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{"sheet":"Overview","index":0,"n_rows":78,"n_cols":9,"rows_kept":78,"cut":false,"hidden":false,"merged":[[66,3,67,4],[61,5,61,7],[71,3,73,4],[74,3,77,4],[65,5,65,7],[66,5,66,7],[67,5,67,7],[68,5,68,7],[71,5,71,7],[69,5,69,7],[70,5,70,7],[77,5,77,7],[72,5,72,7],[74,5,74,7],[76,5,76,7],[75,5,75,7],[73,5,73,7],[63,5,63,7],[68,3,70,4],[7,3,7,5],[8,3,8,5],[9,3,9,5],[10,3,10,5],[65,3,65,4],[44,2,44,6],[31,2,31,6],[55,2,55,6],[60,3,64,4],[59,3,59,4],[59,5,59,7],[60,5,60,7],[62,5,62,7],[64,5,64,7]]}
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[null,null,null,"Overview of the NDE Comprehensive Needs Assessment (CNA) Tool "]
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[null,null,null,"1. Introduction"]
[null,null,null,"2. What is the purpose of the CNA?"]
[null,null,null,"3. How can your school use the CNA? How long will it take?"]
[null,null,null,"4. How is the CNA organized?"]
[null,null,null,"*Click a topic above to automatically jump to information on that topic."]
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[null,null,"1. Introduction"]
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[null,null,"2. What is the purpose of the CNA?"]
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[null,null,"3. How can your school use the CNA? How long will it take?"]
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[null,null,"4. How is the CNA organized?"]
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[null,null,null,"Tenet",null,"Area of Focus",null,null,"Dimensions"]
[null,null,null,"Positive Partnerships, Relationships and Success",null,"School culture and climate",null,null,10]
[null,null,null,null,null,"Student attendance",null,null,2]
[null,null,null,null,null,"Student support services",null,null,5]
[null,null,null,null,null,"Family and community engagement",null,null,3]
[null,null,null,null,null,"Individualized or personalized learning process",null,null,3]
[null,null,null,"Transitions",null,"Grade-to-grade, level-to-level, and place-to-place",null,null,3]
[null,null,null,"Education Opportunities and Access",null,"Early learning opportunities",null,null,3]
[null,null,null,null,null,"Comprehensive learning opportunities",null,null,4]
[null,null,null,"College, Career, and Civic Ready",null,"Curriculum and instructional materials aligned to content area standards",null,null,3]
[null,null,null,null,null,"Technological and digital readiness",null,null,6]
[null,null,null,null,null,"Support for career awareness, planning, and career/college goals",null,null,5]
[null,null,null,"Assessment",null,"Assessment quality",null,null,3]
[null,null,null,null,null,"Balanced assessment systems",null,null,3]
[null,null,null,null,null,"Assessment and data use",null,null,4]
[null,null,null,"Educator Effectiveness",null,"Engaged policymakers and superintendents",null,null,2]
[null,null,null,null,null,"Nebraska teacher and principal performance framework",null,null,6]
[null,null,null,null,null,"Building leadership supports at the school level",null,null,2]
[null,null,null,null,null,"Professional learning",null,null,7]

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[null,null,null,"Administration Instructions for the Comprehensive Needs Assessment (CNA)\t"]
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[null,null,null,"Please use the following steps* to complete the CNA:"]
[null,null,null,"Step 1. Determine if your school will complete all or part of the CNA"]
[null,null,null,"Step 1.1. Complete the entire CNA"]
[null,null,null,"Step 1.2. Complete parts of the CNA"]
[null,null,null,"Step 2. Select team members for completing the CNA"]
[null,null,null,"Step 3. Establish a timeline, tasks, and responsibilities for completing the CNA"]
[null,null,null,"Step 4. Complete the CNA"]
[null,null,null,"Step 5. Review results and plan next steps"]
[null,null,null," *Click on a step jump to more information for that step."]
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[null,null,"STEP 1. DETERMINE IF YOUR SCHOOL WILL COMPLETE ALL OR PART OF THE CNA"]
[null,null," Read the following sections to help you decide what to complete, then CHECK ONE: "]
[null,null,null,null,null,null,null,null,null,null,null,null,1]
[null,null,null,null,"We will complete the entire CNA. (Required for CSI and TSI schools)"]
[null,null,null,null,"Next step: Go to \"Rubric\" tab to complete the needs assessment."]
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[null,null,null,null,"We will take the screener to help identify which tenets to complete for the CNA."]
[null,null,null,null,"Next step: Go to \"Screener\" tab to complete the screener."]
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[null,null,null,null,"We will select which tenets to complete for the CNA."]
[null,null,null,null,"Next step: Go to \"Select Tenets\" tab to select tenets to complete."]
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[null,null,"STEP 1.1. Complete the entire CNA"]
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[null,null,"        STEP 1.1.a. Complete the CNA all at once for school improvement planning"]
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[null,null,"     STEP 1.1.b. Complete the CNA incrementally, over a longer period"]
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[null,null,"STEP 1.2. Complete parts of the CNA"]
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[null,null,"Step 1.2.a. Take the screener to help you identify which tenets to complete"]
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[null,null,"   Step 1.2.b. Select which tenets you want to complete for the CNA"]
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[null,null,"STEP 2. SELECT TEAM MEMBERS FOR COMPLETING THE CNA"]
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[null,null,"STEP 3. ESTABLISH A TIMELINE, TASKS, AND RESPONSIBILITIES FOR COMPLETING THE CNA"]
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[null,null,"STEP 4. COMPLETE THE CNA"]
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[null,null,"STEP 5. REVIEW RESULTS AND PLAN NEXT STEPS. "]
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[null,null,"After reading the administration instructions, return to step 1 to select how you will complete the CNA."]

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[null,null,"Screener"]
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[null,"Tenet: Positive Partnerships, Relationships, and Success"]
[null,"School Culture and Climate  ",null,null,null,null,null,null,null,null,null,{"$f":"IFERROR(AVERAGE(L12,L17,L22,L27,L32),\"\")","v":4}]
[null,"1.\tTo what extent is a well-articulated plan in place for building a school culture and climate conducive to learning?"]
[]
[null,null,null,null,null,null,null,null,null,null,4,{"$f":"IF(K12=0,\"\",K12)","v":4}]
[null,7,6,5,4,3,2,1]
[null,"To a great extent",null,null,"To some extent",null,null,"To no extent"]
[null,"Attendance and Participation"]
[null,"2.\tTo what extent is your school successful at reducing absenteeism?"]
[null,null,null,null,null,null,null,null,null,null,4,{"$f":"IF(K17=0,\"\",K17)","v":4}]
[null,7,6,5,4,3,2,1]
[null,"To a great extent",null,null,"To some extent",null,null,"To no extent"]
[null,"Student support services"]
[null,"3.\tTo what extent is your school able to effectively respond to the social and emotional needs of all students (through programs, strategies, nutrition and health intervention, and character education)?"]
[null,null,null,null,null,null,null,null,null,null,4,{"$f":"IF(K22=0,\"\",K22)","v":4}]
[null,7,6,5,4,3,2,1]
[null,"To a great extent",null,null,"To some extent",null,null,"To no extent"]
[null,"Family and community engagement"]
[null,"4.\tTo what extent do family and community members engage in supporting students learning?"]
[null,null,null,null,null,null,null,null,null,null,4,{"$f":"IF(K27=0,\"\",K27)","v":4}]
[null,7,6,5,4,3,2,1]
[null,"To a great extent",null,null,"To some extent",null,null,"To no extent"]
[null,"Individualized or personalized learning process"]
[null,"5.\tTo what extent do students have personal learning opportunities that promote student engagement?"]
[null,null,null,null,null,null,null,null,null,null,4,{"$f":"IF(K32=0,\"\",K32)","v":4}]
[null,7,6,5,4,3,2,1]
[null,"To a great extent",null,null,"To some extent",null,null,"To no extent"]
[]
[null,"Tenet: Transitions",null,null,null,null,null,null,null,null,null,{"$f":"IFERROR(AVERAGE(L39,L44,L49),\"\")","v":4}]
[null,"Transition plan"]
[null,"6.\tTo what extent does the school have a fully developed, data-informed plan to support student transitions from grade-to-grade, level-to-level, and place-to-place?"]
[null,null,null,null,null,null,null,null,null,null,4,{"$f":"IF(K39=0,\"\",K39)","v":4}]
[null,7,6,5,4,3,2,1]
[null,"To a great extent",null,null,"To some extent",null,null,"To no extent"]
[null,"Transition plan implementation"]
[null,"7.\tTo what extent does your school fully implement a transition plan with processes and strategies to support the successful transition of all students from one school level to the next."]
[null,null,null,null,null,null,null,null,null,null,4,{"$f":"IF(K44=0,\"\",K44)","v":4}]
[null,7,6,5,4,3,2,1]
[null,"To a great extent",null,null,"To some extent",null,null,"To no extent"]
[null,"Collaboration"]
[null,"8.\tTo what extent does your school regularly collaborate with families to address students’ social, emotional, and health needs, as well as the families’ capacity to do the same?"]
[null,null,null,null,null,null,null,null,null,null,4,{"$f":"IF(K49=0,\"\",K49)","v":4}]
[null,7,6,5,4,3,2,1]
[null,"To a great extent",null,null,"To some extent",null,null,"To no extent"]
[]
[null,"Tenet: Education Opportunities and Access",null,null,null,null,null,null,null,null,null,{"$f":"IFERROR(AVERAGE(L56,L61,L66),\"\")","v":4}]
[null,"Early learning opportunities"]
[null,"9.\tTo what extent does your school implement a system for determining student learning experiences prior to elementary school entry? "]
[null,null,null,null,null,null,null,null,null,null,4,{"$f":"IF(OR(K56=0,K56=8),\"\",K56)","v":4}]
[null,7,6,5,4,3,2,1,"N/A"]
[null,"To a great extent",null,null,"To some extent",null,null,"To no extent"]
[null,"Comprehensive learning opportunities – access to interventions "]
[null,"10.\tTo what extent do all students in your school have equitable access to school resources necessary for success, including effective instructional staff, academic and social support and learning opportunities)? "]
[null,null,null,null,null,null,null,null,null,null,4,{"$f":"IF(K61=0,\"\",K61)","v":4}]
[null,7,6,5,4,3,2,1]
[null,"To a great extent",null,null,"To some extent",null,null,"To no extent"]
[null,"Comprehensive learning opportunities – equitable access to resources"]
[null,"11.\tTo what extent do all students who are at risk for not meeting grade-level benchmarks participate in high quality, evidence-based interventions for ELA and math interventions?"]
[null,null,null,null,null,null,null,null,null,null,4,{"$f":"IF(K66=0,\"\",K66)","v":4}]
[null,7,6,5,4,3,2,1]
[null,"To a great extent",null,null,"To some extent",null,null,"To no extent"]
[]
[null,"Tenet: College, Career, and Civic Ready",null,null,null,null,null,null,null,null,null,{"$f":"IFERROR(AVERAGE(L73,L78,L83),\"\")","v":4}]
[null,"Curriculum and instructional materials aligned to content area standards"]
[null,"12.\tTo what extent does your school use a curriculum and instructional materials aligned to Nebraska Content Area Standards for all content areas?"]
[null,null,null,null,null,null,null,null,null,null,4,{"$f":"IF(K73=0,\"\",K73)","v":4}]
[null,7,6,5,4,3,2,1]
[null,"To a great extent",null,null,"To some extent",null,null,"To no extent"]
[null,"Technological and digital readiness"]
[null,"13.\t To what extent does the school provide all of the following: (a) technology integration in all content areas and skills, (b) opportunities to gain technology skills for career readiness, and (c) opportunities to learn about digital citizenship?"]
[null,null,null,null,null,null,null,null,null,null,4,{"$f":"IF(K78=0,\"\",K78)","v":4}]
[null,7,6,5,4,3,2,1]
[null,"To a great extent",null,null,"To some extent",null,null,"To no extent"]
[null,"Support for career awareness, planning, and career/college goals"]
[null,"14.\tTo what extent does your school implement a fully developed and systematic process for career awareness that is aligned with Nebraska Career Education Model?"]
[null,null,null,null,null,null,null,null,null,null,4,{"$f":"IF(K83=0,\"\",K83)","v":4}]
[null,7,6,5,4,3,2,1]
[null,"To a great extent",null,null,"To some extent",null,null,"To no extent"]
[]
[null,"Tenet: Assessment",null,null,null,null,null,null,null,null,null,{"$f":"IFERROR(AVERAGE(L90,L95,L100),\"\")","v":4}]
[null,"Assessment quality"]
[null,"15.\tTo what extent does your school use assessments that are reliable, valid, and appropriate for the students being assessed?"]
[null,null,null,null,null,null,null,null,null,null,4,{"$f":"IF(K90=0,\"\",K90)","v":4}]
[null,7,6,5,4,3,2,1]
[null,"To a great extent",null,null,"To some extent",null,null,"To no extent"]
[null,"Balanced systems of assessment"]
[null,"16.\tTo what extent do instructional staff at your school effectively use formative, interim, and summative assessments to inform instruction, monitor progress, and evaluate student learning for all content areas and grade levels?"]
[null,null,null,null,null,null,null,null,null,null,4,{"$f":"IF(K95=0,\"\",K95)","v":4}]
[null,7,6,5,4,3,2,1]
[null,"To a great extent",null,null,"To some extent",null,null,"To no extent"]
[null,"Assessment use"]
[null,"17.\tTo what extent does your school provide instructional staff with ongoing professional learning, resources and support for using academic, behavioral and perceptual data?"]
[null,null,null,null,null,null,null,null,null,null,4,{"$f":"IF(K100=0,\"\",K100)","v":4}]
[null,7,6,5,4,3,2,1]
[null,"To a great extent",null,null,"To some extent",null,null,"To no extent"]
[]
[null,"Tenet: Educator Effectiveness",null,null,null,null,null,null,null,null,null,{"$f":"IFERROR(AVERAGE(L107,L112,L117,L122,L127),\"\")","v":4}]
[null,"Engaged policymakers and superintendents"]
[null,"18.\tTo what extent are policy makers, local school board members, and superintendents engaged in your school’s strategic initiatives?"]
