char ti n g. t he future - AQuESTT
T
T U R
E
I N G . T BROADER. BOLDER. BETTER.
H E
2016
U
H A R C .
#AQuESTT16
F
2017
OUR Current View S
Colleg e&
T
8th Grade Math NeSA Performance (2015)
E
Ca ree rR ea dy
Advanced
A
22%
26%
11%
34%
C
s, hip uccess S ers rtn ent Pa Stud e v iti ps & hi
C
C A
E
S
7%
5%
26%
29%
40%
Re la P tio os ns
S
S
G
N
G
A
Re la P tio os ns
Transitions
C E S S U C
Transitions
C E S S U C
ne ss
D
N
S
T A N
T
U
S T
N
ne ss
I
S
D
E
ne ss
I
N
G
A
T
E
D
Re la P tio os ns
S
U
T
N D
U
69%
and continues to be well above the national average (81%)3
32%
24% 40%
35% All Students
White
32%
24%
31%
All Students
White
Asian
7%
5%
26% 31%
49% 29%
67%
66%
Asian
Hispanic Native Black American
67%
66%
Hispanic Native Black American
Nebraska has the 9th largest achievement gap in 8th grade math between its Black and White students
S
D
G
T
N
N
I
Nebraska’s high school graduation rate is the highest in the country
29%
90% College-going
2017-2018
The ACT
New Integrated Assessment & Support System
77% 77%
90%
26%
A
Graduation
50%
11%
34%
49%
L E
2016-2017
NeSA Bridge - Transition Year
26% Basic (below passing)
A N D
Transitions
G
N
c Edu
rtunit ies
5%
90%
iv at in cspecific communities across the state,fespecifically in ct ion Ef al r Op Colfax, Dawson, Hall, and aScottsbluff counties & A Dakota, to po
cc ess
7%
Black and Native American students are more than twice as likely to test at below passing than white students2
R
e
u
N
Hispanic Native Black American
69%
A
Asian
L E
e tiv ec f f E tor ca Edu
BALANCED ASSESSMENT These demographic changes have been concentrated Ed White
22%
Basic (below passing)
R
77%
A N D
31%
11%
34%
40%
G
24%
BALANCED School Improvement and ASSESSMENT Student 66% 67% Success
Ed uc a49% tio na & A l Opp o cc ess rtunities
26%
8th Grade Math NeSA Performance Proficient 46% 35% (2015)50%
90%46%
N
Accountability | Policy Perspective
ment Assess
35%
22%
Hispanic Native Black American
Proficient
I
A
Asian
N
H
40%
50%
All Students
White
ment Assess
C
School Improvement and Student Success
5%
11%
66%
Advanced
Advanced
N
Accountability | Policy Perspective7%
31%
I
e iv
CaEffect r tor ee ca rR Edu ea dy
24%
H
Colleg e&
67%
Achievement Gap
R
E
C E S S U C
A
All Students
A
S
E
Ca ree rR ea dy
34% The 26% white (non-Hispanic) population barely grew 29% (0.4% growth) over the same 26% time period
32%
35%
49%
32%
L E
Ed ips,uca ess on rsh uctic tne ent S & Aal Oppo r cc ess rtunities Pa Stud e v iti ps & hi
46%
Basic (below assing)
T
Basic (below passing)
The Hispanic population grew BALANCED S S77% in by the 2000s, which T ASSESSMENT E E C A C accounted for nearly 2/3rd of 8th Grade Math NeSA Performance the state’s(2015) overall growth1
22%
roficient
ment Assess
dvanced
50%
C
Population Growth
Colleg e&
ss ips, rsh ucce C Accountability | School tne ent S r Policy Perspective Improvement and C Pa Stud Student Success ve iti ps & hi
A N D
E
46%
N
A
I
N
H
D
8th Grade Math NeSA Performance Nebraska’s Changing Context & Educational Seascape (2015) Proficient
A large percentage of Nebraska students take the ACT and scores are above the national average
69%
69%
With 88% of its 11th graders taking the ACT, the average score was 21.54
UNO Center for Public Affairs Research, American Community Survey, U.S. Census Bureau NDE 2014-2015 State of Schools Report 3 Strauss, Valerie. “Latest High School Graduation Rates — State by State.” Washington Post. 12 Feb. 2015 4 2015 ACT National and State Score (https://www.act.org/newsroom/data/2015/states.html) 5 NCHEMS Information Center: http://www.higheredinfo.org/dbrowser/index.php?measure=32; FSG interviews
Nebraska has the 7th highest college-going rate nationally5
1 2
2016-2017
NeSA Bridge - Transition Year
2017-2018
New Integrated Assessment & Support System
OUR Quest: AQuESTT The Evidence-based Analysis (EBA)
Teaching and Learning
Student Success and Access
Tenet
Domain
The EBA gathers data to inform systems of support for every school and district in a thoughtful, meaningful way. Below are key results of the EBA from the 2015-2016 school year.
