Recent grad reflects on unforgettable swimming career

Note: This is the May/June installment of “Alumni Spotlight.” Each month, the Muscatine Community School District highlights a former student’s achievements and career journeys to inspire current students, strengthen community and celebrate success. If you have an individual you would like us to feature, email Director of Communications Matt Coss at matt.coss@mcsdonline.org

Tuesday, June 9, 2026

By Matt Coss, Director of Communications 

For Abby Lear, swimming started with family. It ended with her name etched throughout the University of Northern Iowa record books. 

The Muscatine High School 2022 graduate recently completed an outstanding collegiate swimming career at UNI, earning a degree in Exercise Science and Kinesiology last month.

Along the way, Lear became one of the most accomplished sprinters in Panther swimming history. She earned first team All-Missouri Valley Conference honors three times, was named UNI’s Swimmer of the Year this spring, and overcame significant adversity to produce the best season of her career. 

Looking back, Lear’s journey began in the water as a young child thanks to generations of family members who introduced her to the sport. 

“When I was younger, my great grandpa Herb (Noetzel) was probably the biggest reason I started swimming,” Lear said. “My family was swimmers growing up, and then me and my sister and my brother got into it. My sister and I stuck with it. 

“It is because of my great grandpa Herb and my great aunt Muffy (Bartelt) and grandma Julie (Lear). My great grandpa was a coach for many, many years.”

Lear was just 5 or 6 years old when she began swimming through the Muscatine YMCA program.

“It was an immediate love,” Lear said. “I definitely enjoyed being with a lot of my friends, so that helped. I liked it from the start and decided it was the one sport I wanted to continue doing.”

As she grew older, Lear and her younger sister, Cate, transitioned from YMCA swimming to the Metro Swim Club in Davenport. Abby’s passion and talent continued to develop. 

“(Club coach) Ramsey Vens was a huge part of why I continued to swim,” Lear said. “It was lifelong friendships and being around people who really made it seem like it was more than just a sport. We had such a good swim community surrounding us.”

Freestyle quickly became Lear’s speciality. 

“When I was younger, I did a little bit of everything,” she said. “Freestyle was the one stroke I enjoyed the most.”

Building a foundation at MHS

Lear became one of Muscatine’s top swimmers during her high school career.

A four-time state qualifier, she delivered some of the program’s strongest performances on Iowa’s biggest stage. As a junior in 2020, she placed fourth at the state meet in the 50-yard freestyle and 100-yard freestyle. She followed that with another stellar senior season in 2021, finishing third in the 50 freestyle and fourth in the 100 freestyle. 

Despite her success, swimming in college wasn’t always part of the plan. 

“When I first started high school, it wasn’t really a thought in my mind,” Lear said. “Maybe I could swim in college. I never thought I would go that far or maybe want to go that far.”

That changed during her junior year when recruiting conversations began. 

“Once I made a (recruiting) profile and started talking to coaches, it was towards the end of my junior year and start of senior year when I started talking to UNI,” Lear said. “When I visited there, I knew it was the right fit for me.”

Lear entered college as one of Iowa’s most highly regarded recruits, ranked No. 10 in the state by College Swimming. 

Although she felt prepared thanks to her experiences with Muscatine and club swimming, Lear quickly discovered that college athletics required another level of commitment. 

“I was a little nervous at first because college athletics is obviously a lot more intense and competitive than high school and club level,” Lear said. 

The biggest adjustment wasn’t necessarily the swimming. 

“You have morning practice, go to class all day, afternoon practice, homework and studying after that,” Lear said. “The adjustment of being on my own as well as trying to maintain my schedule so I was still staying healthy and being on top of everything was a huge change.”

The demands were substantial, but the rewards made the sacrifices worthwhile. 

“There were definitely days it was hard having friends in college that weren’t athletes that had all this free time,” Lear said. “It felt like a reward for how much time I was putting into these things and made me want to push myself to be even better.”

Leaving her mark at UNI

By the time her collegiate career concluded, Lear had established herself as one of the premier sprint freestyle swimmers in UNI history. 

She was an All-Missouri Valley Conference performer her last three seasons, but her senior season she elevated herself into elite company. 

Lear earned first team All-MVC honors in 2025-26 after placing second in the conference in the 50 freestyle with a career-best time of 22.84 seconds. She also finished ninth in the 100 freestyle (50.80) and helped UNI’s 200 freestyle relay team place third at the conference championships.

By graduation, Lear ranked fourth all-time in UNI history in the 50 freestyle (22.84) and fifth all-time in the 100 freestyle (50.78). Her name also appears on multiple school-record relay teams, including the first-, second- and third-fastest 200 freestyle relay teams and the second-, third- and fifth-fastest 400 freestyle relay teams in program history.

“It’s definitely a pleasure,” Lear said of seeing her name on UNI’s record boards. “I would not have been able to do it without everything that happened from the start throughout my swim career. Everyone along the way has helped me accomplish that.”

Overcoming adversity

What makes Lear’s senior season even more impressive is what she endured behind the scenes.

Beginning late in her sophomore year, she battled thoracic outlet syndrome, a painful condition caused by nerve and blood vessel compression that is not uncommon among swimmers.

“I was injured throughout the last part of my career,” Lear said. “That was a tough obstacle.”

The condition affected much of her junior and senior seasons and forced significant changes to her training routine.

“I had to improvise and do a different workout plan and lift differently and have a different practice schedule (my senior year),” Lear said. 

At times, she questioned whether she would even finish her collegiate career.

“For a second, I thought I was going to be done after our midseason meet,” Lear said.

Instead, she persevered.

Supported by teammates, coaches, family and friends, Lear adjusted her training and continued competing while managing pain and limitations.

“Wanting to make a lasting impression for my senior year really pushed me to be my best,” she said.

The culmination of that perseverance came at the Missouri Valley Conference Championships.

Heading into the meet, Lear had never qualified for an ‘A’ final in the 50 freestyle.

Her goal was simple.

“I kind of went into it just wanting to make the ‘A’ final for once,” Lear said.

Once she accomplished that goal, her coach encouraged her to simply enjoy the moment.

“My coach said, ‘You made it to an ‘A’ final, let’s go have fun.'”

What happened next became the defining race of her career.

“I ended up breaking 23 and getting second, which I definitely did not expect to do,” Lear said. “That is definitely the No. 1 race I’ll forever remember.”

The breakthrough performance helped earn Lear UNI’s Swimmer of the Year honor selected by the coaching staff.

“It was such an honor,” she said. “I definitely wouldn’t have been able to do that without my teammates, my coaches and my family and my friends supporting me for that long and especially throughout my senior year where I was probably struggling the most with my injury.”

Lessons beyond the pool

While records and awards highlight Lear’s athletic accomplishments, she believes the greatest benefits of swimming extend far beyond competition.

The sport taught her discipline, resilience and time management.

“Being a student-athlete at any level definitely takes a lot of responsibility and discipline,” Lear said. “Managing all the things around swimming was a big lesson. Discipline was the biggest one.”

College also helped her discover a broader sense of identity.

“I learned you have a bigger identity than just being an athlete,” Lear said. “Being a student-athlete really helped me learn that it was bigger than just a sport.”

She credits UNI’s supportive environment for helping her grow both personally and academically.

“Finding good people and being a part of a good community and people that are going to support you in every way possible is so important,” Lear said. “It was essential to have those people in my corner.”

What’s next? 

After earning her degree in Exercise Science and Kinesiology, Lear is taking a gap year before pursuing a sonography program in Iowa.

Her interest in healthcare developed during her studies at UNI.

“I always wanted to be part of the medical field in some shape or form,” Lear said. “Once I took those sonography classes at UNI, I definitely realized that’s what I wanted to do long term.”

Before beginning that next chapter, she has one important step ahead: surgery.

