Nebraska Continuous Improvement
Overview:
The Nebraska Framework Model was originally released in July 2012 by the Nebraska Department of Education’s Accreditation and School Improvement Section.
This initial model focused on four components:
“Creating the Profile, Setting the Goals, Planning to Improve, and Implementing the Plan”.
Since the model’s initial release, numerous state and federal policy changes have significantly influenced educational practices in Nebraska. In 2019, the Accreditation Section within the Office of Accountability, Accreditation, and Program Approval, responsible for compliance with NAC 92 Rule 10 and for guidance on Continuous Improvement, began examining the alignment between state statutes and agency requirements governing school operations.
Continuous Improvement (CI) is broadly defined as a process that ensures sustained progress “through incremental and breakthrough improvements.” It is also described as “the integration of quality improvements into the daily work of individuals within a system.” Originating in the fields of quality control and assurance, CI principles are widely applied across industries to support organizational effectiveness and goal attainment.
Continuous Improvement: Review of Literature and Practice, Hanover Research, August 2021.
Increasingly, leaders at the state, district, and school levels are leveraging Continuous Improvement cycles to enhance student outcomes and advance school improvement initiatives. While some view CI as a response to accountability requirements under the Every Student Succeeds Act (ESSA), research indicates that its foundational practices contribute to meaningful, sustainable improvement in K–12 educational settings.
In April 2014, Legislative Bill 438 restructured Nebraska’s accountability system under the Quality Education Accountability Act. This legislation established the Accountability for a Quality Education System Today and Tomorrow (AQuESTT), integrating accountability, assessment, accreditation, career education, and data into a cohesive system for supporting school improvement. Further refinement occurred in October 2019, when the State Board of Education adopted a revised Position Statement S2 that added new tenets and indicators.
AQuESTT Timeline 2020
2020 AQuESTT Framework and Tenets
AQuESTT- Developing a Continuous Improvement Roadmap using State Classifications
Since 2019, the Accreditation Section’s ongoing collaboration with Nebraska Multi-Tiered System of Support (NeMTSS) has focused on identifying and aligning shared elements between the 2012 Nebraska Framework and the NeMTSS problem-solving model. During the 2020–21 and 2021–22 school years, NeMTSS Regional Leads, Accreditation staff, and Educational Service Unit (ESU) partners facilitated Continuous Improvement workdays to support educators in applying resources from both models to better meet student needs.
Efforts to intentionally align the Nebraska Framework model with the NeMTSS problem-solving process are referred to as coherence work. As a result of this work, revised Continuous Improvement processes, procedures, and materials were developed for statewide implementation beginning in the 2022–23 school year.
Section 009 of NAC 92 Chapter 10
AQuESTT Tenet: All students experience success through a continuous improvement process that builds engagement among students, parents/guardians/families, and the community, enhancing educational experiences and opportunities for all students.
To maintain Accreditation in the State of Nebraska, school systems comply with all regulations outlined in Rule 10. Specific regulations required for Continuous Improvement are found in Section 009 and are as follows:
009.01A The school system develops and implements a continuous school improvement process to promote quality learning for all students. This process includes procedures and strategies to address quality learning, equity, and accountability. In public schools, the process incorporates multicultural education as described in 004.01F. In all school systems, the continuous improvement process includes the following activities at least once within each five years.
009.01A1 Review and update of the mission and vision statements.
009.01A2 Collection and analysis of data about student performance, demographics, learning climate, and former high school students.
009.01A3 Selection of improvement goals. At least one goal is directed toward improving student academic achievement.
009.01A4 Development and implementation of an improvement plan which includes procedures, strategies, actions to achieve goals, and an aligned professional development plan.
009.01A5 Evaluation of progress toward improvement goals.
009.01B The school improvement process includes a visitation by a team of external representatives to review progress and provide written recommendations. A copy of the school system’s improvement plan and the written recommendations of the external representatives are provided to the Department. The external team visits are conducted at least once each five years.
009.01B1 The Commissioner may approve the use of a third party external review of a school system to fulfill the requirement for an on-site visitation if all the requirements of Section 009 of this Chapter are met.
Please click here to access the application for third party review: Nebraska Department of Education Continuous School Improvement 3rd Party External Review Application
009.01B2 The Progress Plan developed by a public school designated as a priority school as outlined in Subsection 010.02D of this Chapter shall be included within the continuous improvement requirements of Section 009 of this Chapter for the district in which the priority school is located.