The Piper Press Magazine Fall 2025

THE

PIPER PRESS FALL 2025

Piper USD 203

INCLUSIVITY | INNOVATION | COMMUNITY | INTEGRITY | PASSION INCLUSIVITY | INNOVATION | COMMUNITY | INTEGRITY | PASSION

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FROM the HELM

THE PIPER PRESS

A Message from the Superintendent, Dr. Jessica Dain

Greetings, Pirate Nation!

As the crisp fall air rolls in and stadium lights shine brightly across our community, it’s the perfect time to celebrate the incredible things happening in Piper Schools both on and off the field. Our students and staff continue to make us proud through their academic, artistic, and athletic achievements, and this season brings an especially exciting story that ties all those elements together.

This fall, Piper was selected by Riddell, a national leader in sports safety and innovation, to participate in a Real World Learning Opportunity unlike any other. Riddell, known for designing and developing state-of-the-art football helmets and protective gear, invited our students to take part in a hands-on learning experience that connects classroom concepts with real world application. From exploring the science and technology behind helmet design to understanding data analytics that improve player safety, our students are seeing firsthand how STEM, engineering, and athletics intersect. They aren’t just learning about innovation, they’re learning through it.

This partnership with Riddell is a shining example of how we prepare our students for the future by connecting their passions with purpose. Whether it’s on the football field, in the arts, or in the classroom, Piper students are proving that learning happens everywhere and that excellence truly reigns in our district.

Congratulations to our students, staff, and coaches who make opportunities like this possible. Your commitment to curiosity, creativity, and collaboration continues to define what it means to be a Piper Pirate.

Go Pirates, and go Riddell Real World Learning!

Proud to be a Pirate,

Jessica

Pictured left to right are students Noah McCall, Ginny Garcia and Lucy Kolenda, members of the Riddell research team at Piper High School.

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AN IDEA ROOTED IN CARE, GROWN THROUGH COMMUNITY: THE PIPER PIRATE FOOD PANTRY What began as a simple idea, a shared vision between Piper student Evan Scruggs (Class of 2025) and social worker Amy Bartlow, has grown into something truly remarkable. Launched in 2022, the Piper Pirate Food Pantry has transformed from a hopeful initiative into a thriving, reliable, and deeply meaningful resource for families across Piper. What Evan and Amy started has since become one of the most inspiring examples of community support and compassion in our district.

From the very beginning, the goal was clear: create a welcoming, accessible, stigma-free place for families to find what they need. Thanks to the steady leadership of our social workers, Amy Bartlow, Christina Baggs, and Anne-Marie Duke (pictured to the right) that goal has become a reality. Their dedication, organization, and unwavering empathy have shaped the pantry into a well-oiled machine powered by kindness and community commitment.

Across the nation, rising food insecurity and cuts to support programs have pushed more families to seek assistance. Here in Piper, we’ve met that reality with action. Our community has stepped up, families, staff, graduates, organizations, neighbors, all working together to ensure no family goes without essential resources. The Piper Pirate Food Pantry stands as proof that when a community chooses to care, remarkable things happen.

A special thank-you goes to our Onward Program students, ages 19 to 21, who help organize donations and ensure the pantry is prepared for distribution days. Their work behind the scenes keeps everything running smoothly, and their involvement adds an important layer of learning, service, and pride to the pantry’s mission.

And to all of our community volunteers: thank you. Your dedication, generosity, and countless hours of service have made this initiative not only possible, but powerful. The impact of your efforts is felt every single day by families across Piper, and the ripple effect of your kindness continues to grow.

The Piper Pirate Food Pantry is more than a resource, it’s a reflection of who we are. It’s a testament to what happens when people come together with purpose, empathy, and a shared belief that every family deserves to feel supported. What Evan and Amy envisioned wasn’t small, it was meaningful, rooted in care, and carried forward by a community determined to make a difference. And that impact will continue to touch lives for years to come. Please refer to the back of the magazine for details on how to donate!

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THE PIPER PRESS

PIPER HIGH SCHOOL STUDENTS TURN DATA INTO PLAYER SAFETY: INSIDE THE RIDDELL SPORTS MEDICINE PARTNERSHIP This fall, the sidelines at Piper High School football games looked a little different. Alongside coaches, trainers, and athletes stands a team of students, clipboards in hand, dashboards open, and eyes fixed on the field. These students aren’t there to cheer or record stats. They’re part of a groundbreaking new Sports Medicine Data Analytics team, born from a partnership between Piper High School’s Health and Life Sciences Academy and Riddell, the national leader in football helmet safety technology.

With Riddell’s advanced helmet sensors providing real-time impact data, Piper students have become pioneers in a statewide effort to understand player safety in a way no high school has attempted before.

