NORRIS SCHOOL
DISTRICT 160
1999-00 SCHOOL
YEAR
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The State Board of Education approved an Accountability Reporting Policy on October 1, 1998 based upon the belief that reporting public school performance to the residents of the local district and to the Department of Education is critical to improving the quality of education in Nebraska. The policy stipulates that the information reported should:
ü Make the school district
accountable to the public,
ü Assist the school district’s
board of education and administration in focusing programs and resources, and
ü Support local efforts to
provide improved services and programs to students.
Although the design of said report is left to the
discretion of the local school district, the State Board of Education policy
requires school districts to report the information described on the following
pages. This helps to assure consistency
from school district to school district, which is especially important for
information forwarded to the Department of Education.
Information on student achievement, school system
performance, school district resources for instructional support, and financial
resource allocation and expenditures are to be reported both locally and to the
State Department of Education. Student
and program data and school improvement goals and progress are to be reported
to patrons of the local school district only.
Districts are not required to report this information until the
1999-2000 school year. However, Norris
School District 160 has chosen to combine all of this information into one
report and provide it to residents of our district and to the State Department
of Education beginning this school year.
Most of the information is from the 1999-00 school year. However, some information is from the
1998-99 school year because information for the current school year was not
available for at the time of this publication.
The scores below are from the California Achievement Test (grades 3, 5, 7, 9) and the Terra Nova Test (grades 4, 8, 11) given this spring. These scores represent how the median (middle) Norris student did when compared with students from across the country that makes up the norm group for the particular test. For instance the median or middle 3rd grade student from Norris scored better than 83% of the students in the norm group in reading vocabulary on the California Achievement Test.
Grade
|
3 |
4 |
5 |
7 |
8 |
9 |
11 |
Reading
Vocabulary
|
83 |
70 |
68 |
70 |
73 |
66 |
65 |
|
Reading
Comprehension |
84 |
75 |
63 |
76 |
68 |
64 |
70 |
|
Total Reading |
85 |
72 |
67 |
74 |
74 |
68 |
68 |
|
Language Mechanics |
64 |
76 |
86 |
79 |
66 |
77 |
66 |
|
Language
Expression |
73 |
77 |
76 |
73 |
63 |
79 |
61 |
|
Total Language |
73 |
79 |
79 |
76 |
65 |
81 |
65 |
|
Math Computation |
83 |
71 |
74 |
70 |
73 |
86 |
66 |
|
Math Concepts
& Apply |
83 |
66 |
85 |
84 |
67 |
86 |
73 |
|
Total Math |
85 |
72 |
82 |
79 |
68 |
86 |
71 |
|
Composite |
81 |
72 |
80 |
76 |
69 |
83 |
67 |
|
Word Analysis |
61 |
|
|
|
|
|
|
|
Spelling |
66 |
61 |
66 |
61 |
68 |
68 |
57 |
|
Study Skills |
|
|
61 |
67 |
|
66 |
|
|
Science |
|
79 |
|
76 |
71 |
67 |
68 |
|
Social Studies |
|
67 |
|
76 |
67 |
77 |
68 |
After this year, this information above will be reported for grades 4, 8, and 11 only and will be broken down by gender, socio-economic status, special education, and longevity of enrollment.
Individual Reading Inventories, assessments to measure individual student reading level, indicate that approximately:
95 percent of the students in grade 1 are reading at or above grade level,
90 percent of the students in grade 2 are reading at or above grade level, and
80 percent of the students in grade 3 are at or above grade level.
The California Achievement Test scores for 3rd graders during the spring of the 1999-2000 school year indicate that the median student is performing:
13 percentage points above his/her anticipated level in reading vocabulary
14 percentage points above his/her anticipated level in reading comprehension
15 percentage points above his/her anticipated level in total reading
3 percentage points above his/her anticipated level in language mechanics
1 percentage point above his/her anticipated level in language expression
5 percentage points above his/her anticipated level in total language
16 percentage points above his/her anticipated level in math computation
11 percentage points above his/her anticipated level in math analysis and concepts
13 percentage points above his/her anticipated level in total mathematics
10 percentage points above his/her anticipated level in the total battery
The actual median score for the 1999-2000 3rd grade class for each area of the California Achievement Test is listed in the table above.