[null,null,null,null,null,null,null,null,null,null,4,{"$f":"IF(K107=0,\"\",K107)","v":4}]
[null,7,6,5,4,3,2,1]
[null,"To a great extent",null,null,"To some extent",null,null,"To no extent"]
[null,"Nebraska teacher and principal performance framework"]
[null,"19.\tTo what extent is the staff evaluation process aligned to a research-based instructional model?"]
[null,null,null,null,null,null,null,null,null,null,4,{"$f":"IF(K112=0,\"\",K112)","v":4}]
[null,7,6,5,4,3,2,1]
[null,"To a great extent",null,null,"To some extent",null,null,"To no extent"]
[null,"Building leadership supports at the school level"]
[null,"20.\tTo what extent do school leaders receive relevant and consistent leadership development support including formal training, mentoring, and peer coaching?"]
[null,null,null,null,null,null,null,null,null,null,4,{"$f":"IF(K117=0,\"\",K117)","v":4}]
[null,7,6,5,4,3,2,1]
[null,"To a great extent",null,null,"To some extent",null,null,"To no extent"]
[null,"Professional development"]
[null,"21.\tTo what extent do teachers have professional learning opportunities that are based on their needs, embedded in professional practice, and aligned with school continuous improvement priorities?"]
[null,null,null,null,null,null,null,null,null,null,4,{"$f":"IF(K122=0,\"\",K122)","v":4}]
[null,7,6,5,4,3,2,1]
[null,"To a great extent",null,null,"To some extent",null,null,"To no extent"]
[null,"Evidence-based programs, practices, and instruction"]
[null,"22.\tTo what extent do instructional staff implement evidenced-based instructional programs and practices across all content areas?"]
[null,null,null,null,null,null,null,null,null,null,4,{"$f":"IF(K127=0,\"\",K127)","v":4}]
[null,7,6,5,4,3,2,1]
[null,"To a great extent",null,null,"To some extent",null,null,"To no extent"]

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[null,"Select Tenets"]
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[]
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[null,"Tenet Summary",null,null,null,null,null,null,null,"Average based on screener"]
[null,null,"Tenets to Complete","Tenets"]
[null,"A",null,"Positive Partnerships, Relationships, and Success",null,null,null,null,null,{"$f":"Screener!L9","v":4},null,null,null,null,null,null,false]
[null,"B",null,"Transitions",null,null,null,null,null,{"$f":"Screener!L36","v":4},null,null,null,null,null,null,false]
[null,"C",null,"Education Opportunities and Access",null,null,null,null,null,{"$f":"Screener!L53","v":4},null,null,null,null,null,null,false]
[null,"D",null,"College, Career, and Civic Ready",null,null,null,null,null,{"$f":"Screener!L70","v":4},null,null,null,null,null,null,false]
[null,"E",null,"Assessment",null,null,null,null,null,{"$f":"Screener!L87","v":4},null,null,null,null,null,null,false]
[null,"F",null,"Educator Effectiveness",null,null,null,null,null,{"$f":"Screener!L104","v":4},null,null,null,null,null,null,false]
[]
[null,null,null,"Box must be checked to show rubric items for each tenet in Step 5."]

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[null,null,"STEP 5: Complete Rubric"]
[]
[]
[]
[null,"Tenet: Positive Partnerships, Relationships, and Success"]
[null,"Long-Term Outcome: Student, family, and community engagement enhances educational experiences and opportunities."]
[null,"Dimension","Rate Each Dimension",null,null,null,"Select Score Here","List Supporting Evidence\n(Check all that apply)","Area of Focus Average Score"]
[null,null,4,3,2,1,null,null,"(Optimal = 4.00)"]
[null,"Area of Focus: School culture and climate  "]
[null,"Vision and mission of learning","School leaders have developed a vision and mission of learning collaboratively with staff and the community using quantitative and qualitative data to inform the process. School leaders regularly communicate the vision and mission to local stakeholders (community-based organizations, local school board, family members, etc.) to inform decisions that align with local school improvement goals. ","School leaders have developed a vision and mission of learning with some stakeholders, using some data. School leaders occasionally communicate the vision and mission to local stakeholders (community-based organizations, local school board, family members, etc.) to inform decisions that align with local school improvement goals.","School leaders have developed a vision and mission of learning in isolation, with little or no data. School leaders rarely communicate the vision and mission to local stakeholders (community-based organizations, local school board, family members, etc.) to inform decisions that align with local school improvement goals.","There is no vision or mission of learning.",null,null,{"$f":"AVERAGE(G10:G19)","v":{"$error":"#DIV/0!"}}]
[null,"School culture and climate plan","School leaders and staff fully implement a comprehensive plan for building a school culture and climate conducive to learning based on collaboration, egalitarianism, student voice, and collegiality. ","School leaders and staff partially implement a comprehensive plan for building a school culture and climate conducive to learning.","School leaders are developing plans for building a school culture and climate conducive to learning. No plans have been implemented.","The school has no clear plan for building a school culture and climate conducive to learning."]
[null,"Safety and security plan","School leaders and staff fully implement a safety and security plan with clearly and consistently communicated schoolwide expectations for creating a safe, clean, and healthy learning environment. The plan addresses physical, emotional, social, and academic safety.","School leaders and staff partially implement a safety and security plan with some communication of expectations for creating a safe, clean, and healthy learning environment.","School leaders and staff are developing a safety and security plan for creating a safe, clean, and healthy learning environment.","The school lacks a safety and security plan."]
[null,"Behavior management system","School leaders and staff fully implement a behavior management system with clearly and consistently communicated schoolwide expectations for classroom management procedures, student discipline, and positive behavior interventions and supports.","School leaders and staff partially implement a behavior management system with some communication of expectations for classroom management procedures, student discipline, and positive behavior interventions and supports.","School leaders and staff are developing a behavior management system for creating classroom management procedures, student discipline, and positive behavior interventions and supports.","The school lacks a behavior management system."]
[null,"Building Culture","School leaders consistently and effectively create a school culture that does all of the following:\n\n• Ensures equitable educational opportunities for each student. \n• Promotes culturally responsive practices.\n• Enhances the academic, social, physical, and emotional development of all students.","School leaders consistently and effectively create a school culture that does two of the following:\n\n• Ensures equitable educational opportunities for each student. \n• Promotes culturally responsive practices.\n• Enhances the academic, social, physical, and emotional development of all students.","School leaders consistently and effectively create a school culture that does one of the following:\n\n• Ensures equitable educational opportunities for each student. \n• Promotes culturally responsive practices.\n• Enhances the academic, social, physical, and emotional development of all students.","School leaders are neither consistent nor effective in creating a school culture that does the following:\n\n• Ensures equitable educational opportunities for each student.\n• Promotes culturally responsive practices.\n• Enhances the academic, social, physical, and emotional development of all students."]
[null,"Instructional time","School leaders maximize and protect daily instructional time and quality instruction in all content areas to support the mission of the school. ","School leaders align instructional time with student needs across grades and departments in some content areas.","School leaders align instructional time with student needs in some, but not all, grade levels or departments and only for ELA and math.","School leaders do not align of instructional time with student needs. Classroom daily schedules vary throughout the school with no consistency, or they do not consistently optimize instructional time."]
[null,"Collaboration time among staff","School leaders implement policies and procedures that provide collaboration time among staff. Collaboration time focuses on cultivating mutual respect, collegiality, and collective responsibility for meeting student learning goals. ","Although there are no formal policies or procedures that provide collaboration time, school leaders provide direct support to instructional staff in cultivating mutual respect, collegiality, and collective responsibility for meeting student learning goals. ","There are no formal policies, procedures, or direct support from school leaders regarding collaboration time. However, instructional staff work to cultivate mutual respect, collegiality, and collective responsibility for meeting student learning goals. ","Instructional staff lack collaboration time to cultivate mutual respect, collegiality, and collective responsibility for meeting student learning goals."]
[null,"Valuing community resources","School leaders and staff understand, value, and employ the community’s cultural, social, linguistic, and intellectual resources to promote student learning and school improvement. ","School leaders and staff are aware of the community’s cultural, social, linguistic, and intellectual resources and may occasionally employ them to promote student learning and school improvement. ","School leaders and staff are minimally aware of the community’s cultural, social, linguistic, and intellectual resources and/or rarely employ them to promote student learning or school improvement. ","School leaders and staff are not aware of the community’s cultural, social, linguistic, and intellectual resource and/or do not employ them to promote student learning. "]
[null,"District and school board relationships","School leaders manage productive relationships with district leaders, district staff, and school board members to ensure alignment between the local school board’s strategic vision and the school’s continuous improvement goals.  \n\nThese relationships represent shared responsibility and shared accountability for achieving improvement goals.","School leaders manage productive relationships with district leaders and district staff, with some outreach to school board members, to ensure alignment between the local school board’s strategic vision and the school’s continuous improvement goals.  \n\nThese relationships represent some shared responsibility and shared accountability for achieving improvement goals.","School leaders manage a functional or transactional relationship with district leaders and district staff, with minimal outreach to school board members. \n\nThere is minimal communication about the local school board’s strategic vision or the school’s continuous improvement goals.\n\nThese relationships represent minimal shared responsibility and shared accountability for achieving improvement goals.","School leaders have contentious relationships with district leaders and staff, with no outreach to school board members.\n\nThere is no communication about the local school board’s strategic vision or the school’s continuous improvement goals.\n\nThese relationships lack shared responsibility and shared accountability for achieving improvement goals."]
[null,"Communicating need for change","School leaders effectively communicate the need for change so that it is fully understandable (i.e., appropriate for staff and community audiences), consistent, and transparent (i.e., sharing the data that point to the need for change). ","School leaders communicate the need for change so that it is mostly understandable, consistent, and transparent (i.e., sharing the data that point to the need for change).","School leaders communicate the need for change that is somewhat understandable, consistent, and transparent.","School leaders are unclear in communicating the need for change."]
[null,"Area of Focus: Student attendance"]
[null,"Attendance monitoring and intervention","The school systematically monitors attendance, dropout rates, and promotion/graduation rates to identify trends and patterns. The school responds to trends and patterns by implementing evidence-based programs and strategies with families and students to reduce absenteeism. ","The school regularly monitors attendance, dropout rates, and promotion/graduation rates, but it is not systematic and does not involve identifying trends and patterns. The school implements some evidence-based programs and strategies to reduce absenteeism, but their selection is not informed by attendance, dropout rates, or promotion/graduation rates.","The school occasionally monitors attendance, dropout rates, and promotion/ graduation rates. The school implements programs and strategies to reduce absenteeism, but they are not evidence-based nor is their selection informed by attendance, dropout rates, or promotion/graduation rates.","The school rarely or never monitors attendance, dropout rates, or promotion/graduation rates. The school does not implement programs or strategies to reduce absenteeism.",null,null,{"$f":"AVERAGE(G21:G22)","v":{"$error":"#DIV/0!"}}]
[null,"Early warning system","The school systematically facilitates the early identification of risk factors that affect student attendance and implements evidence-based programs and strategies with families and students to prevent dropping out.","The school regularly facilitates the early identification of risk factors that affect student attendance and implements some evidence-based programs and strategies for both families and students to prevent dropping out. ","The school occasionally facilitates the early identification of risk factors that affect student attendance and rarely provides support for families or students. Provided support is not evidence-based.","The school lacks a systematic process for identifying risk factors that affect student attendance."]
[null,"Area of Focus: Student support services"]
[null,"Resource allocation process","School leaders implement a systematic process for monitoring, seeking, and allocating resources that fully aligns with instructional priorities and student support needs based on data (e.g., student, staff, family, and school culture data). \n\nThe process involves systematic coordination with district leaders and school board members to ensure alignment.","School leaders implement a systematic process for monitoring, seeking, and allocating resources that mostly aligns with instructional priorities and student support needs based on data (e.g., student, staff, family, and school culture data). \n\nThe process involves regular coordination with district leaders and school board members to ensure alignment.","School leaders establish and partially implement a process for monitoring, seeking, and allocating resources that somewhat aligns with instructional priorities and student support needs based on data (e.g., student, staff, family, and school culture data). \n\nThe process involves occasional coordination with district leaders and school board members to ensure alignment.","School leaders are developing and establishing a process for monitoring, seeking, and allocating student support resources. ",null,null,{"$f":"AVERAGE(G24:G28)","v":{"$error":"#DIV/0!"}}]
[null,"Identification of student supports","School leaders and staff use a systematic process for identifying almost all (90–100%) students’ social and emotional learning, nutritional, and mental health needs, and comprehensive types of support that would respond to students’ needs.","School leaders and staff use a process for identifying most (70–89%) students’ support needs and comprehensive types of support that would respond to students’ needs.   ","School leaders and staff use a process for identifying some (50–69%) students’ support needs and some types of support that would respond to students’ needs. ","School leaders and staff use a process for identifying a few (less than 50%) students’ support needs and a few types of support that would respond to students’ needs. "]
[null,"Provision of social and emotional learning support","School leaders and staff consistently implement evidence-based and developmentally appropriate programs and practices that focus on concrete, observable social and emotional learning (SEL) skills such as cognitive regulation, emotional regulation, and social skills and awareness.\n\n--  AND -- \n\nFor students with more intensive SEL needs, school leaders and staff connect almost all of them (90–100%) with the necessary supports that are within the school’s purview (e.g., school counselors, social workers, regional programs).","School leaders and staff consistently implement developmentally appropriate programs and practices that focus on concrete, observable SEL skills, but not all programs and practices are based on evidence of effectiveness.  \n\n--  AND -- \n\nFor students with more intensive SEL needs, school leaders and staff connect most of them (70–89%) with the necessary supports that are within the school’s purview (e.g., school counselors, social workers, regional programs).","School leaders and staff inconsistently implement developmentally appropriate programs and practices supporting students’ SEL needs.  No programs and practices are based on evidence of effectiveness.  The support is not evidence-based.\n\n--  AND -- \n\nFor students with more intensive SEL needs, school leaders and staff connect some of them (50–69%) with the necessary supports that are within the school’s purview (e.g., school counselors, social workers, regional programs).","School leaders and staff inconsistently implement any SEL programs or practices with students. The programs are neither evidence-based nor developmentally appropriate.\n\n--  AND/OR -- \n\nFor students with more intensive SEL needs, school leaders and staff connect a few of them (less than 50%) with the necessary supports that are within the school’s purview (e.g., school counselors, social workers, regional programs)."]