Lear is scheduled to undergo surgery on July 6 to address her thoracic outlet syndrome and expects a recovery period of three to six months.

“I’ll be recovering, working and saving money, spending time with family and hopefully doing an internship or getting experience with sonography before I go into the actual field,” she said.

Although she hasn’t been back in the pool since her final race in February, Lear admits moving on from competitive swimming has been and will continue to be emotional.

“It was definitely bittersweet,” she said. “Honestly, I was pretty sad about it. It was definitely a good ending, but I already miss it and I probably will miss it for a long time.”

Still, she wouldn’t change a thing.

“It was some of the best four years of my life,” Lear said. “The grind was definitely a lot. In the end, it was also worth the hours and time management and nutrition that went into it.”

From a young swimmer at the Muscatine YMCA to one of the most decorated sprint freestylers in UNI history, Lear’s story is one of perseverance, growth and gratitude.

And while her competitive swimming career has come to an end, the lessons she learned along the way will continue to guide her long after the final race.

“I appreciate it a lot more now,” Lear said. “For a second, I thought I wasn’t going to be able to finish my senior year. I’m glad I was able to swim for as long as I was able to.”

Three questions with Abby

What has it been like moving back home?: “It is definitely different because I’m not as busy and I get to see people that I grew up with. It has been a little weird, but I enjoy it because I haven’t been able to do this for four years. It has been nice.”

How did Muscatine prepare you for the next chapter of your life?: “Some of the teachers I had in high school definitely helped prep us a lot. They were very supportive and definitely challenged us a little bit. I feel like having some of the teachers that I did in high school definitely helped me a lot like Mr. (Randy) Guerra. The teachers did a good job of giving us a challenging workload to make us prepared for the college workload.” 

What advice would you give current juniors and seniors who are uncertain about what’s next?: “The biggest thing I learned is that life will sort itself out. When I got to college, I was undecided at first and I changed my major at least three or four times. You don’t have to be in a rush to figure out what you want to do. It is OK to take as much time as you need to figure it out and lean on people that support you. Having those connections and experiences will help you in the long run. Once you get into the groove and take different classes, you’ll really know what you want to do. Enjoy all the little things and live in the moment.”

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Steel has spent past eight years leading Jefferson

Wednesday, May 27, 2026

By Matt Coss, Director of Communications

For nearly four decades, Dr. Kandy Steel has built schools around a simple but powerful belief: if children are surrounded by love, opportunity and great people, they will rise.

Now, after 38 years in education and the last eight as principal at Jefferson Elementary, Steel is retiring – leaving behind a school community transformed by her relentless commitment to students, staff and families.

Steel became far more than a principal at Jefferson. She became the welcoming face at the morning crosswalk (rain or shine), the voice reminding teachers not to miss their own children’s activities, the leader pushing for equity and belonging, and the steady hand helping students believe they could achieve difficult things.

“I hope people remember me as a principal who truly loved kids and believed in the importance of relationships,” Steel said. “I wanted Jefferson to be a place where students felt safe, valued, and cared for, and where staff felt respected and supported in the important work they do each day.”

Those relationships — with students, staff, parents and the broader community — became the foundation of her leadership philosophy. Over time, Jefferson evolved into the type of school Steel always envisioned: a place where children were known by name, where teachers felt trusted and supported, and where families genuinely felt welcomed through the doors.

“I really do believe that the school should be the hub and heartbeat of a community,” Steel said.

Steel’s journey into education was anything but conventional.

She earned an associate of arts degree from Muscatine Community College before transferring to the University of Missouri-St. Louis, where she completed a bachelor’s degree in K-12 physical education. She later earned a master’s degree in educational administration from the University of Phoenix in Denver, Colo., and a doctorate in educational leadership from Nova Southeastern University in Ft. Lauderdale, Fla.

Long before she became “Dr. Steel,” she was Kandy Cassaday — a standout basketball player at Missouri-St. Louis who averaged more than 18 points per game and earned second-team all-conference honors during the 1983-84 season.

In fact, Steel originally envisioned a future in coaching.

“Actually I thought I wanted to be a women’s basketball coach,” Steel said. “I coached at Columbine (Colo.) with Dave Sanders, who was later killed in the Columbine incident. I coached there and I coached at the University of Denver. Then I had my son. It was hard to recruit and travel, so I decided to go into teaching then.”

That coaching mindset never left her.

“When you’re a principal, it is sort of like building a team,” Steel said.

It is a comparison that captures Steel’s leadership style. Whether leading a middle school in Colorado or Jefferson Elementary, she approached schools the same way a successful coach approaches a program — by recruiting talented people, creating strong culture and helping individuals believe in themselves.

“I’ve always felt like if I hire great people, great things will happen for children,” Steel said.

Building schools around relationships

Throughout her career, Steel served as a teacher, dean of students, principal, assistant principal, principal deputy superintendent and educational consultant.

She spent more than a decade leading Prairie Middle School in Colorado’s Cherry Creek School District, where she helped establish rigorous academic goals, opened a STEM learning center and led the school to recognition as a Colorado “School to Watch.” She also received the Wright Way Award as principal of the year from the Colorado Principal Center.

Yet despite the accolades, Steel insists leadership begins with relationships.

“I’ve always seen my role as creating conditions for the teachers so they can create conditions for the students,” Steel said. “It is working hard at my relationships, and figuring out what teachers need to be able to really do their jobs well.”

At Jefferson, the district’s largest elementary school with more than 530 students, that philosophy shaped everything from hiring practices to school culture.

Steel said she always looked beyond résumés and polished interviews when hiring staff members.

“What I can’t teach is good judgment, kindness, thoughtfulness and people who are willing to go that extra mile,” she said. “That’s stuff I just can’t teach.”

Her focus on people helped create a school culture where staff members felt trusted, supported and valued.

Mackenzie Strouf, Jefferson’s instructional coach, said Steel’s influence extended well beyond education.

“I have learned so much from Kandy that helps me not only in education but also as a parent. She has many sayings that we refer to as “Kandy-ism’s,” Strouf said. “One of those is ‘don’t rob them of the challenge.’ I use this so often in school and in life in general. Don’t make things too easy for someone by removing the struggle they need in order to grow.”

Strouf said Steel’s actions consistently match her words.

“Whether it’s trusting us to make the best decisions for students, encouraging balance by supporting time with our own families, or small, thoughtful gestures like bringing coffee, her actions always align with her words,” Strouf said.

Steel consistently emphasized that schools could not succeed unless educators themselves felt cared for and appreciated.

“I tell our staff — don’t miss an activity with your child,” Steel said. “You got to get out of here, don’t you miss that.”

That mentality helped create unusually strong staff retention and loyalty at Jefferson.

“We don’t have people that want to leave, and I don’t want them to leave,” Steel said.

Returning home

Steel had technically already retired once.

After decades working in Colorado, she planned to settle into retirement after purchasing 31 acres next to her parents’ farm in Louisa County.

Then came a phone call from former district employee Lisa Bunn asking if she would consider applying for the principal position at Jefferson.

“I said, ‘No way, I’m retiring,’” Steel recalled. “She said, ‘Come on, you bought this property. Come back and work for a while.’”

Steel applied, was interviewed and hired by former superintendent Dr. Jerry Riibe. She retired in Colorado on June 30 and began working at Jefferson the following week.

What began as “working for a while” turned into eight impactful years.

“What has made the eight years here special? It is just being back home,” Steel said. “I love the kids here, love the staff at Jefferson — so committed to loving and supporting children.”

Steel often describes schools as the “hub and heartbeat” of a community. Under her leadership, Jefferson embraced that identity.

She helped launch Muskie SPARK (then called STEM) summer programming before the COVID-19 pandemic, believing the school building should remain active and full of opportunity even during the summer months.

“My thought was, ‘Why have this building sit empty when we could be having kids here having the time of their life and getting smarter every day?’” Steel said.

