Accreditation, Rule 10
All public school systems are required by state statute to be accredited. Accreditation is a designation earned by complying with all provisions of Rule 10: Regulations and Procedures for the Accreditation of Schools. These regulations and procedures are intended to establish equality of educational opportunity for all students in public elementary and secondary schools.
Accredited school systems are also considered to be approved for legal operation for purposes of state law. Approved private or parochial schools are eligible to apply for and maintain accreditation under the provisions of Rule 10.
Accreditation is granted for one school year from each July 1 through the following June 30. Renewal is based upon the school system’s compliance with Rule 10 during the prior school year. Failure to comply with mandatory requirements for legal operation in Section 003 of Rule 10 may cause a school system to lose its accreditation during the school year.
|Checklists for Reviewing Rule 10 (Accredited) Schools:|
|Biennial Courses Form (NDE 08-023) – There are two forms available for your use, the second one allows you to fill in the form on your computer before printing. Otherwise, they are the same form.|
|Cooperative Arrangements Course Form (NDE 08-021) – There are two forms available for your use, the second one allows you to fill in the form on your computer before printing. Otherwise, they are the same form.|
To lead and support Nebraska Schools in assuring equitable educational opportunities and promoting improved performance for all learners through continuous school improvement.
The Office of Accountability, Accreditation, and Program Approval is responsible for:
Accreditation – Rule 10, Regulations and Procedures for the Accreditation of Schools. Accredited schools must comply with 92 NAC 10, the rules and regulations which govern standards and procedures for the accreditation of all public schools and any nonpublic schools that request state accreditation. Districts/schools may also choose to be accredited by the AdvancED/North Central Association accrediting body.
Approval – Rule 14, Regulations and Procedures for the Legal Operation of Approved Nonpublic Schools. Approved schools must comply with 92 NAC 14 the rules and regulations which govern standards and procedures for the approval and legal operation of all non-accredited nonpublic schools in the state.
Educational Service Units – Rule 84, Regulations for the Accreditation of Educational Service Units. Educational service units must comply with 92 NAC 84 the rules and regulations for the guidance, supervision, accreditation, and coordination of educational service units.
Interim Programs – Rule 18, Interim-Program Schools in County Detention Homes, Institutions, and Juvenile Emergency Shelters. Interim-Programs must comply with 92 NAC 18 the rules and regulations that establish minimum standards for Interim-Programs to make them eligible to receive reimbursement by the State Office of Health and Human Services System and requirements of public schools to work cooperatively and effectively with the Interim-Programs to insure students are provided with the real opportunity to make appropriate advancement toward graduation.
School Improvement – Accredited schools must have a systematic on-going process that guides planning, implementation, and evaluation and renewal of continuous school improvement activities to meet local and statewide goals and priorities. The process includes a periodic review by visiting educators who provide consultation to the local school/community in continued accomplishment of plans and goals.
Accountability, Accreditation, and Program Approval
Phone: (402) 471-2444
Accountability Section Director
Implementing the Plan
Implementation includes the entire set of significant actions by all staff over a period of one or more years that will bring about improved student performance.
Planning to Improve
The action plan for improvement serves as the guide for all staff in implementing strategies to achieve a goal.
- Step 1: Develop Action Plan Strategies
- Step 2: Reflect on Strategies and Interventions
- Step 3: Write the Action Plan
- Step 4: Establish Baseline/Post-intervention Evaluation Data
Additional resources and links are available under the
Topic Guides for CIP Plans
Setting The Goals
The steering committee and staff analyze the data in the profile to determine areas of strength and areas of need and to determine priority areas of need that should be identified as improvement goals.
Creating The Profile
The school profile is a document, either electronic or in print, that provides a concise collection of information about student performance, school and community demographics, school programs, and student and adult perceptions of the school and its programs.
- Step 1: Determine Data Sources
- Appendix A – Accrediting Agency Requirements
- Step 2: Include Student Performance Data
- Step 3: Include Demographic Data
- Step 4: Consider Program Data
- Step 5: Consider Perceptual Data
- Step 6: Organize and Present Data
- Step 7: Reflect On and Analyze Data
- Example – Data Analysis Process
- Step 8: Check the Profile for Recommended Components
Using the Toolkit
School and district improvement is a multi-faceted endeavor that will, most often, involve changing an organization as well as people’s practices and beliefs. There are key or critical elements to address, content that has been researched, and processes that have been proven successful. These are incorporated into the Continuous Improvement Process and this toolkit. In addition, the toolkit offers a wealth of information and links to many resources.
The Continuous Improvement Process
The Continuous Improvement Process is built upon the following four phases:
- Creating the Profile
- Setting the Goals
- Planning to Improve
- Implementing the Plan
Within the Toolkit you will find:
- The Topic Guides for CIP Plans. The Topic Guides were developed using a Continuous Improvement Process. These are areas that research has shown are found in high-performing schools and districts. You may want to reference these topics as you move through the four phases of the CIP. Or, if your Continuous Improvement Process identifies one of these areas as a need, you may want to have a small group work through the entire topic.
- Improvement Plan Requirements. In addition to the improvement requirements for accreditation, other programs and grants have requirements for improvement when certain conditions are present. These are detailed in a link on the homepage of the Toolkit.
- Resources. The resources listed contain links to additional information and examples.
A Message from the Commissioner
Welcome to Nebraska’s school improvement toolkit.
We think you and your colleagues will find this toolkit most valuable as you look for new ways to integrate and connect your existing school improvement activities with new resources and tools to better assure continuous school improvement. This toolkit was developed to help you build on areas of excellence and to improve areas of low performance, based on research that tells us about Effective Schools.
The toolkit is dynamic. In other words, the web site will be updated with new resources and refined as we hear from you about how we can make it more useful.
This is our Continuous Improvement Process (CIP). The CIP model was developed with the help of many people and is a collection of resources and tools aimed at creating an effective, streamlined process that requires your leadership and the involvement of your staff and those outside your classroom walls.
Several areas essential to all high-performing schools – Instructional Strategies, PreK-12 Curriculum Alignment, and Family and Community Engagement – have received special attention. Presented as Topic Guides for CIP Plans, each topic can be integrated into the CIP process or used alone as the basis of an improvement effort.
Critical elements have been identified to help you work through each phase of the Continuous Improvement Process. Samples, materials and resources are provided.
If you have areas or schools with low-performance, we know you are looking for immediate answers and solutions. We think you will find those answers in this toolkit.
As you begin to explore the toolkit and work toward continuous improvement, please note the easy access to the state’s accreditation rule, Rule 10, as well as requirements for improvement efforts and plans from other programs, through the column on the left.
We think the tools in this kit will be most helpful to you and your colleagues. As you work with it, let us know what you think.
As always, the Nebraska Department of Education staff is available to help you as we all work toward higher learning for our students.
Continuous Improvement Toolkit
Continuous Improvement Process (CIP)
- Builds on existing efforts to improve student achievement
- Encourages a continuous process
- Integrates activities and programs
- Incorporates researched practices (Effective Schools)
- Uses the rubric for school improvement developed by Nebraskans for Nebraskans
- Identifies strategies for targeting areas of low-performance
Topic Guides for CIP Plans
- Address the areas essential for the improvement of student performance
- Provide processes, resources and options for immediate attention when a low-performance area or school has been identified
Please note: Some links will open in a new window.