Chair-Sandy Mogenson; Andrea Jazwick, Callie Nelson, Joan Novacek, & Bonnie McPhillips
Standard 3: Teaching and Assessing for Learning
The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.
IndIcator 3.1
The school’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level.
Our school's curriculum in all core subject areas are aligned to the Nebraska State Standards. Students in grades K-6 have benefit of the Reading Mastery program which allows student instruction at the appropriate level which is determined by appropriate assessments and progress monitoring.
IndIcator 3.2
Curriculum, instruction, and assessment are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice.
Teachers utilize MAP, NeSa, Check 4 Learning, ACT, and DIBELS data to monitor students' progress and adjust as needed.
IndIcator 3.3
Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations.
With the new implementation of 1:1 laptops, teachers have been introducing technology tools to support student learning in addition to the various strategies previously utilized in their classrooms.Staff receive inservice-professional development on best practices for instruction. Most recently, staff has received information on Marzano's 5 Steps for Vocabulary Instruction and also Anita Archer's direct instruction approach to introducing and teaching vocabulary.
IndIcator 3.4
School leaders monitor and support the improvement of instructional practices of teachers to ensure student success.
The school superintendent and principal provide monthly inservice trainings to all teachers to support classroom instruction. Teachers are encouraged to take advantage of specialized trainings and professional development through ESU 7 and state conferences and workshops.
IndIcator 3.5
Teachers participate in collaborative learning communities to improve instruction and student learning.
Teachers share classroom successes with one another during monthly inservice time. This includes specific strategies with students to gain engagement and improve learning.
IndIcator 3.6
Teachers implement the school’s instructional process in support of student learning.
Teachers follow their respective curriculum guides which are aligned with the Nebraska State Standards to provide all students the opportunity to learn required subject matter.
IndIcator 3.7
Mentoring, coaching, and induction programs support instructional improvement consistent with the school’s values and beliefs about teaching and learning.
Cedar Rapids Public School provides a dual mentoring program for new teachers. New staff members are paired with an in-house teacher and this teacher is compensated for his/her mentoring time with a stipend. In addition to this local mentoring program, we are also in a cooperative mentoring project with Greeley-Wolbach and Spalding Public Schools. This mentoring project is coordinated by ESU 10 professional development staff members. New teachers and their mentors meet in Greeley prior to, and throughout the school year. Each quarterly meeting includes agenda items relevant to new teachers and support for mentors as well. New teachers also have an area mentor in their same subject area to support them over the year.
IndIcator 3.8
The school engages families in meaningful ways in their children’s education and keeps them informed of their children’s learning progress.
Our school district uses Powerschool online where parents have access to daily bulletins and their student's grades. The school's website is updated daily and more frequently if needed.
CRPS began subscribing to School Messenger Notification System. This automated system not only allows for correspondence with families in the case of inclement weather/emergency closings but is also used to send weekly updates to families regarding upcoming activities.
The Title I teacher sponsors parent meetings and activity days for parents to learn how they can support their child's learning with educational games.
Down lists are published weekly and parents are notified when their son/daughter is on this list. Parent-Teacher Conferences are held each September and February with the latter conference conducted as student-led dialogue and sharing.
IndIcator 3.9
The school has a formal structure whereby each student is well known by at least one adult advocate in the school who supports that student’s educational experience.
Since Cedar Rapids Public School has such small classes, staff is able to get to know each of the kids on a more personal level. In our student climate survey students were posed the statement: If students have problems, there are staff members that they can trust in to attempt to help solve these problems. 94% of our students indicated they could.
IndIcator 3.10
Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses.
The school follows a grading scale which is consistent throughout. Teachers are encouraged to use rubrics, scoring checklists, etc. when grading projects so students understand the criteria for which they are graded.
IndIcator 3.11
All staff members participate in a continuous program of professional learning.
Staff members receive monthly inservice by either administrator or an ESU Pro. Dev staff member. Teachers are also encourage to attend conferences and workshops in their respective areas of need and interest. Staff members are required to complete 6 Units of professional development every 5 years. This can be completed by college graduate hours or professional development through conferences, etc.
IndIcator 3.12
The school provides and coordinates learning support services to meet the unique learning needs of students.
Cedar Rapids Public School contracts with ESU 7 for services from a School Psychologist, special education director, vision specialist, and early childhood screening. An Occupational therapist and Physical Therapist are also contracted for special needs students.