Activities
Supports
Policies, Practices and Procedures that Lead to Successful Schools
Most Requested Supports for Professional Development, Technology and Other Resources (Ranked Top 5)
(Significant difference between Good/Great/Excellent and Needs Improvement schools)
• Strategies to support all students in monitoring and managing their own learning. • Every student creates a Personal Learning Plan to plan, monitor, and adjust his/her own learning and to meet curriculum competencies.
• Strategies to support students in monitoring and managing their own learning • Student Personal Learning Plans • Measuring and addressing student engagement • Strategies for family attendance and participation • Partnerships with community groups and support services • Clear expectations for safe, secure and healthy schools
• Strategies to support the successful transition of all students from elementary to middle school, middle school to high school, and high school to post high school opportunities
• Processes to help incoming students be prepared for elementary school, middle school, and high school* • Process for addressing the need of highly mobile students* • Process to support on-time grade completion*
• The school supplements face-to-face instruction with opportunities for online learning. • The school evaluates the effectiveness of new educational programs.
• Supplementing face-to-face instruction with opportunities for online learning • Evaluating new educational programs • Before or after school programs
College & Career Ready
• The school curriculum is systematically reviewed and modified through a collaborative process. • The school (elementary) provides every student with instruction that focuses on awareness of the six career fields identified in the Nebraska Career Education Model.
• Curriculum alignment to Career Ready Standards • Career awareness, exploration, and preparation instruction
Assessment
• Assessment information and results are shared in a timely and helpful manner with teachers, administrators, parents, and students.
• Utilize formative, classroom-based assessments • Sharing assessment results in a timely manner
• The school technology infrastructure meets the teaching and learning needs of faculty and staff.
• Measuring and addressing teacher engagement • Technology to support teaching and learning • Utilizing a formal staff evaluation process aligned to the NTPPF
Positive Partnerships, Relationships & Student Success
Transitions Educational Opportunities & Access
Educator Effectiveness
*Not a Top 5 request for support
Schools Most In Need of OUR Support to Improve There are 87 schools in Nebraska that have been identified as most in need of support to improve in the AQuESTT Classification System. These schools are further characterized into four theme areas. Demographically Transitioning Schools
Santee Middle School
ESU
13 schools 14.94% of Needs Improvement
Native American School
ESU
ESU
ESU
Loup County Elementary School
Native American Schools 12 schools 13.80% of Needs Improvement
ESU
Small Community School
ESU ESU
Druid Hill
ESU Elementary
ESU
School
Urban/Metro School
Small Community Schools 31 schools 35.63% of Needs Improvement
for Nebraska
Urban/Metro Schools
31 schools 35.63% of Needs Improvement
Priority Schools Three schools most in need of support to improve.
ESU
ESU ESU
ESU ESU
ESU ESU
ESU
Sea Change: Charting OUR Course
A
s, hip uccess S ers rtn ent Pa Stud ve iti ps & hi
C
T
Transitions
ne ss
N
T
402-471-2295 https://www.education.ne.gov
S
Nebraska Department of Education 301 Centennial Mall South P.O. Box 94987 Lincoln, NE 68509-4987
E
BUILD STATEWIDE SUPPORTS
D
IDENTIFY RESOURCES
U
IMPLEMENTATION PLAN
e iv ct ffe E tor ca Edu
G
S
BALANCED ASSESSMENT
Ed uc at ion a & A l Opp o cc ess rtunities
Basic (below passing)
L E
METRICS
School Improvement and Student Success
N
Accountability | Policy Perspective
A N D
C E S S U C
G
A
N
Outcomes (Tenets)
Proficient
N
Outcomes (Tenets)
Advanced
A
R
STRATEGIC PRIORITY II Teaching and Learning
E
A
STRATEGIC PRIORITY I Student Success and Access
T
Ca ree rR ea dy
ment Assess
OUR MISSION
Colleg e&
I
D
S
H
N
S
Re la P tio os ns
C
E
C
The Nebraska State Board of Education and the Nebraska Department of Education are renewing the vision for leadership in education with a 10 year strategic plan. This plan will develop and refine our vision, goals, strategies, indicators and measures for the education system as a whole. The State Board of Education has aligned the mission of education to the strategic priorities of AQuESTT Student Success and Access and Teaching and Learning, with educational outcomes residing in the six tenets.
Looking Forward: 2016-17
I
OUR Strategic Plan
• Our vision for assessment • Every Student Succeeds Act (ESSA) • Professional development to support teaching and learning • Building partnerships that support student success by expanding opportunities and access • Focus on closing the achievement gap
77%
2016-2017
Nebraska Department NeSA Bridge - Transition Year of Education @NDE_GOV
New Integrat
T U R
E
I N G . T BROADER. BOLDER. BETTER.