[null,"Provision of character education","School leaders and staff fully integrate character education into the curriculum to promote core principles such as fairness, responsibility, moral courage, ethical decision-making, openness, self-knowledge, and purpose. School leaders and staff teach students how character education skills apply to almost all contexts for students, including cyberbullying, Internet safety, student discussions and debate, and other relevant contexts. ","School leaders and staff partially integrate character education into the curriculum to promote core principles such as fairness, responsibility, moral courage, ethical decision-making, openness, self-knowledge, and purpose. School leaders and staff teach students how character education skills apply to most, but not all, contexts for students, including cyberbullying, Internet safety, student discussions and debate, and other relevant contexts.","School leaders and staff teach character education, but do not integrate it into the curriculum. School leaders and staff teach students how character education skills to apply to some contexts for students, including cyberbullying, Internet safety, student discussions and debate, and other relevant contexts for students.","The school does not teach character education."]
[null,"Provision of nutrition and health support","The school supports the nutrition and health needs of all students through established programs, and a process for identifying students’ health issues and needs. \n\nThere is ongoing coordination with families to address the needs that arise. ","The school supports the nutrition and health needs of all students through established programs, and a process for identifying students’ health issues and needs.\n\nThere is no coordination with families to address the needs that arise.","The school supports the nutrition and health needs of students through established programs and a process for identifying students’ health issues and needs.  \n\nThere is no coordination with families to address the needs that arise.","The school supports the nutrition and health needs of students through established programs, but there is no process to identify students’ health issues and needs.\n\nThere is no coordination with families to address the needs that arise."]
[null,"Area of Focus: Family and community engagement"]
[null,"Family engagement ","School leaders and staff fully implement a family engagement plan that includes evidence-based and culturally relevant programs or strategies to increase two-way communication and family engagement in student learning and school activities. ","School leaders and staff partially implement a family engagement plan that includes some evidence-based and culturally-relevant programs or strategies to increase two-way communication and family engagement in student learning and school activities. ","School leaders and staff are developing a family engagement plan.","The school lacks a family engagement plan.",null,null,{"$f":"AVERAGE(G30:G32)","v":{"$error":"#DIV/0!"}}]
[null,"Community engagement","The school sustains and strengthens established partnerships and seeks new partnerships with community groups and support services aligned to the academic, career, physical, social, and emotional needs and supports for students. ","The school maintains current partnerships with community groups and support services, and most (70–89%) partnerships align directly to the academic, career, physical, social, and emotional needs and supports for students. ","The school is developing partnerships with community groups and support services, and some (50–69%) partnerships align directly to the academic, career, physical, social, and emotional needs and supports for students. ","The school is not actively developing partnerships with community groups or support services."]
[null,"Family and community engagement effectiveness","The school systematically monitors the effectiveness of family and community engagement efforts. School leaders regularly use results to inform school improvement efforts. ","The school monitors the effectiveness of family and community engagement efforts, but monitoring is not systematic. School leaders occasionally use results to inform school improvement efforts.","The school Informally collects family and community feedback on engagement efforts. School leaders rarely use results to inform school improvement efforts.","The school has no process in place for collecting community feedback or monitoring community engagement effort."]
[null,"Area of Focus: Individualized or personalized learning process"]
[null,"Personalized or individualized learning process ","The school implements a process to ensure almost all students (90–100%) have a well-defined, personalized learning plan that is aligned to individual student needs, and it is regularly monitored to support students in meeting grade-level standards.","The school implements a process to ensure most students (70–89%) have a personalized learning plan that is aligned to individual student needs, and it is occasionally monitored to support students in meeting grade-level standards.","The school implements a process to ensure some students (50–69%) have a personalized learning plan that is aligned to individual student needs, but it is rarely monitored to support students in meeting grade-level standards.","The school implements a process to ensure a few students (less than 50%) have a personalized learning plan that is aligned to individual student needs, but it is not monitored to support students in meeting grade-level standards.",null,null,{"$f":"AVERAGE(G34:G36)","v":{"$error":"#DIV/0!"}}]
[null,"Personal learning opportunities","Instructional staff develop lesson plans that provide personal learning opportunities for almost all students (90–100%) based on their interests, learning styles (visual, auditory, kinesthetic, concrete versus abstract, etc.), and readiness levels.","Instructional staff develop lesson plans that provide personal learning opportunities for most students (70–89%) based on their interests, learning styles, and readiness levels.","Instructional staff develop lesson plans that provide personal learning opportunities for some students (50–69%) based on their interests, learning styles, and readiness levels.","Instructional staff develop lesson plans that provide personal learning opportunities for a few students (less than 50%)."]
[null,"Student engagement ","Instructional staff and leaders measure student engagement and use the data to select evidence-based strategies to use with students. \n\nInstructional staff implement selected evidence-based strategies to improve student engagement.\n","Instructional staff and leaders do not measure student engagement or use data to select evidence-based strategies to use with students. \n\nInstructional staff implement evidence-based strategies to improve student engagement, but selection is not based on student engagement data.  ","Instructional staff and leaders do not measure student engagement or use data to select evidence-based strategies to use with students.\n\nInstructional staff implement strategies to improve student engagement, but the strategies are not evidence-based.  ","Neither instructional staff nor leaders measure student engagement or implement strategies to improve it."]
[null,"*Definition of learning styles from ASCD "]
[null,"Tenet: Transitions"]
[null,"Long-Term Outcome: Students have quality educational opportunities for success in transitioning between grade levels, programs, and schools, and to postsecondary institutions and careers."]
[null,"Dimension","Rate Each Dimension",null,null,null,"Select Score Here","List Supporting Evidence\n(Check all that apply)","Area of Focus Average Score:"]
[null,null,4,3,2,1,null,null,"(Optimal = 4.00)"]
[null,"Area of Focus: Grade to grade, level to level, and place to place"]
[null,"Transition plan implementation – grade to grade and level to level","The school fully implements a data-informed transition plan to support the successful transition of students between grade levels and school levels (including from preschool to elementary and from high school to postsecondary options, as appropriate).","The school fully implements a transition plan to support the successful transition of students between grade levels and school levels (including from preschool to elementary and from high school to postsecondary options, as appropriate) but the plan is not informed by data (e.g. transition and mobility rates, demographic shifts).","The school partially implements a transition plan to support the successful transition of students between grade levels and school levels (including from preschool to elementary and from high school to postsecondary options, as appropriate) but the plan is not informed by data (e.g. transition and mobility rates, demographic shifts).","The school is developing a transition plan to support the successful transition of students between grade levels and school levels (including from preschool to elementary and from high school to postsecondary options, as appropriate).",null,null,{"$f":"AVERAGE(G43:G45)","v":{"$error":"#DIV/0!"}}]
[null,"Mobility plan implementation – place to place","The school fully implements a plan to support students transitioning from place to place (high-mobility or transient students) that includes comprehensive strategies for before student arrival at the school, during enrollment, and following student departure.*","The school fully implements a plan to support students transitioning from place to place that includes some strategies for before student arrival at the school, during enrollment, and following student departure. ","The school partially implements a plan to support students transitioning from place to place that includes some strategies for before student arrival at the school, during enrollment, and following student departure. ","The school is developing a plan to support students transitioning from place to place."]
[null,"Family collaboration for transitions","The school regularly collaborates with families in helping them understand and support students as they transition from grade to grade, level to level, or place to place, or to postsecondary and employment opportunities.","The school occasionally collaborates with families in helping them understand and support students as they transition from grade to grade, level to level, or place to place, or to postsecondary and employment opportunities.","The school rarely collaborates with families in helping them understand and support students as they transition from grade to grade, level to level, or place to place, or to postsecondary and employment opportunities.","The school does not collaborate with families in helping them understand and support students as they transition from grade to grade, level to level, or place to place, or to postsecondary and employment opportunities. "]
[]
[null,"Tenet: Education Opportunities and Access"]
[null,"Long-Term Outcome: All students have access to comprehensive instructional opportunities to be prepared for postsecondary education and careers."]
[null,"Dimension","Rate Each Dimension",null,null,null,"Select Score Here","List Supporting Evidence\n(Check all that apply)","Area of Focus Average Score:"]
[null,null,4,3,2,1,null,null,"(Optimal = 4.00)"]
[null,"Area of Focus: Early learning opportunities*"]
[null,"Early learning guidelines","Curriculum, instruction, and assessment fully align with the standards from the Nebraska Early Learning Guidelines, with an emphasis on social and emotional learning.","Curriculum, instruction, and assessment mostly align with the standards from the Nebraska Early Learning Guidelines, with an emphasis on social and emotional learning.","Curriculum, instruction, and assessment somewhat align with the standards from the Nebraska Early Learning Guidelines, but without an emphasis on social and emotional learning.","Curriculum, instruction, and assessment do not align with the standards from the Nebraska Early Learning Guidelines.",null,null,{"$f":"AVERAGE(G52:G54)","v":{"$error":"#DIV/0!"}}]
[null,"School readiness","The school fully implements a well-defined system for determining the nature and extent of the early learning opportunities that each student has experienced prior to school entry.**","The school partially implements a well-defined system for determining the nature and extent of the early learning opportunities that each student has experienced prior to school entry.","The school is developing a well-defined system for determining the nature and extent of the early learning opportunities that each student has experienced prior to school entry. ","The school does not determine the nature and extent of that early learning opportunities that each student has experienced prior to school entry."]
[null,"Instructional staff qualifications","Almost all instructional staff (90–100%) providing education to preschool through kindergarten students have specialized education in early childhood education or child development.**","Most instructional staff (70–89%) providing education to preschool through kindergarten students have specialized education in early childhood education or child development.","Some instructional staff (50–69%) providing education to preschool through kindergarten students have specialized education in early childhood education or child development.","Few instructional staff (less than 50%) providing education to preschool through kindergarten students have specialized education in early childhood education or child development."]
[null,"* See Nebraska's Birth to Five Learning and Development Standards"]
[null,"* *Source: The Center on Enhancing Early Childhood Education"]
[null,"Area of Focus: Comprehensive learning opportunities"]
[null,"Equitable access to school resources","Almost all students (90–100%), including English learners, economically disadvantaged students, high-mobility students, high-ability students, and students with disabilities, have equitable access to school resources that meet their needs, including effective instructional staff, academic and social support, and learning opportunities. ","Most students (70–89%), including English learners, economically disadvantaged students, high-mobility students, high-ability students, and students with disabilities, have equitable access to school resources that meet their needs. ","Some students (50–69%) have access to school resources that meet their needs, but access is not equitable for all students.","Few students (less than 50%) have access to school resources that meet their needs, but access is not equitable for all students. ",null,null,{"$f":"AVERAGE(G58:G61)","v":{"$error":"#DIV/0!"}}]
[null,"Evidence-based interventions","Almost all students (90–100%) who are at risk for not meeting grade-level benchmarks or graduation requirements in ELA and math are systematically placed in high quality, evidence-based interventions that may occur before, during, or after school. Instructional staff and school leaders regularly collect and use data to monitor student progress. ","Most students (70–89%) who are at risk for not meeting grade-level benchmarks or graduation requirements in ELA and math are provided with evidence-based interventions that may occur before, during, or after school. Instructional staff and school leaders occasionally collect and use data to monitor student progress. ","Some students (50–69%) who are at risk for not meeting grade-level benchmarks or graduation requirements in ELA and math are provided with intervention strategies during the school day. \n\nIdentification for these interventions may not be systematic, and/or instructional staff and school leaders rarely collect and use data to monitor student progress.","Few students (less than 50%) who are at risk for not meeting grade-level benchmarks or graduation requirements in ELA and math are provided with intervention strategies during the school day. \n\nIdentification for these interventions may not be systematic, and/or instructional staff and school leaders do not collect or use data to monitor student progress."]
[null,"Program evaluation ","The school evaluates the effectiveness of all student learning programs and opportunities and uses all results to inform the continuous improvement process and goal-setting. ","The school evaluates the effectiveness of most student learning programs and opportunities and uses most results to inform the continuous improvement process and goal setting. ","The school evaluates the effectiveness of some student learning programs and opportunities but does not use results to inform the continuous improvement process or goal-setting. ","The school does not evaluate student learning programs or opportunities.  "]
[null,"Continuous improvement ","School leaders systematically engage in a continuous school improvement process informed by qualitative and quantitative data to support learning of almost all students (90–100%) and that process includes goal-setting and engagement of all stakeholder groups.","School leaders systematically engage in a continuous improvement process, informed by qualitative and quantitative data to support learning of most students (70–89%) and that process includes goal-setting and engagement of some stakeholder groups.","School leaders engage in a continuous improvement process informed by qualitative and quantitative data to support learning of some students (50–69%), and that process includes goal-setting but no engagement of stakeholder groups. ","School leaders engage in a continuous improvement process to support learning of a few students (less than 50%), but qualitative and quantitative data is either not used or not used effectively."]
[]
[null,"Tenet: College, Career, and Civic Ready"]
[null,"Long-Term Outcome: Every student upon completion of secondary education is prepared for postsecondary education, career, and civic opportunities."]
