Annual Report 2014-15
NIOBRARA PUBLIC SCHOOLS
54-0501-000
2014-2015 Annual Report
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Current Contact Information |
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Niobrara Public Schools is a Class III school district located in northeast Nebraska along the scenic Niobrara and Missouri Rivers. It serves approximately 170 students over 150 square miles. The student population is reflective of the diverse cultural realm that the district serves. There are significant numbers of American Indian (Santee Sioux and Northern Ponca) students receiving their education at Niobrara Public Schools. The school system has been divided into a K-5, 6-8, 9-12 organizational structure. This allows teachers to concentrate on specific content areas with benchmark standards guiding the curriculum. Teachers are able to work with students for four years in a content area allowing for greater student success. |
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Improvement Goals provided by the School District |
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SIP Goal: The analysis of this data resulted in the selection of the following school improvement goal: All students who participate in the NeSA subject assessments will increase by 2% annually in each subject area.
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Nebraska State Accountability: NeSA Scores |
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* Data has been masked to protect the identity of students using one the following criteria:
National Standardized Test Results
Nebraska school districts chose one national standardized test to measure their students' performance at a certain grade and to compare their results to the performance of students across the country. Results show the average Nebraska student score on these National Assessment Instruments (NAIs), which score student results between 1 and 99.
Northwest Evaluation Association or NWEA
Average Student Scores
Composite Percent Score (0-100%)
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District |
State |
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Composite Percent Score |
Reading |
Math |
Composite Percent Score |
Reading |
Math |
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55% |
45% |
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58% |
57% |
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44% |
49% |
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56% |
55% |
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54% |
47% |
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61% |
59% |
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Students Tested |
% Students Tested |
Students Not Tested |
% Students Not Tested |
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40 |
100.00 % |
0 |
0.00 % |
NCLB Qualified Teachers
The No Child Left Behind (NCLB) Act requires all teachers, teaching in the content areas it identifies as core academic areas, to demonstrate that they have sufficient content knowledge in that subject. Teachers in Nebraska met this requirement by holding the appropriate endorsement for the courses/classes taught, by successfully completing the HOUSSE process, or meeting Nebraska’s testing requirement for teachers at the elementary education level of instruction. The chart below provides the statewide number and percentage of courses taught by NCLB Qualified Teachers in each of the NCLB content areas.
NCLB Qualified Teachers
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2011-2012 |
2012-2013 |
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Courses |
NCLB Qualified |
Courses |
NCLB Qualified |
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Content Area |
# |
% |
# |
% |
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CIVICS AND GOVERNMENT |
2 |
100.00 % |
2 |
100.00 % |
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ELEMENTARY |
6 |
100.00 % |
7 |
100.00 % |
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ENGLISH LANGUAGE ARTS |
53 |
100.00 % |
40 |
100.00 % |
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FOREIGN LANGUAGES |
6 |
100.00 % |
6 |
100.00 % |
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HISTORY AND GEOGRAPHY |
13 |
100.00 % |
12 |
100.00 % |
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MATHEMATICS |
33 |
100.00 % |
34 |
100.00 % |
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NATURAL SCIENCES |
19 |
100.00 % |
24 |
100.00 % |
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VISUAL AND PERFORMING ARTS |
34 |
100.00 % |
33 |
100.00 % |
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OVERALL COUNT/AVERAGE |
166 |
100.00 % |
158 |
100.00 % |
* For NCLB purposes, one elementary teacher is considered as one course.
