Thursday, February 27, 2020

Enroll Online for Driver Education

Online registration will open Monday, March 2nd.
Register and pay online at:

(Informational brochures are available at your high school office)

To register for this course, please complete this form by printing neatly, include payment
of $330, and return to the Nebraska Safety Center. You may register and pay online at Registration deadline is two weeks prior to the course.

Chadron | (8:00 a.m. to 1:30 p.m.) » Classes: May 26-29, 2020 »
Student/Parent Orientation | May 26 | 8am | Chadron Public School

All payments (except online), must be sent to the Nebraska Safety Center office.
Make checks or money orders payable to “Nebraska Safety Center at UNK”.
The instructor will NOT accept any form of payment.
Payment plans require a $115 deposit at the time of registration and payment
in full two weeks before the start of classroom instruction.
Waivers will not be issued without full payment.

Annual Title VI Native American Education Meeting - Monday, March 2 @ 3:30p

All Native American families and Native American high school students are welcome to attend our annual Title VI meeting on Monday, March 2 @ 3:30 PM in CO Conference Room.  

At the meeting we will be reviewing committee bylaws and the Title VI application.

Mental Health and Youth

Mental Health & Youth 
(School Community Intervention and Prevention March 2020) 
Mental health and behavioral concerns among adolescents have been on the rise for the last decade. It should be noted that about 1 out of 5 youth (between 12yrs.-18yrs.) have at least one mental health disorder. 
Anxiety disorders are the most common mental health disorders reported in youth. According to
the National Institutes of Health, almost 1 out of 3 youth (31.9%) will develop an anxiety disorder. There are several types of anxiety disorders. 
• Generalized anxiety disorder is excessive worry and/or apprehension about a number of
events or activities; 
• Phobias are highly specific and exclusive fears; 
• Separation anxiety disorder is the child or adolescent's excessive worry and
apprehension about being away from their parents; 
• Obsessive-compulsive disorder is a condition involving obsessions and compulsions. 
• Panic disorder is characterized by discrete and intense periods of anxiety that
occur unexpectedly, without warning. 
• Post-traumatic stress disorder is an intense re-experiencing of a traumatic event by
distressing recollections, dreams, and/or associations (such as things or situations that
remind the child or adolescent of the traumatic event). 
And even though, in the past 10 years, there has been increase in anxiety in youth, as little
as 1% of youth who have symptoms of anxiety seek out treatment within a 12- month time period. 
Likewise, according to a recent study released by the American Psychological Association,
rates of mood disorders and suicide-related results have increased drastically over the last ten years among adolescents. 
According to the 2016-2017 National Youth Risk Behavior Survey (YRBS), almost 1 in 3 youth
(31.5%) report being depressed in the past 12 months. 
And while depression is one of the most common and treatable mental health disorders, the Centers for Disease Control and Prevention estimate that only about 1 out of 5 youth (20%) who live with a mental health disorder, like depression, receive treatment for their disorder. 
Furthermore, the 2017 YRBS shows that almost 1 in 6 youth (17.2%) have contemplated
suicide in the past 12 months and almost 1out of 12 youth (7.4) have attempted suicide in the past 12 months. 
While bipolar disorder is rather uncommon in youth and adolescents, as less than 3 out of 100
kids and adolescents (2.9%) are diagnosed with the disorder, the disorder causes extreme
changes in a person’s mood, actions, thinking, and overall behavior 
School Community Intervention and Prevention March 2020 
SCIP is funded in part by: Lincoln Public Schools, United Way of Lincoln/Lancaster County, Region V
Systems, Nebraska DHHS: Division of Behavioral Health and Region 4 Behavioral Health System 
which not only impacts that one student but can impact and disrupt an entire classroom.
Children and adolescents with bipolar disorder have periods/episodes of time of mania and
• Mania Episodes: An episode of mania includes a period where someone’s mood has
changed and it is elevated (overly happy), expansive, or very irritable and the person also
has increased energy at the same time. 
Depressive Episodes: People who have bipolar disorder may also experience periods of
depression. An episode of depression includes low, depressed, or irritable mood. 
Mental and emotional health refers to the overall psychological well-being of a person.
It includes the way one feels about themselves, the quality of their relationships, and their
ability to manage their feelings and deal with difficulties. 
With all that being said, there are things that can help youth and adults alike improve their
mental health, whether one has a diagnosed disorder or not. Just like it takes effort to build
and maintain good physical health, it also takes effort to build and maintain good mental and
emotional health. 
• Get enough rest. To have good mental and emotional health, it’s important to take care
of your body. That includes getting enough sleep. 
• Learn and practice good nutrition and eating habits. 
• Exercise to relieve stress and lift your mood. 
• Get a dose of sunlight every day. Sunlight lifts your mood. 
• Do things that positively impact others. Being useful to others and being valued for what
you do can help build self-esteem. 
• Make leisure time a priority. › focus-of-the-week › mental-health-issues-on-the-ris... › article › mental-health-issues-increasing-a. › health › children-teens-mental-health-untreated-study › childrensmentalhealth › features › anxiety-depression 

