Central Office‎ > ‎

Curriculum & Assessment

Nebraska City Public Schools is dedicated to a balanced Assessment system that is supported by a Curriculum that fosters growth for ALL learners.  The Board of Education has adopted the Nebraska State Standards and it is those standards that are
the foundation for "What we want students to know and be able to do!"  All students have the opportunity to learn, develop personal interests, participate in a variety of academic and extra-curricular activities, and to be successful.     We are proud to be in the business of providing a quality educational opportunity for ALL students and encourage stakeholders to continue to support our efforts of promoting a positive learning experience, in an effort of "Giving our Best... Growing Success!"

Teresa Frields, M.Ed
Educational Diagnostician 
Director of Assessment & Curriculum
School Improvement Chair
tfrields@nebcityps.org


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 Acountability Testing schedules

ELPA21 Window-February 4-March 15, 2019

NSCAS-English Language Arts, Math, Science Window

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

March 18-April 26, 2019

Make-up week April 29-May 3, 2019

                                                                            Statewide Testing Dates (Grade 11)
ACT Test Dates

                                                                         NAEP – 2/21/2019  Grade 4   Mathematics and Reading

                                                                                                ACT – 10th Pre-ACT, 11th ACT for NDE

Paper Testing Date

Paper Accommodations Testing Window

April 2, 2019

April 2-4   April 9-11, 2019 (Tues,Weds,Thurs Only)

 

  • 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 mathematicsreadingsciencewritingthe artscivicseconomicsgeographyU.S. history, and in Technology and Engineering Literacy​. Nebraska City Public Schools will administer the test in Grade 4 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.

-------------------------------------------------------------------------------------------------------------------------------

Action Plan Building Target Goals - Academic

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

Kindergarten - Pilot of the Reading Program - "Journeys"    
"Go Math" is used as the core Math Program, Various math supports are used to provide targeted areas of weakness.

1-2 Implementation of Reading Mastery, 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 Reading Mastery, 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- Pilot of the Reading Program - "Go Math" is used as the core Math Program, various math supports are integrated.

6-8 All students will increase reading comprehension, vocabulary, and language skills. Students who need additional emphasis on reading skills will complete Corrective Reading Interventions or Reading Mastery where appropriate.  Go Math supports are used to enhance Mathematics. 

9-12 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. 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, Reading Mastery 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 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.

TestWiz - Assessments relate directly to the state standards. Teachers in grades 3-11 can incorporate designated assessments to help determine student needs in mastery of the state standards within their classrooms and can access a test bank of items to replicated state standard testing.

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 Standards are 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.   

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. 
 
·           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).

·           DIBELS (Dynamic Indicators of Basic Early Literacy Skills) 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 Reading Mastery, 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.

·           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 will be used to make decisions about student placement and 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 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 10-15 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.

• 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. An additional

team has been added for Middle School and is attending the Marzano Academy for this school year.

• 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 building is piloting a 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.

• 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:
Supplemental education services (TUTORING) are available for students that qualify for free/reduced lunch status.
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.