I Am A Parent / Guardian / Family Member

Nebraska Future Ready Librarians

2017-11-14T09:41:46+00:00

Nebraska has adopted the Future Ready framework and convened it’s own Future Ready Nebraska Council to assist in guiding the Future Ready Nebraska plan forward. The Council is  committed to using their expertise and knowledge to shape and communicate the vision, strategic objectives, and actions intended to transform the digital education and education systems of Nebraska schools. To learn more about the Future Ready Nebraska Council and its work you can visit the Future Ready Nebraska website.

Future Ready Schools has also created a Future Ready Librarians group that is working to provide Library Media professionals with information and resources to assist in guiding them through the Future Ready process. One of the main components of this work is the Future Ready Librarians Framework. You can learn more about each piece of the framework by clicking the links on the left. You can also find more information and resources at the Future Ready Librarians website on the Future Ready.org website.

Future Ready Librarians Framework

Future Ready Librarians Framework

Other Future Ready Librarian Information & Resources

Future Ready Librarians Twitter Feed

Future Ready Librarians Facebook Page

Future Ready Librarians Pinterest Resources

 

Nebraska Future Ready Librarians 2017-11-14T09:41:46+00:00

Nebraska School Counseling

2017-09-27T20:15:48+00:00

Welcome to Nebraska School Counseling!

NDE School Counseling Policy | Adopted by State Board of Education 10/2015

NE and ASCA Standards Alignment Document

2017 NSCA School Counselor Academy

November 9-10, 2017
Lincoln, NE

Registration and information at:  www.neschoolcounselor.org

Personalized Learning Plans

Inspiring All Youth to Reach Higher in Pursuit of Their Career and Life Goals
Nebraska Personal Learning Plan Summit Keynote Powerpoint

ListServ

A listserv especially for PreK – 8th Grade School Counseling topics.
Each Counselor must self-subscribe to the list by clicking on the following link:
NDE-PREK8 COUNSELORS LISTSERV

Once signed up you will get a confirmation email, which also includes the listserv address so you can send messages right away!

Attendance Matters in Student Achievement

Link to PDF: 2014-2015 NeSA-RMS Scale Score Absence Report

ASCA Mindsets and Behaviors for Student Success

K-12 College- and Career- Readiness Standards for Every Student

Career Clusters Resources

Career Clusters Resources

 

Career Readiness

Career Readiness ToolkitHaitudes for Career Ready Students

 

 

 

 

 

NE Career Clusters

Click above to explore Nebraska companies.

The virtual tours provide a unique opportunity to experience Nebraska-based industries without leaving the classroom.

Teacher Discussion Guides:

Agriculture, Food, + Natural Resources
Architecture + Construction
Health Sciences
Information Technology
Manufacturing
Transportation, Distribution, + Logistics

Why Career Readiness? video

Why Career Readiness?” 3.19 minute video

 

Nebraska Career Academy Programs

NE Career Academies

Nebraska Career Academy Program Checklist

Dual Credit

BrochureDual Credit Trifoldsocialshare 

Engage

Engage

Nebraska Career Connections

Nebraska Career Connections

Nebraska Career Connections

Nebraska Career Connections provides individualized accounts and valuable resources for determining career paths and necessary education to achieve career and life goals.

A Parent’s Guide to Helping Your Child with the Career Planning Process

 

Nebraska School Counseling 2017-09-27T20:15:48+00:00

Nebraska School Safety

2017-09-21T21:04:53+00:00

§79-2,144

The state school security director appointed pursuant to section 79-2,143 shall be responsible for providing leadership and support for safety and security for the public schools. Duties of the director include, but are not limited to:

(3) Conducting an assessment of the security of each public school building, which assessment shall be completed by August 31, 2017

Steps to the Security Assessment for all school buildings:

NDE Security Self-Assessment

Safety Security Technical Assistance Guide

Paper version: Security Self-Assessment

Other details for the security assessment.

 

Safety and Security Standards


 

 

 

Standard Response Protocol

SRP Promo

SRP Training (posted 8.18.2016)


 

Nation’s Leading Suicide Prevention Organization Warns Parents about Social Media Game that Increases Risk of Suicide

 
13 Reasons Why (posted 4.26.2017)
 
Nebraska School Safety 2017-09-21T21:04:53+00:00

NET Force

2017-11-20T10:29:14+00:00

Website:

NET Force

Agenda

September 22, 2017 Agenda
April 24, 2017 Agenda

January 13, 2017 Agenda
September 23, 2016 Agenda
May 20, 2016 Agenda.
January 22, 2016 Agenda.
May 1, 2015 Agenda.
January 23, 2015 Agenda.
September 19, 2014 Agenda.
May 16, 2014 Agenda.

