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Appendix I – Vision and Mission Statement Example

Vision and Mission for Equity and Diversity in Our School/District1



The ______________ School [or ________________ District] is committed to providing a culturally responsive education that results in equitable outcomes for all students in the areas of academic achievement, personal development, and preparation for education and work after high school graduation.



We implement policies, procedures, and practices that advance equity in curriculum, instruction, program development, and staff development.

We implement curriculum that is sensitive to and respectful of the culture and heritage of all learners.

We use assessments that affirm equity for all learners.

We advance and support instructional practices that affirm equity for all learners.

We respect and value a learner’s culture, heritage, and first language.

We provide counseling, guidance, and career and personal planning that address a learner’s culture, heritage, experiences, perspectives, background, learning needs, and aspirations.

We provide learning environments that advance equity for all learners.

We engage in equitable practices with partners in the education system and the broader community.


1Adapted from the Nova Scotia Department of Education (2002). Racial equity policy. Province of Nova Scotia, Canada: Author.

Creating the Profile: Guiding Questions

  • What does research say about effective family and community engagement?
  • Why is it important to engage all families and community in support of education?
  • The National PTA has developed standards for family involvement. How is your school currently performing with families and communities in reference to these standards?
  • What current practices of the school reflect effective collaboration among families and community?
  • Do teachers, family, and community share common expectations regarding support for families? (example: building trusting relationships, linking families and community to school, developing leadership among family and community members).


  • Have surveys and interviews of families, staff, and community been conducted?
  • Were the survey responses representative?
  • What types of services are being provided to support families?
  • In school?
  • In community?
  • The following are some specific questions to be considered for analysis.
    • What is known about your FAMILIES?
      • % working
      • % single parents
      • % grandparents or other
      • % children & families living in poverty
      • % cultural, ethnic, racial, linguistic diversity
      • % mobility or homeless
    • What is known about your COMMUNITY(IES)?
      • Economic factors (% agricultural, % professional, % industrial/technical, climate)
      • Social foundation (service clubs, community organizations)
      • Human services
      • Leadership
      • Inventory of community strengths/needs
      • Demographics



Access information about the online tech plan 

ISTE National Education Technology Standards 

Websites and Other Resources

Curriculum Mapping
The has the following Nebraska goals:

  • Develop web-based methods of staff development for Nebraska educators.
  • Offer an array of commercially and independently designed web-based staff development trainings.
  • Promote the utilization of web-based staff development opportunities throughout the consortium region.
  • Promote the development of web-based opportunities throughout the consortium region.
  • Foster the utilization of web-based learning in K- 12 education.
  • Research the potential of a statewide Learning Management System (LMS) that will integrate with current district Student Information Systems (SIS)

Resources offered to subscribing schools include ANGEL instructor and student guides, Curriculum Mapper, ePortfolio, how-to-manuals for the basic operations and features of the ANGEL software, implementation plan templates and presentations.

Sample K-12 Curricula

Nebraska Sample K-12 Science Curricula
This sample K-12 Articulated Curriculum provides Nebraska school districts with an example of a K-12 science curriculum guide to ensure science literacy for all students. It reflects a consensus of the content standards included in all of the recent science improvement efforts.

Nebraska Mathematics Articulation
Pre-Kindergarten through Postsecondary (P-16) 
This document identifies the critical gateways leading to a smooth transition between education levels, P-16. It is mean to be used as a resource to encourage dialogue and understanding among education partners, rather than a checklist for assuring compliance with the Nebraska Mathematics Content Standards or with postsecondary admission requirements. It was created with the input and guidance of over 75 educators representing all education levels from across Nebraska.

Kentucky Department of Education
These sample curriculum maps show a variety of approaches to curriculum mapping submitted by local school districts in Kentucky. They are meant to be models to assist schools with their own curriculum work. They are aligned to Kentucky’s Goals and Academic Expectations.


Nebraska PreK-16 Initiative 
Visit this website to learn about Nebraska PreK-16 Initiatives in the areas of Language Arts, Mathematics, and World Languages.

21st Century Skills 
The Partnership for 21st Century Skills is the leading advocacy organization infusing 21st century skills into education.

Program Requirements

Title 92 Nebraska Administrative Code Chapter 10
Regulations and Procedures for the Accreditation of Schools
Effective August 1, 2015 (Revised)

Essential Education
Providing Equitable Opportunities for an Essential Education for All Students in Nebraska Public School Districts
A Policy Document of the State Board of Education 
December 10, 2004

Research and Strategies

Research and Strategies

Websites and Other Resources

The following web sites are provided as a resource and are not endorsed by the Nebraska Department of Education.

