)

    o Evidence of using Sections 4 (Literacy Strategies across Content Areas) & 11 (Balanced Literacy) of the Best Instructional Practices Handbook in everyday lessons and observations (Goal #3)

    o Students in grades K-2 will rotate through literacy stations while students in grades 3-4 will complete independent literacy opportunities during small group instruction time allotment that align with state standards, student data, and/or whole group instruction (Goal #4)

    o A small group of students will receive intensive LLI intervention with fidelity while other students participate in independent practice opportunities for 30 minutes daily. (Goal #5)

    o Instructional routines that are integral to the fidelity of LLI will be evidenced in daily guided reading instruction and independent literacy rotations (K-2) or opportunities (3-4) (Goal #5)

    o Students can articulate individual Reading and Writing goals. (Goal #6)

     

    Progress Monitoring:

    o Monthly Lesson Plan Checks (1,2, 3, 4, 5)

    o A+ Curriculum Guide pacing/alignment checks at grade level meetings (monthly), staff meetings (monthly), and during coaching observations by leadership team (weekly) (1)

    o Teaching Studies (2,4, 5, 6)

    o Coaching using 3-Step Cycle(1-6)

    o Common formative/summative assessments (found in curriculum guides) data is analyzed to monitor student growth during corresponding PLC/GLM (1, 2, 3, 4)

    o Student Summary Forms will be completed quarterly (1-6)

    o Student-led conferences during Quarters 2 & 3 (6)

    o NWEA-MAP Assessment Growth – Q1, Q3, Q4 (1, 2, 3, 4, 6)

    o Daily Guided Reading Running Records and LLI Running Records (2, 3, 5)

    o Daily student conferring during Writer’s Workshop (1, 6)

    Monitor and Adjust –

    o Goals are monitored and adjusted quarterly after progress monitoring data is reviewed (1st, 3rd, and 4th Quarter Data Digs, PLC monthly, and/or Quarterly GLM)

    o Communicate and discuss adjustments to instruction and progress toward goals at grade level meetings, PLCs, and staff meetings

    o Building Support Team (BST) meetings focus on reviewing, monitoring and adjusting SIP plan

    o Coaching notes left during reading and writing instruction will focus on:

    o learning goals

    o gradual release of instruction

    o use of the core resource and standards in our viable curriculum during all components of the ELA time allotments

    o components of guided reading framework during small group Reading

    o components of Writer’s Workshop framework in Writing

    o components of LLI framework during Intervention

    o Sections 4 and 11 in the Best Instructional Practices Handbook (in addition to other sections witnessed during coaching observations)

    o Professional Development supporting:

    o Use of core resources to effectively plan for and deliver lessons in Reading and Writing – Journeys, Storytown, Sitton, Being a Writer (Goal #1)

    o Responsive teaching during guided reading using the Literacy Continuum (Goal #2)

    o Independent Literacy Rotations (K-2) or Opportunities (3-4) (Goal #3)

    o Launching Literacy lessons in first month of school (Goal #4)

    o Implementation of LLI intervention with fidelity (Goal #5)

    o Student goal-setting for literacy (NWEA/MAP, running records in reading, student conferring in writing) (Goal #6)

     

    Elementary School Name: Lothrop Magnet Elementary

    District Intended Summative Outcomes:

    Increase the number of students demonstrating proficiency and growth on state Math assessments

    School MATH Goal: All students will receive mathematics instruction utilizing the district "Look-Fors" and multiple representations to provide different ways of examining mathematical problems while increasing number sense.

    Strategy(ies) (add AQUESTT Tenets after each strategy):

    - Provide daily cumulative review to foster mastery and retention of math content (Educational Opportunities and Access)

    - Provide opportunities for students to share their mathematical thinking and to connect their thinking to multiple representations (College, Career, and Civic Ready)

    - Provide opportunities for students to set academic goals to increase mathematical knowledge (Positive Partnerships, Relationships, and Success)

     

    Success Criteria:

    o Teachers are providing a guaranteed and viable curriculum by using the Curriculum Guides to plan lessons using the core resource

    o Learning goals are aligned to standards/data and are student friendly and are posted and referenced to before, during and after the lesson

    o Teachers' lesson plans show evidence of daily cumulative review

    o Teachers' lesson plans show evidence of utilizing CPA (multiple representations)

    o Students area able to make connections between concrete, pictorial, and abstract representations

    o Teachers and students engage in Math Talks (discourse) and make connections among multiple methods (writing across the content areas) using math academic vocabulary

    o Evidence of gradual release of instruction in lesson plans and lesson delivery

    o Evidence of using Section 5 of the Best Instructional Practices Handbook in everyday lessons and observations

    o Students can articulate personal math goals

    Progress Monitoring:

    o Common formative/summative assessments (found in curriculum guides) data is analyzed to monitor student growth during corresponding PLC

    o Student Summary Forms will be completed quarterly

    o Math lesson plan checks quarterly

    o NWEA-MAP Assessment Growth, 1st, 3rd, and 4th quarter Data Digs

    o Learning walks during whole group math time to look for daily cumulative review, multiple representations, and discourse