 

Minutes

NET FORCE Minutes 9.22.17 Draft
Minutes-NETForce-4.24.17
NET FORCE Minutes 1-13-17
NET FORCE Minutes 9-23-16
NET FORCE Minutes 5-20-16
NET FORCE Minutes 1-22-16
NET FORCE Minutes 5-1-15
NET FORCE Minutes 1-23-15

NET FORCE Minutes 9-19-14

 

Meeting Handouts/Resources

September 22nd, 2017 Handouts/Resources

April 24th, 2017 Handouts/Resources

January 13th, 2017 Handouts/Resources

September 23rd, 2016 Handouts/Resources

May 20th, 2016 Handouts/Resources

January 22, 2016 Handouts/Resources

May 1, 2015 Handouts/Resources

January 23, 2015 Handouts/Resources

September 19, 2014 Handouts/Resources

May 16, 2014 Handouts/Resources

NET Force 2017-11-20T10:29:14+00:00

Nutrition Services

2017-10-26T15:39:26+00:00

Nutrition Services Vision Statement

Nutrition Services provides leadership that inspires service of nutritious meals to children, students and adults.

NEW! Farm to School Opportunities
1. Farm to School Grant Request for Applications is live
Applicant Resource Page
 
RFA on Grants.gov

USDAF2SFactSheet
Contact: Mieka at (farmtoschool@fns.usda.gov) if you have any questions
Deadline: December 8, 2017

2. Local Foods, Local Places helps communities reinvest in existing neighborhoods and revitalize downtowns through the development of local food systems. To date, nearly 80 communities have benefitted from assistance with support from EPA, the U.S. Department of Agriculture, the Centers for Disease Control and Prevention, the U.S. Department of Transportation, the U.S. Department of Housing and Urban Development, the Appalachian Regional Commission, and the Delta Regional Authority. Learn how to apply for the Local Foods, Local Places Program: https://www.epa.gov/smartgrowth/local-foods-local-places-2017-2018-application

Deadline: 11:59 p.m. Eastern Time on October 25, 2017

3. Healthy Places for Healthy People helps community leaders and health care partners focus on health as an economic driver and catalyst for downtown and neighborhood revitalization. Health care partners include community health centers (including Federally Qualified Health Centers), nonprofit hospitals, and other health care facilities. To date, 10 communities have benefitted from assistance with support from EPA and the Appalachian Regional Commission. Healthy Places for Healthy People provides assistance for communities that are economically challenged, including those in rural Appalachia. Learn how to apply for the Healthy Places for Healthy People Program: https://www.epa.gov/smartgrowth/healthy-places-healthy-people-2017-2018-application
Deadline: 11:59 p.m. Eastern Time on October 25, 2017

Nutrition Services Programs

Training Videos and User Manuals for the New CNP System

In accordance with Federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, the USDA, its Agencies, offices, and employees, and institutions participating in or administering USDA programs are prohibited from discriminating based on race, color, national origin, sex, disability, age, or reprisal or retaliation for prior civil rights activity in any program or activity conducted or funded by USDA.

Persons with disabilities who require alternative means of communication for program information (e.g. Braille, large print, audiotape, American Sign Language, etc.), should contact the Agency (State or local) where they applied for benefits. Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339. Additionally, program information may be made available in languages other than English.

To file a program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, (AD-3027) found online at: http://www.ascr.usda.gov/complaint_filing_cust.html, and at any USDA office, or write a letter addressed to USDA and provide in the letter all of the information requested in the form. To request a copy of the complaint form, call (866) 632-9992. Submit your completed form or letter to USDA by:

(1) Mail: U.S. Department of Agriculture
Office of the Assistant Secretary for Civil Rights
1400 Independence Avenue, SW
Washington, D.C. 20250-9410;

(2) Fax: (202) 690-7442; or

(3) Email: program.intake@usda.gov.

This institution is an equal opportunity provider.

As stated above, all protected bases do not apply to all programs, “the first six protected bases of race, color, national origin, age, disability and sex are the six protected bases for applicants and recipients of the Child Nutrition Programs.