Learning From Every Hit: The Power of Riddell Technology Each varsity and JV football helmet is equipped with a Riddell data sensor that tracks every head impact including frequency, force, direction, and time.

While many schools possess the same equipped helmets, most never use the data beyond the automated coach’s report.

“This is the first time anyone is really diving into the data,” explains Avery Kamienski, physical education teacher at Piper High School. “Schools across the country have these sensors, but the information just gets overlooked. Coaches are busy and they can’t comb through hundreds of hits each week. Our students can.”

The result is remarkable: a student-led research and analysis program that is already attracting statewide attention.

By studying patterns, such as which positions absorb the most impacts, how often high-force collisions occur in practice versus games, or what play types cause the biggest hits, students are helping coaches and athletic trainers better protect athletes.

“This becomes another tool to identify when a student might have experienced a concussion,” Kamienski adds. “Sometimes athletes don’t want to speak up because they want to keep playing. The data gives us another way to look out for them.”

Real-World Learning Meets Real-World Responsibility For students in the Health and Life Sciences Academy, this project is more than a class assignment. It’s a meaningful bridge into their future careers.

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THE PIPER PRESS

Many enrolled in the course plan to pursue fields like athletic training, physical therapy, biomedical research, coaching, or sports management. Being on the sideline, actively monitoring player safety, gives them a unique entry point into the world of sports medicine.

“They’re used to watching sports or playing them,” Kamienski says. “Now they’re experiencing the behind-the-scenes work that keeps athletes healthy. That opens their eyes to entire career fields they didn’t know existed.”

Students design their own research questions, build hypotheses, email athletes to gather participants, and conduct tests and data analysis. The independence is intentional.

“There weren’t strict parameters,” Kamienski explains. “They looked at the data and asked: What can we solve with this? That ownership makes the learning so much deeper.”

Student Stories: The Future of Sports Medicine Ginny Garcia, Senior – Biochemical & Biomedical Sciences Ginny, who hopes to work in cardiac rehab someday, is studying the connection between optic nerve damage, vision changes, and repeated head impacts, particularly among offensive linemen.

After emailing every lineman on JV and varsity, Jenny conducted eye-differentiation tests to look for color-gap recognition issues that could signal early neurological concerns.

“It’s helping me learn how to talk to patients, how to do background research, and how to process real medical data,” she says. “And honestly, it means a lot. My little brother plays on the JV line, so I want to help protect players like him.”

Lucy Kolenda, Junior – Future Physical Therapist Lucy’s passion for physical therapy grew after her own knee injury as a basketball player.

Now she and her partner are analyzing how different angles of impact affect different parts of the brain, and how injuries may present symptoms on the opposite side of the head from where the hit occurred.

“When you get hit on one side, the brain moves and can affect the other side. That’s harder for doctors to detect,” Lucy explains.

“Understanding that will help in physical therapy, because recovery isn’t just physical, it’s mental too.”

For Lucy, the most exciting part is seeing every group interpret the same data in completely different ways.

#FUTUREREADY

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“We all have the same information, but we’re all studying something different. It’s really cool to see the bigger picture come together.”

Johnny Vogel and Connor Johnson, Seniors – Sports Medicine Pathways Johnny and Connor are researching behavioral changes in linemen who experience consistent high-force impacts, looking at findings already supported in TBI and CTE research.

“People think about game hits,” Connor says, “but linemen get hit constantly in practice too. That’s what we’re studying.”

Both students love the sideline experience, calling it “the closest thing to being an athletic trainer without actually being one yet.”

“It’s really cool to be part of something no other school in the nation is doing,” Johnny adds. “It makes coming to class exciting.”

Piper’s work with Riddell isn’t just an academic project, it could shape athlete safety protocols statewide.

Since Piper is the only school actively analyzing real-time impact data, the students’ findings may influence broader concussion-prevention strategies in Kansas and beyond.

“Piper is really becoming the poster school for this,” Kamienski says. “We’re showing what’s possible when students are trusted with meaningful, real-world work.”

This partnership represents everything the Real World Learning initiative strives for: student autonomy, authentic work, professional experience, and community impact.

The Sports Medicine Data Analytics Team is setting a new standard not only for Piper High but for schools across the nation. As students stand on the sidelines, tracking hits, collecting data, and protecting their peers, they aren’t just learning. They’re shaping the future of sports medicine. And this is only the beginning.