ACT average composite score and percent of seniors
taking the test
94 seniors (approximately 75%) took the ACT test during the 1998-99 school year and scored as follows compared to state and national averages. Core results are for students who completed 4 years of English and three or more years of mathematics, science, and social studies. Non-core results are for students who completed less than this number of courses.
|
|
Norris |
State |
National |
|
English-Core |
23.1 |
22.3 |
21.6 |
|
English-Non Core |
17.8 |
19.2 |
18.7 |
|
Math-Core |
22.8 |
22.4 |
21.8 |
|
Math–Non Core |
18.4 |
19.3 |
18.9 |
|
Reading-Core |
22.7 |
22.9 |
22.4 |
|
Reading-Non Core |
17.2 |
20.0 |
19.8 |
|
Science-Core |
23.2 |
22.4 |
21.9 |
|
Science-Non Core |
20.6 |
20.1 |
19.6 |
|
Composite-Core |
23.1 |
22.6 |
22.0 |
|
Composite-Non Core |
18.6 |
19.8 |
19.4 |
The enrollment figures below were compiled on the last Friday in the month of September for the current (1999-00) school year.
|
Pre-School |
16 |
|
K |
99 |
|
1 |
97 |
|
2 |
99 |
|
3 |
110 |
|
4 |
105 |
|
5 |
93 |
|
6 |
106 |
|
7 |
123 |
|
8 |
102 |
|
9 |
116 |
|
10 |
136 |
|
11 |
119 |
|
12 |
123 |
|
Midlands |
25 |
|
Total |
1469 |
|
|
Ratio |
|
General Education |
1 teacher per 19.10 students |
|
Special Education |
1 teacher per 18.26 students |
|
Title I |
1 teacher per 39.5 students |
` The average class sizes for the 1999-00 school year in the table below were computed by dividing the total number of students enrolled in that grade by the number of teachers assigned to that grade. At the secondary level (grades 6-12), the average class sizes were computed for reading, English, mathematics, science, and social studies classes only.
|
Pre-School |
7 |
|
K |
19-20 |
|
1 |
19-20 |
|
2 |
24-25 |
|
3 |
22 |
|
4 |
26-27 |
|
5 |
23-24 |
|
6 |
26-27 |
|
7 |
24-25 |
|
8 |
20-21 |
|
9 |
23-24 |
|
10 |
22-23 |
|
11 |
23-24 |
|
12 |
24-25 |
The following table illustrates the average number of children enrolled in given grade levels during the 1998-99 school year (ADM) and the average number of children in attendance each day school was in session (ADA).
|
|
Average Daily Membership |
Average Daily Attendance |
|
K |
102 |
99 |
|
1 |
94 |
93 |
|
2 |
122 |
113 |
|
3 |
108 |
102 |
|
4 |
92 |
89 |
|
5 |
103 |
100 |
|
6 |
116 |
112 |
|
7 |
98 |
94 |
|
8 |
117 |
112 |
|
9 |
135 |
129 |
|
10 |
120 |
114 |
|
11 |
129 |
123 |
|
12 |
117 |
109 |
The table below shows the number of dropouts and number of expulsions during the 1998-99 school year with the rate or percent in parenthesis after the number:
|
|
Grade 9 |
Grade 10 |
Grade 11 |
Grade 12 |
|
Number of Dropouts |
1 (1.0%) |
3 (2.5%) |
2 (1.5%) |
5 (4.0%) |
|
Number of Expulsions |
2 (1.5%) |
0 (0.0%) |
1 (1.0%) |
0 (0.0%) |
Of the 126 twelfth grade students enrolled at Norris in the fall of the 1998-99 school year, 10 graduated at the end of first semester and 111 graduated in the spring at the end of second semester for a graduate rate of 96%. Five students (4%) dropped out before graduating as indicated in the table above.