 

Nutrition Services 2017-10-26T15:39:26+00:00

OER – Open Education Resources

2017-11-20T15:58:30+00:00

Open educational resources(OER) are freely accessible, openly licensed text, media, and other digital assets that are useful for teaching, learning, and assessing as well as for research purposes.

The development and promotion of open educational resources is often motivated by a desire to provide an alternate or enhanced educational paradigm.

Most OER materials are released under an open license or reside in the public domain.  The difference between the public domain items and the open license items is shown below.

Public versus Open


OER Licenses

There are a variety of license types that you can assign to open license resources. You can see the most common creative licenses types and an explanation for each in the diagram below. Notice that only the first 5 are considered OER licenses.

Creative Commons Licenses


Where to find OER materials

There are many websites that offer access to OER materials including complete courses, textbooks, lesson plans, videos and other media items. There are links below to many commonly used OER sites (in alphabetical order) for all courses and subjects.

CK-12
College Open Textbooks 
Curriki
EngageNY
Khan Academy
Knovation
Merlot II
MIT Open Courseware Online Textbooks
OER Commons
Open Course Library
OpenEd
Open Education Consortium
Open Learning Initiative
Open Physical Education Network
Open Stax CNX
Open Stax College
Open Textbook Library
Open Textbook Store
Saylor.org
Teach Astronomy
The Orange Grove

 

OER – Open Education Resources 2017-11-20T15:58:30+00:00

Office of Early Childhood

2017-10-18T20:58:17+00:00

Our Vision: All young Nebraska children are
secure, healthy, and successful.

The Office of Early Childhood provides leadership, guidance and support to:

  • develop high quality environments for young children;

  • promote equitable access to inclusive programs and services for all children from birth through age eight;

  • facilitate state and community partnerships that address the needs of young children and their families; and,

  • provide professional development, technical assistance and resources for personnel in early childhood care and education settings.

Activities of the Office of Early Childhood include the development and implementation of policy, data collection and evaluation, leadership for systems development of early childhood initiatives, and collaboration among programs and agencies.

The Office of Early Childhood carries out the work of the Early Childhood Training Center, which disseminates an extensive print and media collection of early childhood resources, maintains a comprehensive training calendar, manages a broad array of training opportunities for early childhood personnel and families, and facilitates the state’s integrated early childhood professional development system.

The Office of Early Childhood works jointly with the NDE Office of Special Education and the Head Start State Collaboration Office (HSSCO), and provides support for the Early Childhood Interagency Coordinating Council (ECICC).

Early Learning Guidelines Trainer Application

Click here for new information about training approval!

Office of Early Childhood 2017-10-18T20:58:17+00:00

Physical Education

2017-09-25T01:14:48+00:00

Physical Education Standards Adopted 10/7/2016

Physical Education is an integral part of total education of a child. It is the cornerstone in developing an active lifestyle, providing opportunities to guide young people in the process of becoming physically active for a lifetime. Quality physical education programs increase the physical competence, health-related fitness, self-responsibility, and enjoyment of physical activity for young people and includes the following: skill development, regular healthful physical activity, improved physical fitness, support for other subject areas, self-discipline, improved judgment, stress reduction, strengthened peer relations, improved self-confidence and self-esteem, and goal setting.

Mission of Physical Education

Physical activity is critical to the development and maintenance of good health. The goal of physical education is to develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity.

A physically education person:

  • Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
  • Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
  • Participates regularly in physical activity.
  • Achieves and maintains a health-enhancing level of physical fitness.
  • Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
  • Values physical activity for health enjoyment challenge, self-expression and/or social interaction.

Julane Hill
Coordinated School Health Career Education Specialist
Nebraska Department of Education
301 Centennial Mall South
Lincoln, NE 68509
Ph: 402-471-4352 Fax: 402-471-4565
E-Mail: julane.hill@nebraska.gov

Patsy Shald
Administrative Assistant
Nebraska Department of Education
301 Centennial Mall South
Lincoln, NE 68509
Ph: 402-471-2109 Fax: 402-471-4565
E-Mail: patsy.shald@nebraska.gov

 

Physical Education 2017-09-25T01:14:48+00:00

Research and Evaluation

2017-10-18T20:59:27+00:00

The Nebraska Department of Education is committed to providing high-quality evidence to inform statewide educational policy and decision-making. As such, the Research & Evaluation operation is dedicated to pursuing the research priorities of the Commissioner of Education and the Nebraska State Board of Education. What follows is a selection of studies created in this effort.