SPARK eventually became one of the district’s signature programs, blending academics, enrichment and joy.

Kim Warren, with Aligned Impact of Muscatine and helps organize SPARK, said Steel immediately created a sense of belonging.

“She welcomed me into her building and made me feel like I was a part of the district team,” Warren said. “She included me in SPARK staff meetings and training so I could build relationships with all the teachers and paras, helped me problem-solve any challenges and trusted me to make decisions.

“She has the ability to make people feel a sense of belonging in her building, and that is truly special.”

Steel also championed musicals, STEM learning, after-school clubs and community partnerships that gave students meaningful experiences beyond the classroom.

“Finding Nemo” and “Seussical The Musical” have been the last two musicals directed by Cole Flack.

“Our musicals have been really important when you think about high expectations,” Steel said. “Just the belief that these kids can achieve and can do really hard things.”

Stacy Beatty, who will succeed Steel as Jefferson principal, said that commitment to both students and staff defines Steel’s leadership.

“Dr. Steel is one of the strongest leaders I have had the privilege of working with,” Beatty said. “I have never met anyone who walks her talk more than Kandy. Students always come first in every decision she makes. She is also a firm believer that you have to take care of the teachers if you want them to take care of the students.”

Beatty said Steel’s leadership helped Jefferson evolve into a place where innovation, relationships and high expectations could coexist.

“She purchased 3-D computers for our science classroom; we used afterschool clubs as a way to extend learning; SPARK is held at Jefferson to help as many of our students as possible have access to learning during the summer; and she advocated for more performance opportunities for our students,” Beatty said.

Steel’s commitment to community-building extended far beyond school walls. Krista Regennitter of the Stanley Center for Peace & Security recalled how Steel transformed a simple conversation about the International Day of Peace into a school-wide movement.

“Before I knew it, the Jefferson community had rallied behind this idea, doing art projects, writing poems, singing songs, and creating a large human peace sign that drones photographed,” Regennitter said.

“Her intentionality in everything she does is inspiring,” she added. “She is always looking for new and creative ways to foster a sense of belonging and encouraging students of all ages to believe in themselves. She is an intelligent, caring, and courageous leader.”

Throughout her career, Steel consistently pushed schools to think deeply about equity and representation.

At Jefferson, she led staff through conversations about race, representation and belonging, including examining whether students could “see themselves” in classroom spaces and library books.

“The majority of the books in that library were normed to a white experience,” Steel said. “We changed out many of the books in the library … ensuring all of our kids this is their school.”

Those conversations were rooted in work Steel began years earlier in Colorado while trying to address achievement gaps and create stronger support systems for underrepresented students and families.

“We started these leadership groups — African American leadership group, Hispanic leadership group, Muslim leadership group,” Steel said.

Listening to those communities reshaped her understanding of leadership and education.

“What are the hopes and dreams for your children? How can a school help perpetuate that hope and vision and that goal?” Steel said.

That philosophy at Jefferson translated into a focus on access, representation and opportunity.

“There is some realness to how kids come in compared to areas that aren’t as impacted as much,” Steel said. “Our belief is that over time we can ensure that kids will be given opportunity for access and experiences.”

‘Hard on the issue, easy on the person’

One of Steel’s lasting legacies may be the culture she created inside Jefferson’s walls.

She frequently reminded staff that schools are “human organizations” filled with people navigating both triumphs and hardships. That belief shaped the building’s norms and conflict-resolution philosophy.

“Hard on the issue, easy on the person,” Steel said. “There is never a time when you need to be mean with somebody.”

She believed leadership required both accountability and compassion.

“If I walk down that hallway and I don’t look up and say hi to somebody that is walking by me, they’re going to think about that,” Steel said. “I always try to recognize that I have incredible positional power and don’t want anybody to ever feel like I don’t like them or care about them.”

Jefferson guidance counselor Edwin Colon said Steel’s mentorship profoundly shaped both his career and personal life.

“She has consistently challenged me to reflect on my ‘why,’ why I do what I do each day and to be intentional in how I show up for others,” Colon said.

“What makes Kandy special as a leader is her unwavering commitment to students and her ability to bring out the best in those around her,” he added. “She doesn’t just lead a school, she develops people.”

Steel also emphasized integrity and direct communication, especially during times of transition.

“Go to the person, ask the questions and really try to stay collective as a staff,” Steel said.

Perhaps no metaphor better captures Steel’s philosophy than one she frequently references: Tupac Shakur’s poem “The Rose That Grew From Concrete.”

“How does that rose find its way to the sun, to the light, to the air and grow up through that concrete?” Steel said. “Our children are the same a lot of times.”

She spent her career trying to ensure schools gave students the support, experiences and belief systems necessary to thrive — regardless of circumstances.

At Prairie Middle School in Colorado, she worked extensively to address achievement gaps and create leadership opportunities for students from underrepresented communities. At Jefferson, she carried that same mission forward.

Corry Spies, principal at Franklin Elementary and Steel’s SPARK co-leader, said Steel always found ways to make learning impactful.

“Whether it was collaborating with community partners to bring exciting learning experiences to our kids, cheering students on during egg drops from the roof of the building, or laughing as students danced in the street under the spray of an open fire hydrant on a hot summer day, Dr. Steel has always found ways to make school joyful, meaningful, and memorable,” Spies said.

“What stands out most is the genuine care she showed every person around her. Her leadership was rooted in relationships, kindness, and an unwavering belief in children.”

Looking ahead

Steel said the timing felt right to retire again because she wants to spend more time with her aging parents and family.

She and her husband plan to travel, garden and reconnect with loved ones.

“We’ll go to Maine this fall,” Steel said. “We love to garden. It will be good.”

Still, walking away from Jefferson will not be easy.

“What are you going to miss about this place?” she was asked.

“Everything,” Steel said. “The only thing that I won’t miss is getting up at 5:30 in the morning.”

In the end, Steel hopes people remember not awards, programs or titles — but kindness.

“I would hope people would think that I was kind,” she said. “I love children. Our educators are just critical. There is no greater calling.”

And after 38 years in education, that may ultimately become her greatest legacy: not simply the schools she improved, but the people she inspired, the children she believed in and the culture of care she leaves behind.

For generations of Jefferson students, families and educators, Dr. Kandy Steel helped prove what can happen when a school truly becomes a community.

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More than 40 individuals are now in the Hall of Honor

Tuesday, May 26, 2026

Muscatine High School celebrated excellence Tuesday afternoon during its Hall of Honor luncheon and induction ceremony at Geneva Golf & Country Club.

• Dr. Timothy Bartholow, MD (Class of 1980) – Family medicine physician and health care venture capital advisor with more than 35 years of experience.

• Dr. James Butterworth (Class of 1995) – Plastic surgeon affiliated with the University of Kansas Hospital, specializing in lymphedema treatment and breast reconstruction.

• Mr. Jimmy Casas (Class of 1985) – Nationally recognized educational leader, speaker, and author with more than 30 years of impact in education and leadership.

• Dr. Justin Fix (Class of 2001) – National leader in the swine industry and Director of Customer Success for AcuFast, recognized for advancing swine genetics and production systems.

• Sal LoBianco (Class of 1973) – Former Muscatine Power & Water general manager who helped lead the development of affordable cable television, high-speed internet, and the Fiber-to-the-Home initiative in Muscatine.

• Dr. Terry (Rupp) Oroszi (Class of 1984) – Professor, homeland security expert, and CEO of the Gandhi-King Center for Nonviolence, dedicated to peacebuilding and crisis decision-making research.

Stephanie LoBianco accepted the honor on behalf of her late husband, Sal LoBianco. Dr. Bartholow, unable to attend, shared a special video message with attendees.

With this year’s class, there are now 46 individuals in the Hall of Honor. The Hall of Honor recognizes Muscatine High School graduates whose accomplishments, leadership, and service continue to make a lasting impact across the nation and around the world. Congratulations to all of this year’s inductees!