[null,"Dimension","Rate Each Dimension",null,null,null,"Select Score Here","List Supporting Evidence\n(Check all that apply)","Area of Focus Average Score:"]
[null,null,4,3,2,1,null,null,"(Optimal = 4.00)"]
[null,"Area of Focus: Curriculum and instructional materials aligned to content area standards"]
[null,"Curriculum and standards alignment*","The school uses a curriculum that is fully aligned (90–100%) to Nebraska Content Area Standards for all content areas.  The curriculum outlines intended outcomes, content, experiences, assessments, and resources for measuring student learning.","The school uses a curriculum that is mostly aligned (70 - 89%) to Nebraska Content Area Standards for all content areas. The curriculum outlines four of the following: intended outcomes, content, experiences, and resources for measuring student learning.  ","The school uses a curriculum that is somewhat aligned (50 - 69%) to Nebraska Content Area Standards for all content areas. The curriculum outlines two to three of the following: intended outcomes, content, experiences, and resources for measuring student learning.","The school uses a curriculum that is minimally aligned (less than 50%)  to Nebraska Content Area Standards for all content areas. The curriculum outlines one of the following: intended outcomes, content, experiences, and resources for measuring student learning.",null,null,{"$f":"AVERAGE(G68:G70)","v":{"$error":"#DIV/0!"}}]
[null,"Programs and instructional materials selection process**","The school has a clearly defined and transparent process in place to develop, modify, review, and select instructional programs and materials, and the process is codified in school policy.","The school has a process in place to develop, modify, review, and select instructional programs and materials, but the process is not clearly defined. The process is codified in school policy. ","The school has a process in place to develop, modify, review, and select instructional programs and materials, but the process is not clearly defined, transparent, nor codified in school policy. ","The school lacks a process to develop, modify, review, and select instructional programs and materials. "]
[null,"Career readiness standards integration ","The school fully integrates (90 – 100%) the Nebraska Career Readiness Standards into all content areas.","The school mostly integrates (70 - 89%) the Nebraska Career Readiness standards into most content areas.","The school somewhat integrates (50 - 69%) the Nebraska Career Readiness standards into some content areas.","The school minimally integrates (less than 50%) the Nebraska Career Readiness standards into few content areas."]
[null,"*See Content Area Standards"]
[null,"**See Nebraska Instructional Materials Collaborative for guidance on the selection process."]
[null,"Area of Focus: Technological and digital readiness"]
[null,"School technology plan and profile","The school completes the Future Ready Technology profile as part of its annual technology plan. ","The school completes a technology plan annually, but does not include the Future Ready Technology profile.","The school completes a technology plan or the Future Ready Technology profile, but not on an annual basis. ","The school has no technology plan or Future Ready Technology profile in place.",null,null,{"$f":"AVERAGE(G74:G79)","v":{"$error":"#DIV/0!"}}]
[null,"Student technology learning ","The school provides students with all of the following: \n• Technology integration in all content areas and skills.\n• Opportunities to gain technology skills for career readiness.\n• Opportunities to learn about digital citizenship.","The school provides students with two of the following: \n• Technology integration in all content areas and skills.\n• Opportunities to gain technology skills for career readiness.\n• Opportunities to learn about digital citizenship.","The school provides students with one of the following: \n• Technology integration in all content areas and skills.\n• Opportunities to gain technology skills for career readiness.\n• Opportunities to learn about digital citizenship.","The school does not provide students with any of the following: \n• Technology integration in all content areas and skills.\n• Opportunities to gain technology skills for career readiness.\n• Opportunities to learn about digital citizenship."]
[null,"Instructional technology acquisition","The school systematically implements a data-informed process to identify and acquire necessary instructional technology to facilitate learning and improve student performance. ","The school implements a data-informed process to identify and acquire instructional technology, but the process is not systematic.","The school implements a process to identify and acquire instructional technology, but decisions are not informed by data, nor is the process systematic.","The school has no process for acquiring instructional technology to facilitate learning and improve student performance. "]
[null,"Technology professional learning ","The school provides a system of sustained professional learning for staff in the innovative application of technology for planning, instructional delivery, record-keeping, and communications. ","The school provides ongoing professional learning for staff in the basic application of technology for planning, instructional delivery, record-keeping, and communications.","The school provides some professional learning for staff in the basic application of technology.","The school provides little to no professional learning for staff in the basic applications of technology."]
[null,"Technology infrastructure","The school technology infrastructure meets the teaching and learning needs of almost all faculty and staff (90–100%) within the school building. ","The school technology infrastructure meets the teaching and learning needs of most faculty and staff (70–89%) within the school building.","The school technology infrastructure meets the teaching and learning needs of some faculty and staff (50–69%) within the school building.","The school has little to no technology infrastructure to meet the teaching and learning needs of faculty and staff within the school building. "]
[null,"Digital learning opportunities","Almost all students (90–100%) have access to appropriate technology resources, either through a 1:1 program or through embedded classroom technology within the school building. ","Almost all students (90–100%) have access to appropriate technology resources; however, those resources are shared via computer labs, computer carts, or personal technology devices within the school building. ","Most students (70–89%) have access to appropriate technology resources within the school building. ","Some or few students (less than 70%) have access to appropriate technology resources within the school building. "]
[null,"Area of Focus: Support for career awareness, planning, and career/college goals"]
[null,"Career awareness process – high school","The school implements a systematic process to increase student awareness, exploration, and development of academic, technical, and employability skills aligned to the Nebraska Career Education Model.  Students’ career and postsecondary goals are considered when selecting opportunities (e.g., for course selection, job shadowing, service learning, and internships).   ","The school implements a systematic process to increase student awareness, exploration, and development of academic, technical, and employability skills aligned to the Nebraska Career Education Model.  Students’ career and postsecondary goals are sometimes considered when selecting opportunities. The process is not fully developed to include all employability skills.","The school implements a process to increase student awareness, exploration, and development of academic, technical, and employability skills aligned to the Nebraska Career Education Model.  Students’ career and postsecondary goals are sometimes considered when selecting opportunities. The process is neither systematic nor fully developed to include all employability skills. Students’ career and postsecondary goals are not considered when selecting opportunities.  ","The school does not implement a process aligned to the Nebraska Career Education Model.  ",null,null,{"$f":"AVERAGE(G81:G85)","v":{"$error":"#DIV/0!"}}]
[null,"Career awareness – middle school","The school implements a fully developed and systematic process to increase student awareness and help students explore all 16 career clusters with detailed information in the Nebraska Career Education Model.","The school implements a systematic process to increase student awareness and help students explore 11–15 career clusters identified in the Nebraska Career Education Model. The process is partially developed to include detailed information for 11–15 career clusters.","The school implements a process to increase student awareness and help students explore up to 10 career clusters identified in the Nebraska Career Education Model, but the process is not systematic and is partially developed to include detailed information on up to 10 career clusters.","The school has no process of offering opportunities to help students explore career clusters identified in the Nebraska Career Education Model. "]
[null,"Career awareness – elementary school","The school implements a fully developed and systematic process to help students become aware of all career fields identified in the Nebraska Career Education Model.","The school implements a systematic process to help students become aware of 5–6 career fields identified in the Nebraska Career Education Model. The process is partially developed to include detailed information for 5–6 career fields.","The school implements a process to help students become aware of 3–4 career fields identified in the Nebraska Career Education Model, but the process is not systematic and is partially developed to include detailed information for 3–4 career fields.","The school has no process of offering opportunities to help students become aware of the career fields identified in the Nebraska Career Education Model. "]
[null,"Community and workforce partnerships","The school partners with local business and industry to provide almost all students (90–100%) with expanded learning opportunities that help identify career opportunities in Nebraska and develop workplace skills. These opportunities cover all career fields from the Nebraska Career Education Model and offer learning formats appropriate for the learning objective, such as career-related field trips, service learning, job shadowing, and internships.","The school partners with local business and industry to provide most students (70–89%) with expanded learning opportunities that help identify career opportunities in Nebraska and develop workplace skills. These opportunities cover most career fields from the Nebraska Career Education Model and offer learning formats appropriate for the learning objective, such as career-related field trips, service learning, job shadowing, or internships.","The school partners with local business and industry to provide some students (50–69%) with expanded learning opportunities that help identify career opportunities in Nebraska and develop workplace skills. These opportunities cover some career fields from the Nebraska Career Education Model, but learning formats are not appropriate for the learning objective. ","The school partners with local business and industry to provide few students (less than 50%) with expanded learning opportunities that help identify career opportunities in Nebraska and develop workplace skills. These opportunities cover a few career fields from the Nebraska Career Education Model."]
[null,"Career counseling support ","Almost all students (90–100%) have access to school counselors who provide direction and support for career awareness, course selection, and expanded learning opportunities identified in the Nebraska Career Education Model.","Most students (70–89%) have access to school counselors who provide direction and support for career awareness, course selection, and expanded learning opportunities identified in the Nebraska Career Education Model.","Some students (50–69%) have access to school counselors who provide direction and support for career awareness, course selection, and expanded learning opportunities identified in the Nebraska Career Education Model.","Few students (less than 50%) have access to school counselors who provide direction and support for career awareness, course selection, and expanded learning opportunities identified in the Nebraska Career Education Model."]
[]
[null,"Tenet: Assessment"]
[null,"Long-Term Outcome: School staff use assessments and data to measure and improve student achievement and to inform instruction."]
[null,"Dimension","Rate Each Dimension",null,null,null,"Select Score Here","List Supporting Evidence","Area of Focus Average Score:"]
[null,null,4,3,2,1,null,null,"(Optimal = 4.00)"]
[null,"Area of Focus: Assessment quality"]
[null,"Valid and reliable interim and formative assessments ","The school fully implements a process to ensure teachers use valid (i.e., accurate), reliable (i.e., consistent), and appropriate interim and formative assessments to measure student learning progress and goals.","The school partially implements a process to ensure teachers use valid (i.e., accurate), reliable (i.e., consistent), and appropriate interim and formative assessments to measure student learning progress and goals.","The school is developing a process to ensure teachers use valid (i.e., accurate), reliable (i.e., consistent), and appropriate interim and formative assessments to measure student learning progress and goals.","The school lacks a process* to ensure teachers use valid (i.e., accurate), reliable (i.e., consistent), and appropriate interim and formative assessments to measure student learning progress and goals.",null,null,{"$f":"AVERAGE(G92:G94)","v":{"$error":"#DIV/0!"}}]
[null,"Assessment reporting quality","Instructional staff have timely access to formative, interim, or summative assessment data in usable formats (e.g., data reports with item-level analysis, standards-level analysis, and achievement toward benchmarks) to make evidence-based decisions and support continuous improvement. ","Instructional staff have access to formative, interim, or summative data in usable formats, but not all data are available in a timely manner for making evidence-based decisions and support continuous improvement.","Instructional staff have access to formative, interim, or summative data, but the formats are of limited use and are not available in a timely manner for making evidence-based decisions and support continuous improvement.","Instructional staff have access to formative, interim, or summative data, but not in a timely manner or format that helps them make sense of data or identify areas for improvement."]
[null,"Curriculum and instruction alignment with assessments ","Instructional staff and school leaders align almost all curricula and instruction (90–100%) to formative, interim, and summative assessments.","Instructional staff and school leaders align most curricula and instruction (70–89%) to formative, interim, and summative assessments.","Instructional staff and school leaders align some curricula and instruction (50–69%) to formative, interim, and summative assessments.","Instructional staff and school leaders do not align curricula and instruction to formative, interim, and summative assessments."]
[null,"* See the Strengthening Claims-based Interpretations and Uses of Local and Large-scale Science Assessment Scores (SCILLSS) resource page for assessment review support."]
[null,"Area of Focus: Balanced assessment systems"]
[null,"Balanced assessment system","Instructional staff have access to and consistently implement a balanced assessment system that includes formative, interim, and summative assessments to inform instruction, monitor progress, and evaluate student learning for all content areas and grade levels.  ","Instructional staff have access to and consistently implement formative, interim, or summative assessments as part of a balanced system to inform instruction, monitor progress, and evaluate student learning for all content areas and grade levels.  ","Instructional staff have access to but inconsistently implement formative, interim, or summative assessments as part of a balanced system to inform instruction, monitor progress, and evaluate student learning for all content areas and grade levels.","Instructional staff do not have access to a balanced assessment system that includes formative, interim, and summative assessments.",null,null,{"$f":"AVERAGE(G97:G99)","v":{"$error":"#DIV/0!"}}]
[null,"Professional learning for balanced assessment use","Instructional staff receive ongoing professional learning, resources, and support for improving assessment literacy and using summative, interim, and formative assessments in a balanced way (identifying the right assessment for the intended use and purpose).  ","Instructional staff receive ongoing professional learning, resources, and support for improving assessment literacy and using summative, interim, and formative assessments, but there is no focus on how to use them in a balanced way.","Instructional staff receive limited professional learning, resources, and support for improving assessment literacy and using summative, interim, and formative assessments, and there is no focus on how to use them in a balanced way.","Instructional staff do not receive professional learning support for assessment literacy or use."]
[null,"Assessment schedule","The school fully maintains an assessment schedule/calendar for stakeholders and clearly communicates procedures for interim and summative assessment administration and reporting. The schedule includes a timeline for accessing, reviewing, and using assessment data.","The school partially maintains an assessment administration schedule/calendar. However, procedures for administering interim and summative assessments are not clearly communicated to stakeholders. The schedule includes a timeline for accessing assessment data but does not specify time for reviewing or using data.","The school is developing an assessment administration schedule/calendar and procedures for assessment administration and reporting. The schedule will include a timeline for accessing, reviewing, or using assessment data.","The school does not have a clear assessment schedule/calendar or procedures."]