The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.
IndIcator 3.1
The school’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level.
Our school's curriculum in all core subject areas are aligned to the Nebraska State Standards. Students in grades K-6 have benefit of the Reading Mastery program which allows student instruction at the appropriate level which is determined by appropriate assessments and progress monitoring.
IndIcator 3.2
Curriculum, instruction, and assessment are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice.
Teachers utilize MAP, NeSa, Check 4 Learning, ACT, and DIBELS data to monitor students' progress and adjust as needed.
IndIcator 3.3
Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations.
With the new implementation of 1:1 laptops, teachers have been introducing technology tools to support student learning in addition to the various strategies previously utilized in their classrooms.Staff receive inservice-professional development on best practices for instruction. Most recently, staff has received information on Marzano's 5 Steps for Vocabulary Instruction and also Anita Archer's direct instruction approach to introducing and teaching vocabulary.
IndIcator 3.4
School leaders monitor and support the improvement of instructional practices of teachers to ensure student success.
The school superintendent and principal provide monthly inservice trainings to all teachers to support classroom instruction. Teachers are encouraged to take advantage of specialized trainings and professional development through ESU 7 and state conferences and workshops.
IndIcator 3.5
Teachers participate in collaborative learning communities to improve instruction and student learning.
Teachers share classroom successes with one another during monthly inservice time. This includes specific strategies with students to gain engagement and improve learning.
IndIcator 3.6
Teachers implement the school’s instructional process in support of student learning.
Teachers follow their respective curriculum guides which are aligned with the Nebraska State Standards to provide all students the opportunity to learn required subject matter.
IndIcator 3.7
Mentoring, coaching, and induction programs support instructional improvement consistent with the school’s values and beliefs about teaching and learning.
Cedar Rapids Public School provides a dual mentoring program for new teachers. New staff members are paired with an in-house teacher and this teacher is compensated for his/her mentoring time with a stipend. In addition to this local mentoring program, we are also in a cooperative mentoring project with Greeley-Wolbach and Spalding Public Schools. This mentoring project is coordinated by ESU 10 professional development staff members. New teachers and their mentors meet in Greeley prior to, and throughout the school year. Each quarterly meeting includes agenda items relevant to new teachers and support for mentors as well. New teachers also have an area mentor in their same subject area to support them over the year.
IndIcator 3.8
The school engages families in meaningful ways in their children’s education and keeps them informed of their children’s learning progress.
Our school district uses Powerschool online where parents have access to daily bulletins and their student's grades. The school's website is updated daily and more frequently if needed.
CRPS began subscribing to School Messenger Notification System. This automated system not only allows for correspondence with families in the case of inclement weather/emergency closings but is also used to send weekly updates to families regarding upcoming activities.
The Title I teacher sponsors parent meetings and activity days for parents to learn how they can support their child's learning with educational games.
Down lists are published weekly and parents are notified when their son/daughter is on this list. Parent-Teacher Conferences are held each September and February with the latter conference conducted as student-led dialogue and sharing.
IndIcator 3.9
The school has a formal structure whereby each student is well known by at least one adult advocate in the school who supports that student’s educational experience.
Since Cedar Rapids Public School has such small classes, staff is able to get to know each of the kids on a more personal level. In our student climate survey students were posed the statement: If students have problems, there are staff members that they can trust in to attempt to help solve these problems. 94% of our students indicated they could.
IndIcator 3.10
Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses.
The school follows a grading scale which is consistent throughout. Teachers are encouraged to use rubrics, scoring checklists, etc. when grading projects so students understand the criteria for which they are graded.
IndIcator 3.11
All staff members participate in a continuous program of professional learning.
Staff members receive monthly inservice by either administrator or an ESU Pro. Dev staff member. Teachers are also encourage to attend conferences and workshops in their respective areas of need and interest. Staff members are required to complete 6 Units of professional development every 5 years. This can be completed by college graduate hours or professional development through conferences, etc.
IndIcator 3.12
The school provides and coordinates learning support services to meet the unique learning needs of students.
Cedar Rapids Public School contracts with ESU 7 for services from a School Psychologist, special education director, vision specialist, and early childhood screening. An Occupational therapist and Physical Therapist are also contracted for special needs students.