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Complete list of graduates for 2026

Sunday, May 17, 2026

Sydney Adams, Angel Aguilar, Hayden Albert, Abigail Allee, Kyndle Allen, Zachary Allen, Aralyn Anaya, Addison Anderson, Lydia Anderson, Emmanuel Arellano-Moya, Evette Arredondo, Shawn Ashbaugh, Anika Atkins

Logan Bailey, Landon Baker, Alayna Banks, Jaylin Barajas-Hernandez, Andrew Barnett, Alexis Bean, Joseph Bear-Duran, Jackson Beard, Adri Beason, Maximus Becerra, Valeria Becerra, Talan Becker, Spenser Biah, Chloee Bierman, Greyson Blaesing, Niccolo Bloom, Joshua Boisen, Dalaney Boyce, Era Boyer, Maxwell Brendel, Olivia Brislawn, Haley Brokaw, Andres Brooks, Anita Brooks, Owen Brown, Mallory Bruhn, Kendra Bueno, Emma Bunch, Ayla Burback, Liam Burke, Levi Butzen

Sascha Cacho, Giavanna Cangro, Amy Cardoza Recinos, Chelsea Carlson, Samuel Carmona, Julian Carrango, Dayana Carrillo, Angelina Castillo, Grant Castillo, Brynn Castle, Martin Cerda, Dameon Clark, Lee Colberg, Abbigail Conard, Aniyah Conklin, Makayla Conklin, Dyamind Corona, Nahomy Cruz Molina, Gaige Curtis 

Jazmin Day, Cody DeFosse, Evan Denney, Linda Diaz, Connor Diehl, Anthony Donald, Trenton Duggan, Sanibel Duncan

Lexie Eaton, Chloe Edaburn, Micayla Edkin, Ridley Ehrman, Zack Einfeldt, Teegen Elliott, Jackson Ellsworth, Alex Epping, Kelsy Esmoil, Natalys Espinal, Jacob Estell, Eliecia Estrada, Alexander Evans

Amelia Fangman, Melanie Fernandez, Arabella Fourneau, Calina Fox, Andrew Franke, Dakota Franklin, Gracelyn Freers 

Aliviah Garcia, Aydin Garcia, Christian Garcia, Hernan Garcia, Mya Garcia, Naiyeeshah Garcia, Vanessa Garcia, Addalyn Garrison, Eladiee Gaucin, Yarely Gaytan, Shelby Geurink, Tharin Gillaspie, Marlinta Glahn, Juliette Gomez, Emily Gomez-Miranda, Adrian Gonpue, Kira Gonzalez, Lilly Gray, Riley Green, Briahna Guevara, Chloe Gundrum, Savanah Gutierrez

Nalieah Hahn, Chase Hardman, Jackson Harfst, Dakoda Harrell, Antonio Harrington, Allysyn Hayes, Hailey Hazen, Jamie Hazen, Lauren Hesseling, Hadley Hines, Brady Hoag, Hagen Holladay, Cal Hollenbaugh, Jayden Hollenbeck, Tristan Holmes, Alex Houck, Mia Huerta, Michael Hurlbut, Aiden Huston, Drake Jackson, Cayden Jennings, Alisha Jens, Kate Jensen, Anyia Jones, Carter Jones

Victoria Kali, Kai Kalin, Allyn Kallenberger, Carter Kaufman, Billy Kaufmann, Collin Kilburn, Damon Knight, Aaron Knopik, Danny Knox, Rani Kommenti, Samuel Kotouc, Grace Kreitner

Ulises Lagunas, Natalie Lane, Dezarae Larios, Isai Larios, Jayden Lary, Zerick Last, Harlee Lear, Adelle Leavens, Shyanne Lemmon, Jonathan Lespron, Anina Ley, Betzaida Leza, Pablo Liendo, Hunter Lobdell, Felipe Lobos, Johanna Lokale, Charles Loos, Cole Loos, Leonora Loos, Paul Lopez Morey, Davian Lopez, Kenya Lopez, Nadiya Lopez, Shyann Lueth, Nathaniel Lukkarinen

Cynthia Marin, Vania Marmol, Darlyn Martinez, Jonathan Martinez, Saul Martinez, Dylon Mason, Jordan Mata, Ella Maynard, Corwin McDonald, Mya McFate, Lakin McGinnis, Ayla McGlaughlin, Aleayah McKillip, Jordan Meeker, Fabio Mendez, Alexa Mendoza, Vanessa Mendoza, Abigail Metzger, London Meyer, Camille Miamen, Isaiah Mikulak, Faith Miller, Jack Miller, Kaden Miller, Benjamin Mireles, Oscar Mireles, Elizabeth Moench, Carter Mohagen, Mia Molina, Jasmin Montes, Yamileth Montes-Lucio, Caleb Moore, Edward Moore, Jaslene Moreno, Joseph Murphy, Brianna Muse, Jonathan Mussah

Geovanny Najar, Karen Navarette-Garcia, Elijah Newberry, Sawyer Newsom, Keaton Nienhaus, Dakota Noah, Gabrielle Noble

Felix Obregon, Giovani Ocampo, Josue Orellana, Nathan Osborn, Bailey Othmer, Erin Overturff

Makya Pace, Nikiya Palmer, Alyssa Paredes, Julian Parrish, Kensley Paul, Chloe Paulsen, Cristian Pena, Miguel-Antonio Pena, Enid Perez, Jasmin Perez, Camila Pereznegron, Skylar Peterson, Anita Phillips, Iden Piotrowski, Carson Platt, Anneliese Poppe, Mar Powell, Alyssa Praught, Anthony Preciado, Isaac Prosek

Iliaz Ramirez, Nila Ramirez, Dylan Randel, Katiana Rangel, Leo Regennitter, Angelina Reichert, Seth Reiland, Justice Reynolds, Austin Rickey, Chevelle Rider, Owen Riley, Ramiro Riojas, Yadiel Rivera, Hugo Rodriguez Hernandez, Adyson Rodriguez, Pablo Rodriguez, Eric Romo, Kelina Rubio Cruz, Ella Runge

Julianna Salinas-Lloyd, Faith Saylee, Evangelina Schaapveld, Kara Schlawin, Katelyn Schmelzer, Oliver Schmidt, Maria Scholze, Jack Schroeder, Claire Schumaker, McKenna Schumaker, Payton Seibel, Afouno Sewa, Ekouka Sewa, Hailey Shank, Liam Sheppeard, Dora Siaway, Amaiya Silva, Armando Silva, Maya Simpson, Lillian Skinner, Addison Skipton, Liberty Smiley, Kaden Smith, Dominik Smolek, Nolen Solomon, Damien Sonderberg, Leslie Sondo, Matthew Sotelo, Aaron Sparks, Lauren Spaulding, Dylan Spencer, Alexzander Spina, Alivia Spina, Toni Stansbery, Nova Stauffer, Emma Steele, Saxby Stein, Alexis Sternberg, Kylie Swift

Zoe Theobald, Mac Thomas, Kamryn Tjebkes, Kason Tjebkes, Aaron Tobey, Jaleyna Tompkins, Brianda Torres, Noel Torres

Azara Van Nice, Melissa Vargas, Olivia Venzon, Noel Verdinez, Aubri Villalpando, Montserrat Villasenor

Gaven Wade, Hailey Walker, Mohit Wani, Garrett Wells, Canton Welsch, Noah Wheeler, David Whetstine, Jasmine Whitlow, Dayton Williams, Chiara Wilson, Natilee Wilson, Dashael Wiseman, Domonic Wopeking, Donald Woepking, Madyson Wyatt

Alan Xolo

Mallory Young, Naomi Young

Jack Zorich

The post MHS celebrates Class of 2026 appeared first on Muscatine Community School District.