[null,"Area of Focus: Assessment and data use"]
[null,"Using data to inform instruction ","Instructional staff consistently use multiple sources of data to evaluate and inform instructional decision-making that is specific, timely, and actionable at the individual student level (create student learning groups, reteach or accelerate content/concepts, differentiate instruction, plan cooperative learning experiences, identify curriculum supplements for individual students, etc.).","Instructional staff consistently use multiple sources of data to evaluate and inform instructional decision-making that is specific, timely, and actionable at a small group level (create student learning groups, reteach or accelerate content/concepts, differentiate instruction, plan cooperative learning experiences, identify curriculum supplements for student groups, etc.).","Instructional staff consistently use multiple sources of data to inform instructional decision-making that is timely and actionable at a class level (reteach or accelerate content/concepts, differentiate whole-group instruction, plan cooperative learning experiences, identify curriculum supplements for whole-group instruction, etc.).","Instructional staff inconsistently use multiple sources of data to inform instructional decision-making. Instructional staff are unable to use data in a timely or actionable manner.  ",null,null,{"$f":"AVERAGE(G101:G104)","v":{"$error":"#DIV/0!"}}]
[null,"Student assessment participation","Instructional staff engage students in setting performance goals, evaluating how they perform on assessments, and determining what action steps they need to take to improve and advance toward their goals.","Instructional staff engages student in setting performance goals and evaluating their progress, but they do not work with students in determining what action steps they need to take to improve and advance toward their goals.","Instructional staff do not engage students in setting performance goals, but they support students in evaluating how they perform on assessments.","Instructional staff do not engage students in setting performance goals or evaluating their performance on assessments and planning for improvement. "]
[null,"Use of perceptual data","The school annually collects perceptual data (e.g., opinions, views, beliefs, convictions, sentiments), including data on school climate, school culture, and student engagement data, from multiple stakeholder groups such as staff, parents, students, and community members, as appropriate. School leaders use the results to inform and adjust practices, policies, and procedures. ","The school collects perceptual data from a couple of stakeholder groups, and school leaders use the results to inform and adjust practices, policies, and procedures.","The school collects perceptual data from one or two stakeholder groups, but school leaders do not use the results to inform and adjust practices, policies, and procedures.","The school does not collect perceptual data."]
[null,"Sharing assessment results","Assessment information and results are shared in a consistent, timely, and purposeful manner with instructional staff, administrators, students, parents, and the community at large. Student anonymity is protected for community audiences. ","Assessment information and results are shared with students, parents, and educators only. They are shared consistently at the times requested by stakeholders.","Assessment information and results are shared with students and parents only, mostly during parent conferences. ","Assessment information and results are shared with students only."]
[]
[null,"Tenet: Educator Effectiveness"]
[null,"Long-Term Outcomes: Students are supported by qualified/credentialed, effective teachers and leaders throughout their learning experiences."]
[null,"Dimension","Rate Each Dimension",null,null,null,"Select Score Here","List Supporting Evidence\n(Check all that apply)","Area of Focus Average Score:"]
[null,null,4,3,2,1,null,null,"(Optimal = 4.00)"]
[null,"Area of Focus: Engaged policymakers and superintendents"]
[null,"Policymaker learning opportunities ","School leaders engage local policymakers in opportunities to learn about the successes, challenges, and needs of the school more than once a year, beyond board meetings. ","School leaders engage local policymakers in opportunities to learn about the school only once a year, beyond board meetings. ","School leaders invite local policymakers to participate in opportunities to learn about the school, beyond board meetings.","School leaders do not invite local policymakers in any learning opportunities beyond board meetings.",null,null,{"$f":"AVERAGE(G111:G112)","v":{"$error":"#DIV/0!"}}]
[null,"Superintendent and policy maker strategic initiatives","A school leadership team develops strategic initiatives based on a data-based decisionmaking process. School leaders formally communicate strategic initiatives and school improvement goals to the superintendent and local policymakers to inform local policymaking. ","A school leadership team develops strategic initiatives based on a data-based decisionmaking process. School leaders formally communicate school strategic initiatives to the superintendent and local policymakers, but the communication does not include school improvement goals.","A school leadership team develops strategic initiatives, but they are not based on a data-based decisionmaking process. School leaders informally communicate school strategic initiatives to the superintendent and local policymakers.","School leaders do not communicate school strategic initiatives or improvement goals to the superintendent or local policymakers."]
[null,"Area of Focus: Nebraska teacher and principal performance framework"]
[null,"Instructional model and staff evaluation process ","School leaders use a research-based instructional model that differentiates by content when appropriate (e.g., Marzano or Danielson), and the staff evaluation process is aligned to the instructional model.","School leaders use a research-based instructional model, but the staff evaluation process is not aligned to the model.  ","School leaders do not use a research-based instructional model. ","School leaders do not use an instructional model. ",null,null,{"$f":"AVERAGE(G114:G119)","v":{"$error":"#DIV/0!"}}]
[null,"Teacher engagement ","School leaders measure teacher engagement (i.e. utilization of leadership opportunities, motivation, satisfaction, innovation, risk-taking) and use the data to identify strategies to improve teacher engagement. ","School leaders implement research-based strategies to improve teacher engagement, but the strategies are not informed or measured by data that the school collects on teacher engagement.","School leaders implement strategies to improve teacher engagement, but the strategies are not research based or informed by data the school collects on teacher engagement.","School leaders do not measure teacher engagement or implement strategies to improve it."]
[null,"Principal engagement","Principals participate in evidence-based strategies identified to improve principal engagement (i.e., motivation, satisfaction, innovation, risk-taking). The strategies selected by district leaders are informed by principal engagement measures. ","Principals participate in evidence-based strategies identified to improve principal engagement (i.e., motivation, satisfaction, innovation, risk-taking), but strategies are not informed by principal engagement measures.","Principals participate in strategies identified to improve principal engagement (i.e., motivation, satisfaction, innovation, risk-taking), but strategies are neither evidence-based nor informed by principal engagement measures.","Principals do not have opportunities to participate in strategies selected by district leaders to increase their engagement.  "]
[null,"Staff recruitment and retention","School leaders effectively use district and school resources and seek outside resources to recruit, develop, retain, and recognize qualified and effective staff.","School leaders effectively use district and school resources to recruit, develop, retain, and recognize qualified and effective staff, but they do not seek outside resources.","School leaders use district resources to recruit, develop, retain, and recognize qualified and effective staff, but they lack school resources and do not seek outside resources.","School leaders have access to limited district resources to recruit, develop, retain, and recognize qualified and effective staff."]
[null,"System for teacher observations and feedback","School leaders observe instructional staff formally and informally in classrooms and provide specific, actionable, and timely feedback to improve instructional practice in the areas of instructional performance, student–teacher dialogue, classroom organization and management, and personal and professional conduct.","School leaders observe instructional staff formally and informally in classrooms and provide specific feedback to improve instructional practice in the areas of instructional performance, student–teacher dialogue, classroom organization and management, or personal and professional conduct.","School leaders observe instructional staff formally and informally in classrooms and provide limited feedback to improve instructional practice. ","School leaders observe instructional staff only formally once per semester as required in classrooms, but they provide no feedback to improve instructional performance. "]
[null,"Systems management","School leaders consistently provide a safe, efficient, and effective learning environment for each student and staff member by managing systems for all of the following: \n• School organization.\n• School operations.\n• School resources.","School leaders consistently provide a safe, efficient, and effective learning environment for each student and staff member by managing systems for two of the following:\n• School organization.\n• School operations.\n• School resources.","School leaders consistently provide a safe, efficient, and effective learning environment for each student and staff member by managing systems for one of the following:\n• School organization.\n• School operations.\n• School resources.","School leaders do not consistently provide a safe, efficient, and effective learning environment for each student and staff member by managing systems for all of the following:\n• School organization.\n• School operations.\n• School resources."]
[null,"Area of Focus: Building leadership supports at the school level"]
[null,"Administrator development","School administrators receive relevant (i.e., aligned to personal and professional growth goals and areas of need) and consistent leadership development support, including formal training, mentoring, and peer coaching.","School administrators receive relevant leadership development support, including formal training, mentoring, or peer coaching. Support occurs as time allows, but it is provided inconsistently.","School administrators receive leadership development support as time allows, but it is not relevant to school leaders’ professional growth goals and areas of need.","School administrators lack access to ongoing leadership development support.",null,null,{"$f":"AVERAGE(G121:G122)","v":{"$error":"#DIV/0!"}}]
[null,"Balance of leadership tasks","School leaders consistently implement structures and processes that allow them to balance high-leverage and low-leverage administrative tasks with instructional leadership responsibilities. ","School leaders consistently implement structures and processes to attend to administrative tasks with instructional leadership responsibilities, but they are unbalanced (i.e., leaders still spend more time on low-leverage administrative tasks).","School leaders have structures and processes to balance administrative tasks with instructional leadership responsibilities, but they are unable to implement them consistently. ","School leaders lack structures and processes that allow them to balance high-leverage and low-leverage administrative tasks with instructional leadership responsibilities."]
[null,"Area of Focus: Professional learning"]
[null,"Professional learning plan ","There is a written professional learning plan that includes all of the following components: \n• Time frame for implementation.\n• Initial training of staff.\n• Rationale for and modeling of instructional design and delivery. \n• Follow-up supports provided for staff.\n• Fidelity check schedule (if professional learning is skill based).\n• Training and mentoring new staff.\n• Goal-setting and reflection.","There is a written professional learning plan that includes four or five of the following components: \n• Time frame for implementation.\n• Initial training of staff.\n• Rationale for and modeling of instructional design and delivery. \n• Follow-up supports provided for staff.\n• Fidelity check schedule (if professional learning is skill based).\n• Training and mentoring new staff.\n• Goal-setting and reflection.","There is a written professional learning plan that includes three or fewer of the following components: \n• Time frame for implementation.\n• Initial training of staff.\n• Rationale for and modeling of instructional design and delivery. \n• Follow-up supports provided for staff.\n• Fidelity check schedule (if professional learning is skill based).\n• Training and mentoring new staff.\n• Goal-setting and reflection.","There is no written professional learning plan, but the school has a schedule for professional learning to occur during the school year.",null,null,{"$f":"AVERAGE(G124:G130)","v":{"$error":"#DIV/0!"}}]
[null,"Professional learning opportunities","Professional learning opportunities are selected based on individual instructional needs and school continuous improvement priorities. Opportunities occur regularly (with follow-up support) and focus on all key areas, including content-specific curriculum, instruction, and assessment; classroom organization and management; and personal and professional conduct.","Professional learning opportunities are selected based on school continuous improvement priorities, but not on individual instructional needs. Opportunities occur regularly (but without follow-up support) and focus on multiple key areas, including content-specific curriculum, instruction, and assessment; classroom organization and management; or personal and professional conduct. ","Professional learning opportunities are selected based on the priorities of school leaders. Opportunities occur occasionally (but without follow-up support) and focus on a couple of key areas related to content-specific curriculum, instruction and assessment; classroom organization and management; or personal and professional conduct. ","Professional learning opportunities are one-time, canned workshops with no follow-up. They are disconnected from individual instructional needs in the classroom."]
[null,"Teacher leadership opportunities","Almost all instructional staff (90–100%) have opportunities to grow and apply leadership skills in areas of professional interest and investment by utilizing opportunities to contribute their voice in decision-making. ","Most instructional staff (70–89%) have opportunities to grow and apply leadership skills in areas of professional interest and investment, but they have limited opportunities to contribute their voice in decision-making. ","Some instructional staff (50–69%) have opportunities to grow and apply leadership skills in areas of professional interest and investment, but they lack opportunities to contribute their voice in decision-making. ","Few instructional staff (less than 50%) have opportunities to grow their leadership skills. They do not have a voice in decision-making. "]
[null,"Instructional coaches ","Instructional coaches (e.g., school-, district-, or ESU-level) provide all instructional staff with support that is embedded in professional practice and is collaborative and ongoing based on the needs of instructional staff.","Instructional coaches provide most instructional staff with embedded support in a collaborative manner, but it is not specific to the needs of instructional staff.","Instructional coaches provide limited support to some instructional staff as a result of insufficient funding for their position.  ","The school has insufficient resources to support instructional coaches.  "]
[null,"Collaborative learning communities","Collaborative learning communities meet to reflect on professional practice, examine student data at all meetings, and identify strategies directly applicable to improving instruction and learning. ","Collaborative learning communities meet to reflect on professional practice and identify strategies directly applicable to improving instruction and learning. Student data are examined during some, but not all, meetings.","Collaborative learning communities meet to reflect on professional practice and identify strategies directly applicable to improving instruction and learning. Student data are not examined during meetings.","Collaborative learning communities meet but do not reflect on professional practice or use student data. "]
[null,"Implementation fidelity support","School leaders engage in ongoing professional dialogue with instructional staff to ensure evidence-based programs and practices are fully implemented, as intended resulting in positive student learning. ","School leaders engage in quarterly professional dialogue with instructional staff to ensure evidence-based programs and practices are fully implemented as intended, resulting in positive student learning.","School leaders engage in biannual professional dialogue with instructional staff to ensure evidence-based programs and practices are fully implemented as intended, resulting in positive student learning.","School leaders engage in annual professional dialogue with instructional staff to ensure evidence-based programs and practices are fully implemented as intended, resulting in positive student learning."]
[null,"Professional development evaluation and adjustment","Professional learning activities are evaluated and adjusted based on participant feedback and student outcome data. ","Professional learning activities are evaluated and adjusted based only on participant feedback and not on student outcome data. ","Professional learning activities are evaluated based on data, but no adjustments are made to future professional learning opportunities based on the data.  ","No professional learning evaluation process is in place."]