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THE PIPER PRESS

GROWING THE FUTURE: PIPER HIGH SCHOOL LAUNCHES AGRICULTURE CLASS AND FFA CHAPTER

This year, Piper High School expanded its academic offerings by adding an Agriculture class and introducing its first-ever Future Farmers of America (FFA) chapter, opening a new pathway for students eager to explore agricultural science. History teacher Timothy Dorian, who is leading the program, was excited to get it off the ground.

“This year, we want to participate,” Dorian said. “My biggest goal, because we haven’t had an FFA before, is to get the kids out and about to as many events as possible so they can gain experience. That way, next year, they’ll have more knowledge about what to expect. It’s really about exposure, going out, seeing, and doing as much as we possibly can.”

Dorian plans to take students on a variety of field trips throughout the year to immerse them in hands-on learning. “We’re going to judge horses this spring. We’re going to work with cattle, pigs, and goats, and we’re even going to look at cuts of beef at a butcher shop. Anything and everything livestock-related, that’s what we’re getting after,” he explained.

Many of the students enrolled in the agriculture class are also involved in the FFA chapter. Dorian described the “three-circle model” used in agricultural education: the classroom, FFA, and SAE (Supervised Agricultural Experience).

“The idea behind it is that we don’t have a bunch of horses or cattle on campus, but we can go out to a dairy farm or a horse ranch. Students can see the animals and actually do the things we talk about in class. Just like in biology, where students look through a microscope at fungi, here we go to the farm to see and interact with what we’re learning,” Dorian said.

Students say the hands-on opportunities are one of the best parts of the class.

Freshman Makinley Lofton shared, “I joined FFA because I thought it was a fun opportunity, and it fits what I want to do with animals. I like this class because

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it’s a great learning experience for my future. I want to go into animal science and eventually become a veterinarian.”

Sophomore Lillian Willmon agreed. “I wanted to join FFA because I think it gives me more experience so I can be prepared for the future. FFA is like a glorified 4-H for us, I still get to do what I love, but on a higher level. My favorite activity this year was when we went to Sabetha and judged dairy cattle,” she said.

Another unique aspect of this new program is its appeal to foreign exchange students. This year, two students, one from Brazil and one from Spain, joined the class and FFA chapter, bringing international perspectives to the group.

“I chose to take part because I’ve always been interested in agriculture and animals, so I imagined I would really enjoy it,” said Tais Rezende Lopes, a senior from Brazil. “I’ve learned a lot about communicating better in English and about the animals we study. Being in FFA helped me connect with other people who are part of it.”

Piper High offers foreign exchange students the chance to fully participate in school life, often exposing them to experiences they may never have had at home. “I am from Madrid, Spain,” said sophomore Pablo Caballero Plaza. “There, we all have the same classes and can’t choose them. We don’t have clubs or many field trips, so this is really fun and new to me. I’ve learned so much about animals. When we judged cows, I didn’t know anything at all. I like that we do activities outside of school and go on field trips. It’s fun.”

As Piper High’s agriculture program continues to grow, so does the enthusiasm of the students and staff involved. With hands-on learning, new experiences, and a strong start for the school’s first FFA chapter, this year marks the beginning of an exciting new tradition.

Piper High School Future Farmers of America (FFA) made history at the Douglas County Fairgrounds for Horse Evaluation. Lilli Willmon was the first student in the history of Piper to place in an official FFA competition! Lilli tied for 10th out of 71 students, and as a team, Piper placed 5th out of 13 in B Division.

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CELEBRATING 50 YEARS OF I.D.E.A.: HONORING INCLUSION AND OPPORTUNITY IN PIPER SCHOOLS This year marks a powerful milestone in education, the 50th anniversary of the Individuals with Disabilities Education Act (IDEA). Across the nation, communities are reflecting on the profound impact of this landmark civil rights law. Here in Piper Schools, we are proud to join in that celebration.

For five decades, IDEA has ensured that students with disabilities are not only welcomed into our schools but supported, valued, and given access to meaningful learning opportunities. Its impact is felt every day in our classrooms, hallways, playgrounds, and community partnerships.

Before IDEA became law in 1975, many children with disabilities were excluded from public education or placed far away from their peers in isolated settings. Families often had to fight for basic accommodations or services.

IDEA changed that history, and changed it for the better. Today, thanks to this legislation, every Piper student is guaranteed a public education that meets their individual needs and honors their right to learn, grow, and thrive.

What IDEA Means for Piper Students At Piper, the principles of IDEA guide our daily work: • Individualized Supports: Each student with a disability has an Individualized Education Program (IEP) designed around their strengths, needs, and goals.

• Inclusive Classrooms: We strive to educate students in the least restrictive environment, encouraging participation in general education settings whenever appropriate.

• Opportunity and Belonging: IDEA ensures students with disabilities have access to the same clubs, activities, curriculum, and community experiences as their peers.