Muscatine High School held its Senior Awards Program in the high school auditorium on Wednesday night.

• 115 students were awarded at least one scholarship or award

• 123 scholarships were issued valuing $311,350. However, that does not include the value for renewable scholarships.

The post 2026 Senior Scholarships & Awards appeared first on Muscatine Community School District.

The post April edition: Muskie Messenger appeared first on Muscatine Community School District.

MCAP is where students learn, heal and graduate

Monday, April 27, 2026

By Matt Coss, Director of Communications

The lights are dim inside the Muscatine Center for Academic Performance, soft enough to make the room feel more like a living space than a classroom. Students spread out, some working at tables, some taking breaks and some quietly asking questions they might never ask in a crowded high school classroom.

This is MCAP, Muscatine’s alternative high school program located on Houser Street and connected to the Mississippi Bend Area Education Agency. In just two years, it has grown into something more than a different place to take classes. For many students, it has become the place where school finally makes sense.

For coordinator and teacher Kathy Degner, that transformation is exactly why she said yes when the chance came to help launch the program.

“When we started talking about this, I just knew this is where my heart lies and this is where I had to be,” Degner said. “When the opportunity presented itself, I volunteered.”

That sense of calling has deep roots. When Degner first started teaching, she was placed in a role working with at-risk students at Muscatine High School’s “Freshman Academy,” not entirely sure what she was stepping into at the time.

“When I first got hired as a teacher, the very first job I got was at the high school and they said, ‘We need an at-risk teacher,’” Degner said. “I had no idea what that was or what that meant. We’re going to start a new program called ‘Freshman Academy’ and would you want to join us? I’m like, ‘Sure.’ I needed a job and had no idea what I was getting into.”

What followed was a discovery not just about a profession, but about a purpose.

“It was working with at-risk students, and it just has been a learning process but truly is where my heart is and where my talents lie,” she said. “I have some God-given talent of being able to develop relationships and that is the biggest key in all of this. It is having high expectations balanced with caring.”

That balance defines MCAP.

The program is designed primarily for students who have struggled to find a fit at the traditional high school, whether socially, academically or behaviorally. Some are behind in credits. Some deal with severe anxiety. Some have experienced trauma. Some are navigating instability at home that would make Geometry or English feel secondary to survival.

“If I’m worried about whether I have a house, running out of food in my house, I could not care less about math when my basic needs aren’t being met. That’s what this world is, a daily navigation of where each of these kiddos are.”

Kathy Degner, MCAP coordinator

At MCAP, she said, the goal is not to lower standards, but to meet students where they are.

“The work must be as rigorous as what the students can handle,” Degner said. “But then, you know there are personal things in the background that some days we push off the academics because there are personal things happening.”

That flexibility is possible in a program built on relationships and small numbers. This year, MCAP serves one sophomore, 20 juniors and 12 seniors. Students are carefully selected through a vetting process, Degner said, and not everyone who wants in gets a seat.

“I have told my kids from the start, you are hand-selected to be here,” she said.

That message matters because MCAP continues to fight a perception problem.

“It has surprised me that we have not only kept afloat, but we seem to be growing and people are figuring out we’re not the place for the ‘bad kids,’” Degner said.

Instead, MCAP is a place for students who need something different.

“Mostly students who can’t find a place at the high school where they fit in,” Degner said. “That could be socially, academically or behaviorally. Social outcasts, who just can’t find that place. This is a place where I don’t care what your background is, we’re here to serve you on a whole different level. It is a place for those who are having a hard time finding a place to belong.”

For senior Jace Woepking, that smaller setting changed everything.

“I struggled more with the bigger school, with the bigger groups of people and people looking at me,” Woepking said. “It is a lot easier (at MCAP). It is a smaller group, smaller setting and Miss Kathy helps us more with work if we need it. I just like the teachers better.”

The result has been a dramatic shift in how he feels about coming to class.

“I like school a lot better,” Woepking said. “I used to not look forward to coming to school at all. Now I look forward to coming to school, seeing Miss Kathy, seeing my friends and having fun.”

Senior Brianda Torres tells a similar story. She moved to MCAP during the second semester of her junior year and said the difference was immediate.

“I feel like it is a lot easier than the high school, since it is a smaller environment,” Torres said. “You can go one-on-one with Miss Kathy. She is someone who cares about you. I can rely on Miss Kathy for anything and tell her whatever.”

At the traditional high school, she said, the size of the building and the number of students made it harder to focus and easier to disappear. Torres has found closeness, trust and accountability at MCAP.

“I’d say we’re all pretty close,” Torres said. “We can rely on each other for anything or tell each other anything. Nobody judges us or makes fun of the other.”

Senior Cayden Jennings came even closer to falling through the cracks. Before MCAP, he said, dropping out felt like the likely outcome.

“The high school wasn’t working out for me at all,” Jennings said. “I was originally going to drop out, but when I saw this pop up, I decided to try it out and it was a really good idea because it has really helped me a lot and helped me graduate.”

The turnaround has been striking.

“I went from failing every single class to passing all of my classes with As and Bs,” Jennings said.

He credits the support of Degner and teacher Scot Gehret, along with the school’s calmer pace and openness to individualized help.

“They didn’t make me feel dumb for not knowing stuff or failing,” Jennings said. “They gave me the support I needed and it really flipped me around.”

That theme repeats throughout the building: students who once associated school with stress, embarrassment or defeat now talk about it with relief, even excitement.

Junior Alexandra Adams said she was not sure she would make it to graduation if she had stayed at the high school.

“Very much so,” Adams said when asked whether she doubted she would finish. “Not being able to focus and being stressed by other students. I would never be this far if I was still at the high school.”

At MCAP, she found a place where she could breathe.

“It is less stressful, I can focus on things and it is a better environment and I’m comfortable coming here every day instead of being stressed at the high school and worried about what people think and what people say,” Adams said.

That environment is not accidental. Even the room itself is built around what Degner calls a trauma-informed approach. The dim lighting is intentional.

“This is known as a trauma-informed room,” Degner said. “Because kids who have experienced a lot of trauma when lights are really harsh on them, it triggers something. Fluorescent lights make autism and ADHD accelerate. I want something that feels warm, soft and cozy and genuine.”

Students notice.

“At the high school, they have iridescent lights and I have chronic migraines,” Adams said. “Here, when it is dimmer, it plays a big role in making my learning a lot better.”

Junior Marcus Watkins said the setting feels less like an institution and more like a place where students can settle down enough to succeed.

“The high school lights are very bright,” Watkins said. “The setting is very calm here. Some people get anxious in classrooms, but here it feels like you’re chilling at home with lights, decorations, furniture and very cozy. It is very welcoming.”

Watkins arrived at MCAP after a difficult stretch that included poor attendance, poor behavior and failing nearly every class.

“Last year I was barely considered a freshman because I failed every class except for PE,” Watkins said. “I thought I was done, but MCAP is much easier to get your work done. I’ve done more classes in the last nine months than I did in the two years at the high school.”

Now, instead of dreading school, he said he actually misses it when he is away.

“I kind of like it,” Watkins said. “I do like school now, which is something I thought I would never say.”

The academic model at MCAP helps explain why.

Degner does not teach out of a textbook. She does not rely heavily on online programs for in-person coursework. Her classroom is built around guided notes, primary sources, projects, hands-on lessons and cross-curricular learning.

“I teach to the same standards and I teach the same topics but I just do it completely different,” Degner said. “Ninety-nine percent of everything I do is pen to paper and hands-on.”

During a history lesson, she moved students through World War II concepts with discussion, visuals and constant engagement: rationing, war bonds, Japanese internment camps, propaganda posters. Students were asked not just to listen, but to process and create.

“Propaganda posters – they try to sway us to do what is the right thing at the moment without forcing us to do it,” she told the class.