Research Studies

Student outcomes in school and college remain one of the primary areas of focus for the Nebraska Department of Education. In the quest to understand and improve outcomes for every student in the state, a series of research studies related to student college-going behavior in Nebraska was conducted. These studies, described below, assessed the impact of the Nebraska ACT Pilot Project, Dual Enrollment, and Advanced Placement (AP) Courses, respectively, on college-going for Nebraska high school students.

 


Investigating the Impact of the Nebraska ACT Pilot Project on Student College-Going Behavior

Abstract:
With the goal of increasing college-going among Nebraska high school students, the ACT Pilot Project was conducted by administering the ACT for all 11th graders in 13 selected public high schools in the state. This study utilizes several statistical tools like propensity score matching and logistic regression to assess the impact of being in the ACT Pilot on college-going during the time of the ACT Pilot Project in 2011-12 to 2013-14. Results indicate that participation in the ACT Pilot Project increases the odds of going on to college, although only marginally, for the high school students in the study. Other variables of interest like gender, race/ethnicity, household income status, and performance on the NeSA are greater predictors of college-going. Performance which exceed standards on the NeSA Math is found to increase the odds of going on to college by almost two times; thus suggesting that continued efforts should be directed to improving Math outcomes for Nebraska high school students. Implications of this study’s findings and direction for future research are discussed.

Keywords:
College-going; ACT; ACT Pilot Project; NeSA; College and Career Ready; Assessment; Transitions

Key Findings:

  • Being in the ACT Pilot Project significantly increases the odds of college-going by about 8%.

  • Females have a larger odds of going on to college than males.

  • Hispanic students have a smaller odds of going on to college than White students.

  • Students from low income households have less than half the odds of going on to college compared to those from non-low income households.

  • The performance on all 3 NeSA subjects (Reading, Math, and Science) are significant predictors of college-going, with NeSA Math Performance being the strongest predictor of the odds of going on to college.

Report Link: ACT Pilot Project Study (Published on September 2016)

 


An Examination of Advanced Placement (AP) Course Taking and College-Going in Nebraska

Abstract:
This study examines the relationship between high school students’ participation in Advanced Placement (AP) courses and college-going in Nebraska. Using a series of logistic regression models and propensity score matching method, results of this quasi-experimental study indicate that students who participate in AP courses have significantly higher odds of going on to college compared to those who do not participate in AP courses. Other demographic variables such as gender, race/ethnicity, immigration status, and NeSA performance are also tested as covariates in the statistical models. Findings from this study may be used to provide information to assist Nebraska policy-makers in making decisions with regards to AP programs and to better prepare Nebraska students for post-secondary education.

Keywords:
College-going; Advanced Placement; NeSA; College and Career Ready; Assessment; Transitions

Key findings:

  • It is more likely for Nebraska high school students who participate in AP courses to go on to college compared to those who do not participate in AP courses.
  • Native American students, Black or African American students, and Hispanic students are less likely to go on to college compared to White students.=
  • Students from low-income families are less likely to go on to college compared to non-low income families.
  • Students who score below NeSA performance levels have consistent lower chances of going on to college compared to those who meet the performance levels across all three subjects: Math, Science, and Reading.

Report Link: An Examination of Advanced Placement (AP) Couse Taking and College-Going in Nebraska (Published on December 2016)


The Effects of Question Customization on the Quality of an Open-Ended Question

Abstract:
This study examines the effect of question wording on data quality from an open-ended question. The open-ended question used in the study is from a web-based survey – 2016 Nebraska First Year Teacher Survey. Data quality indicators including item nonresponse, response target, ineligible response, general response, and response length are examined in the study using a series of general linear regression models. Findings from this study may be used in future survey projects with regards to improving data quality. Implications and directions for future research are also discussed in this paper.

Keywords:
First Year Teacher Survey, Survey Methodology, Data Quality Indicators, Open-ended Questions

Key findings:

  • Customized question wording leads to better data quality.
  • Customized question wording produced longer responses.
  • Respondents answering the question in customized wording produced more correctly targeted answers.