School Community Intervention and Prevention March 2020 
SCIP is funded in part by: Lincoln Public Schools, United Way of Lincoln/Lancaster County, Region V
Systems, Nebraska DHHS: Division of Behavioral Health and Region 4 Behavioral Health System 

Wednesday, February 26, 2020

Chadron FBLA Teaches Enterprise to 5th Grade

Paper Airplanes Used to Teach about Free Enterprise
This year the Chadron High School FBLA (Future Business Leaders of America) created an American
Enterprise Project to teach local fifth-graders about the free enterprise economy and a better
understanding of supply and demand. 
The theme for the Chadron FBLA chapter this year was “Take Flight with FBLA” which
tied into the American Enterprise Project because the project centered around a paper
airplane simulation. The project also included a presentation and a vocabulary-matching
game. Through these activities, fifth-grade students learned what a free enterprise economy
is and how it works. 

During the paper airplane simulation, students were split into smaller groups. Using their new
vocabulary, the fifth-graders assumed roles within their groups. Roles included Production,
Management, Consumer Representative, and Marketing. The role of Management was in charge of
making sure the rest of the group stayed on task and came up with the group’s ‘company’ name. The
Production role made the paper airplane products in an assembly-line style in which a team of two
students worked together to construct each airplane. The role of Consumer Representative tested the
paper airplanes, throwing them through a series of hoops. Each hoop was a different height,
demonstrating the different groups of people the companies could market their paper airplanes to. The
Marketing role kept track of the number of successes and misses of the paper airplanes and presented
their group’s airplane to the class. They had to show what made their airplane unique and more
appealing than the other groups’ airplanes.
Through this entertaining and educational game, the Chadron FBLA chapter hoped to create an
exciting way for the younger generation to learn about the American Enterprise system and the law of
supply and demand.

The chapter members would like to thank all the students who participated in the activities. Also,
special thank you to Mr. Dressel, the middle school principal, and Mr. Calkins, the fifth-grade social
studies teacher, for making this project a success.
Lauren Collins, Abigail Gardner and Grace Sorenson take flight!

CHS FBLA Members Teaching a 5th Grade Class

Monday, February 24, 2020

Chadron Speech Team on a Roll

Check out the current results of this season's performances for the Chadron Speech Team:

2019-2020 Chadron High Speech Team Results
Meet 1: Class B Runner Up (2nd) at Scottsbluff Invite
Meet 2: Class B Runner Up (2nd) at Gering Invite
Meet 3: Class B Champions (1st) at Bridgeport Invite
Meet 4: Class B Runner Up (2nd) at Gordon-Rushville Invite
Meet 5: Class B Runner Up (2nd) at Chadron Invite                
Meet 6: Class B Runner Up (2nd) at North Platte Invite
Meet 7: Class B Champions (1st) at Ogallala Invite

Only Western Conference and Districts remain before State.

Loni Watson Recognized During NSCA Gala

Doug Hauserman-Nebraska School Counselor Association Executive Director, Jerry Mack-Chadron High School Principal, Loni Watson-Chadron High School Counselor, and Jake Willems Chair of the Nebraska School Counselor Association Governing Board

LINCOLN, NE – Feb. 21, 2020 – Megan McDougal, School Counselor at Bell Elementary School in Papillion, NE, was named the 2020 Nebraska School Counselor of the Year at a formal dinner at the Embassy Suites in Lincoln, NE on Friday, February 21, 2020.  The dinner recognized six outstanding school counselors from across the state in room filled with family, friends, and dignitaries. Ms. McDougal was introduced to attendees prior to the meal as a Finalist for the 2020 School Counselor of the Year by Ms. Mary Derby, Assistant Principal of Belle Elementary School.  After dinner Ms. McDougal was announced as the 2019 School Counselor of the Year by the 2019 Nebraska School Counselor of the Year, M.s Rachel Catlett. She received her award from Jake Willems, Chair of the Nebraska School Counselor Association Governing Board and Doug Hauserman, Executive Director of the Nebraska School Counselor Association.   Ms. McDougal then delivered a brief acceptance speech