    o Teaching Studies participation weekly

    o Coaching feedback with check-in on pacing weekly

    o Student Led conferences during Quarters 2 and 3

    Monitor and Adjust –

    o Goal is monitored and adjusted quarterly after progress monitoring data is reviewed (1st, 3rd, and 4th Quarter Data Digs, PLC monthly, and/or Quarterly GLM)

    o Communicate and discuss adjustments to instruction and progress toward goals at grade level meetings, PLCs, and staff meetings

    o Building Support Team (BST) meetings focus on reviewing, monitoring and adjusting SIP plan

    o Coaching notes left during math instruction will focus on learning goals, multiple representations, gradual release/reverse gradual release for math in certain lessons, math discourse, use of academic vocabulary, and use of the viable curriculum

    o Professional Development supporting Math look-fors, Math Talks, and curriculum guides

     

    Elementary School Name: Lothrop Magnet Elementary

    District Intended Summative Outcomes:

    Increase the number of students demonstrating proficiency and growth on state Science assessments

    School SCIENCE Goal: All students will receive the guaranteed and viable science curriculum as written in the A+OPS Curriculum Guides for Science.

    Strategy(ies) (add AQUESTT Tenets after each strategy):

    - Utilize the A+OPS Science Curriculum Guide and core resource, Elevate Science, to plan and deliver instruction based on state standards (College, Career, and Civic Ready)

    - Provide opportunities for students to set Science academic goals (Positive Partnerships, Relationship, and Success)

    Success Criteria:

    o Teachers' lesson plans will convey regular science instruction based on A+OPS Curriculum Guides and Elevate Science curriculum

    o Learning goals are aligned to standards/data and are student friendly and are posted and referenced to before, during and after the lesson

    o Teacher will utilize Elevate Science to incorporate 3-dimensional learning (Found on Pocket Guide: Science and Engineering Practices, Disciplinary Core Ideas, Crosscutting Concepts) into their science instruction

    o Students will engage in hands on learning experiences that align with the Nebraska's College and Career Ready Standards for Science

    o Students will communicate their learning through science discourse and writing using academic vocabulary in claims, evidence, and justification

    o Teachers' lesson plans and daily lessons include the gradual release of instruction

    o Students can articulate personal science goals

    Progress Monitoring:

    o Regular lesson plan checks for science quarterly

    o A+ Curriculum Guides pacing/alignment checks for science during coaching visits and or grade level meetings

    o Learning walks/Teaching Studies once per quarter to observe best practices, learning goals, and students engaging in hands on learning

    o Discuss and analyze Learning Walks data during GLM and at the closing of Teaching Studies

    - Students will perform at proficient or advanced levels on common summative/formative assessments found in Curriculum Guides

    o Discuss and analyze once a quarter at Data Digs and 2nd Quarter GLM

    - NWEA-MAP Science (grades 3&4) Fall and Winter

    o Review growth for each student at 1st and 3rd Quarter Data Digs

    Monitor and Adjust –

    - Staff will be updated on progress toward the goal at one staff meeting per quarter

    o Staff will engage in a conversation regarding any adjustments that might need to be made

    - Coaching notes left during science instruction will focus on learning goals, hands on learning, use of viable curriculum, gradual realease of instruction, and student discourse

    - Professional Development suporting the guaranteed and viable curriculum (Elevate Science core curriculum, Realize online resources, 3-dimensional learning)

     

    Elementary School Name: Lothrop Magnet Elementary

    District Intended Behavior Outcomes:

    Engage in ongoing data-based decision-making and solution planning to decrease exclusionary discipline practices and time out of classroom.

    School MTSS-B Goal: Implement MTSS-B Tier 1 practices and systems with fidelity based on Tiered Fidelity Inventory (TFI) and Self-Assessment Survey (SAS) data

     

    Strategy(ies) (add AQUESTT Tenets after each strategy):

    - Create a schoolwide behavior expectations matrix, lessons, visuals, and staff/student procedures to implement MTSS-B (Positive Partnerships, Relationships, and Success)

    - Develop and use the MTSS-B Action Plan to guide and document implementation (Positive Partnerships, Relationships, and Success)

    - Lessons, visuals, and expectations are implemented within the classroom (Positive Partnerships, Relationships, and Success)

    - Use of SAS to drive practices within the building and continue to gain SAS data (Positive Partnerships, Relationships, and Success)

    - Build social skills for students within the classroom (Positive Partnerships, Relationships, and Success)

     

    Success Criteria:

    o Staff will teach, model and practice behavior expectations using language from the school’s Behavior Expectation Matrix using the A+ OPS Lesson Plan format

    o PAC being used for appropriate behavior referrals

    o Lessons being taught weekly within the classroom

    o Staff will use schoolwide acknowledgement system to reinforce student behavior with specific positive feedback

    o Students will response to classroom managed behavior strategies, reducing the amount of lost instruction time.

    o Use of calming and sensory strategies within the classroom

    o SAS data showing growth from 2017-18 year

    Progress Monitoring:

    o Collect data from staff on lesson plans.

    o Review behavior referrals and trends from behavior dashboard

    o Collect data on the use of the acknowledgement system

    o Reviewing SAS data

     

     

    Monitor and Adjust –

    · Review behavior lesson data and make adjustments

    · Develop a professional development schedule to address areas of concern

    · Monitor and encourage the use of the acknowledgement system

    · Review monthly trends in student behavior and create solution plans

     

    Elementary School Name: Lothrop Magnet Elementary

    District Intended Wellness Outcomes:

    Increase the number of wellness strategies implemented district-wide

     

    School WELLNESS Goal: Lothrop Magnet School will implement a number of influential strategies to increase knowledge in Nutrition, Physical Activity, and School-based Activities.