Report Link: The Effects of Question customization on the Quality of an Open-Ended Question (Published on February 2017)


An Evaluation of the Impact of Dual Credit and Dual Enrollment on College-Going in Nebraska

Abstract:
The focus of this study is to investigate the effects of enrolling for and earning dual credit on the college-going behavior of Nebraska public high school students. Dual enrollment or being enrolled for dual credit is defined as the state when a student is enrolled in a course eligible for earning both high school and post-secondary credit, but may or may not necessarily earn it. Dual credit or earning dual credit, on the other hand, is when a student is enrolled in a course eligible for earning both high school and post-secondary credit and earns it. This study utilizes statistical techniques such as propensity score matching and logistic regression to investigate the impact of dual enrollment and earning dual credit on college-going. Results indicate that enrolling for and earning dual credit significantly increase the odds of going on to college. Among other variables that are strong predictors of college-going, gender, enrollment in Advanced Placement (AP) classes, high ability learner status, and performance on the NeSA Math assessment stand out. Implications of this study’s findings and suggestions for future research are discussed in the following report.

Keywords:
College-going; Dual Credit; Dual Enrollment; NeSA; College and Career Ready; Assessment; Transitions; Earning dual credit; Enrolling for dual credit; Advanced Coursework; AP; Advanced Placement

Key Findings:

  • Enrolling for and earning dual credit in high school are strong predictors of college-going.
  • Enrolling for Advanced Placement classes increase the odds of going on to college.
  • Being a high ability learner or a gifted student helps increase the odds of going on to college.
  • Among all 3 NeSA subjects, performance on NeSA Math strongly predicts college-going. Exceeding standards on NeSA Math is associated with increased college-going odds.

Report Link: An Evaluation of the Impact of Dual Credit and Dual Enrollment on College-Going in Nebraska. (Published on July 2017)

Research and Evaluation 2017-10-18T20:59:27+00:00

Response to Intervention

2017-10-17T16:56:29+00:00

Welcome to RtI

Welcome to Nebraska’s Response to Intervention (RtI) website!

In Nebraska, each school district is responsible for assuring that high quality services are provided to every child. Response to intervention (RtI) is a framework that allows Nebraska school districts to expand their capacity to effectively educate all students and improve educational outcomes.

RtI begins with strong instruction in general education, and at the first sign that a student is lagging behind his/her peers in an academic area, more intense instruction is provided. Data on a student’s instructional progress informs instruction and interventions. Based on IDEA 2004, data from an RtI system may be used as part of the comprehensive evaluation for special education eligibility.

The Nebraska Department of Education supports the implementation of RtI. Specifically, NDE has endorsed the Essential Elements for the implementation of RtI. The Essential Elements for RtI, which define the distinctive features of a scientifically-supported process for meeting students’ academic needs, are based upon principles identified in research for an effective RtI system. Administration of these features may differ from district to district, and districts have latitude in determining appropriate assessments, curriculum and interventions that meet their needs. The RtI framework can be tailored to fully integrate into the district’s current organizational structure and priorities as well as the overall school improvement plan.

The purpose of this website is to provide information and resources for the implementation of Response to Intervention (RtI) to those school districts in Nebraska that elect to do so.

 

Response to Intervention 2017-10-17T16:56:29+00:00

reVISION

2017-11-07T15:28:34+00:00

reVISION is a year-long process that provides Nebraska schools with the opportunity to analyze and transform their current career education systems in order to improve their ability to educate a qualified workforce that meets industry needs within an ever-changing economy. Working in collaboration with postsecondary education and regional workforce/economic development leaders, the reVISION process links career educators, school administrators, school counselors, and industry professionals. Under the leadership of the Nebraska Department of Education and in partnership with the Nebraska Departments of Labor and Economic Development, the reVISION process is a strategic approach for schools to analyze their current career education system and make plans, as needed, for adjustments.

2017-2018 reVISION Initial Grant Recipients!


Congratulations to the 2017-2018 reVISION Initial Grant award recipients! We look forward to working with each of you throughout this year! 

Arapahoe Public Schools

Brady Public Schools

Central City Public Schools

David City Public Schools

ESU 01

Riverside Public Schools

Sumner-Eddyville-Miller Schools

Tri County Public Schools

reVISION has been awarding grants since 2011. Learn about past grant recipients (coming soon)

Important Dates and Application Information 


  • February 5, 2018: Application Available 
  • May 1, 2018: Applications Due by 5:00pm CST 
  • June 15, 2018: Award Notification 
  • July 1, 2018 – June 30, 2019: Grant Award Year 

Click here to find out more about the reVISION grant program, including types of grants, eligibility,  selection criteria, and FAQ. 

In the News!