The table below lists the number of students who are new to the Norris
School District for the 1999-00 school year either by optioning or moving into
the district since last school year and the number of students who have
optioned or moved from the Norris School District since last school
year.
|
Number of new students optioning into Norris during 1999-00 school year |
44 |
|
Number of new students who moved to Norris district since end of 1998-99 school year |
79 |
|
Number of students who optioned from the Norris to another district this school year |
16 |
|
Number of students who moved from the Norris district since end of last school year |
55 |
It should be noted that the total number of students optioned into the Norris School District during the 1999-00 school year including the 44 students above is 117. The total number of students optioned out of the Norris School District including the 16 students above is 78.
The table below indicates the number of children in each building who come from families whose income and number of family members meets federal guidelines for poverty levels.
|
|
Elementary |
Middle School |
High School |
|
Number of Children Qualifying for Free Meals |
34 |
17 |
33 |
|
Number of Children Qualifying for Reduced Price Meals |
30 |
5 |
13 |
|
Percent Whose Income Meets Poverty Guidelines |
11 |
7 |
9 |
The following chart shows the number of verified special education students per grade level for the 1999-00 school year. Most of these students have only one handicapping condition, although some have more than one. The most common handicapping condition is SLD (specific learning disability) and is usually associated with reading and/or writing ability. 55 of the 224 students receive language services from the school district’s speech pathologists.
|
Pre-School |
17 |
|
Kindergarten |
5 |
|
1 |
6 |
|
2 |
17 |
|
3 |
29 |
|
4 |
17 |
|
5 |
20 |
|
6 |
12 |
|
7 |
20 |
|
8 |
10 |
|
9 |
18 |
|
10 |
21 |
|
11 |
12 |
|
12 |
20 |
|
Contracted to other districts |
3 |
|
Total special education students |
224 |
Title I is a federally funded program designed to remediate reading and/or mathematics skills in students who are performing below grade level in these areas. 79 elementary students are participating in the Title I reading and/or mathematics program during the 1999-00 school year.
Limited English
speaking population (number and percent)
There are no students currently attending Norris who have limited English speaking abilities
At the present time Norris does not have a separate program for identified gifted students in the elementary, middle school, or high school programs. Norris does offer advanced or honors courses for secondary students and provides several after school clubs and activities in certain areas of the curriculum, which allow students to further explore areas of interest. However, these clubs and activities are not limited to gifted students only. On the other hand, Norris is part of a consortium of schools in E.S.U. 6, which are developing programs for high ability learners, particularly students in grades 4 through 8. The program will include differentiated instruction for these students within the regular classroom plus special activities in the summer such as camps. Teachers in grades 4-8 are currently working with the consultant for gifted education from E.S.U. 6 to prepare for differentiating instruction. E.S.U. 6 and the consortium of schools are also preparing a grant application for funds to further assist teachers with differentiation of instruction and to design summer camps for high ability learners.
Norris offers advanced placement classes (classes in which a student can earn college credits by successfully completing a test), college or dual credit classes (classes in which a student can earn both college and high school credit by successfully completing class requirements), and advanced classes (classes which are for college-bound students or classes in which students can further pursue a particular skill or interest)
|
Psychology |
Distance learning class for college credit through SECC |
|
Sociology |
Distance learning class for college credit through SECC |
|
Advanced English 11 |
Accelerated or honors class for 11th grade students |
|
Senior English 150x |
Dual credit course through the University of Nebraska |
|
Calculus |
College-bound or accelerated class for select students |
|
Advanced Placement American History |
Class in which college credit can be earned by passing test |
|
Individual Advanced Art |
Accelerated class for students with art skill and/or interest |
|
Advanced Accounting |
2nd year class for accounting students |
|
College Accounting |
Accounting class for college credit |
|
Independent Study Advanced Programming |
Programming class for advanced computer students |
|
Advanced Clothing |
2nd semester class for clothing students |
|
Advanced Foods |
2nd semester class for foods students |
|
Advanced Welding |
2nd semester class for welding students |
|
Advanced Industrial Technology |
Accelerated class for industrial technology students |
|
Spanish III and IV |
3rd and 4th year Spanish classes |
176 days
11 days
The average teacher salary for the school district is $34,755.13. This figure includes compensation for coaching, extra duties, and/or sponsorships.