H E
2016
U
H A R C .
#AQuESTT16
F
2017
OUR Current View S
Colleg e&
T
8th Grade Math NeSA Performance (2015)
E
Ca ree rR ea dy
Advanced
A
22%
26%
11%
34%
C
s, hip uccess S ers rtn ent Pa Stud e v iti ps & hi
C
C A
E
S
7%
5%
26%
29%
40%
Re la P tio os ns
S
S
G
N
G
A
Re la P tio os ns
Transitions
C E S S U C
Transitions
C E S S U C
ne ss
D
N
S
T A N
T
U
S T
N
ne ss
I
S
D
E
ne ss
I
N
G
A
T
E
D
Re la P tio os ns
S
U
T
N D
U
69%
and continues to be well above the national average (81%)3
32%
24% 40%
35% All Students
White
32%
24%
31%
All Students
White
Asian
7%
5%
26% 31%
49% 29%
67%
66%
Asian
Hispanic Native Black American
67%
66%
Hispanic Native Black American
Nebraska has the 9th largest achievement gap in 8th grade math between its Black and White students
S
D
G
T
N
N
I
Nebraska’s high school graduation rate is the highest in the country
29%
90% College-going
2017-2018
The ACT
New Integrated Assessment & Support System
77% 77%
90%
26%
A
Graduation
50%
11%
34%
49%
L E
2016-2017
NeSA Bridge - Transition Year
26% Basic (below passing)
A N D
Transitions
G
N
c Edu
rtunit ies
5%
90%
iv at in cspecific communities across the state,fespecifically in ct ion Ef al r Op Colfax, Dawson, Hall, and aScottsbluff counties & A Dakota, to po
cc ess
7%
Black and Native American students are more than twice as likely to test at below passing than white students2
R
e
u
N
Hispanic Native Black American
69%
A
Asian
L E
e tiv ec f f E tor ca Edu
BALANCED ASSESSMENT These demographic changes have been concentrated Ed White
22%
Basic (below passing)
R
77%
A N D
31%
11%
34%
40%
G
24%
BALANCED School Improvement and ASSESSMENT Student 66% 67% Success
Ed uc a49% tio na & A l Opp o cc ess rtunities
26%
8th Grade Math NeSA Performance Proficient 46% 35% (2015)50%
90%46%
N
Accountability | Policy Perspective
ment Assess
35%
22%
Hispanic Native Black American
Proficient
I
A
Asian
N
H
40%
50%
All Students
White
ment Assess
C
School Improvement and Student Success
5%
11%
66%
Advanced
Advanced
N
Accountability | Policy Perspective7%
31%
I
e iv
CaEffect r tor ee ca rR Edu ea dy
24%
H
Colleg e&
67%
Achievement Gap
R
E
C E S S U C
A
All Students
A
S
E
Ca ree rR ea dy
34% The 26% white (non-Hispanic) population barely grew 29% (0.4% growth) over the same 26% time period
32%
35%
49%
32%
L E
Ed ips,uca ess on rsh uctic tne ent S & Aal Oppo r cc ess rtunities Pa Stud e v iti ps & hi
46%
Basic (below assing)
T
Basic (below passing)
The Hispanic population grew BALANCED S S77% in by the 2000s, which T ASSESSMENT E E C A C accounted for nearly 2/3rd of 8th Grade Math NeSA Performance the state’s(2015) overall growth1
22%
roficient
ment Assess
dvanced
50%
C
Population Growth
Colleg e&
ss ips, rsh ucce C Accountability | School tne ent S r Policy Perspective Improvement and C Pa Stud Student Success ve iti ps & hi
A N D
E
46%
N
A
I
N
H
D
8th Grade Math NeSA Performance Nebraska’s Changing Context & Educational Seascape (2015) Proficient
A large percentage of Nebraska students take the ACT and scores are above the national average
69%
69%
With 88% of its 11th graders taking the ACT, the average score was 21.54
UNO Center for Public Affairs Research, American Community Survey, U.S. Census Bureau NDE 2014-2015 State of Schools Report 3 Strauss, Valerie. “Latest High School Graduation Rates — State by State.” Washington Post. 12 Feb. 2015 4 2015 ACT National and State Score (https://www.act.org/newsroom/data/2015/states.html) 5 NCHEMS Information Center: http://www.higheredinfo.org/dbrowser/index.php?measure=32; FSG interviews
Nebraska has the 7th highest college-going rate nationally5
1 2
2016-2017
NeSA Bridge - Transition Year
2017-2018
New Integrated Assessment & Support System
OUR Quest: AQuESTT The Evidence-based Analysis (EBA)
Teaching and Learning
Student Success and Access
Tenet
Domain
The EBA gathers data to inform systems of support for every school and district in a thoughtful, meaningful way. Below are key results of the EBA from the 2015-2016 school year.
