• Category 2

    Selected in 2014

  • Grades: pre k - 6
    School Setting: rural
    Town Population: 1,056
    Student Enrollment: 179
    Student Demographics:

    Black/African American: 0%
    White/Caucasian: 92%
    Hispanic: 4%
    Hawaiian/Pacific Islander: 0%
    Asian: 0%
    Native American: 2%
    Other: 2%

    Teacher/Student Ratio: 1:16
    % Reduced Lunch: 64%
    % ELL Learners: 0%
    Founded: 2008
  • PRINCIPAL:
    John Kershaw
  • CONTACT:
    712 Arizona
    Culbertson, NE 69024
    308-278-2306
    jokershaw@hcfalcons.org
Hitchcock County Elementary School
Culbertson, NE
Now we use computer time to practice, re-teach, reinforce lessons already taught and as a tool to catch up if a student is absent. Parents can review the lessons at home if a child needs help with homework. Students can play games and practice the skills they learned in school that day.
Describe specific programs in place to ensure that families are involved in the success of your school and students.
Parents serve on almost all of the schools committees. They are especially active on the PBiS Team. They work on activities and fund-raisers with the student PBiS team.

Parents are encouraged to meet with teachers at conference times or any time they have joys or concerns. Our librarian hosts a yearly book fair. Parents are invited to attend our monthly pep rallies.

Parents sponsor and coach after school and summer leagues for our students. We also have a parent run Booster Club who not only support the high school athletic teams, but also the elementary school.
Describe the most successful activity your school has initiated to strengthen ties to your community.
The PBiS Program has strengthened our ties to the community. The behavior expectations are sent home each year and parents are encouraged to reinforce the expectations at home. We have seen significant improvement in the area of Special Events expectations. We are often complimented on the behavior of our students when attending special events. Hearing from people outside of our school that this is the most well behaved school/class they have ever hosted is proof that this is working in our school.

Students have participated in community events including parades and a color run that was sponsored by the High School PBiS team,
Describe your philosophy of school change or improvement.
Society is ever changing so it goes that schools should be ever changing to meet the needs of society. Improving the way we teach and how we meet the needs of all students is a priority. Change is driven by systematic investigation into what is and isn’t working, finding solutions, and moving forward.

Southwest Nebraska has always had a cycle of generational poverty. The past ten years however we have seen an increase in poverty and the issues that come along with that. The school has always attempted to be pro-active and anticipate the needs of students coming into our school family.

What are your school’s top two goals for the next year?
1) Reading Improvement: Even though we have improved greatly the past couple of years in our reading scores, that is an area we will continue to focus on as it so vital to all the other subjects.
2) Expanding our PBiS program to reach our parents at home and also to the preschool.
What is the single most important factor in the success of your school that others could replicate?
Consistency

Consistency across grade levels with both the curriculum used and the behavior model has been the biggest factor in our success. Knowing what is expected and understanding that you will get the support you need to reach those expectations is our goal for every child.

Using consistency and small successes, the staff and students of Hitchcock County Elementary School has been able to create real achievement
Describe the program or initiative that has had the greatest positive effect on student achievement, including closing achievement or opportunity gaps, if applicable.
Since implementing the research - based strategies provided in our math program we have seen significant growth.
We came together as a staff, looked at the data and found that the problem was in consistency across grade levels with vocabulary and implementation.The digital resources that are available have brought better understanding to students through differentiated activities and the ability to review lessons at any time from home or school. These resources included Think Central and IXL. Now we use computer time to practice, re-teach, reinforce lessons already taught and as a tool to catch up if a student is absent. Parents can review the lessons at home if a child needs help with homework. Students can play games and practice the skills they learned in school that day. We use Tier 2 & 3 materials to help students in Special Education and Title 1 to keep them as close as possible to grade level. It teaches the same skills at a basic level so they are moving toward mastery.
Explain how Title I funds are used to support your improvement efforts.
For the past 7 years we have used Title 2 Part A funds to hire a teacher to reduce the class size in our lower elementary. Title 1 funds are used for one FTE teacher. That teacher collaborates with classroom teachers to address specific educational needs of students and provides feedback regarding student progress, expectations, goals, and activities.
Identify the critical professional development activities you use to improve teaching and student learning.
We have been part of PBiS for 7 years and attend professional development each summer. The team brings ideas back to the school and holds monthly meetings where new strategies are discussed. This Fall the parents and leaders on the PBiS team attended a two day workshop entitled Implementing PBiS at Home.
The team implemented an action plan for teaching expectations to the parents.
The Educational Service Unit sponsored a professional development opportunity to Solution Tree’s Professional Learning Community Summit in Phoenix. PLC’s have been the focus of our professional development the past three years. The ESU then set up monthly PLC’s for the schools in the area to meet with elementary level teachers and secondary school disciplines. All grades have the opportunity to share strategies and ideas with schools in our area.
As a PLC we read and discussed Robert Marzano’s book, The Art and Science of Teaching. We then created Student Learning Objectives for our students.
Describe how data is used to improve student achievement and inform decision making.
Interventions and goals are data driven based on NWEA MAP achievement tests and STAR Reading and Math assessments. We have focused on finding assessment tools that give us the information we need to build strong Student Learning Objectives.
Teachers use STAR Reading and Math and STAR Early Literacy tests as an assessment tool. These tests help teachers monitor the students growing literacy and math skills. Teachers use the instructional planning components to create small learning groups or to target individual needs.
NWEA Map testing occurs twice a year and the survey tests can be given to incoming students at any time to determine learning levels and group placement. We can track the individual growth of each student and the class and it helps to determine next steps.
This along with classroom performance data provides the information on student progress and insuring that all students receive differentiated instruction to achieve high levels of learning.
Describe your school culture and explain changes you’ve taken to improve it.
Hitchcock County School was created when a seven -year unification period ended several years ago. The two towns, which combined to create the new district, had been former rivals. The administration and staff took this opportunity to introduce some new programs and opportunities for the new district. The culture of the school has become one of trying new things, piloting programs, and embracing best practices.

Implementing Positive Behavior Interventions and Supports (PbiS) seven years ago has created a climate of consistent behavior expectations for all students. Students know what is expected and what the consequences are if they are not met.
Getting all teachers on board, aligning curriculum to standards, and having consistent academic expectations for all students has lead to high achievement.

Improvement in using a 4:1 ratio of positive comments to students versus negative comments has been one of the goals for this year.
Stats
  • Category 2

    Selected in 2014

  • Grades: pre k - 6
    School Setting: rural
    Town Population: 1,056
    Student Enrollment: 179
    Student Demographics:

    Black/African American: 0%
    White/Caucasian: 92%
    Hispanic: 4%
    Hawaiian/Pacific Islander: 0%
    Asian: 0%
    Native American: 2%
    Other: 2%

    Teacher/Student Ratio: 1:16
    % Reduced Lunch: 64%
    % ELL Learners: 0%
    Founded: 2008
  • PRINCIPAL:
    John Kershaw
  • CONTACT:
    712 Arizona
    Culbertson, NE 69024
    308-278-2306
    jokershaw@hcfalcons.org