Assessment, she said, is flexible and built around demonstrating understanding.

“All my testing is not rigid,” Degner said. “Show me what you learned, tell me what you learned.”

She and Gehret also collaborate across subject areas. When students read The Great Gatsby in English, they studied the Roaring Twenties in history, then completed projects for credit in both classes.

“We do cross-curricular work as well, where what I’m teaching he’s also teaching at the same time,” Degner said. “You get all of that reinforcement.”

Students say the hands-on approach sticks.

“It is definitely a lot better than learning about it through a lecture,” Jennings said. “It gets me in there, doing it and learning it.”

Senior Noel Torres agreed.

“Instead of looking at a screen for 45 minutes, you look at a screen for five and then get straight to work doing a hands-on project,” he said.

One recent lesson in forensics had students build cardboard houses and burn them to study how fire spreads.

“If you can see it instead of just making a slideshow about fires, now that you can actually see how the fire works and how it moves, it makes a big difference,” Torres said.

MCAP also blends in-person instruction with online coursework, a practical necessity for students who often arrive behind on credits and in need of electives or classes the small staff cannot offer on site.

Degner oversees economics, forensics and a success center period where she works individually with students on what they need to complete.

Some take geometry by Google Meet with Neftali Lopez at the high school. Others take physical science with support from Michael Bobay at the high school. Some travel back to the high school for specialized electives such as Family and Consumer Science, auto mechanics, welding or 3D printing.

“The expectation is that they do five assignments every day,” Degner said of online work. “Most of these kids come with not having enough credits at their current grade level. The only way that we can help to get that caught up is to give them online classes that they have to complete besides ones they’re doing in person.”

The system is not easy, but it is purposeful. It gives students a path to catch up while still having daily relationships, structure and support.

Those supports stretch far beyond academics.

Degner handles discipline, transportation, food, budgeting, staffing and scheduling, much of it on her own. She is usually at school by 7 a.m. and still participates in leadership work tied to the high school. She also keeps tabs on the realities her students face outside the building.

Two or three students in the program, she said, are effectively raising their parents. Others are dealing with housing insecurity, grief, anxiety or family turmoil.

One student had not been to school in a week because the family was on the verge of losing their home.

“I can’t expect academics when that’s on her mind,” Degner said. “I can’t and I won’t.”

Another student came to MCAP malnourished and withdrawn.

“He wasn’t even 80 pounds when he arrived here,” Degner said. “Last year he would find the darkest place he could find. We would find him in the closet. Now, he’s out in public. He’ll talk to me in the van. We talk about his dog, but at least, he will speak to me now.”

For Degner, those changes are as meaningful as any transcript.

“What is my favorite thing about this place? It is watching them go from being clammed up to watching them flower, bloom and become their own individual.”

Kathy Degner, MCAP coordinator

Students describe the same change in themselves.

Senior Noel Torres said MCAP helped him after the death of a relative sent him into a dark place.

“It really helped being in a small environment,” he said. “Everyone is really friendly and nobody will judge you for who you are. You can really be yourself.”

Junior Cole Strause said the smaller building has helped him come out of his shell.

“This is a smaller building, so you can’t avoid everybody,” Strause said. “It makes us interact.”

Even students who were skeptical at first have become believers.

Watkins said he had heard MCAP was for “wanna-be thugs and bad students,” but quickly realized that was wrong.

“Honestly it is for people who want a calmer setting,” Watkins said. “It is a smaller group. Everyone gets to know each other.”

That sense of community is part of what Degner wants to protect as the program grows. MCAP has already benefited from wide support across the district and community, from district leaders and school board members to Muscatine Community College and United Way partners.

“When (Superintendent) Mr. (Clint) Christopher came to me and said we were going to start this, I had two weeks to get it up and running,” Degner said. “All of the support … has been phenomenal.”

She sees the next step not as becoming a more traditional school, but as deepening the parts that make MCAP distinct, especially its connections to the broader community. Fridays and other flexible days often include service work and community engagement: Day of Caring, projects with Sleep in Heavenly Peace, Reading Buddies, cleanup days, Christmas decorating and other volunteer opportunities.

“If you try to move this so that it is a structured traditional education, you’re going to lose that piece of it,” Degner said. “You either need a structured formal education or the alternative of being able to just move when we need it and have some fluidity in what we’re doing.”

That outward-facing work, she believes, helps students see themselves differently.

The social impact is visible in stories she tells with pride: a student once hidden behind long hair now carrying himself with confidence; a student who barely spoke now discussing college; graduates holding jobs, attending school or completing certifications.

“All of them, or most of them, have jobs, go to school or have completed a certification,” Degner said of last year’s 15 graduates.

Graduation day, she said, feels less like a finish line and more like a parent watching a child finally believe in themselves.

“It is a proud parent moment, really,” Degner said. “I’m not going to shove them out of the nest but I am going to give them wings to fly.”

Students are already mapping those next steps.

Woepking is considering welding, possibly through Raymond Corporation in Muscatine or trade school. Brianda Torres plans to attend MCC and pursue an associate degree in business. Noel Torres hopes to study Heating, Ventilation and Air Conditioning. Adams wants to become a cosmetologist.

Those goals matter not just because they point toward careers, but because many of these students once were not sure they would graduate at all.

Yesenia Rosas put it plainly.

“This place changed my life. Honestly, if this was never in place, I feel like I would never graduate.”

Yesenia Rosas, MCAP junior

For Degner, that is the objective.

“Before I ever got a job, I prayed God would put me where I’m supposed to be using the talents he gave me and this is where I’ve been married up,” she said. “When you treat these children like young adults and give them kindness, respect and love we’re supposed to show to mankind, it changes their world.

“I believe this is my mission field.”

The work remains hard. Attendance is still a challenge. Life still gets in the way. Some days the biggest victory is simply getting students in the door.

But each day they do come, MCAP pushes back against the idea that some students are unreachable.

In this small, softly lit building, they are not.

They are seen. They are expected to work. They are given room to recover, catch up and imagine a future.

And, one by one, they are getting there.

“I love my job,” Degner said. “I love what I do.”

The post Finding their place appeared first on Muscatine Community School District.

Ocampo was one of 750 students selected nationwide

Friday, April 24, 2026

By Matt Coss, Director of Communications 

On an ordinary work shift Monday evening at Hy-Vee Fast & Fresh, Giovani Ocampo’s life changed in an instant.

At exactly 7 p.m., standing alone in the gas station, the Muscatine High School senior opened an email he had been anxiously awaiting for since March. 

What he read still hasn’t quite sunk in yet. 

“I set my expectations low,” Ocampo said. “When I opened that email, I was just happy. I was shocked. I didn’t think it was real. I still don’t think it is real.”

What Ocampo saw confirmed that he had been selected as a 2026 Gates Scholar – one of just 750 students nationwide chosen from approximately 61,000 applicants, the largest pool in the scholarship’s history. 

The Gates Scholarship, funded by the Bill and Melinda Gates Foundation, is among the most competitive awards in the country, targeting high-achieving high school seniors from low-income backgrounds. To be eligible, students must be Pell Grant-eligible, demonstrate strong academic performance, show leadership ability and be from an underrepresented minority group.

Ocampo checks every box.

With a 4.3 grade-point average and a class rank in the top 3%, he has paired academic excellence with a long list of extracurricular involvement and community service — all while preparing for a future in landscape architecture at Iowa State University. 

The road to becoming a Gates Scholar began quietly last fall. The first step was submitting academic records and counselor information. Advancing to the semifinalist stage – a pool of roughly 3,000 students – meant tackling four essays and additional materials over winter break. 

“It took me about a week to write all four of them,” he said. 

Each essay revealed a different side of Ocampo: 

• One imagined his legacy 50 years into the future as if he were named to the New York Times 100 most influential people.
• Another detailed a personal challenge — balancing academics with his role as concert master of the Muscatine High School orchestra during finals week.

