Using the Toolkit

Instructional Strategies:
The Four Phases

-Creating the Profile

-Setting the Goals

Guiding Questions
Step-by-Step Process

-Planning to Improve

-Implementing the Plan


-Guiding Questions

-Research and Strategies

-Response to Intervention

Topic Guides for CIP Plans

Equity and Diversity

Family & Community Engagement

Instructional Strategies

Nebraska Literacy Plan

PreK-12 Curriculum Alignment

Special Education: Improving Learning for Children with Disabilities (ILCD)


Improvement Plan Requirements


Early Childhood

The Nebraska Framework:
A Handbook for Continuous Improvement in Nebraska Schools

Nebraska Statewide Assessment (NeSA)

Professional Development, Data Resources, and Links

Rule 10

State of the Schools Report

Nebraska Department of Education

US Department of Education


Contact Us

Setting the Goals

During this phase of the Continuous Improvement Process (CIP) cycle, strengths and areas of concern will be identified based on data collected. Once this occurs, staff will work together to prioritize areas that will be addressed through improvement goals. All staff and representative stakeholders should be involved in this analysis and goal-setting stage of the CIP.


After analyzing student data, it is important to identify areas of strength. All staff should work together to identify strengths related to leadership, students academic success, staff expertise, and student/family interest and involvement.

Together, identify reasons for success. Always remember that areas of strength should be recognized and celebrated.

Areas of Concern

In addition to strengths, disaggregated data will reveal areas that need improvement. As you study your data, be sure to consider the possible reasons for performance that needs to be improved. Selection and implementation of instructional strategies at the district, school, or classroom level may be needed in order to improve student achievement.

Priorities to Address

Priority areas to address through formal improvement goals must be identified with the consensus of all stakeholders. Throughout the process of setting priorities, remember that improving in any area requires commitment and time. Select one or two areas that will be the focus of your improvement efforts. Identified goals must be specific, attainable, and measurable.











Nebraska Department of Education, 2010