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Assessment & Accountability

State Accountability:

The Nebraska Student-Centered Assessment System - (NSCAS) includes the following:

NSCAS-ELA - English Language Arts Test (Grades 3-8) - think about what you read, find evidence to prove your answers.

NSCAS-Math - Mathematics Test (Grades 3-8) - Critical thinking about the operations of mathematics

NSCAS-Science - Science has new standards and students will test on those in 2021, currently testing with older standards.

ACT - The state of Nebraska requires all 11th Grade students to take the ACT test. This free test is administered in April.

  • All 11th grade students will take the ACT- free of charge and receive a college-reportable score*
  • All students will receive preparation for ACT
  • ACT has years of research based on actual student post-secondary performance behind the cut scores.
  • The ACT is not optional, it’s required.

State Key Dates for Summative State Accountability Testing schedules

ELPA21 Window- February 3, 2020 - March 13, 2020

NSCAS-English Language Arts, Math, Science Window

Grades 3-8, General and Grades 3-8 & 11, Alternate

March 16, 2020 - April 24, 2020

Statewide Testing Dates (Grade 11)
ACT Test Dates

ACT – 10th Pre-ACT, 11th ACT for NDE

Paper Testing Date - April 7, 2020


  • NWEA MAP - These adaptive tests are used with K-10th grade student's to identify reading, language, mathematics and science achievement and growth.

    Teachers use the results to work with students on identification of strengths and weaknesses.

    • Grades 1-10 will take MAP in the fall, winter and spring.
    • Grade K will take MAP in the winter and spring.

The National Assessment of Educational Progress. (NAEP) is the largest nationally representative of student achievement across the country and sponsored by the U. S. Department of Ed. Known as The Nation's Report Card, NAEP looks to see what America's students know and can do in various subject areas.Tablets with keyboards and some paper/pencil assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, U.S. history, and in Technology and Engineering Literacy. Nebraska City Public Schools will not be selected to administer the test  this year. 


Goals:


District Wide Academic Goal
All students will increase Reading and Math skills across content areas.


District Wide Behavior Goal
All students will Be Safe, Be Respectful and Be Responsible.


District Wide - Communication

Increase Communication between all stakeholders. 


Action Plan Building Target Goals - Academic

All teachers will incorporate the School Improvement Action Plan Target Goals.


Core Programs:

Kindergarten - Grade 5 "Journeys" Reading Program

"Go Math" is used as the core Math Program K-8, Various math supports are used to provide targeted areas of weakness. Secondary uses AMSCO for Algebra and Geometry. 

1-2 Implementation of "Journeys", All students will increase phonemic awareness, phonics, word analysis, fluency, vocabulary, and comprehension. "Go Math" is used as the core Math Program, various math supports are integrated.

3-4 Implementation of "Journeys", All students will increase phonemic awareness, phonics, word analysis, fluency, vocabulary, and comprehension. "Go Math" is used as the core Math Program, various math supports are integrated.

5- Implementation of "Journeys".   "Go Math" is used as the core Math Program, various math supports are integrated.

6-8 Implementation of "Into Lit" All students will increase reading comprehension, vocabulary, and language skills. Students who need additional emphasis on reading skills will complete Corrective Reading Interventions or other evidence based - interventions where appropriate. Go Math supports are used to enhance Mathematics.

9-12 Implementation of "Into Lit".  All students will increase reading comprehension, vocabulary, and language and writing skills. Students who need additional emphasis on reading skills will complete Corrective Reading Programs or other resources that serve as interventions. AMSCO Math is used for Core instruction.

Action Plan Building Target Goals - Behavior

Individual Goals are determined at each building and will be implemented on the School Improvement Action Plans.

- Goals are to be based on researched based instructional strategies

- Goals need to be measurable

- Goals will be tracked and evaluated by building principals

- Goals will give baseline data and measurable outcome data, SWIS data is used

The District Behavior goal is monitored at the building level and through PBiS (Positive Behavior Supports)… a systematic and individualized strategy for achieving important social and learning outcome while preventing problem behavior. The PBiS process helps us to achieve our Behavior Goals. Leadership teams use the PBiS model to provide consistency with regards to behavior intervention. The High School Model is somewhat different in that it has components specific to the High School determined needs.