These commitments aren’t just legal requirements they are part of what makes Piper a place where every student belongs.

IDEA’s progress did not happen overnight, and the work continues. Piper, like districts nationwide, continues to advocate for adequate special education funding, consistent staffing, and resources that meet the growing needs of our students.

We recognize that true inclusion requires ongoing commitment, through training, collaboration, and a willingness to reflect and grow. At Piper, we are grateful for the educators, students, families, and community members who carry IDEA’s legacy forward each day. Thank you for your dedication, your advocacy, and your belief in the potential of every child.

Scan the QR code to view a video celebrating 50 years of I.D.E.A and special education in Piper.

THE PIPER PRESS

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DISTRICT DOWNLOAD PHS Girls Golf State Qualifiers

For the first time in a long time, Piper Girls Golf sent multiple athletes to the state tournament. Seniors Georgia Lightfoot and Hadley Heim both qualified by placing first and second at the regional tournament. At state, the girls did a fantastic job, as they both made the cut of 54, and qualified for day 2! This is a major accomplishment, as Piper has not had a day 2 qualifier for quite some time. Congratulations to Georgia, Hadley, Head Coach Jordan Shaner and Assistant Coach Aaron Warneke on a phenomenal season.

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PHS Girls Tennis State Qualifiers

Piper Girls Tennis made history at the State Tennis Tournament in Topeka, marking the program’s third straight year of state representation under Head Coach Bryan Shelley and Assistant Coach Matt Storrer. Doubles partners Allison Ochs and Aubrey Eidson earned UKC Honorable Mention honors and became Piper’s all-time winningest doubles team with 31 victories, while Allison graduates as the program’s only three-time state qualifier and overall wins leader with 42 career victories. Ann McPherson also qualified in singles for the second year in a row, earning UKC Second Team honors, winning 22 matches, and becoming just the second player in school history to win twice at state. Both Ann and Aubrey will return next season poised to chase new program records.

PHS Cross Country State Qualifiers

Members of the girls state squad included Elizabeth Arenas, Breckyn Shaw, Addie Stelle, Marisol Arenas, Jaslyn Wiseman, Alexis Bayless, Alice Allen, and Elle Axman. Quinn Hanson represented the boys state squad.

Piper Girls Cross Country made history this season by qualifying for the 5A state meet for the first time ever, finishing second at regionals and competing on KU’s challenging Rim Rock Course with a squad of eight runners. On the boys’ side, Quinn Hanson advanced individually and set a new school record for the fastest state meet time. The season brought numerous honors, including Elizabeth Arenas being named UKC Runner of the Year after winning both the UKC and Regional Meets and placing 10th at state to earn All-State recognition. Multiple athletes on both teams earned UKC honors, showcasing the program’s depth under Head Coach Cassie Dolinar and Assistant Coaches Avery Kamienski and Bob Lockwood.

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Piper Recognized by KSDE and the Kansas State Board of Education in the Kansans Can Star Recognition

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MARTIN, CREEK

Piper USD 203 has been recognized by the KSDE and the Kansas State Board of Education for its outstanding efforts to support student success through the 2025 Kansans Can Star Recognition Program. This program highlights the work of Kansas districts that exemplify the state’s vision that “Kansas leads the world in the success of each student.” Piper USD 203 earned recognition in three key categories that reflect a strong commitment to student growth and achievement: • Social-Emotional Growth – Silver • Individual Plan of Study – Silver • Academically Prepared for Postsecondary – Copper

Piper Educational Foundation Raises More than $7k to Support Real World Learning in Piper

Thanks to the generosity of the community, the Piper Educational Foundation raised $3,590 during the 20th Annual Auction “Fund-a-Need” program for Secure the Ship, a campaign that financially supports Piper’s Real World Learning programs and initiatives. Additionally, PEF decided to match every dollar raised, bringing the total impact to $7,180! This means twice the support and twice the resources for Real World Learning! The district is deeply grateful to everyone who contributed and thanks PEF for amplifying this gift in support of our mission. Together, we’re making waves!

Congrats to Piper 2025 Kansas Teacher of the Year Nominees Christy Martin and Rhonda Willis Piper USD 203 is proud to announce its 2025 Kansas Teacher of the Year nominees: Christy Martin, Pre-K teacher at the Piper Early Childhood Center, and Rhonda Willis, math teacher at Piper High School. Both educators exemplify excellence, dedication, and a deep commitment to student success. We congratulate Christy and Rhonda on this well-deserved recognition and thank them for the incredible impact they make in our schools every day!

#PURPLEREIGN

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Please scan the QR code below to make a monetary donation to the Piper Pirate Food Pantry.