The Nebraska Literacy Plan is a tool to guide instruction for students in preschool through high school programs. The Plan is meant to assist districts in developing policies, procedures, and practices that have been proven to make a difference for students who are struggling or are educationally disadvantaged. It is also designed to help identify, support, and move forward those children for whom there is an achievement gap—the very striving readers for whom the grant is named—through quality literacy instruction in the classroom, effective interventions, and a family, community, and school partnership that supports each student in their endeavors. The Nebraska Literacy Plan provides support for districts regarding a balanced system of assessments to inform instruction. The Plan is intended to be a yardstick for educators and administrators to measure the effectiveness of their instruction and interventions, and to plan for future instruction. The Nebraska Literacy Plan is not a state curriculum map, nor does it dictate a specific curriculum. Rather, it has been designed to provide continued support for local control, and to allow district and building leaders to tailor it to suit the needs of their individual districts and schools.
McRel Reports and ELA Standards
2009 Student Friendly Standards Resources:
2014 English Language Arts Standards
Nebraska’s College and Career Ready Standards for English Language Arts
Adopted by the State Board of Education on September 5, 2014
2014 ELA Standards – PDF version
2014 ELA Standards – Excel file
2014 ELA Standards Glossary – PDF vertical format
An Overview of ELA Standards:
Standards establish what students should know and be able to do by the end of a specified grade level. English Language Arts (ELA) standards are created and revised by stakeholders across the state, and are adopted by the Nebraska State Board of Education at the end of a 7-year cycle. The standards challenge students to develop the essential literacy skills needed to succeed in college, career, and life. They cover a broad array of core knowledge and proficiencies in areas such as reading, writing, and listening and speaking, For more information, please follow the Frequently Asked Questions (FAQs) link: FAQs
Nebraska’s standards are organized with three levels of specificity:
- K-12 Comprehensive Statements – Identify broad, general statements that are not grade-level specific and cover big ides in English Language Arts (Reading, Writing, Speaking and Listening, and Multiple Literacies.)
- Grade-Level Expectations – Statements that identify what students should know and be able to do by the end of each identified grade/band. These are organized into categories, but not course specific.
- Curricular Indicators – Specific information to distinguish expectations between grade levels. They are no longer simply examples, but are considered an integral part of the standard to be taught.
Nebraska has historically been a local control state with no mandated curriculum or textbooks. The standards are not meant to be a curriculum. Rather, districts are expected to align their local curriculum to the Nebraska Standards to add more specificity. Nebraska’s draft standards are written using verbiage that describes the knowledge and skills students are expected to master at the various grade levels rather than using performance expectation language. Districts also have the choice to adopt their own standards only if they are more rigorous than the state standards.
The numbering system is illustrated in this graphic:
Newly posted: Student Friendly Standards Spanish in Spanish (pdf)
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