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[null,null,null,"Comprehensive Needs Assessment Results Summary"]
[]
[null,null,"Tenet Summary"]
[null,null,"Average rating across each area of focus for each tenet"]
[null,null,"A","Positive Partnerships, Relationships, and Success",null,null,null,null,null,{"$f":"Calculations!C2","v":{"$error":"#DIV/0!"}}]
[null,null,"B","Transitions",null,null,null,null,null,{"$f":"Calculations!C3","v":{"$error":"#DIV/0!"}}]
[null,null,"C","Education Opportunities and Access",null,null,null,null,null,{"$f":"Calculations!C4","v":{"$error":"#DIV/0!"}}]
[null,null,"D","College, Career, and Civic Ready",null,null,null,null,null,{"$f":"Calculations!C5","v":{"$error":"#DIV/0!"}}]
[null,null,"E","Assessment",null,null,null,null,null,{"$f":"Calculations!C6","v":{"$error":"#DIV/0!"}}]
[null,null,"F","Educator Effectiveness",null,null,null,null,null,{"$f":"Calculations!C7","v":{"$error":"#DIV/0!"}}]
[]
[]
[null,null,null,"Results by Area of Focus"]
[null,null,null,"Average rating across each dimension for each area of focus"]
[null,null,"A","Positive Partnerships, Relationships, and Success"]
[null,null,"A.1",{"$f":"Calculations!B10","v":"School culture and climate"},null,null,null,null,null,null,null,null,null,null,null,null,null,{"$f":"Calculations!C10","v":{"$error":"#DIV/0!"}}]
[null,null,"A.2",{"$f":"Calculations!B11","v":"Student Attendance"},null,null,null,null,null,null,null,null,null,null,null,null,null,{"$f":"Calculations!C11","v":{"$error":"#DIV/0!"}}]
[null,null,"A.3",{"$f":"Calculations!B12","v":"Student support services"},null,null,null,null,null,null,null,null,null,null,null,null,null,{"$f":"Calculations!C12","v":{"$error":"#DIV/0!"}}]
[null,null,"A.4",{"$f":"Calculations!B13","v":"Family and community engagement"},null,null,null,null,null,null,null,null,null,null,null,null,null,{"$f":"Calculations!C13","v":{"$error":"#DIV/0!"}}]
[null,null,"A.5",{"$f":"Calculations!B14","v":"Individualized or personalized learning process"},null,null,null,null,null,null,null,null,null,null,null,null,null,{"$f":"Calculations!C14","v":{"$error":"#DIV/0!"}}]
[null,null,"B","Transitions"]
[null,null,"B.1",{"$f":"Calculations!B15","v":"Grade-to-grade, level-to-level, and place-to-place"},null,null,null,null,null,null,null,null,null,null,null,null,null,{"$f":"Calculations!C15","v":{"$error":"#DIV/0!"}}]
[null,null,"C","Education Opportunities and Access"]
[null,null,"C.1",{"$f":"Calculations!B16","v":"Early learning opportunities"},null,null,null,null,null,null,null,null,null,null,null,null,null,{"$f":"Calculations!C16","v":{"$error":"#DIV/0!"}}]
[null,null,"C.2",{"$f":"Calculations!B17","v":"Comprehensive learning opportunities"},null,null,null,null,null,null,null,null,null,null,null,null,null,{"$f":"Calculations!C17","v":{"$error":"#DIV/0!"}}]
[null,null,"D","College, Career, and Civic Ready"]
[null,null,"D.1",{"$f":"Calculations!B18","v":"Curriculum and instructional materials aligned to content area standards"},null,null,null,null,null,null,null,null,null,null,null,null,null,{"$f":"Calculations!C18","v":{"$error":"#DIV/0!"}}]
[null,null,"D.2",{"$f":"Calculations!B19","v":"Technological and digital readiness"},null,null,null,null,null,null,null,null,null,null,null,null,null,{"$f":"Calculations!C19","v":{"$error":"#DIV/0!"}}]
[null,null,"D.3",{"$f":"Calculations!B20","v":"Support for career awareness, planning, and career/college goals"},null,null,null,null,null,null,null,null,null,null,null,null,null,{"$f":"Calculations!C20","v":{"$error":"#DIV/0!"}}]
[null,null,"E","Assessment"]
[null,null,"E.1",{"$f":"Calculations!B21","v":"Assessment quality"},null,null,null,null,null,null,null,null,null,null,null,null,null,{"$f":"Calculations!C21","v":{"$error":"#DIV/0!"}}]
[null,null,"E.2",{"$f":"Calculations!B22","v":"Balanced assessment systems"},null,null,null,null,null,null,null,null,null,null,null,null,null,{"$f":"Calculations!C22","v":{"$error":"#DIV/0!"}}]
[null,null,"E.3",{"$f":"Calculations!B23","v":"Assessment and data use"},null,null,null,null,null,null,null,null,null,null,null,null,null,{"$f":"Calculations!C23","v":{"$error":"#DIV/0!"}}]
[null,null,"F","Educator Effectiveness"]
[null,null,"F.1",{"$f":"Calculations!B24","v":"Engaged policymakers and superintendents"},null,null,null,null,null,null,null,null,null,null,null,null,null,{"$f":"Calculations!C24","v":{"$error":"#DIV/0!"}}]
[null,null,"F.2",{"$f":"Calculations!B25","v":"Nebraska teacher and principal performance framework"},null,null,null,null,null,null,null,null,null,null,null,null,null,{"$f":"Calculations!C25","v":{"$error":"#DIV/0!"}}]
[null,null,"F.3",{"$f":"Calculations!B26","v":"Building leadership supports at the school level"},null,null,null,null,null,null,null,null,null,null,null,null,null,{"$f":"Calculations!C26","v":{"$error":"#DIV/0!"}}]
[null,null,"F.4",{"$f":"Calculations!B27","v":"Professional Learning"},null,null,null,null,null,null,null,null,null,null,null,null,null,{"$f":"Calculations!C27","v":{"$error":"#DIV/0!"}}]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[null,null,null,"Dimensions Needing Improvement"]
[null,null,null,"Dimensions with a score of \"1\" or \"2\""]
[null,null,null,null,null,{"$f":"Calculations!B30","v":"Vision and mission of learning"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C30","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B31","v":"School culture and climate plan"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C31","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B32","v":"Safety and security plan"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C32","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B33","v":"Behavior management system"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C33","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B34","v":"Building Culture"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C34","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B35","v":"Instructional time"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C35","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B36","v":"Collaboration time among staff"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C36","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B37","v":"Valuing community resources"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C37","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B38","v":"District and school board relationships"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C38","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B39","v":"Communicating need for change"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C39","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B40","v":"Attendance monitoring and intervention"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C40","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B41","v":"Early warning system"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C41","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B42","v":"Resource allocation process"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C42","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B43","v":"Identification of student supports"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C43","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B44","v":"Provision of social and emotional learning support"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C44","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B45","v":"Provision of character education"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C45","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B46","v":"Provision of nutrition and health support"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C46","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B47","v":"Family engagement "},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C47","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B48","v":"Community engagement"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C48","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B49","v":"Family and community engagement effectiveness"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C49","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B50","v":"Personalized or individualized learning process "},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C50","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B51","v":"Personal learning opportunities"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C51","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B52","v":"Student engagement "},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C52","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B53","v":"Transition plan implementation – grade to grade and level to level"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C53","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B54","v":"Mobility plan implementation – place to place"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C54","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B55","v":"Family collaboration for transitions"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C55","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B56","v":"Early learning guidelines"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C56","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B57","v":"School readiness"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C57","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B58","v":"Instructional staff qualifications"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C58","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B59","v":"Equitable access to school resources"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C59","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B60","v":"Evidence-based interventions"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C60","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B61","v":"Program evaluation "},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C61","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B62","v":"Continuous improvement "},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C62","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B63","v":"Curriculum and standards alignment*"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C63","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B64","v":"Programs and instructional materials selection process**"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C64","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B65","v":"Career readiness standards integration "},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C65","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B66","v":"School technology plan and profile"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C66","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B67","v":"Student technology learning "},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C67","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B68","v":"Instructional technology acquisition"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C68","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B69","v":"Technology professional learning "},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C69","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B70","v":"Technology infrastructure"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C70","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B71","v":"Digital learning opportunities"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C71","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B72","v":"Career awareness process – high school"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C72","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B73","v":"Career awareness – middle school"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C73","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B74","v":"Career awareness – elementary school"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C74","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B75","v":"Community and workforce partnerships"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C75","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B76","v":"Career counseling support "},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C76","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B77","v":"Valid and reliable interim and formative assessments "},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C77","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B78","v":"Assessment reporting quality"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C78","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B79","v":"Curriculum and instruction alignment with assessments "},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C79","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B80","v":"Balanced assessment system"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C80","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B81","v":"Professional learning for balanced assessment use"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C81","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B82","v":"Assessment schedule"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C82","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B83","v":"Using data to inform instruction "},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C83","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B84","v":"Student assessment participation"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C84","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B85","v":"Use of perceptual data"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C85","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B86","v":"Sharing assessment results"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C86","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B87","v":"Policymaker learning opportunities "},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C87","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B88","v":"Superintendent and policy maker strategic initiatives"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C88","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B89","v":"Instructional model and staff evaluation process "},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C89","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B90","v":"Teacher engagement "},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C90","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B91","v":"Principal engagement"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C91","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B92","v":"Staff recruitment and retention"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C92","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B93","v":"System for teacher observations and feedback"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C93","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B94","v":"Systems management"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C94","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B95","v":"Administrator development"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C95","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B96","v":"Balance of leadership tasks"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C96","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B97","v":"Professional learning plan "},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C97","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B98","v":"Professional learning opportunities"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C98","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B99","v":"Teacher leadership opportunities"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C99","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B100","v":"Instructional coaches "},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C100","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B101","v":"Collaborative learning communities"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C101","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B102","v":"Implementation fidelity support"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C102","v":0}]
