Core+Values+and+Beliefs


 * Curriculum ||  ||
 * Components || What would it look like? ||
 * Curriculum is standards based

Curriculum is horizontally and vertically aligned (horizontal: agreement between grade level team members and vertical: agreement across the grades)

Accessible curriculum || Teachers develop curriculum and plan instruction to meet Nebraska state standards in all subject areas

Curriculum for reading, math, science, and social studies undergoes a formal review at least once every four years

Subject area teachers/grade level teams develop yearly curriculum pacing guide

Cross-grade level teams align the curriculum in department meetings

Curriculum is available to all stakeholders ||


 * Instruction ||  ||
 * Components || What would it look like? ||
 * Instruction is matched to current Nebraska standards and the district curriculum.

Instruction is differentiated.

Instruction is relevant to the students’ lives.

Instruction is data-driven.

Researched-based instruction || Instructional practices developed to give students the opportunity to learn the state standards and the district curriculum.

Classroom teachers use flexible teaching strategies to meet the diversity of student needs and readiness levels.

Instruction includes multiple learning opportunities.

Tools for developing students’ conceptual knowledge may include manipulatives, realia (objects in the classroom), and graphic organizers.

Students collaborate with teachers and parents to identify individual needs and monitor progress. Essential academic vocabulary is identified Instruction focuses on developing and applying critical thinking and problem solving skills.

Instruction includes examples and problems that are relevant in the real world.

Essential academic vocabulary is identified and taught horizontally (grade-level) and vertically (department /cross-grade level).

Students need to have knowledge of objectives and teachers convey the importance.

Results of assessments are analyzed and used to improve instruction.

Focus: Six-Traits Junior Great Books (additions will be made as administration deems necessary) ||


 * Assessment ||  ||
 * Components || What would it look like? ||
 * Assessments based on standards and support the curriculum.

Assessment results shared with stakeholders (students, parents, teachers, school administration, and community members).

Assessments will be supported by technology. || Assessment will assist in developing curriculum and drive instruction.

Our assessments are common, formative, and summative and are administered frequently.

Assessments should be administered in a variety of formats that match the learning target such as multiple choice, short answer, rubrics, essay, paper/pencil, clicker, computer, and practice with state test format.

Must be valid, relevant, and reliable.

Assessments must meet the needs of the stakeholders.

Results from assessments will be reported to stakeholders in a timely manner.

Assist stakeholders in understanding of assessment results.

Uses strategies that enable student to set high expectations for personal achievement, and to assess, monitor, and reflect on their own work and growth.

Technology and training available to staff and students, so tests can be administered effectively and accurately. ||


 * Environment ||  ||
 * Components || What would it look like? ||
 * A learning environment that fosters positive relationships and promotes active student engagement in learning, development, and achievement.

All staff members contribute to the learning of the students. || Establishes relationships that result in a positive learning climate of openness, mutual respect, support, and inquiry, and interacts with students in ways that demonstrate and promote recognition of diversity.

Ensures a safe, accessible, clean, appropriate, and technologically rich environment.

Establishes, communicates, and maintains effective routines, procedures, and clear standards of conduct.

Establishes a collaborative learning community with stakeholders built on trust and teamwork that is consistent with and supportive of the full development of students as individuals.

Establishes high expectations that cultivate each learner’s self-motivation and encourages pride in his/her genuine accomplishments.

Values individual students, their families and communities; acknowledges their experiences and builds upon those experiences to increase academic success.

Seek feedback from our colleagues

Identify next steps for improvement ||