Determination of Goals and Improvement Efforts

Data is reviewed in various capacities throughout the district. Reviews include NWEA – MAP data, NSCAS results, Dynamic Indicators of Basic Early Literacy Sills (DIBELS) Data, ACT results, and local assessment data including: TestWiz, Journeys and Go Math Assessments, and Classroom Summative Assessments. Following independent, building and district reviews, plans for responding to needs are discussed and K-12 intervention strategies are presented and implemented. At Risk students are identified at the building level for possible intervention strategies. “Response to Intervention”, (RtI) is implemented at both the Elementary and Middle School levels for progress monitoring and a systematic approach for intensive intervention work. The district is also in the beginning stages of MTSS implementation. Several of the Administrative Team members and Teacher Leaders have attended trainings. Data is also linked to Accountability for a Quality Education System, Today and Tomorrow - (AQuESTT) as part of the the Nebraska Department of Education's overall strategic planning.

RtI - Response to Intervention teams review reading data and DIBELS results, which are administered two to three times yearly and determine interventions based on the information. Time is scheduled during the day to provide these interventions to students needing additional support.

The NebraskaREADS initiative supports the policies and practices outlined in the Nebraska Reading Improvement Act, which was enacted in 2018 and goes into effect during the 2019-2020 school year. The law takes a comprehensive approach to improve the early literacy skills of Nebraska’s K-3 students. It emphasizes the importance of strong early reading instruction and individualized supports for students who struggle. The Nebraska Reading Improvement Act values the need to implement with fidelity targeted interventions to bring all students to grade-level proficiency. NebraskaREADS was created to serve the needs of students, educators, and parents along the journey to successful reading.

Nebraska City Public is using the Marzano framework as our instructional model, and we have aligned the 41 elements to the Nebraska Educator Effectiveness standards. As a district, we listed the Effective practices: Foundational Knowledge, Planning and Preparation, The Learning Environment, Instructional Strategies, Assessment, Professionalism and Vision/Collaboration. We provided the sequence of procedures, the Professional Learning Plan, a formal Evaluation Rubric, Pre-Observation Form, A document for the Individual Professional Development Plan and Record of Evaluation in a Document that contains the Improvement of Instruction Model Packet. Each teacher was provided the text, "The New Art and Science of Teaching" at the beginning of the 2017-18 school year, to transition into those components.


(AQuESTT) - Accountability for a Quality Education System, Today and Tomorrow - the Nebraska Department of Education's overall strategic planning. The six Tenets include: 1) Positive Partnerships, Relationships, and Success 2) Transitions 3) Educational Opportunities and Access 4) College, Career, and Civic Ready 5) Assessment 6) Educator Effectiveness  


Curriculum

Nebraska State Standards reflect Nebraska City Public School Curriculum objectives. Local curriculum is aligned and integrated with the Nebraska State Standards, which is Board of Education approved. Nebraska City Public Schools maintain that curriculum reviews and assessment is essential to the improvement of instruction process and aids teachers in determining student strengths and weaknesses. It is the district’s commitment to promote student achievement and maintain continued and integrated school improvement using data, while adhering to state and federal requirements. While state and federal requirements guide our process, it is our intent to make the process as meaningful and relevant to our students as possible. Curriculum workdays have been implemented into schedule, so grade level and department levels teams can work on curriculum alignment and instructional strategies. This is outlined on Curriculum Templates for all grades/subjects.

Standards

Nebraska State Standardsare defined through the Department Of Education (NDE). Several Nebraska City Public School Educators have served on the reviews, revisions and committees associated with the development of these state standards through NDE. Teachers teach and assess all the state standards. It is the responsibility of everyone on staff to ensure that students have the opportunity to learn. The District has also promoted the identification of "Power Standards".   These standards provide the emphasis for each grade level/subject level focus.  