Teaching and Learning Team Standards Instructional Tools:

Additional content-specific strategies and resources are located on the content area webpages:


District/School-Based Instructional Strategies

  • Behavior Support
  • Diverse Learners
  • Early Childhood
  • Engagement
  • English Language Learners
  • High-Ability Learners
  • Homeless Children and Youth
  • Migrant
  • Native American
  • Poverty
  • Students with Disabilities

Foundational Instructional Strategies and Research

Guiding Questions

Creating the Profile

  • What does research say about effective instructional strategies?
  • Does the daily instructional planning in your school and classrooms reflect academic support for the diverse populations of students in all of our Nebraska schools?
  • What does research say about effective professional development? What types of professional development are available for the teachers and administrators in your school that will improve knowledge and expertise related to research-based instructional strategies?
  • Are teachers familiar with, and are they consistently using, research-based instructional strategies as they plan and implement daily instruction in their classrooms? Considering the academic achievement of your students, are the strategies utilized effective?
  • Is there consistency across grade-levels, classrooms, and courses in the selection, teaching, and use of specific strategies that will increase achievement for students?
  • Have you identified and utilized the connections across various programs offered in your district/school to increase learning opportunities for students?

Setting the Goals

  • What supports are needed to maintain current levels of success across buildings, grade levels, and classrooms? How often should areas of strength be monitored to insure maintaining present levels of success?
  • Will selected goals enhance academic learning for all students?
  • Do selected goals reflect the consensus of all staff in order to insure their implementation?
  • Are selected goals consistent across all levels and classes PreK-12and adapted appropriately to reflect the level and ability of all students?
  • Do instructional strategies that are presently utilized engagestudents in learning?

Planning to Improve

  • Which instructional strategies will teachers utilize PreK-12? Why were these selected?
  • How will the implementation of these strategies look across all grade levels PreK-12?
  • How will you support teachers as they learn about and teach using research-based instructional strategies?
  • What materials or resources are needed to support this improvement goal?
  • What evidence or data should be kept by students, teachers, and administrators to show whether or not the implementation of selected instructional strategies is making a difference in the academic achievement of all students in your school?
  • Do selected goals include a plan for professional development that includes all staff – including administrators? Is there adequate time and are relevant resources available for learning about selected research-based instructional strategies?

Implementing the Plan

  • Are all teachers implementing the selected instructional strategies?
  • Is the implementation of your plan making a difference in student achievement? Does collected data reflect improved achievement for all students?
  • Are teachers knowledgeable and confident regarding the implementation of research-based instructional strategies in their classrooms?
  • Are students using instructional strategies at all age levels and in all classrooms as tools for learning?
  • Does your plan need to be revised based on data collected? How will the revision process work in your district or building? How will all staff be involved in the revision process?


Appendix A – Terms and Definitions

Cultural capital: The ”economic value of a person’s behaviors, attitudes, knowledge, and cultural experiences” (Spring, 2012, p. 94). Certain ways of behaving, talking, and thinking are rewarded more in a society than others. Students possess cultural capital due to the social and material resources their families provide, including experiences, concepts, and languages that can be built on and expanded in school to help them learn even more (Villegas & Lucas, 2002).

Culturally responsive: Behaviors that facilitate the achievement of all students. In a culturally responsive classroom, teaching and learning occur in a supportive environment in which teachers identify, nurture, and use students’ personal and cultural strengths to promote their achievement (Equity Alliance, Arizona State University).

Deficit theory: The belief that children from disadvantaged populations are genetically or culturally inferior (Nieto & Bode, 2008). The deficit perspective of children whose economic or cultural backgrounds are different from the mainstream assumes that their differences “severely limit the probability of [social] advancement” (Villegas & Lucas, 2002).

Disproportional treatment: The percentage of a student group receiving a certain treatment is larger than the percentage of that group within the educational system or the treatment category. For example, when a particular student sub-group is represented in special education at a greater rate (e.g., 15% of all students enrolled in special education) than the sub-group is in the general population (8% of all students in the school), that group is said to be disproportionately overrepresented in special education (Dunbar & Barth, 2007).

Diversity: Differences among individuals or groups. Social diversity among people can include differences in socio-economic status, gender, race, ethnicity, language, culture, or ability/disability.
Effective schools: Schools that are successful in educating all students regardless of their similarity or diversity in terms of socio-economic status, gender, race, ethnicity, language, culture, or ability/disability.

Equality of educational opportunity: Everyone has an equal chance to receive an education. This means students of all backgrounds and abilities are given an equal chance to learn (Spring, 2012).

Equitable education: Education delivered through the provision of resources and opportunities that will enable all students to have a real possibility of equitable outcomes.

Equitable outcomes: Achievement results that are not a function of socio-economic status, gender, race, ethnicity, language, culture, or ability/disability.

Human capital theory: The idea that “investment in education will improve the quality of workers and, consequently, increase the wealth of the community” (Spring, 2012, p. 81).

Mobility rate: The degree to which students enter and leave schools during the school year. In Nebraska, any child who enters or leaves school between the last Friday in September and the last day of school is counted in the mobility rate. An individual child is counted only once. This number is divided by the K-12 enrollment taken the last Friday in September. The result can affect the funding a school receives from the state.

Multicultural education: Sections 79-719 to 79-723 of Nebraska Department of Education Rule 10 describe multicultural education as including, but not limited to, curriculum relative to the culture, history, and contributions of African Americans, Hispanic Americans, Native Americans, and Asian Americans. Special emphasis shall be placed on human relations and sensitivity toward all races.

Prejudice and discrimination: Prejudice is an unwarranted attitude about a group of people due to their identity or certain characteristics. Discrimination is behavior that follows from prejudice (Spring, 2012).