The number of classroom teachers employed in each of the district’s three buildings during the 1999-00 school year is shown below plus their average years of experience in parenthesis. Note that the number of teachers listed for each building reflects the number of teachers who teach one or more classes in that building. Some teachers work in more than one building and are counted in the number of teachers for both buildings.
|
|
Number
|
Average Years at Norris
|
Average Years Total Experience
|
Elementary
Building
|
36
|
11.5
|
14.5
|
Middle
School Building
|
30
|
10.5
|
15.0
|
High School Building
|
41
|
13.5
|
21.0
|
|
|
Elementary |
Middle School |
High School |
District |
|
Clerical Personnel |
1.0 |
1.0 |
2.0 |
2.5 |
|
Health Aides |
1.0 |
1.0 |
1.0 |
|
|
Guidance Counselors |
1.0 |
1.0 |
1.0 |
|
|
Media Specialists |
1.0 |
.5 |
.5 |
|
|
Special Education Resource |
2.0 |
2.0 |
3.0 |
|
|
Behaviorally Disabled |
1.0 |
.5 |
.5 |
|
|
Speech Therapists |
1.1 |
.5` |
.5 |
|
|
Pre-School Special Education |
1.0 |
|
|
|
|
Psychologist |
|
|
|
1.0 |
|
Para-Professionals |
18 |
5 |
5 |
|
|
Position |
Administrative Experience |
Education Experience |
Highest Degree |
|
Elementary principal |
24 |
31 |
Masters |
|
Middle School principal |
24 |
30 |
Masters |
|
High School Principal |
22 |
26 |
Ed Specialist |
|
Asst HS principal/athletic director |
27 |
39 |
Masters |
|
Assistant Superintendent |
31 |
36 |
Ed Specialist |
|
Superintendent |
30 |
32 |
Doctorate |
Professional
Preparation of Staff (Degrees Earned)
The table below lists the number of certified staff employed at Norris during the 1999-00 school year according to their highest degree.
|
Bachelor’s Degree |
40 |
|
Master’s Degree |
59 |
|
Educational Specialist’s Degree |
2 |
|
Doctorate Degree |
3 |
The table below indicates the sources of revenue and the amount from that source for the 1999-00 school year.
|
SOURCES OF REVENUE FOR 1998-99 |
AMOUNT |
|
Receipts from the State of Nebraska |
$4,514,119.00 |
|
Receipts from Local Property Taxes |
$3,897,499.00 |
|
Other Local and County Receipts |
$438,530.00 |
|
Receipts from the Federal Government |
$187,500.00 |
|
Total Receipts |
$9,037,648.00 |
|
General Instruction |
3,588,147 |
|
English Supplies |
29,600 |
|
Speech Supplies |
3,800 |
|
Foreign Language Supplies |
1,650 |
|
Social Studies Supplies |
4,275 |
|
Mathematics Supplies |
3,280 |
|
Computer Science Supplies |
87,350 |
|
Science Supplies |
10,825 |
|
Home Economics Supplies |
12,375 |
|
Physical Education Supplies |
2,100 |
|
Art Supplies |
9,851 |
|
Music Supplies |
19,025 |
|
Special Education supplies |
6,926 |
|
Diagnostic Services |
63,720 |
|
Orthopedic Services |
23,000 |
|
Speech Therapy Services |
96,668 |
|
Visually Impaired |
200 |
|
Level II Resource |
621,886 |
|
OH Homebound |
1,066 |
|
Contracted Educational Services |
565,000 |
|
High Ability Learners |
11,000 |
|
Drivers Education |
8,418 |
|
Trades and Industries |
79,647 |
|
Vocational Agriculture |
119,532 |
|
Business Salaries and Supplies |
108,308 |
|
Guidance Salaries and Supplies |
172,666 |
|
Health Services |
46,030 |
|
Co-curricular Activities |
178,292 |
|
Staff Development |
27,171 |
|
Library and Media |
197,930 |
|
Technology Support |
107,457 |
|
Board of Education |
40,500 |
|
Superintendent’s Office |
109,682 |
|
Assistant Superintendent’s Office |
95,240 |
|
Building Administration |
443,253 |
|
Business Support Services |
125,988 |
|
Plant Operation |
684,274 |
|
Plant Maintenance |
363,152 |
|
Regular Transportation |
572,358 |
|
Special Education Transportation |
54,538 |
|
Quality Ed Accountability Act |
45,000 |
|
Title I |
114,361 |
|
Title I Neglected |
21,191 |
|
ESEA Title VI National Goals |
7,281 |
|
CSRI Program |