Rural communities often face unique challenges associated with improving the quality of CTE programming. Check out reVISION as a featured program addressing this issue from AdvanceCTE! Download the article here

 

Learn More 


For more information, contact: 

Katie Graham
Deputy State Director, Career Education
402-471-3104
katie.graham@nebraska.gov

 

The reVISION grant program is made possible through reserve funds from the Carl D. Perkins Career and Technical Education Act of 2006 and statewide leadership funds. 

 

   

reVISION 2017-11-07T15:28:34+00:00

reVISION Initial Grant

2017-10-25T21:26:51+00:00

Program Overview

The purpose of the Perkins reVISION Initial grant is to assist local school districts in completing the reVISION Career Education strategic planning process. Working in collaboration with postsecondary education and regional workforce/economic development leaders, the reVISION process links career educators, school administrators, school counselors, industry professionals, and community leaders. Through this process, schools will have the opportunity to analyze and transform their current Career Education (CE) system to improve their ability to educate a qualified workforce that meets employers’ needs. This will help ensure that high quality CE programs are in place in all Nebraska schools, and that such programs are aligned with college and career readiness standards as well as the needs of employers, industry, and labor.

Specifically, the outcomes of reVISION include: 

  • Aligning and supporting CE systems with local, regional, and/or statewide economic initiatives
  • Developing Nebraska’s talent pipelines for economic growth and workforce development
  • Analyzing and updating current CE Programs of Study and curricular offerings
  • Strengthening secondary CE program alignment with Nebraska postsecondary education entrance expectations
  • Engaging local/regional businesses in CE programming 

Eligible Recipients


Districts that have not completed a reVISION evaluation process are eligible to participate in this reVISION grant opportunity. An Educational Service Unit (ESU) may apply on behalf of a group of schools and serve as the single fiscal agent for the grant. Similarly, a lead school may apply for a group of schools and serve as the single fiscal agent.

Requirements 


Participation in the reVISION process requires the following:

  • The identification of a reVISION team. This team should consist of all CE teachers from each CE discipline/career field, school counselors, and at least one school administrator (building principal required). In addition, teams may consider additional team members such as school board members, core academic teachers, middle school teachers, or
    other key stakeholders. 
  • Participation in an initial meeting facilitated by Nebraska Career Education (NCE) staff. Regional meetings will be held in multiple reVISION districts if appropriate. The initial meeting should be scheduled in September or October if possible.
  • Facilitation of a Community Engagement Meeting to be completed by mid-January.
  • Participation in a second meeting facilitated by NCE staff scheduled after the Community Engagement Meeting. This meeting should be held in January or February to allow adequate time to summarize feedback and key findings.
  • Development of a 3-5 year Action Plan that identifies high priority changes for your CE system.
  • Closing out the grant (due October 15), including the submission of a Final Report, reVISION Action Plan, and final financial claim including itemized printouts detailing the expenditures form the project.

Use of Funds


This grant is intended to assist with implementing the reVISION process in the local district. Perkins funds may only be used to:

  • Reimburse substitute teachers to allow teachers to participate in the reVISION process
  • Teacher time outside of contract time to prepare for reVISION activities
  • Expenses associated with the NCE facilitated and Community Engagement meetings (such as a working meal, materials, etc.)

The maximum amount individual schools may apply for is $2,000.

Future Funding Opportunities 


After completing the reVISION process, districts are eligible to apply for reVISION Action grants for the following three consecutive years. reVISION Action grants may be used to help implement the Action Plan developed by the district during the reVISION process.

 

Download the reVISION Initial Grant Application.
(coming soon) 

reVISION Initial Grant 2017-10-25T21:26:51+00:00

Rules and Regulations

2017-09-21T19:30:19+00:00

General Information Regarding NDE Rules and Regulations

Statutory Authority: The Administrative Procedures Act (Sections 84-901 to 84-920 of the Revised Statutes of Nebraska) contains the main statutory provisions detailing how state agency rules and regulations are adopted. Under state law, the terms “rules” and “regulations” may be used interchangeably. The State Board of Education has the authority to adopt state rules and regulations for carrying out the State Board’s constitutional responsibilities and those responsibilities assigned to the State Department of Education by the Legislature. State regulations that are properly adopted and filed with the Secretary of State have the effect of statutory law (See Nucor Steel v. Leuenberger, 233 Neb. 863 (1989).