     

    Strategy(ies) (add AQUESTT Tenets after each strategy):

    - Nutrition:

    · Family Wellness Night

    · Encourage participation in EHA District Wellness Program

    · Create a nutrition unit for PE class that includes a food pyramid relay race

    · School Lunch Menu distribution

    · Creighton Dental Students

    · School Backpack Food program

    · Grab and Go breakfast

    · Nutrition Connection Newsletter

    · Nutrition/Exercise Enrichment Camp

    · Participation in Fruit and Vegetable program

    - Physical Activity:

    · Daily Recess

    · Attendance in PE class

    · Participation in Field Day

    · Brain Breaks/Go Noodle

    - School-Based Activity:

    · AED in building

    · Students allowed to bring water bottles to class

    · Crisis Team to become CPR certified

    · Family Wellness Night

    · Field-Day Parent participation in activities

    · Non food items used as rewards

    · Car Safety inservice

     

    Success Criteria:

    o Students making healthy food choices

    o Student participating in multiple physical activities throughout the school day

    o Parents interested in and encouraging healthier family choices

    o Teachers have lunch menu posted in classrooms

    Progress Monitoring:

    o Number of students outside versus in office at lunch/recess time

    o Non food items used as prizes for Kindness Cards and College Shirt days

    o Number of families involved in family nights

    Monitor and Adjust –

    o Wellness Team meets quarterly to determine success of plan.

    o Wellness Team shares quarterly findings and shares with staff so we can determine if plan needs to be modified.

     

     

     

    Elementary School Name: Lothrop Magnet Elementary

     

    District Intended Attendance Outcomes:

    Promote and increase daily student attendance and reduce tardies throughout the school year.

    School ATTENDANCE Goal: Our school will reduce the percentage of students missing 5% (about 9 days) or more of their school year by 2%.

     

    Strategy(ies) (add AQUESTT Tenets after each strategy):

    - Our school will establish and maintain an Attendance Team to consist of the principal, school support liaison, counselor, social worker, attendance secretary and other staff appointed by the principal(Positive Partnerships, Relationships and Success)

    - The Attendance Team will meet weekly to review attendance dashboard data, identify students for intervention, review current active strategies and align additional needed supports(Positive Partnerships, Relationships and Success)

    - Implementation of Attendance Mentoring Program (Positive Partnerships, Relationships and Success)

    Success Criteria:

    - Establish and maintain an Attendance Team to consist of the principal, school support liaison, counselor, social worker, attendance secretary and other staff appointed by the principal

    - Attendance Team meets weekly to review attendance dashboard data, identify students for intervention, review current active strategies and align additionalneeded supports

    Progress Monitoring:

    o Attendance Dashboard

    o Weekly attendance team meetings

    o Counselor small groups

    o SAT Meetings

    o Small group mentors

    Monitor and Adjust –

    o Weekly Attendance Team Meetings

    o Quarterly District Attendance Team Meetings

     

     



     



     

    Click here for the latest Lothrop Magnet Elementary Bond Updates

    Click here for all of the latest Bond Updates

    The Builders:

    Architect: RDG Planning & Design 

    Mechanical/Electrical Engineers: Farris Engineering  

    General Contractor: Weitz Construction 

     Mechanical Contractor: J.W. Smith & Company 

    Electrical Contractor: Centaur Electrical Contractors

    District Operational Services, Omaha Public Schools:

    Dr. Antoinette Turnquist, Chief Operations Officer

    Dr. Mark Warneke, Director of Buildings & Grounds

    Jacobs-2014 OPS Bond Program Manager:

    Mr. Mark Sommer, Program Manager

    Mr. Steve Selting, Project Manager

    Citizen's Bond Oversight Committee:

    Mr. Keith Bigsby, Mr. Woody Bradford, Mr. Michael Bruening, Mr. Karlus Cozart, Mr. Mark Evans, Mrs. Monique Farmer, Ms. Shelley Henderson, Mr. William Johnson, Mr. Robert King, Mrs. Connie Knoche, Mr. Michael Lebens, Mr. Craig Maher, Ms. Deb McClung, Ms. Mary McHale, Ms. Nicole Nieves, Mr. Matthew Ray, Ms. Cheryl Richardson, Mr. Christopher Rodgers, Mr. Jeff Sauter, Mr. Adam Sawyer, Mr. Matt Scanian, Mr Mark Sommer, Dr. Antoinette Turnquist, Mr. Greg Van Dyke, Mr. Bill Vandenberg, Mr. Brett Warneke, Ms. Margot Wickman-Bennett