27,431 |
|
Title IV-B OV-B Pre-School |
85,479 |
|
Toyota Grant |
1,453 |
|
School to Career |
3,136 |
|
National Science Foundation |
7,500 |
|
Summer School-Fundamentals |
26,995 |
|
Transfers |
3,000 |
The actual valuation of property in the school district according to the latest figures is $368,674,537.00. That figure divided by the number of pupils enrolled (1428 excluding pre-school and Midlands Group Home students) provides the valuation/pupil for the district, which is $264,968.16.
$39,202.00 was the average gross income per tax return filed by Norris School District residents during the 1999 fiscal year.
Per-pupil cost (per program cost and all sources)
The statewide annual cost for educating a secondary student is $6359.80; $5403.81 for an elementary student. The average cost of educating a secondary student is $6177.37; an elementary student is $5176.08.
|
Regular Transportation |
572,358 |
|
Special Education Transportation |
54,538 |
|
English Department |
Basic English 9, Basic English 10, Basic English 11, Basic English 12, English 9, English 10, English 11, Advanced English 11, Senior Technical Writing, Senior Composition 150x, Senior Composition/British Literature |
|
Math Department |
Applied Math 1-2, Applied Math 3-4, Applied Math 5-6, Algebra I, Geometry, Algebra II, Advanced Algebra/Trigonometry, Senior Algebra/Trigonometry, Pre-Calculus, Calculus |
|
Science Department |
Science 9, Biology, Physiology, Biology II, Chemistry, Physics |
|
Social Studies Department |
Civics, Global Perspectives, American History 11, Advanced Placement American History, Modern Problems, Psychology, Sociology |
|
Agriculture |
Agriculture I, Agriculture II, Agriculture III, Agriculture IV, Veterinarian Science/Animal Science, Landscaping 1-2 |
|
Art |
Ceramics, Beginning Drawing, Individual Advanced Art, Beginning Oil Painting, Print Making, Sculpture, Computer Graphics Art |
|
Business |
Keyboarding, Information Processing, Business Management, Economic Perspectives, Applied Communications, Accounting, Advanced Accounting, College Accounting, Business Law I, Business Law II |
|
Computers |
Introduction to Computers, Internet Publishing, Programming, Independent Study Advanced Programming |
|
Journalism |
Yearbook, Photography |
|
Speech & Drama |
Speech 10, Theater I, Theater II, Speech Communications, Forensics |
|
Family and Consumer Science |
Teen Economics, Beginning Clothing, Beginning Foods, Advanced Clothing, Advanced Foods, Parenting, Child Development, Home Decisions, Independent Living, Adult Living |
|
Industrial Technology |
Engineering Drafting/Design 1, Engineering Drafting Design 2, Architectural Drafting 1, Architectural Drafting 2, Wood Technology I, Wood Technology II, Advanced Woods, Small Engines, Technology Laboratory 1-2, Welding, CADD I, CADD II, Advanced Welding, Principles of Electronics, Advanced Industrial Technology, Basic Car Care, Construction Technology |
|
Music |
Senior High Band, Flag Corps, Mixed Choir, Titan Singers, Show Choir, Music Theory, Jazz Band |
|
Physical Education |
Body Conditioning, Team Sports, Lifetime Sports, Aerobics, Personal Fitness |
|
Spanish |
Spanish I, Spanish II, Spanish III, Spanish IV |
|
Other |
Driver Education, Student Assistant, Student Tutor, School-To-Work |
40 hours of English to include 5 credit hours of 10th grade speech
30 credit hours of social studies to include 10 hours of American History and 10 hours of civics
30 credit hours of math
20 credit hours of science
10 credit hours of physical education to include 5 credit hours of personal fitness
5 credit hours of computer literacy
5 credit hours of vocational education from agriculture, business, family & consumer science, and/or industrial technology department.