Curriculum Advisory

Nebraska City Public Schools Curriculum Advisory Committee meets 3-5 times during the course of the school year. The goal of this committee is to be informed about the "Big Picture" of Curriculum, Instruction and Assessment in the Nebraska City Public Schools so that building discussions can be held about what is happening, where a particular process or strategy fits, and who is responsible for those events. This committee is made up of representative teachers, members of the Administrative team, Department Heads, Community members and parents.

Nebraska Department Of Education - NDE

The Nebraska Department of Education (NDE) is a constitutional agency approved by Nebraska voters. The Department operates under the authority of an elected board of education. Dr. Blomstedt was named Commissioner of Education by the State Board of Education.

Parents are an integral part of ensuring the academic success of their children. We welcome your involvement at our schools. There are many ways to participate including offering your input to the School Improvement Team, volunteering, and attending parent conferences with your child’s teacher(s). Other ways to support your child’s success are to assure that your child is prepared, attends school each day, and has completed their homework.
You are encouraged to contact your School Principal for further information to find out how you can become involved in school improvement efforts. Helping children become academically proficient is everyone’s responsibility. The Nebraska City Public School District will continue to develop and implement its improvement plan to improve status. We look forward to working with parents and the community to help increase the academic achievement of our students. The Nebraska Department of Education website provides information and a letter from Nebraska’s Education Commissioner discussing the Federal requirement.
  • NWEA’s MAP testing data is being reviewed to determine individual student academic levels in Reading and Math. This is a computerized adaptive assessment. K-10
  • Class periods for Math allow additional instruction time to cover and review material more adequately. The math curriculum is being reviewed by the Math Department with supplemental math curriculum considerations being identified. Math Data is being reviewed from the Go Math program during WFSG (Whole Faculty Study Groups) on a regular basis to identify student strengths and weaknesses (K-5).
  • NWEA MAP Fluency testing and ongoing reviews of the data it provides helps identify students that need additional supports in the area of reading, this includes progress monitoring for those students not meeting benchmarks in grades K-5.
  • Reviews of Journeys and Go Math data will be used to make decisions about students in reading and math. Grade level teams will review the data as a collective group in order to discuss student needs.
  • Response to Intervention (RtI) is being implemented at the Middle School and both Elementary buildings.  RtI uses high quality instruction; and evidence-based interventions to help those children that are not making benchmark in Reading and Math. Teams have been established and the training for this team is provided through the Educational Service Unit.
  • Additional support through researched-based strategies for all students, but specifically with populations in the most need such as ELL and SPED are a focus, as well as those identified by the thresholds for NWEA MAP for the Reading Improvement Act and the identification of students that are below those thresholds in reading.
  • Working with staff one on one with a new emphasis on specific skill sets is being done this school year. This process includes observations, modeling, reviews of methods and implementation of new strategies through direct feedback.
  • Utilizing certified staff to work with students that are identified through the SAT process to provide additional support.
  • Professional Development using Marzano’s Researched Based “Classroom Instruction that Works” with additional support from ESU 4 Staff Developers and the Marzano Academy will provide focus on specific instructional strategies. Teachers are required to implement strategies that are included in their evaluation process. Mitzi Hoback has provided Professional Development for All teaching staff, the ESU 4 Staff Developers support individual teachers, evaluations link to the Marzano Model.
  • Implementation of programs that encourage building relationships with students. PBiS (Positive Behavior intervention and Supports) training for staff is being done so that teachers will use the model with fidelity and encourage students to increase the desire to learn and do their best.
  • Review of weekly Reading and Math data through Whole Faculty Study Groups are used to make decisions about student needs and any skill concerns in reading and math. Grade level teams will review the data as a collective group in order to discuss student needs during Whole Faculty Study Group (WFSG) times.
  • Implementation of programs that encourage building relationships with students. Pioneer Family Time - (Building relationships and sense of community), Watch DOGS - (Dads of Great Students) are programs, that along with PBiS (Positive Behavior intervention and Supports) should encourage students to increase the desire to learn and do their best. An “ImPACT Room”, housed at Central Office provides additional support for students with specific behavior needs. This program integrates the concepts of intervention moving towards transition back into a regular class setting, following behavior management techniques.
  • A review and realignment of the ELA and the Math standards are being done to ensure that all standards are being addressed.
  • Training and implementation of “Learning L2 together” to help raise student achievement is being added this year. This will help align reading and math interventions to meet student needs. Provides additional support through researched-based strategies to all students, but specifically focus on those populations in the most need.
  • Utilizing certified staff to work with students that are identified through the SAT process to provide additional support.
  • Title 1 and specialty teachers are working with identified students for during Language time to provide intensive support.
  • Implementation of programs that encourage building relationships with students. PBiS (Positive Behavior intervention and Supports) training for staff is being done so that teachers will use the model with fidelity and encourage students to increase the desire to learn and do their best.
Technical Assistance:

