Award Year: 2014

Lincoln Elementary School

90 South Center Street
Hyrum, UT, 84319-1222

(435) 245-6442

Dr. Lynette Riggs, Principal at time of Nomination

Title I School

Cache District

School Website

School FaceBook


Lincoln Elementary School's mission is to prepare students to function effectively in a global society as competent, productive, caring, and responsible individuals.

Student Demographics
  • Black/African American: 1%
  • White: 71%
  • Hispanic: 26%
  • Asian: 1%
  • Native American: 1%
  • ELL: 15%
  • Economically Disadvantaged: %
Day #2 in Second Grade at Lincoln:  Learning Protocols and Procedures

Day #2 in Second Grade at Lincoln: Learning Protocols and Procedures

Lincoln Elementary School's history began in 1882 in an old rock building which housed a Church of Jesus Christ Of Latter-day Saints (LDS) community school. Over the ensuing years, the populace has morphed from a mostly mono-cultured (LDS pioneer), mono-ethnic (Scandinavian) farming/ranching community to a diverse, increasingly Hispanic population. Lincoln is now a Title I school, the poorest and most diverse in Cache County School District. Older homes are now rental properties, and the local meat packing plant employs many of our parents.

No Child Left Behind and AYP accountability were created just in time for Lincoln. Though the histories and needs of Lincoln's children had changed, many educational practices had not. Lincoln fell quickly into "Program Improvement." A series of changes resulted, which involved district revisioning, changes in school leadership, changes in staff, and a turnaround in teaching/learning paradigms. In an eight-year period, Lincoln has become student-focused, data-driven, and bent on success. The Lincoln staff has found ways to put aside differences, to unite as an educational family, and to aggressively go after the needs of every individual child in the school.

Key practices at Lincoln include: effective, productive PLC (Professional Learning Community) work, capacity for united, efficacious change, data know-how and an appreciation of the role of formative assessment, use of sound research-based principles and practices, maximization of school people-power, a personal focus on each child, and curriculum alignment and articulation. The result has been a steady improvement in student proficiency.