5 credit hours of fine arts from the art, music, and/or speech/drama department.
In addition to the above requirements, students must earn a total of 240 credit hours to be eligible to graduate.
The post-secondary plans of the graduating class of 1999 (121 students) are illustrated in the table below.
|
Number of students attending 4 year college in Nebraska |
56 |
46% |
|
Number of students attending 4 year college outside of Nebraska |
9 |
7% |
|
Number of students attending two year or vocational institution |
31 |
26% |
|
Number of students enlisting in the military |
1 |
1% |
|
Number of students working full time |
12 |
10% |
|
Number of students undecided at the time study was conducted |
12 |
10% |
During the month of January, 206 fourth and fifth grade students were given the opportunity to complete a thirty-three question Climate Survey indicating their thoughts and feelings about Norris Elementary School. The survey, scored on a three-point scale, was completed through the use of computers. After compiling the results and placing them in three categories, fourth grade averages only, fifth grade averages only, and a composite average of both grade levels, there were only two areas falling below the 60% level, indicating these areas are “in need of attention”. The areas, from the fifth grade averages only, were the Lunch Program and the Transportation System. These two areas were also lower averages for fourth grade students and for the composite but scored higher than 60% or within the “satisfactory” (60% - 79%) range. In looking at only the composite averages of the two grade levels, there were only ten of the thirty-three questions which averaged in the “satisfactory” range while all other questions averaged above 80% or in the “good shape” category. The elementary Mathematics Program scored the highest of the core subject areas (reading, mathematics, writing, social studies) while Social Studies scored the lowest, but still in the “satisfactory” range. The area with the highest average in all three categories, above 93%, dealt with the question of teaching students about the dangers of Alcohol, Tobacco, and Drug Use. On the question dealing with the Behavior and Attitudes of Norris students, the average in each of the categories was 68%. However, students responded with averages of 86% to 88% on how well Norris was teaching students about Respect and Responsibility. On another positive note, the question asking students to rate their school in terms of Safety and Security averaged above 86% while questions dealing with specific groups of Norris Elementary staff members (i.e. Teaching Staff, Para-educators, Custodians, Office Secretaries, Health Aides, Administration) were all above 81%, indicating students feel safe and secure at school and are comfortable with the adults they come in contact with each day they are at school. This climate survey was similar in content to parent climate surveys distributed over the past few years. Our intent was to find out how students feel about their educational experiences at Norris Elementary School and though the final tabulations indicate a high level of satisfaction with most all areas mentioned in the survey, there are a few of the areas we will follow-up with students and gather more specific information to determine what might be improved, if necessary, in these particular areas.