• A third highlighted his passion for agriculture, rooted in years of gardening, greenhouse work and caring for plants at home.
• The final essay reflected on community impact, describing his volunteer work at Aspire of Muscatine nursing home, where he spent time playing games and connecting with residents.

“The last one was the hardest one for me to write,” Ocampo said, “but it was really fun volunteering. It was fun to bond with those residents and listen to their stories.”

By March 1, Ocampo had advanced again — this time as one of 1,500 finalists. The final hurdle was an interview conducted by a previous Gates Scholar.

“It got really real at that point,” he said. “I honestly didn’t expect to become a semifinalist.”

To prepare, Ocampo leaned on guidance from Muscatine High School English teacher Stephanie Cromer, who connected him with a former Gates Scholar, Ramiro Ramos.

“We had a phone call where he explained the questions they would ask and not to be nervous,” Ocampo said. “He gave me a bunch of advice about college in general.”

The conversation proved especially meaningful.

“He’s also of Hispanic heritage, and it was really helpful talking with him,” Ocampo said. “That made me a lot less nervous and more confident.”

A life-changing moment

Back at the gas station Monday, Ocampo tried to keep busy as the decision time approached.

“I had a customer come in at 6:55,” he said. “After the customer left, I was stressed because I knew the email was coming.”

Then came the moment.

“There might be some security camera footage of me walking around the store,” he said, laughing. “I was pacing around afterward.”

When his shift ended, he went home to share the news.

“That was like the best feeling in the world telling my parents,” he said.

His parents, who speak Spanish, needed a moment to process it.

“My mom thought I was lying at first,” Ocampo said. “I showed my dad the email. They were just happy for me.”

The impact of the scholarship quickly set in for the family.

“They started planning where they would use their money for other things now since my college is paid for,” he said.

Removing the burden of cost

The Gates Scholarship is a “last-dollar” award, covering the full cost of attendance — including tuition, housing, books and personal expenses — after other financial aid is applied.

For Ocampo, that support is transformative.

“As a landscape architecture major, we need a lot of materials that are expensive,” he said. “That’s going to really help me out.”

Before receiving the scholarship, Ocampo had carefully mapped out how to afford college.

“Plan A was the Gates Scholarship,” he said. “Plan B was the first-generation scholarship at Iowa State.”

He had already secured that second option, which would have covered tuition.

“It made it seem a little less stressful,” he said. “Gates took all that stress away and now I can go study for free.”

Ocampo’s path has been shaped by both his upbringing and his experiences in Muscatine schools.

“I was born here, but Spanish was technically my first language,” he said. “I barely speak English at my house.”

At school, he has immersed himself in activities ranging from FFA and orchestra to mariachi band, tutoring and honor societies. He has also earned dozens of college credits through dual enrollment.

“This place has given me everything that I need,” he said. “The whole community has literally raised me in how to be a good person and excel in academics.”

His interest in landscape architecture grew from a lifelong love of building and working with the environment.

“In elementary school, I really liked designing parts in video games like Minecraft,” he said. “It transitioned into landscape architecture.”

Before college begins, Ocampo hopes to attend the Gates Scholarship Summer Institute in Phoenix, where all 750 scholars will gather for networking and development opportunities from June 18-21.

“I’m just excited,” he said. 

Despite the national recognition, Ocampo remains grounded — even unsure what to do with the email that changed everything.

“Maybe I’ll frame it,” he said.

For now, the reality is still sinking in.

“People say it won’t feel real until you get to college and realize you don’t have to pay for things,” he said.

But one thing is certain: for a student who once worried about burdening his family with college costs, that future just became a lot brighter.

The post MHS senior named 2026 Gates Scholar appeared first on Muscatine Community School District.

2019 graduate turns curiosity, passion for music into a career performing with Navy Band Great Lakes

Note: This is the April installment of “Alumni Spotlight.” Each month, the Muscatine Community School District highlights a former student’s achievements and career journeys to inspire current students, strengthen community and celebrate success. If you have an individual you would like us to feature, email Director of Communications Matt Coss at matt.coss@mcsdonline.org

Wednesday, April 22, 2026

By Matt Coss, Director of Communications 

On any given week, Ethan Sherer might find himself performing for a crowd of Navy recruits, traveling across the Midwest for a community concert, or rehearsing alongside a tight-knit ensemble of fellow musicians who understand exactly what it took to earn their place.

The setting changes – concert halls, parade routes, military ceremonies – but the throughline remains the same: a trombone in hand, a commitment to excellence and a journey that began in the halls of Muscatine High School. 

Sherer, a 2019 graduate, didn’t set out with a master plan to become a professional musician, let alone one serving in the United States Navy. His story is less about a single defining moment and more about a steady accumulation of curiosity, mentorship and relentless effort – qualities that carried him from a student trying new activities to a full-time musician performing multiple times a week across a nine-state region. 

In high school, Sherer was the kind of student who said “yes” to opportunities. Music quickly became the center of his world, but it wasn’t the only thing on his schedule. He was involved in marching band, jazz band, orchestra and choir. He performed with River City Rhythm Show Choir, took part in the annual musical and even spent time in speech and debate, wrestling and track. 

That wide-ranging involvement wasn’t accidental – it was driven by a genuine desire to explore.

“The more serious I got with music, the more I shifted toward that stuff in the latter part of high school,” Sherer said. “I was just very curious and I wanted to try out as many things as I could.”

That curiosity would prove to be a defining trait. It allowed him to discover not only what he enjoyed, but what he was willing to commit to — something that would become increasingly important as his path narrowed.

An unexpected start

Sherer’s musical journey didn’t begin with a deep, immediate passion. Like many students, it started simple. 

“At first, music was just a social activity for me,” he said. “I wasn’t super-interested in some of the other extracurriculars, and I had some friends that were trying band, so I figured I would try it too.”

He didn’t even begin on the instrument that would eventually define his career. Sherer started on French horn before switching to trombone prior to high school — a decision that opened the door to a new level of interest and possibility.

“The trombone is such a versatile instrument,” he said. “It kind of flies under the radar a little bit, but it can fill so many roles — jazz, classical, popular music. That versatility really appealed to me.”

Still, interest alone wasn’t enough to transform a casual activity into a life direction. That shift came through mentorship.

Sherer credits much of his development — not just as a musician, but as a person — to Muscatine High School’s Director of Bands, Jeff Heid.

“Where it really kicked off for me was meeting Mr. Heid,” Sherer said. “He showed me what a real mentor in life looks like.”

Heid’s influence extended far beyond music technique or performance preparation. For Sherer, it was about character.

“He taught me how to be a good person — how to be better for people around you,” Sherer said. “That really inspired me to work towards that for other people.”

That guidance came at a critical time. Sherer spoke openly about growing up in an unstable home environment, where financial and living situations were often uncertain. In that context, having a steady, supportive mentor made a lasting impact.

“Jeff really picked up on the fact that I wanted to take this music thing seriously,” Sherer said. “He knew the situation I was in wasn’t going to make this journey easier.”

Over time, that relationship grew into something deeper. When Heid’s father passed away last October, Sherer was listed as an “honorary grandson” in the obituary. 

“Jeff became a father figure to me,” Sherer said. “And he has continued to be that even to this day. I call him every Sunday to tell him how I’m doing and ask how he’s doing.

“He helps me when I make mistakes.”

It was through that mentorship that Sherer began to see music not just as something he enjoyed, but as something he could pursue with purpose.

From teaching dreams to performance passion

When Sherer graduated from MHS, he enrolled at the University of Iowa to study music performance. At the time, his long-term goal wasn’t necessarily to become a professional performer.

“Initially, I wanted to be a high school band director,” he said. “I wanted to be that mentor for other students the way Mr. Heid was for me.”