Nebraska Administrative Code: All Nebraska state agency regulations are compiled in the Nebraska Administrative Code (NAC). Each agency is assigned certain titles of the Code for its rules and regulations. The Nebraska Department of Education uses Titles 92 and 93. The Nebraska Department of Education administration regulations are contained in Title 92 of the NAC, and each of the Department of Education’s “rules” are actually “chapters” of Title 92 of the NAC. Thus, the formal legal citation to the Department’s “Rule 1” is “Title 92, Nebraska Administrative Code, Chapter 1”, or “92 NAC 1” when abbreviated. In addition, Title 93 is used for the Department’s Personnel regulations for its state employees.

If questions or comments about this webpage please call or email Brenda Wid. 402-471-0310 brenda.wid@nebraska.gov

Rules and Regulations 2017-09-21T19:30:19+00:00

Science Education

2017-11-21T14:53:27+00:00

On September 8, 2017, the Nebraska State Board of Education approved Nebraska’s College and Career Ready Standards for Science

2017 Science Standards Approved Sept. 8, 2017

DRAFT Implementation Plan

Science Standards Adopted October 6, 2010

Inquiry
Physical Science
Life Science
Earth/Space Science

Articulated Format
Vertical Format

Extended Science Standards with Extended Indicators and Instructional Clarification

Science Education in Nebraska

“Science is not a subject you took in school. It’s life. We are wrapped by it, in it, with it. And one’s science literacy should never be viewed as a disposable dimension of one’s mind—not in this, the 21st century, where the engines of tomorrow’s economies will derive from wise investments and innovations in science and technology.” ~Neil Degrasse Tyson

The Nebraska Science Standards were adopted by the Nebraska State Board of Education on October 6, 2010.  The revised Nebraska Statute 525 79-760.01 states that “The State Board of Education shall develop a plan to review and update standards for each subject area every seven years.”  Operating under this revised statute, the review and revision of the Nebraska Science Standards will begin next fall (Fall 2016).

Here are links for the Nebraska to NGSS Comparison Study:

Executive Summary: https://drive.google.com/file/d/0B40Tci2b-aTgRE4zWkhMT0Z3WkE/view?usp=sharing
Appendices: https://drive.google.com/file/d/0B40Tci2b-aTgTk9qX2U3ak9pUFU/view?usp=sharing

National Science Standards Guiding Documents

In 2012, The National Research Council issued A Framework for K-12 Science Education that succinctly articulates expectations in science achievement for high school graduates. The Next Generation Science Standards (NGSS), were built from the NRC Framework, and the ACT College and Career Readiness Standards in Science and released in 2013. These research-based documents are currently shaping science standards across the nation. These nationally recognized resources are among the many resources that will be used throughout the standards revision process.
As standards are only guidelines for instruction and not panaceas for change; moving toward research-based instructional practices requires ongoing, collaborative work among Nebraska’s teaching and learning professionals. 

Science Education 2017-11-21T14:53:27+00:00

Social Studies Education

2017-09-27T21:07:32+00:00

Nebraska 150 Sesquicentennial Teacher Resources

We have gathered some of the many Sesquicentennial Teacher Resources and put them all in one place. Please visit the link at the left under “Resources” for a link to our webpage, and links to other great things going on in the State of Nebraska.

4th Grade Nebraska Atlas

Classroom sets of the colorful Nebraska Student Atlas have been distributed by ESU’s across the state of Nebraska. The atlas is designed to be integrated into the 4th grade Nebraska Studies curriculum to enhance and improve the understanding of history, geography, civics and economics concepts.

If your school has not received the 4th Grade student atlas’, please contact:

Deb Hericks
dhericks@esucc.org
402-597-4843

New Social Studies Standards

Horizontal Version

Vertical Version

Social Studies

Social Studies is the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.

National Council for the Social Studies, 1992

Mission Statement

The mission of the social studies is to develop capable citizens who are empowered with knowledge, skills, and attitudes enabling them to make informed decisions in a culturally diverse and interdependent world.