As the 2020 Nebraska School Counselor of the Year, Ms. McDougal will represent Nebraska in the American School Counselor Association’s National School Counselor of the Year contest.  As such she will be invited to attend the American School Counselor Association’s School Counselor of the Year Gala in February of 2021. The Nebraska School Counselor Association presented Ms. McDougal with a $500 stipend at the dinner to cover expenses not covered by the American School Counselor Association for her to attend the School Counselor of the Year Gala in Washington, DC

Semi-Finalists recognized were Carla Brauer from the Sidney Public Schools, Fran Hassler from the Ponca Public Schools and Jerry Wiggins from the Gothenburg Public Schools.  The other finalist recognized were Tasha Osten of the Raymond Central Public Schools and Loni Watson from the Chadron Public Schools. Ms. Osten was introduced to the attendees by Raymond Central Jr/Sr High Principal, Allison Stansberry and Ms. Watson was introduced by Chadron High School Principal, Jerry Mack.

A photo is included of Ms. Watson being recognized.  In the photo from left to right are: Doug Hauserman-Nebraska School Counselor Association Executive Director, Jerry Mack-Chadron High School Principal, Loni Watson-Chadron High School Counselor, and Jake Willems Chair of the Nebraska School Counselor Association Governing Board.   Interview requests of Ms. McDougal, Ms. Watson and of the Nebraska School Counselor Association can be made through Doug Hauserman at

About the Nebraska School Counselor Association

The Nebraska School Counselor Association (NSCA) is a non-profit, 501(c)(3) that promotes student success by expanding the image and influence of school counselors through leadership advocacy, collaboration and systemic change.  NSCA provides professional development for Nebraska School Counselors to aid them in guiding their students toward academic achievement, career planning and social/emotional development to help today’s student become tomorrow’s productive contributing members of society.  The Nebraska School Counselor Association is a division of the American School Counselor Association.

Friday, February 14, 2020

Cardinal Counseling 5 Bullet Friday for Feb. 14th


The Chadron High School Cardinal Counseling Department is excited to share our 5 Bullet Friday Newsletter for the 2019-20 school year!  Each week we will be providing readers with five facts, tips or tricks to help make the school year a success academically, emotionally, and socially! 

If you do not wish to receive this email feel free to UNSUBSCRIBE using the button located at the bottom of this email.

1. Watch this Week's Cardinal Cast


2. Returning Class Highlight: Basic Nursing!

YES Basic Nursing is BACK for the 2020-2021 School Year!
Basic Nursing (CNA Certification)

This course is designed to instruct students in becoming Basic Nursing Assistants, when the course is finished students will be able to sit for their Certified Nursing Assistant exam and become well paid and NEEDED CNA's in our community!

The course provides essential knowledge and skill to provide basic care and skills to residents/clients of health care facilities; including such topics as resident rights, communication, safety, observation, reporting and assisting residents/clients in maintaining basic comfort and safety.  It is designed to meet the training requirements of the federal and Nebraska state law for nursing assistants working in licensed facilities. 

This is a dual credit course through Western Nebraska Community College.  WNCC offers ½ price tuition to all high school students.

Course Outline:

Chapter 1: The Nursing Assistant in Long-Term Care
Chapter 2: Foundations of Resident Care
Chapter3: Understanding Your Residents
Chapter4: Body Systems and Related Conditions
Chapter5: Confusion, Dementia, and Alzheimer’s Disease
Chapter6: Personal Care Skills
Chapter7: Basic Nursing Skills
Chapter8: Nutrition and Hydration
Chapter9: Rehabilitation and Restorative Care
Chapter10: Caring for Yourself

3. Better Screen Time

It can be tough for parents to manage their kid's screen time. In this episode of the Smart Social Podcast with Josh Ochs,'s Andrea Davis offers tips to better screen time. Listen to how she says "you can worry less and connect more with your kids."  If you haven't, give Andrea @betterscreentime a follow on Facebook and Instagram as well!

4. Parents:  Why You Need to Stop Doing Your Student's Work

Written by Tim Elmore
The post Parents: Why You Need to Stop Doing Your Kid’s Work appeared first on Growing Leaders.

The latest example of the new way parents view their children just occurred. It illustrates our shift from equipping our youth to cope with adversity, to seeking ways to reduce the adversity. Instead of believing they’re strong enough to face tough times, we look outward for an answer.
It happened the week following Kobe Bryant’s tragic helicopter crash, killing all nine people on board. I was in disbelief over this horrible accident but had no idea how parents would react. One high school principal told me he received several phone calls the next day asking if he would have extra counselors on campus to manage the kids’ grief. Another parent assumed the students should get some time off.
Wow. I think that may just be a bit melodramatic.