Teacher Master's Degree, Experience, Salary
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Total Teacher FTE |
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Total Teacher Count with Masters Degrees |
Percentage of Teacher Count with Master's Degrees |
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Years |
State |
District |
State |
District |
State |
District |
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2010-2011 |
24,633.92 |
18.20 |
11,692 |
12 |
45.72% |
60.00% |
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2011-2012 |
24,131.83 |
19.67 |
11,889 |
12 |
47.46% |
57.14% |
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2012-2013 |
24,253.79 |
20.67 |
12,401 |
11 |
49.27% |
50.00% |
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2013-2014 |
22,302.34 |
21.69 |
11,878 |
12 |
51.73% |
52.17% |
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2014-2015 |
22,702.27 |
20.69 |
12,146 |
9 |
52.16% |
40.91% |
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Membership
PreKindergarten - 12th Grade
Grade-by-Grade Membership
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PK |
KG |
1st |
2nd |
3rd |
4th |
5th |
6th |
7th |
8th |
9th |
10th |
11th |
12th |
Total |
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2000-2001 |
0 |
11 |
12 |
10 |
11 |
11 |
6 |
17 |
11 |
14 |
14 |
16 |
12 |
12 |
157 |
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2001-2002 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
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2002-2003 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
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2003-2004 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
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2004-2005 |
0 |
13 |
13 |
16 |
12 |
10 |
11 |
12 |
16 |
12 |
13 |
11 |
11 |
14 |
164 |
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2005-2006 |
0 |
8 |
10 |
14 |
14 |
12 |
9 |
9 |
9 |
14 |
13 |
9 |
12 |
11 |
144 |
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2006-2007 |
0 |
8 |
10 |
8 |
15 |
18 |
12 |
9 |
10 |
10 |
14 |
9 |
12 |
12 |
147 |
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2007-2008 |
0 |
10 |
8 |
11 |
11 |
13 |
13 |
11 |
10 |
10 |
10 |
16 |
8 |
13 |
144 |
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2008-2009 |
0 |
14 |
10 |
10 |
8 |
14 |
16 |
13 |
10 |
9 |
12 |
8 |
16 |
9 |
149 |
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2009-2010 |
0 |
9 |
15 |
7 |
13 |
12 |
12 |
16 |
12 |
9 |
8 |
10 |
8 |
14 |
145 |
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2010-2011 |
0 |
22 |
10 |
18 |
9 |
12 |
14 |
13 |
15 |
12 |
8 |
9 |
11 |
8 |
161 |
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2011-2012 |
2 |
16 |
17 |
7 |
17 |
12 |
12 |
16 |
12 |
13 |
12 |
8 |
9 |
11 |
164 |
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2012-2013 |
21 |
11 |
16 |
16 |
9 |
19 |
13 |
13 |
14 |
13 |
13 |
14 |
7 |
9 |
188 |
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2013-2014 |
18 |
17 |
12 |
15 |
16 |
9 |
19 |
12 |
13 |
16 |
14 |
14 |
15 |
13 |
203 |
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2014-2015 |
14 |
21 |
13 |
14 |
17 |
16 |
10 |
13 |
12 |
12 |
16 |
13 |
12 |
15 |
198 |
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2013-2014 Receipts
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2013-2014 Expenditures
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Expenditures |
Percent |
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All Instruction Expenditures |
58.59 % |
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Federal Expenditures |
4.90 % |
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General Administration |
6.69 % |
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Maintenance & Operation Expenditures |
15.53 % |
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Office of the Principal Expenditures |
3.39 % |
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Other Expenditures |
0.00 % |
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State Categorical Programs |
3.66 % |
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Support Services - Business |
0.06 % |
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Support Services - Pupils Expenditures |
2.23 % |
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Support Services - Pupils Transportation |
3.73 % |
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Support Services - Staff Expenditures |
1.21 % |
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Total Expenditures |
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The No Child Left Behind Act of 2001 (NCLB) requires that all states create high academic standards for the core areas of reading, writing and math. The goal of NCLB is for every student to meet or exceed these standards by the school year 2014. The measure of annual progress toward these standards is called Adequate Yearly Progress (AYP). AYP is based primarily on the results of the Nebraska state assessments given to students in grades 3 through 8 and grade 11. Schools must meet the state’s academic proficiency benchmarks, as well as other indicators such as test participation and attendance/dropout rate, to make AYP.
In addition to measuring each school, NCLB also requires the Nebraska Department of Education (NDE) to annually review the progress of each school district. Based on Nebraska state testing results, the Niobrara School District was identified by the NDE as a district in need of improvement for the 2015-16 school year. A district is identified for improvement if it meets this criterion:
Does not make AYP in all grade spans within the district-elementary (grades 3-5), middle school (grades6-8) and high school (grades 9-12)--for two consecutive years in either content area of math or reading, considering all eligible student subgroups.
To be removed from the district improvement status, the district must meet the grade span achievement standards for two consecutive years.
The Niobrara Public Schools is dedicated to providing all students with a quality education that prepares them to be career and college ready. Evidence of our commitment to education is shown in the academic growth for both reading and mathematics as documented on the 2014-15 assessment results. If you would like to compare achievement scores in the district to others across the state, you may access the information on the Nebraska Department of Education (NDE) State of the Schools Report at http://reportcard.education.ne.gov.
As a Title 1 district identified in need of improvement, Niobrara Public Schools is required to communicate the district improvement plan strategies specifically addressing the teaching and learning needs of low-achieving students. The goals and strategies identified in the plan intentionally focus on optimizing instruction for all learners using researched based practices with on-going professional learning for staff.
You are encouraged to contact the district office for further information on any of these requirements and to find out how you can become involved in school improvement efforts. An important part of this effort involves parental involvement and support. Parents/guardians and students can monitor progress (grades K-12) by registering for and using Powerschool. Participating in parent/teacher conferences, attending parent/family nights and providing “at home” strategies to support reading and math learning are also key to supporting the home/school partnership.
We will continue to communicate with you throughout the year regarding the school improvement efforts underway and hope you will join us in supporting our students and teachers as we work toward reaching our goals for next year.
Please call if you have additional questions about any details.
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