But something changed during his undergraduate years.

“I started to really fall in love with the process of getting better,” Sherer said. “And with performing — building connections through music.”

That realization shifted his trajectory. Instead of focusing solely on teaching, he began to pursue performance at a professional level.

The demands of that path were intense. Sherer estimates he practiced five to six hours a day during his undergraduate years — not including rehearsals.

“I would get up early, practice before classes, practice between classes, practice over lunch, and stay in the music building until they kicked me out at night,” he said.

It was a routine that required both discipline and endurance. But for Sherer, it didn’t feel like a burden.

“You go through times where you’re tired,” he said. “But when you fall in love with the process, it doesn’t feel like hard work.

“I very rarely have a moment where I don’t look forward to the next opportunity that I have to practice.” 

Sherer is quick to point out that his success didn’t come from being the most naturally gifted musician in the room.

“Even through my schooling, I was never the best musician or the best trombonist,” he said.

What set him apart, he believes, was something else entirely.

“I was by far the most determined,” he said.

That determination was fueled by a desire to prove — to himself and others — that he could succeed.

“I remember bringing up all-state auditions to Mr. Heid early on, and he didn’t take me particularly seriously,” Sherer said. “That motivated me. I wanted to show that I could do this.”

It’s a mindset that carried him through years of practice, auditions, and competition in a field where opportunities are limited and the standards are high.

Chasing a professional opportunity

After completing his undergraduate degree at the University of Iowa, Sherer continued his education at Missouri State University, pursuing a master’s degree in music.

But he entered that program with a clear goal.

“I knew I wanted to win a job before I finished,” he said.

For classical musicians, that often means tracking auditions across the country, preparing extensively, and being ready to perform at a moment’s notice.

Sherer kept a close eye on openings, including opportunities in military bands — a path he hadn’t originally considered.

“I didn’t think the military was in the playbook for me,” he said.

That perspective changed after seeing a fellow Muscatine alum, Teddy Van Winkle, succeed in the field. He is in the Air Force band. 

“Watching a friend go through that process opened my eyes,” Sherer said. “It showed me what military music could offer.”

Sherer eventually auditioned for the United States Navy Band program in Millington, Tenn. The process was competitive, demanding and fast-moving.

He won the job.

“They asked how quickly I could get there,” Sherer said. “I told them, ‘As early as you need me.’”

He began basic military training in February 2025 and was later stationed with the Navy Band Great Lakes in the Chicago area — one of nine regional Navy bands.

The transition marked a new chapter, blending his musical career with military service.

Life in the Navy Band

Today, Sherer performs as part of a group of 35-40 musicians, including four trombonists. The band serves a wide geographic area across the Midwest, traveling frequently for performances.

Sherer and the Navy band performed in the Wilton Founders Day Parade last August. 

“We perform anywhere from two to six times a week on average,” Sherer said.

Those performances vary widely in purpose and setting. Some are public concerts designed to engage communities. Others are deeply tied to the Navy’s mission, including ceremonies and recruit graduations.

“A big part of what we do is support the Navy through music,” Sherer said. “As military musicians, we have the opportunity to perform for service members and veterans who have really been into the nitty gritty – the frontline part of the military in one way or another. 

“To see the impact and appreciation these people have for our music and our representation of the military is really inspiring and humbling. The people who have served develop a very intense sense of pride towards that part of their lives, and to be able to act as high-quality ambassadors for that part of their life is inspirational to me.”

In addition to performing, Sherer and his colleagues help run the band’s operations.

“Each band is self-run,” he said. “We handle everything from scheduling or managing the building you work out of it and the vehicles you operate in order to get to your gigs.”

His typical day is split between rehearsals and these “collateral duties,” creating a balance between artistry and responsibility.

Sherer is required to keep up on military regulations, dress codes and some universal training, but his main objective is to be a musician and support the band with his “collateral duties.”

Performing as a military musician comes with a different sense of purpose than a civilian career.

“The mission for military music is often to support the mission of the branch that you’re under,” Sherer said. 

At the same time, Sherer sees his role as a bridge between the military and the public.

“Music is a really powerful way to sort of break down those walls for people who might have reservations about active duty service and the view of the military from the public,” Sherer said. “Initially, it was a little bit of a struggle to understand it because you almost feel like a bit of an outlier on both sides.

“You don’t feel fully like a military service member but you don’t really feel fully as a musical performer. As you build relationships with the public eye, people start understanding and remembering that service members are people just like everyone else. The people who run the military and are in the military have emotions and thoughts just like everyone else.”

For many musicians, financial stability can be difficult to achieve. Sherer is candid about the challenges of making a living in the field.

“There aren’t a lot of jobs in our field that offer the sort of benefits that I get as a Navy musician,” Sherer said. “Most major orchestras don’t offer health care or a retirement plan. A lot of them aren’t even salaried positions. They are paid per service. 

“As a military musician, I get paid the exact same paycheck during the early part of the year when we’re not as busy as I do during Christmas time or late fall when I’m performing one or two gigs every day.”

Despite his success, Sherer doesn’t see his current role as the final destination.

“I don’t think this is the end-all, be-all for me,” he said.

He plans to return to his master’s program — currently on hold — to complete his degree, including a final recital. After that, he hopes to pursue a doctorate and transition into teaching at the collegiate level.

“I’m still so incredibly passionate about teaching and about helping influence younger people and helping them find their way into the field,” Sherer said. “I intend on taking advantage of the military’s GI Bill (a program providing education and training benefits to qualifying veterans and service members to pay for college, vocational school and specialized training).”

Life outside the practice room

When he’s not performing or practicing, Sherer enjoys working on cars and motorcycles — a hobby that, like his musical journey, traces back to his mentor.

“Jeff actually took a motorcycle safety course with me, and we both earned our license together,” Sherer said. “It spiraled from there, tearing apart any engine I could get my hands on.”

Since then, he’s expanded into building custom motorcycles and modifying his 1992 Mazda Miata.

He’s also picked up an unexpected hobby: crocheting.

“It’s still a very young hobby for me,” he said. “Whenever I get down time and don’t want to be doing something as intensive as practicing or working on a car, I still want to do something with my hands and I’ve found crocheting to be a really, really excellent way to do that.” 

Looking back, Sherer’s journey is defined not by a single decision, but by a series of choices — trying something new, committing to improvement, and staying determined through challenges.

“I didn’t always know this was the path,” he said. 

From a student exploring activities at Muscatine High School to a professional musician serving his country, Sherer’s story reflects the power of curiosity, mentorship and hard work.

“There is a level of detail in the work that I do now that I didn’t start to understand or appreciate until I got into the military,” Sherer said. “That is a great tool to apply towards the music that you make.”

And while his path continues to evolve, one thing remains certain: wherever he goes next, the lessons he learned in Muscatine — and the music that started it all — will go with him.

Three questions with Ethan

How often do you get back to Muscatine?: “I try to get there as often as I can,” he said. “Most major holidays I get to come home and hang out with Jeff (Heid) and his family and see some old friends.”

What is your piece of advice for young trombonists?: “The first thing is to explore any interests that come into your brain,” he said. “Be very, very curious about anything – music, life or whatever you’re interested in. The other thing is work harder than anyone else in the room that you’re in, but don’t make people feel like you’re working harder than everyone else in the room.”

How did Muscatine help prepare you for the next chapter of your life?: “The big thing is the people in the community and teachers at the school,” he said. “There were so, so many people that were so supportive of not just my musical curiosities but curiosities about life. Even going back to the elementary schools in Muscatine, so many of my teachers were supportive when I asked questions and supportive when I wanted to try something new. 

“As I got into high school and saw how supportive the community was of band and sports programs, I started noticing the community is very much the same in terms of their support for their students. They love it when students try new things, ask questions and that’s a culture not every school has from my experience. It certainly served me well getting through life and through this musical career.”

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