Activities
Supports
Policies, Practices and Procedures that Lead to Successful Schools
Most Requested Supports for Professional Development, Technology and Other Resources (Ranked Top 5)
(Significant difference between Good/Great/Excellent and Needs Improvement schools)
• Strategies to support all students in monitoring and managing their own learning. • Every student creates a Personal Learning Plan to plan, monitor, and adjust his/her own learning and to meet curriculum competencies.
• Strategies to support students in monitoring and managing their own learning • Student Personal Learning Plans • Measuring and addressing student engagement • Strategies for family attendance and participation • Partnerships with community groups and support services • Clear expectations for safe, secure and healthy schools
• Strategies to support the successful transition of all students from elementary to middle school, middle school to high school, and high school to post high school opportunities
• Processes to help incoming students be prepared for elementary school, middle school, and high school* • Process for addressing the need of highly mobile students* • Process to support on-time grade completion*
• The school supplements face-to-face instruction with opportunities for online learning. • The school evaluates the effectiveness of new educational programs.
• Supplementing face-to-face instruction with opportunities for online learning • Evaluating new educational programs • Before or after school programs
College & Career Ready
• The school curriculum is systematically reviewed and modified through a collaborative process. • The school (elementary) provides every student with instruction that focuses on awareness of the six career fields identified in the Nebraska Career Education Model.
• Curriculum alignment to Career Ready Standards • Career awareness, exploration, and preparation instruction
Assessment
• Assessment information and results are shared in a timely and helpful manner with teachers, administrators, parents, and students.
• Utilize formative, classroom-based assessments • Sharing assessment results in a timely manner
• The school technology infrastructure meets the teaching and learning needs of faculty and staff.
• Measuring and addressing teacher engagement • Technology to support teaching and learning • Utilizing a formal staff evaluation process aligned to the NTPPF
Positive Partnerships, Relationships & Student Success
Transitions Educational Opportunities & Access
Educator Effectiveness
*Not a Top 5 request for support
Schools Most In Need of OUR Support to Improve There are 87 schools in Nebraska that have been identified as most in need of support to improve in the AQuESTT Classification System. These schools are further characterized into four theme areas. Demographically Transitioning Schools
Santee Middle School
ESU
13 schools 14.94% of Needs Improvement
Native American School
ESU
ESU
ESU
Loup County Elementary School
Native American Schools 12 schools 13.80% of Needs Improvement
ESU
Small Community School
ESU ESU
Druid Hill
ESU Elementary
ESU
School
Urban/Metro School
Small Community Schools 31 schools 35.63% of Needs Improvement
for Nebraska
Urban/Metro Schools
31 schools 35.63% of Needs Improvement
Priority Schools Three schools most in need of support to improve.
ESU
ESU ESU
ESU ESU
ESU ESU
ESU
Sea Change: Charting OUR Course
A
s, hip uccess S ers rtn ent Pa Stud ve iti ps & hi
C
T
Transitions
ne ss
N
T
402-471-2295 https://www.education.ne.gov
S
Nebraska Department of Education 301 Centennial Mall South P.O. Box 94987 Lincoln, NE 68509-4987
E
BUILD STATEWIDE SUPPORTS
D
IDENTIFY RESOURCES
U
IMPLEMENTATION PLAN
e iv ct ffe E tor ca Edu
G
S
BALANCED ASSESSMENT
Ed uc at ion a & A l Opp o cc ess rtunities
Basic (below passing)
L E
METRICS
School Improvement and Student Success
N
Accountability | Policy Perspective
A N D
C E S S U C
G
A
N
Outcomes (Tenets)
Proficient
N
Outcomes (Tenets)
Advanced
A
R
STRATEGIC PRIORITY II Teaching and Learning
E
A
STRATEGIC PRIORITY I Student Success and Access
T
Ca ree rR ea dy
ment Assess
OUR MISSION
Colleg e&
I
D
S
H
N
S
Re la P tio os ns
C
E
C
The Nebraska State Board of Education and the Nebraska Department of Education are renewing the vision for leadership in education with a 10 year strategic plan. This plan will develop and refine our vision, goals, strategies, indicators and measures for the education system as a whole. The State Board of Education has aligned the mission of education to the strategic priorities of AQuESTT Student Success and Access and Teaching and Learning, with educational outcomes residing in the six tenets.
Looking Forward: 2016-17
I
OUR Strategic Plan
• Our vision for assessment • Every Student Succeeds Act (ESSA) • Professional development to support teaching and learning • Building partnerships that support student success by expanding opportunities and access • Focus on closing the achievement gap
77%
2016-2017
Nebraska Department NeSA Bridge - Transition Year of Education @NDE_GOV
New Integrat