• NWEA’s MAP testing data & State NSCAS data is being reviewed and analyzed to determine individual student academic performance in Reading and Math. Progress monitoring is being implemented this year using the new Reading Series and MAP Fluency.

• Professional Development using Marzano’s Researched Based “Classroom Instruction that Works” with additional support from ESU 4 Staff Developers and the Marzano Academy provides focus on specific instructional strategies. Teachers are required to implement strategies that are included in their evaluation process. 

• Anita Archer – Explicit Instruction Training was provided to the staff during the opening two in-service days. Instructional strategies learned through this training are being implemented, with support given by ESU 4 staff developers, as they are scheduled to meet with teachers to help with goal setting and implementation.

• The High School and the Middle school use 1:1 technology program using Chromebooks to enhance instruction, make better use of online support materials in our programs of instruction and move to change the curriculum delivery model.

Corrective Action Plan:

• Implementing new curriculum and curriculum supports – Online curriculum, Chromebook support, new research based strategies as presented by educational specialists providing in-service and training to staff.

• Restructuring the internal organization of the school – Additional time for Math, Progress monitoring and RtI. Implementation of MTSS Model.  

• A committee has been assembled to develop an improvement plan that identifies areas of need because of this status and staff is putting programs/activities in place to help increase student achievement. This plan addresses each subgroup measured attain growth towards the goal. The plan includes strategies to promote increased parent involvement.

Supplemental Educational Services:

The Middle School, Hayward and Northside offer Free onsite tutorial services. Please contact Building principals if you wish to take advantage of tutoring for your child. Teachers may also refer students and may contact you. Summer School is provided each year.  After School Programs provide a variety of activities to support student learning.  

Reading Improvement Act: Link to NebraskaReads - NDE

Requirements

  • Administer approved reading assessment three times a year to all students in Kindergarten– 3rd grade.
  • Shall occur within the first thirty (30) days after school starts
  • If benchmark is not met (threshold), the student shall remain identified as having a reading deficiency until the student performs at or above the grade level.
  • Notify student’s parents or guardians no later than 15 working days.
  • Develop/Provide an individual reading improvement plan for each student, no later than 30 calendar days, which includes targeted supports and interventions.  

  • Intervention Information
    •Supplemental Reading intervention MUST BE outside the regular reading instruction block
    •Research based interventions will be provided to any student identified as having a reading deficiency based on the criteria set (threshold)
    •Interventions are to be provided during regular school hours in addition to regularly scheduled reading instruction
    •Interventions should be intensive and research-based, with a focus on strategies that are linked to individual needs
    •Make available a summer reading program
    •Intervention Time –???
    •4 days of the week
    •15 minutes
    •Bi-weekly progress monitoring

    Data Collections and Documentation
    •Individualized Reading Plans = Student Needs
    •Document following each progress monitoring
    •Include parents when providing results
    •Consider WFSG time to review student progress
    •Update information
    •Phonics, Phonemic Awareness, Fluency, Vocabulary, Comprehension
    •Document intervention strategies to address the areas which did NOT meet benchmark
    •Follow the set timeline