Strategic Plan, 1993

Social Studies Education 2017-09-27T21:07:32+00:00

Special Education

2017-11-07T22:13:03+00:00

Office of Special Education

 
Alternative Assessment Criteria – The Alternate Assessment information is new and the Alternate Assessment Criteria document is required to be completed. 
IEP Team Decision Making Flow Chart
Public Reporting and Determinations Guides
Part B Levels of Determination 2017
Part C Levels of Determination 2017
District Phase II TIP
District Phase II TIP Report
TIP Supplementary GuidanceTIP Review Tool

PDF of Prior Written Guidance Document
PDF of Shortened Day and Transition Guidance Document

ECICC Biennial Report to the Governor
New Guidance from the U.S. Department of Education Office for Civil Rights
Colleague Letter and Resource Guide on Students with ADHD
Know Your Rights – Students with ADHD
Maintenance of Effort
Worksheet and Tracking Tool

Federal Proposed Regulations on Significant Disproportionality
Federal Study and State Analysis of Disproportionality

New Technical Assistance Document Available
Significant Disproportionality Guidance Document

 

Special Education 2017-11-07T22:13:03+00:00

State Board of Education

2017-11-09T20:50:50+00:00

Live Video Stream –
State Board of Education Work Session – December 7, 2017 (2:00 p.m.)
State Board of Education Board Meeting – December 8, 2017 (9:00 a.m.)

The State Board of Education is an elected, constitutional body that sets policy and ensures that the State Department of Education functions effectively within the framework developed by the state Legislature and the board. By law, the board and the department have broad leadership functions to carry out certain regulatory and service activities.

Statewide oversight of education in Nebraska began in February 1869 when the Legislature created the office of the state superintendent of public instruction. The office was included in the constitution of 1875. In 1917, the Legislature decided to place the state superintendent on a non-partisan basis. In 1920, the constitution was changed to have the superintendent serve a four-year term beginning in 1923.

A 1952 constitutional amendment established a State Department of Education, which acts under the authority of the State Board of Education. The role of state superintendent of public instruction was transferred to the Board of Education or the commissioner of education effective in January 1955.

The 1967 Legislature divided the state into eight districts, and the membership of the State Board of Education was increased from six to eight members effective January 1969. The districts were realigned by the 2011 Legislature.

The board is elected on a non-partisan ballot, with one member from each district. Board members serve four-year terms. Board members are not paid, but are reimbursed for their expenses.

Public Participation at State Board of Education Meetings

According to State Board Policy B12, the published agenda of every regular meeting of the State Board shall contain an item identified as Public Comment Period. This period may be available to any person who wishes to address the State Board on any subject within its authority.

Each individual speaking to the Board will be required to complete a “Sign-in” card to identify him or herself. Persons speaking to the Board during Public Comment may hand out printed materials to the Board but may not use any other forms of media. Each person may address the Board for up to five minutes.

Any citizen or spokesperson for a group of citizens may request a 10 minute appearance before the State Board of Education at any regular meeting or work session of the Board except when the Board declares itself to be in executive session, and may address the Board, provided a request for such address has been made to the Commissioner of Education or Board members in writing at least three days in advance of the meeting in order to permit such appearance to be placed on the published agenda.

If at any time persons appearing before the Board exceed the time limitations set forth in this Policy or on the agenda or become abusive in language or behavior, it shall be the responsibility of the President to declare that person out of order and to refuse permission to continue to address the Board. Anyone refusing to be identified will be prohibited from speaking.

State Board of Education 2017-11-09T20:50:50+00:00

Teaching and Learning

2017-10-18T18:30:47+00:00

Welcome to the Teaching and Learning Team Webpage

The Teaching and Learning Team provides leadership, service, and support to help all learners become contributing and fulfilled members of society by:

  • Providing leadership, content expertise, and technical assistance related to teaching and learning;
  • Coordinating processes to develop and implement content-specific standards for grades K-12;
  • Designing, developing, and facilitating learning experiences for students and educators;
  • Establishing and fostering strategic partnerships among state agencies, nonprofit organizations, postsecondary education institutions, and/or business and industry partners;
  • Collaborating with and advising other NDE teams and the Nebraska State Board of Education on matters related to teaching and learning.

Teaching and Learning 2017-10-18T18:30:47+00:00

World Languages Education

2017-09-27T21:07:48+00:00

Teaching World Language – Job Link

Click Here to Search World Language Teaching Positions

 

World Language Updates and Communication

If you are interested in being included in bi-weekly updates on WL Education and related opportunities, please contact stephanie.call@Nebraska.gov.

In the email to Stephanie, request that she add you to the NE WL Update List.

 

Important News

NILA Website

Click here for the NILA Website

 

Stephanie Call, Education Specialist    
stephanie.call@nebraska.gov 402-471-4331

Rhonda Wisdom, Professional Assistant
rhonda.wisdom@nebraska.gov   402-471-2446

World Languages Education 2017-09-27T21:07:48+00:00
Go to Top