[null,null,null,null,null,{"$f":"Calculations!B103","v":"Professional development evaluation and adjustment"},"Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning","Vision and mission of learning",{"$f":"Calculations!C103","v":0}]
[]
[]
[]
[]
[]
[null,null,null,"Total Results by Dimension"]
[null,null,null,"Individualized score for each of the 77 dimensions"]
[null,null,null,null,1,{"$f":"Calculations!B30","v":"Vision and mission of learning"},null,null,null,null,null,null,null,{"$f":"Calculations!C30","v":0}]
[null,null,null,null,2,{"$f":"Calculations!B31","v":"School culture and climate plan"},null,null,null,null,null,null,null,{"$f":"Calculations!C31","v":0}]
[null,null,null,null,3,{"$f":"Calculations!B32","v":"Safety and security plan"},null,null,null,null,null,null,null,{"$f":"Calculations!C32","v":0}]
[null,null,null,null,4,{"$f":"Calculations!B33","v":"Behavior management system"},null,null,null,null,null,null,null,{"$f":"Calculations!C33","v":0}]
[null,null,null,null,5,{"$f":"Calculations!B34","v":"Building Culture"},null,null,null,null,null,null,null,{"$f":"Calculations!C34","v":0}]
[null,null,null,null,6,{"$f":"Calculations!B35","v":"Instructional time"},null,null,null,null,null,null,null,{"$f":"Calculations!C35","v":0}]
[null,null,null,null,7,{"$f":"Calculations!B36","v":"Collaboration time among staff"},null,null,null,null,null,null,null,{"$f":"Calculations!C36","v":0}]
[null,null,null,null,8,{"$f":"Calculations!B37","v":"Valuing community resources"},null,null,null,null,null,null,null,{"$f":"Calculations!C37","v":0}]
[null,null,null,null,9,{"$f":"Calculations!B38","v":"District and school board relationships"},null,null,null,null,null,null,null,{"$f":"Calculations!C38","v":0}]
[null,null,null,null,10,{"$f":"Calculations!B39","v":"Communicating need for change"},null,null,null,null,null,null,null,{"$f":"Calculations!C39","v":0}]
[null,null,null,null,11,{"$f":"Calculations!B40","v":"Attendance monitoring and intervention"},null,null,null,null,null,null,null,{"$f":"Calculations!C40","v":0}]
[null,null,null,null,12,{"$f":"Calculations!B41","v":"Early warning system"},null,null,null,null,null,null,null,{"$f":"Calculations!C41","v":0}]
[null,null,null,null,13,{"$f":"Calculations!B42","v":"Resource allocation process"},null,null,null,null,null,null,null,{"$f":"Calculations!C42","v":0}]
[null,null,null,null,14,{"$f":"Calculations!B43","v":"Identification of student supports"},null,null,null,null,null,null,null,{"$f":"Calculations!C43","v":0}]
[null,null,null,null,15,{"$f":"Calculations!B44","v":"Provision of social and emotional learning support"},null,null,null,null,null,null,null,{"$f":"Calculations!C44","v":0}]
[null,null,null,null,16,{"$f":"Calculations!B45","v":"Provision of character education"},null,null,null,null,null,null,null,{"$f":"Calculations!C45","v":0}]
[null,null,null,null,17,{"$f":"Calculations!B46","v":"Provision of nutrition and health support"},null,null,null,null,null,null,null,{"$f":"Calculations!C46","v":0}]
[null,null,null,null,18,{"$f":"Calculations!B47","v":"Family engagement "},null,null,null,null,null,null,null,{"$f":"Calculations!C47","v":0}]
[null,null,null,null,19,{"$f":"Calculations!B48","v":"Community engagement"},null,null,null,null,null,null,null,{"$f":"Calculations!C48","v":0}]
[null,null,null,null,20,{"$f":"Calculations!B49","v":"Family and community engagement effectiveness"},null,null,null,null,null,null,null,{"$f":"Calculations!C49","v":0}]
[null,null,null,null,21,{"$f":"Calculations!B50","v":"Personalized or individualized learning process "},null,null,null,null,null,null,null,{"$f":"Calculations!C50","v":0}]
[null,null,null,null,22,{"$f":"Calculations!B51","v":"Personal learning opportunities"},null,null,null,null,null,null,null,{"$f":"Calculations!C51","v":0}]
[null,null,null,null,23,{"$f":"Calculations!B52","v":"Student engagement "},null,null,null,null,null,null,null,{"$f":"Calculations!C52","v":0}]
[null,null,null,null,24,{"$f":"Calculations!B53","v":"Transition plan implementation – grade to grade and level to level"},null,null,null,null,null,null,null,{"$f":"Calculations!C53","v":0}]
[null,null,null,null,25,{"$f":"Calculations!B54","v":"Mobility plan implementation – place to place"},null,null,null,null,null,null,null,{"$f":"Calculations!C54","v":0}]
[null,null,null,null,26,{"$f":"Calculations!B55","v":"Family collaboration for transitions"},null,null,null,null,null,null,null,{"$f":"Calculations!C55","v":0}]
[null,null,null,null,27,{"$f":"Calculations!B56","v":"Early learning guidelines"},null,null,null,null,null,null,null,{"$f":"Calculations!C56","v":0}]
[null,null,null,null,28,{"$f":"Calculations!B57","v":"School readiness"},null,null,null,null,null,null,null,{"$f":"Calculations!C57","v":0}]
[null,null,null,null,29,{"$f":"Calculations!B58","v":"Instructional staff qualifications"},null,null,null,null,null,null,null,{"$f":"Calculations!C58","v":0}]
[null,null,null,null,30,{"$f":"Calculations!B59","v":"Equitable access to school resources"},null,null,null,null,null,null,null,{"$f":"Calculations!C59","v":0}]
[null,null,null,null,31,{"$f":"Calculations!B60","v":"Evidence-based interventions"},null,null,null,null,null,null,null,{"$f":"Calculations!C60","v":0}]
[null,null,null,null,32,{"$f":"Calculations!B61","v":"Program evaluation "},null,null,null,null,null,null,null,{"$f":"Calculations!C61","v":0}]
[null,null,null,null,33,{"$f":"Calculations!B62","v":"Continuous improvement "},null,null,null,null,null,null,null,{"$f":"Calculations!C62","v":0}]
[null,null,null,null,34,{"$f":"Calculations!B63","v":"Curriculum and standards alignment*"},null,null,null,null,null,null,null,{"$f":"Calculations!C63","v":0}]
[null,null,null,null,35,{"$f":"Calculations!B64","v":"Programs and instructional materials selection process**"},null,null,null,null,null,null,null,{"$f":"Calculations!C64","v":0}]
[null,null,null,null,36,{"$f":"Calculations!B65","v":"Career readiness standards integration "},null,null,null,null,null,null,null,{"$f":"Calculations!C65","v":0}]
[null,null,null,null,37,{"$f":"Calculations!B66","v":"School technology plan and profile"},null,null,null,null,null,null,null,{"$f":"Calculations!C66","v":0}]
[null,null,null,null,38,{"$f":"Calculations!B67","v":"Student technology learning "},null,null,null,null,null,null,null,{"$f":"Calculations!C67","v":0}]
[null,null,null,null,39,{"$f":"Calculations!B68","v":"Instructional technology acquisition"},null,null,null,null,null,null,null,{"$f":"Calculations!C68","v":0}]
[null,null,null,null,40,{"$f":"Calculations!B69","v":"Technology professional learning "},null,null,null,null,null,null,null,{"$f":"Calculations!C69","v":0}]
[null,null,null,null,41,{"$f":"Calculations!B70","v":"Technology infrastructure"},null,null,null,null,null,null,null,{"$f":"Calculations!C70","v":0}]
[null,null,null,null,42,{"$f":"Calculations!B71","v":"Digital learning opportunities"},null,null,null,null,null,null,null,{"$f":"Calculations!C71","v":0}]
[null,null,null,null,43,{"$f":"Calculations!B72","v":"Career awareness process – high school"},null,null,null,null,null,null,null,{"$f":"Calculations!C72","v":0}]
[null,null,null,null,44,{"$f":"Calculations!B73","v":"Career awareness – middle school"},null,null,null,null,null,null,null,{"$f":"Calculations!C73","v":0}]
[null,null,null,null,45,{"$f":"Calculations!B74","v":"Career awareness – elementary school"},null,null,null,null,null,null,null,{"$f":"Calculations!C74","v":0}]
[null,null,null,null,46,{"$f":"Calculations!B75","v":"Community and workforce partnerships"},null,null,null,null,null,null,null,{"$f":"Calculations!C75","v":0}]
[null,null,null,null,47,{"$f":"Calculations!B76","v":"Career counseling support "},null,null,null,null,null,null,null,{"$f":"Calculations!C76","v":0}]
[null,null,null,null,48,{"$f":"Calculations!B77","v":"Valid and reliable interim and formative assessments "},null,null,null,null,null,null,null,{"$f":"Calculations!C77","v":0}]
[null,null,null,null,49,{"$f":"Calculations!B78","v":"Assessment reporting quality"},null,null,null,null,null,null,null,{"$f":"Calculations!C78","v":0}]
[null,null,null,null,50,{"$f":"Calculations!B79","v":"Curriculum and instruction alignment with assessments "},null,null,null,null,null,null,null,{"$f":"Calculations!C79","v":0}]
[null,null,null,null,51,{"$f":"Calculations!B80","v":"Balanced assessment system"},null,null,null,null,null,null,null,{"$f":"Calculations!C80","v":0}]
[null,null,null,null,52,{"$f":"Calculations!B81","v":"Professional learning for balanced assessment use"},null,null,null,null,null,null,null,{"$f":"Calculations!C81","v":0}]
[null,null,null,null,53,{"$f":"Calculations!B82","v":"Assessment schedule"},null,null,null,null,null,null,null,{"$f":"Calculations!C82","v":0}]
[null,null,null,null,54,{"$f":"Calculations!B83","v":"Using data to inform instruction "},null,null,null,null,null,null,null,{"$f":"Calculations!C83","v":0}]
[null,null,null,null,55,{"$f":"Calculations!B84","v":"Student assessment participation"},null,null,null,null,null,null,null,{"$f":"Calculations!C84","v":0}]
[null,null,null,null,56,{"$f":"Calculations!B85","v":"Use of perceptual data"},null,null,null,null,null,null,null,{"$f":"Calculations!C85","v":0}]
[null,null,null,null,57,{"$f":"Calculations!B86","v":"Sharing assessment results"},null,null,null,null,null,null,null,{"$f":"Calculations!C86","v":0}]
[null,null,null,null,58,{"$f":"Calculations!B87","v":"Policymaker learning opportunities "},null,null,null,null,null,null,null,{"$f":"Calculations!C87","v":0}]
[null,null,null,null,59,{"$f":"Calculations!B88","v":"Superintendent and policy maker strategic initiatives"},null,null,null,null,null,null,null,{"$f":"Calculations!C88","v":0}]
[null,null,null,null,60,{"$f":"Calculations!B89","v":"Instructional model and staff evaluation process "},null,null,null,null,null,null,null,{"$f":"Calculations!C89","v":0}]
[null,null,null,null,61,{"$f":"Calculations!B90","v":"Teacher engagement "},null,null,null,null,null,null,null,{"$f":"Calculations!C90","v":0}]
[null,null,null,null,62,{"$f":"Calculations!B91","v":"Principal engagement"},null,null,null,null,null,null,null,{"$f":"Calculations!C91","v":0}]
[null,null,null,null,63,{"$f":"Calculations!B92","v":"Staff recruitment and retention"},null,null,null,null,null,null,null,{"$f":"Calculations!C92","v":0}]
[null,null,null,null,64,{"$f":"Calculations!B93","v":"System for teacher observations and feedback"},null,null,null,null,null,null,null,{"$f":"Calculations!C93","v":0}]
[null,null,null,null,65,{"$f":"Calculations!B94","v":"Systems management"},null,null,null,null,null,null,null,{"$f":"Calculations!C94","v":0}]
[null,null,null,null,66,{"$f":"Calculations!B95","v":"Administrator development"},null,null,null,null,null,null,null,{"$f":"Calculations!C95","v":0}]
[null,null,null,null,67,{"$f":"Calculations!B96","v":"Balance of leadership tasks"},null,null,null,null,null,null,null,{"$f":"Calculations!C96","v":0}]
[null,null,null,null,68,{"$f":"Calculations!B97","v":"Professional learning plan "},null,null,null,null,null,null,null,{"$f":"Calculations!C97","v":0}]
[null,null,null,null,69,{"$f":"Calculations!B98","v":"Professional learning opportunities"},null,null,null,null,null,null,null,{"$f":"Calculations!C98","v":0}]
[null,null,null,null,70,{"$f":"Calculations!B99","v":"Teacher leadership opportunities"},null,null,null,null,null,null,null,{"$f":"Calculations!C99","v":0}]
[null,null,null,null,71,{"$f":"Calculations!B100","v":"Instructional coaches "},null,null,null,null,null,null,null,{"$f":"Calculations!C100","v":0}]
[null,null,null,null,72,{"$f":"Calculations!B101","v":"Collaborative learning communities"},null,null,null,null,null,null,null,{"$f":"Calculations!C101","v":0}]
[null,null,null,null,73,{"$f":"Calculations!B102","v":"Implementation fidelity support"},null,null,null,null,null,null,null,{"$f":"Calculations!C102","v":0}]
[null,null,null,null,74,{"$f":"Calculations!B103","v":"Professional development evaluation and adjustment"},null,null,null,null,null,null,null,{"$f":"Calculations!C103","v":0}]

{"sheet":"Calculations","index":6,"n_rows":103,"n_cols":3,"rows_kept":103,"cut":false,"hidden":true,"merged":[]}
[null,"TENETS"]
["A ","Positive Partnerships, Relationships and Success",{"$f":"AVERAGE(C10:C14)","v":{"$error":"#DIV/0!"}}]
["B","Transitions",{"$f":"C15","v":{"$error":"#DIV/0!"}}]
["C ","Education Opprotunities and Access",{"$f":"AVERAGE(C16:C17)","v":{"$error":"#DIV/0!"}}]
["D ","College, Career, and Civic Ready",{"$f":"AVERAGE(C18:C20)","v":{"$error":"#DIV/0!"}}]
["E ","Assessment",{"$f":"AVERAGE(C21:C23)","v":{"$error":"#DIV/0!"}}]
["F ","Educator Effectiveness ",{"$f":"AVERAGE(C24:C27)","v":{"$error":"#DIV/0!"}}]
[]
[null,"AREAS OF FOCUS","Mean Score"]
["A1","School culture and climate",{"$f":"Rubric!I10","v":{"$error":"#DIV/0!"}}]
["A2","Student Attendance",{"$f":"Rubric!I21","v":{"$error":"#DIV/0!"}}]
["A3","Student support services",{"$f":"Rubric!I24","v":{"$error":"#DIV/0!"}}]
["A4","Family and community engagement",{"$f":"Rubric!I30","v":{"$error":"#DIV/0!"}}]
["A5","Individualized or personalized learning process",{"$f":"Rubric!I34","v":{"$error":"#DIV/0!"}}]
["B1","Grade-to-grade, level-to-level, and place-to-place",{"$f":"Rubric!I43","v":{"$error":"#DIV/0!"}}]
["C1","Early learning opportunities",{"$f":"Rubric!I52","v":{"$error":"#DIV/0!"}}]
["C2","Comprehensive learning opportunities",{"$f":"Rubric!I58","v":{"$error":"#DIV/0!"}}]
["D1","Curriculum and instructional materials aligned to content area standards",{"$f":"Rubric!I68","v":{"$error":"#DIV/0!"}}]
["D2","Technological and digital readiness",{"$f":"Rubric!I74","v":{"$error":"#DIV/0!"}}]
["D3","Support for career awareness, planning, and career/college goals",{"$f":"Rubric!I81","v":{"$error":"#DIV/0!"}}]
["E1","Assessment quality",{"$f":"Rubric!I92","v":{"$error":"#DIV/0!"}}]
["E2","Balanced assessment systems",{"$f":"Rubric!I97","v":{"$error":"#DIV/0!"}}]
["E3","Assessment and data use",{"$f":"Rubric!I101","v":{"$error":"#DIV/0!"}}]
["F1","Engaged policymakers and superintendents",{"$f":"Rubric!I111","v":{"$error":"#DIV/0!"}}]
["F2","Nebraska teacher and principal performance framework",{"$f":"Rubric!I114","v":{"$error":"#DIV/0!"}}]
["F3","Building leadership supports at the school level",{"$f":"Rubric!I121","v":{"$error":"#DIV/0!"}}]
["F4","Professional Learning",{"$f":"Rubric!I124","v":{"$error":"#DIV/0!"}}]
[]
[null,"DIMENSIONS","Score"]
["A1",{"$f":"Rubric!B10","v":"Vision and mission of learning"},{"$f":"Rubric!G10","v":0}]
["A1",{"$f":"Rubric!B11","v":"School culture and climate plan"},{"$f":"Rubric!G11","v":0}]