The Subtle and Sinister Shift

Millions of parents see their children becoming more and more stressed over the grind of everyday life. These kids feel the pressure of scoring high on standardized tests, making the cut for the soccer team, keeping grades up and an overwhelming schedule filled with practices for travel ball, gymnastics, karate, piano — you name it. Often, compassionate mothers or fathers feel they must relieve stress by simply doing some of these things for their children. I’ve seen this take shape in several ways:
On several occasions, I’ve walked into a Starbucks to grab a coffee and seen parents doing homework for their children.
On other occasions, I’ve witnessed science projects created by parents who worked all night so their child could impress the judges at a science fair.
Still, other parents will simply offer money whenever their children ask for it, requiring no household chores or responsibility to the family.
This reaction to our kids assumes they are “maxed out” and do not have the grit or resilience to handle life’s pressures. So, we do the work for them.

Why Do We Do This?

We do this because we look with empathy at our children who appear so anxious over everything. We intervene in ways that make sense at the time, but over the long haul, they actually stunt the development of the child. In short, the best answer is rarely to do the work for them.
When we solve their problems this way we create a pattern that’s not sustainable and does not prepare them for the life that awaits them. Relieving stress and anxiety through being their substitute is not the answer, at least not long term.
There’s science behind my logic. Our brains contain neural pathways, connections formed by axons, that signal to us what we should do. They represent circuitry, not unlike a rut in a dirt road that governs the flow of water moving down the road. When we choose a pattern over several weeks or months, that circuitry signals a new norm. It’s often how new habits take shape in our life. We get an automatic signal for what to do.
When parents feel their kids are too stressed to fulfill their normal obligations, they may naturally begin to complete that stressful work for them, but this unwittingly forms a neural pathway that conditions the child to always need others to do tasks for them. Or at least it feels that way. Next, they begin to feel entitled to someone doing things for them all the time and can end up at an adult age, but without adult coping skills to handle hard work. One day, they’ll finish school, and they may be unready for work that a supervisor refuses to do for them. So—what can we do?

Steps We Can Take

  1. Begin with belief. Kids may naturally assume they can’t work harder when in reality they have far more potential than they see. Speak words of belief about their capabilities.
  2. Help them say “no.” Sometimes, kids become overwhelmed because they’ve said yes to too many options. They’re overcommitted. Creating margin offers peace of mind.
  3. Give them regular chores. “If kids aren’t doing the dishes, it means someone else is doing that for them,” Stanford Dean Julie Lythcott-Haims says. Work helps build grit.
  4. Maintain high expectations. The best parents don’t reduce expectations, knowing that relays a message of disbelief to kids. Encourage them and keep high standards.
  5. Model social skills. Parents who do this actually help kids maintain perspective on a busy schedule. Talk over the “to-do list,” and maintain level emotions. It will catch on.
  6. Value effort over avoiding failure. It’s huge to affirm effort over grades or scores. Effort is in their control; outcomes often aren’t. Foster a growth mindset vs. fixed mindset.
  7. Help them limit their social media use. I’ve said it before—less than two hours on social media means kids are less vulnerable to anxiety each day. Over two hours leads to anxiety.
  8. Ask them how you can support them. Find ways to support them without doing work for them. Encouragement, snacks, tutors, etc. can be ways to help in a healthy way.
  9. Remind them of the big picture. Kids can get lost and overwhelmed in the here and now. Grit goes up when you remind them of long-term goals and a larger perspective.
Tyler Yaken serves on our leadership team at Growing Leaders. He and his wife Anna have an 18-month-old son named Wilson. This little toddler is already doing age-appropriate chores around the house, like carrying his diaper to the Diaper Genie, wiping down his place setting after a meal and closing the dishwasher door and pressing the start button. They are wise parents who simply want Wilson to grow up knowing he’s part of a family, and each member plays a role in serving each other. They all have work to do to help each other out.
Let’s not do it for them.

5.  Initial Course Requests for
2020-2021 are in FULL SWING


1.  FEBRUARY:  Collect all initial course requests with parent approval
2.  FEBRUARY:  Build master schedule
3.  MARCH Schedule 1-1 meetings with students!
(This is the meeting where parents are welcome to attend and students leave with a full 2020-2021 schedule!) 
Readers, THANK YOU AGAIN for joining us! Whether you are from CHS or another school, If you find it worthwhile please continue to SHARE. THE. LOVE (and the link).

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