["A1",{"$f":"Rubric!B12","v":"Safety and security plan"},{"$f":"Rubric!G12","v":0}]
["A1",{"$f":"Rubric!B13","v":"Behavior management system"},{"$f":"Rubric!G13","v":0}]
["A1",{"$f":"Rubric!B14","v":"Building Culture"},{"$f":"Rubric!G14","v":0}]
["A1",{"$f":"Rubric!B15","v":"Instructional time"},{"$f":"Rubric!G15","v":0}]
["A1",{"$f":"Rubric!B16","v":"Collaboration time among staff"},{"$f":"Rubric!G16","v":0}]
["A1",{"$f":"Rubric!B17","v":"Valuing community resources"},{"$f":"Rubric!G17","v":0}]
["A1",{"$f":"Rubric!B18","v":"District and school board relationships"},{"$f":"Rubric!G18","v":0}]
["A1",{"$f":"Rubric!B19","v":"Communicating need for change"},{"$f":"Rubric!G19","v":0}]
["A2",{"$f":"Rubric!B21","v":"Attendance monitoring and intervention"},{"$f":"Rubric!G21","v":0}]
["A2",{"$f":"Rubric!B22","v":"Early warning system"},{"$f":"Rubric!G22","v":0}]
["A3",{"$f":"Rubric!B24","v":"Resource allocation process"},{"$f":"Rubric!G24","v":0}]
["A3",{"$f":"Rubric!B25","v":"Identification of student supports"},{"$f":"Rubric!G25","v":0}]
["A3",{"$f":"Rubric!B26","v":"Provision of social and emotional learning support"},{"$f":"Rubric!G26","v":0}]
["A3",{"$f":"Rubric!B27","v":"Provision of character education"},{"$f":"Rubric!G27","v":0}]
["A3",{"$f":"Rubric!B28","v":"Provision of nutrition and health support"},{"$f":"Rubric!G28","v":0}]
["A4",{"$f":"Rubric!B30","v":"Family engagement "},{"$f":"Rubric!G30","v":0}]
["A4",{"$f":"Rubric!B31","v":"Community engagement"},{"$f":"Rubric!G31","v":0}]
["A4",{"$f":"Rubric!B32","v":"Family and community engagement effectiveness"},{"$f":"Rubric!G32","v":0}]
["A5",{"$f":"Rubric!B34","v":"Personalized or individualized learning process "},{"$f":"Rubric!G34","v":0}]
["A5",{"$f":"Rubric!B35","v":"Personal learning opportunities"},{"$f":"Rubric!G35","v":0}]
["A5",{"$f":"Rubric!B36","v":"Student engagement "},{"$f":"Rubric!G36","v":0}]
["B1",{"$f":"Rubric!B43","v":"Transition plan implementation – grade to grade and level to level"},{"$f":"Rubric!G43","v":0}]
["B1",{"$f":"Rubric!B44","v":"Mobility plan implementation – place to place"},{"$f":"Rubric!G44","v":0}]
["B1",{"$f":"Rubric!B45","v":"Family collaboration for transitions"},{"$f":"Rubric!G45","v":0}]
["C1",{"$f":"Rubric!B52","v":"Early learning guidelines"},{"$f":"Rubric!G52","v":0}]
["C1",{"$f":"Rubric!B53","v":"School readiness"},{"$f":"Rubric!G53","v":0}]
["C1",{"$f":"Rubric!B54","v":"Instructional staff qualifications"},{"$f":"Rubric!G54","v":0}]
["C2",{"$f":"Rubric!B58","v":"Equitable access to school resources"},{"$f":"Rubric!G58","v":0}]
["C2",{"$f":"Rubric!B59","v":"Evidence-based interventions"},{"$f":"Rubric!G59","v":0}]
["C2",{"$f":"Rubric!B60","v":"Program evaluation "},{"$f":"Rubric!G60","v":0}]
["C2",{"$f":"Rubric!B61","v":"Continuous improvement "},{"$f":"Rubric!G61","v":0}]
["D1",{"$f":"Rubric!B68","v":"Curriculum and standards alignment*"},{"$f":"Rubric!G68","v":0}]
["D1",{"$f":"Rubric!B69","v":"Programs and instructional materials selection process**"},{"$f":"Rubric!G69","v":0}]
["D1",{"$f":"Rubric!B70","v":"Career readiness standards integration "},{"$f":"Rubric!G70","v":0}]
["D2",{"$f":"Rubric!B74","v":"School technology plan and profile"},{"$f":"Rubric!G74","v":0}]
["D2",{"$f":"Rubric!B75","v":"Student technology learning "},{"$f":"Rubric!G75","v":0}]
["D2",{"$f":"Rubric!B76","v":"Instructional technology acquisition"},{"$f":"Rubric!G76","v":0}]
["D2",{"$f":"Rubric!B77","v":"Technology professional learning "},{"$f":"Rubric!G77","v":0}]
["D2",{"$f":"Rubric!B78","v":"Technology infrastructure"},{"$f":"Rubric!G78","v":0}]
["D2",{"$f":"Rubric!B79","v":"Digital learning opportunities"},{"$f":"Rubric!G79","v":0}]
["D3",{"$f":"Rubric!B81","v":"Career awareness process – high school"},{"$f":"Rubric!G81","v":0}]
["D3",{"$f":"Rubric!B82","v":"Career awareness – middle school"},{"$f":"Rubric!G82","v":0}]
["D3",{"$f":"Rubric!B83","v":"Career awareness – elementary school"},{"$f":"Rubric!G83","v":0}]
["D3",{"$f":"Rubric!B84","v":"Community and workforce partnerships"},{"$f":"Rubric!G84","v":0}]
["D3",{"$f":"Rubric!B85","v":"Career counseling support "},{"$f":"Rubric!G85","v":0}]
["E1",{"$f":"Rubric!B92","v":"Valid and reliable interim and formative assessments "},{"$f":"Rubric!G92","v":0}]
["E1",{"$f":"Rubric!B93","v":"Assessment reporting quality"},{"$f":"Rubric!G93","v":0}]
["E1",{"$f":"Rubric!B94","v":"Curriculum and instruction alignment with assessments "},{"$f":"Rubric!G94","v":0}]
["E2",{"$f":"Rubric!B97","v":"Balanced assessment system"},{"$f":"Rubric!G97","v":0}]
["E2",{"$f":"Rubric!B98","v":"Professional learning for balanced assessment use"},{"$f":"Rubric!G98","v":0}]
["E2",{"$f":"Rubric!B99","v":"Assessment schedule"},{"$f":"Rubric!G99","v":0}]
["E3",{"$f":"Rubric!B101","v":"Using data to inform instruction "},{"$f":"Rubric!G101","v":0}]
["E3",{"$f":"Rubric!B102","v":"Student assessment participation"},{"$f":"Rubric!G102","v":0}]
["E3",{"$f":"Rubric!B103","v":"Use of perceptual data"},{"$f":"Rubric!G103","v":0}]
["E3",{"$f":"Rubric!B104","v":"Sharing assessment results"},{"$f":"Rubric!G104","v":0}]
["F1",{"$f":"Rubric!B111","v":"Policymaker learning opportunities "},{"$f":"Rubric!G111","v":0}]
["F1",{"$f":"Rubric!B112","v":"Superintendent and policy maker strategic initiatives"},{"$f":"Rubric!G112","v":0}]
["F2",{"$f":"Rubric!B114","v":"Instructional model and staff evaluation process "},{"$f":"Rubric!G114","v":0}]
["F2",{"$f":"Rubric!B115","v":"Teacher engagement "},{"$f":"Rubric!G115","v":0}]
["F2",{"$f":"Rubric!B116","v":"Principal engagement"},{"$f":"Rubric!G116","v":0}]
["F2",{"$f":"Rubric!B117","v":"Staff recruitment and retention"},{"$f":"Rubric!G117","v":0}]
["F2",{"$f":"Rubric!B118","v":"System for teacher observations and feedback"},{"$f":"Rubric!G118","v":0}]
["F2",{"$f":"Rubric!B119","v":"Systems management"},{"$f":"Rubric!G119","v":0}]
["F3",{"$f":"Rubric!B121","v":"Administrator development"},{"$f":"Rubric!G121","v":0}]
["F3",{"$f":"Rubric!B122","v":"Balance of leadership tasks"},{"$f":"Rubric!G122","v":0}]
["F4",{"$f":"Rubric!B124","v":"Professional learning plan "},{"$f":"Rubric!G124","v":0}]
["F4",{"$f":"Rubric!B125","v":"Professional learning opportunities"},{"$f":"Rubric!G125","v":0}]
["F4",{"$f":"Rubric!B126","v":"Teacher leadership opportunities"},{"$f":"Rubric!G126","v":0}]
["F4",{"$f":"Rubric!B127","v":"Instructional coaches "},{"$f":"Rubric!G127","v":0}]
["F4",{"$f":"Rubric!B128","v":"Collaborative learning communities"},{"$f":"Rubric!G128","v":0}]
["F4",{"$f":"Rubric!B129","v":"Implementation fidelity support"},{"$f":"Rubric!G129","v":0}]
["F4",{"$f":"Rubric!B130","v":"Professional development evaluation and adjustment"},{"$f":"Rubric!G130","v":0}]

{"sheet":"Glossary","index":7,"n_rows":40,"n_cols":3,"rows_kept":40,"cut":false,"hidden":false,"merged":[[1,1,1,2]]}
[]
[null,"Glossary"]
[]
[null,"Term","Definition"]
[null,"Balanced assessment system","Balanced assessment system are a comprehensive approach to forming a complete and accurate picture of student learning. Balanced assessment system refers to multiple, mutually supportive assessment systems—summative (state level), interim (benchmark level), and formative (classroom level)—implemented in a balanced way to inform state policy, programs, and classroom instruction."]
[null,"Character Education ","Character education is a learning process that enables students and adults in a school community to understand, care about and act on core ethical values such as respect, justice, civic virtue and citizenship, and responsibility for self and others.1 Nebraska Revised Statute 79-725 lists minimum requirements for character education."]
[null,"Continuous Improvement","Any school or instructional-improvement process that unfolds progressively, that does not have a fixed or predetermined end point, and that is sustained over extended periods of time. The concept also encompasses the general belief that improvement is not something that starts and stops, but it’s something that requires an organizational or professional commitment to an ongoing process of learning, self-reflection, adaptation, and growth.2"]
[null,"Culturally relevant","Culturally relevant is a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes.3"]
[null,"Data-based decisionmaking process","The data-based decisionmaking process should involve the evaluation of school needs, creating a data-informed plan for continuous improvement, and monitoring progress toward goals."]
[null,"Early warning system","An early warning system is a system based on student data to identify students who exhibit behavior or academic performance that puts them at risk of dropping out of school.4"]
[null,"Egalitarianism","Egalitarianism means all members of the school community are treated with the same respect."]
[null,"Evidence-based","A program or practice is evidence based if it a)  offers a high level of research on effectiveness, determined as a result of multiple rigorous evaluations, such as randomized controlled trials and evaluations that incorporate strong comparison group designs or a single large multisite randomized study, and  b) to the extent practicable, has specified procedures that allow for successful replication."]
[null,"Family Engagement & Involvement ","A school striving for family involvement often leads with its mouth—identifying projects, needs, and goals and then telling parents how they can contribute. A school striving for parent engagement, on the other hand, tends to lead with its ears—listening to what parents think, dream, and worry about. The goal of family engagement is not to serve clients but to gain partners.5"]
[null,"High mobility or transient students ","High mobility or transient students are defined as any student who enrolls in two or more public schools during an academic year.   If a student’s initial public school enrollment for the year is after the State’s official membership day (last Friday in September), it is assumed that this enrollment represents the second public school enrollment occurrence for the school year.6"]
[null,"Implementation fidelity ","Implementation fidelity occurs when a program is implemented as intended by program and/or training guidelines. This may include, but is not limited to, implementing all program lessons and materials, meeting student time requirements for participation, admistering all embedded assessments, consistent application of instructional strategies, etc."]
[null,"Learning styles","Learning styles describe how different people prefer to learn.7"]
[null,"Preschool Programs","Preschool programs means all early childhood part-day or full-day center-based programs or in-home family support (home-based) programs provided for children who have not reached the age of five on or before July 31 of the current school year.8"]
[null,"Reliable","Reliable assessments measure the same goal with consistency; those that are not reliable will likely obtain erratic results.9"]
[null,"Risk Factors","Risk factors may include behavior incidents, course performance, and health, family and other issues that can affect students attending school. "]
[null,"School Climate","School climate refers to the school's effects on students, including teaching practices; diversity; and the relationships among administrators, teachers, parents, and students.10"]
[null,"School Culture","School culture refers to the way teachers and other staff members work together and the set of beliefs, values, and assumptions they share. A positive school climate and school culture promote students' ability to learn.10"]
[null,"School Improvement","Dramatic and comprehensive intervention in low-performing schools. Involves turnaround leadership, culture shift, instructional transformation, and talent development. 11"]
[null,"Social and Emotional Learning","Social emotional learning it the process students go through to learn the skills, attitudes, and values necessary to understand and manage the social and emotional elements of life.12"]
[null,"Systematically","Systematically refers to a well-established process or plan with clearly defined and repeatable steps that are efficient and effective in generating optimum results."]
[null,"Valid","Valid assessments describe the degree to which the assessment measures the intended learning targets. For teacher-developed formative assessments, aligning every assessment question to one or more learning goals can ensure assessments measure what they intend for students to know and be able to do.13"]
[]
[null,1,"Office of Safe and Drug-Free Schools. (n.d.). Character Education- Our share responsibility [Brochure]. U.S. Department of Education. Retrieved from https://www2.ed.gov/admins/lead/character/brochure.pdf"]
[null,2,"The Gossary of Education Reform. (2013). Continuous Improvement. Retrieved from https://www.edglossary.org/continuous-improvement/"]
[null,3,"Ladson-Billings, G. (1994). The dreamkeepers. San Francisco: Jossey-Bass Publishing Co, p.382. http://www.ascd.org/publications/books/111022/chapters/Culturally-Responsive-Instruction.aspx"]
[null,4,"Office of Planning, Evaluation and Policy Development. (2016, September). Issue brief: Early warning systems. Washington, DC: U.S. Department of Education, Office of Planning, Evaluation, and Policy Development. Retrieved from https://www2.ed.gov/rschstat/eval/high-school/early-warning-systems-brief.pdf"]
[null,5,"Ferlazzo, L. (2011). Involvement or Engagement. Educational Leadership, 68(8), pp.10-14. Retrieved from: http://www.ascd.org/publications/educational-leadership/may11/vol68/num08/Involvement-or-Engagement%C2%A2.aspx "]
[null,6,"Nebraska Department of Education. (2011, September 30). Highly mobile students. Lincoln, NE: Author. Retrieved from https://cdn.education.ne.gov/wp-content/uploads/2017/07/Highly_Mobile_Students_definition.pdf"]
[null,7,"Dunn, R. (1996). All about learning styles. In R. Dunn, How to implement and supervise a learning style program. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved from http://www.ascd.org/publications/books/196010/chapters/All-About-Learning-Styles.aspx"]
[null,8,"NDE. (2015). Rule 11. Title 92, Nebraska Administrative Code, Chapter 11. Retrieved from: https://cdn.education.ne.gov/wp-content/uploads/2017/10/Rule11_2015.pdf "]
[null,9,"Carbaugh, E. (2014, March 13). Designing reliable and valid Common Core-aligned math assessments. Using Assessments Thoughtfully, 9(12). Retrieved from http://www.ascd.org/ascd-express/vol9/912-carbaugh.aspx"]
[null,10,"ASCD. (n.d.) School Culture and Climate. Retrieved from http://www.ascd.org/research-a-topic/school-culture-and-climate-resources.aspx "]
[null,11,"The Center on School Turnaround. https://centeronschoolturnaround.org/"]
[null,12,"Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., Shriver, T. P. (1997). The need for social and emotional learning. In M. J. Elias, J. E. Zins, R. P. Weissberg, K. S. Frey, M. T. Greenberg, N. M. Haynes,... T. P. Shriver, Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved from http://www.ascd.org/publications/books/197157e4/chapters/The-Need-for-Social-and-Emotional-Learning.aspx"]
[null,13,"Carbaugh, E. (2014, March 13). Designing reliable and valid Common Core-aligned math assessments. Using Assessments Thoughtfully, 9(12). Retrieved from http://www.ascd.org/ascd-express/vol9/912-carbaugh.aspx"]
[null,null,"Carbaugh, E. (2014, March 13). Designing reliable and valid Common Core-aligned math assessments. Using Assessments Thoughtfully, 9(12). Retrieved from http://www.ascd.org/ascd-express/vol9/912-carbaugh.aspx"]