The
Middle School students completed the climate survey with 314 students (out of
329) participating. A 3-point scale was
utilized with a score of “1” being low (or “unfavorable”), 2 being acceptable
(or “favorable”) and a 3 being high (or “very favorable”). The entire school
operation was surveyed including transportation, safety, teaching staff,
curriculum and forty-one other school-related areas. Scores ranged from an average of 1.70 (busing/transportation) to
a high of 2.70 from 8th grade students regarding the athletic
program. Supporting the reputation of
our building and the district was the fact that only two or three areas at each
grade level received scores in the “1” (low) category. However, these scores were at the higher end
(1.69-1.99). All other categories
received scores of 2.0-2.70 at each grade level. From these results, it appears
that a high percentage of our students are very comfortable with the Middle
School academic area and the other non-instructional areas. Input about areas that scored below 2.0 will
be solicited from students informally and through the Student Senate, asking
students at each grade level about their specific concerns. Students believe that our environment is
safe, the performance of our certified and non-certified staff is favorable and
our building is well maintained. In these
times, when student and building safety are national concerns, it was very
reassuring to note that students in all three grades scored school
safety/security near the top with an average score of all three grades at 2.56. It allows us to educate students more easily
in that environment.
All students in grades 9-11 were surveyed to assess
the climate in the high school.
Students answered questions regarding 45 different aspects of school
life by assessing either a “needs improvement”, “satisfactory”, or
“outstanding” rating. Of the items
surveyed the top 5 things identified by the students for improvement are
Multicultural Education Program; Homework; Alcohol, Drug, & Tobacco
Education; Teach Respect/Responsibility; and Student Behavior/Attitude. The top five things identified as outstanding
include Agriculture/FFA; Custodians/Maintenance; Instrumental Music; Computer
Program; and Theatre/Drama Program. In
general, students indicated that the programs at Norris High School provided a
positive climate.
The Board of Education is engaged in planning processes for an addition to the Elementary Building.
Hanna:Keelan and Associates, a Lincoln consulting firm, completed a demographic analysis in 1998-99 which concluded that the Norris School District is likely to experience growth in the Elementary enrollment over the next few years. The data show that the projected enrollment in the Middle School and High School appear to be manageable within the current facilities, but that the Elementary enrollment is expected to increase by approximately 100 students within five years. The decision was made to consider the issue of providing an all-day, everyday Kindergarten option for parents as part of the overall plan for additional Elementary classroom space.
The architectural firm of Dana Larson and Roubal has been hired to assist with the planning for the proposed addition to the Elementary. Preliminary schematic designs will be prepared during the spring and summer months of 2000, possibly leading to a bond referendum in the fall of 2000. The goal at this stage in planning is to provide ten additional Elementary classrooms. The proposed new addition would attach to the existing Elementary Building to the north. An access drive off Princeton Road might be included, which would allow for parent pick up and drop off of students without entering the bus loop.
The first phase of the Norris Park Project is nearing conclusion, and a dedication is planned for the fall of 2000. No tax dollars have been used in this project, which includes a marching band/soccer field, a lighted softball field, and an open space park area which will be developed over time.
Original elementary building (1969)
Original junior/senior high building (1970)
Shops, music, and home economics addition to high school (1974)
Middle school addition (1979)
Elementary music, computer lab, and classroom addition (1988)
High school auditorium, welding shop, and classroom addition (1988)
All weather track and football field (1990)
Elementary special education addition (1993)
` District offices, distance learning, and high school classrooms addition (1996)
Elementary art and gymnasium addition (1996)
Norris park, soccer and softball fields, marching band field (1999)
Norris has neither portable buildings nor students assigned to classes in such buildings
Norris School District is in full compliance with the Americans with Disabilities Act by insuring that persons with disabilities have access to all programs provided by the school district.
The Norris School District has a distance learning laboratory completed in the 1996 secondary facilities bond issue. This laboratory seats 18 students with four monitors, two cameras, and a control counsel. The school district belongs to the Southeast Nebraska Distance Learning Consortium, which includes post-secondary institutions, service units and about 10 other public schools in southeast Nebraska. Norris currently teaches an Accounting class that is broadcast to high school students in other schools, and receives instruction in college psychology, college sociology, and German I and II. The instruction is two-way, interactive audio and video, so that students from as many as 4 sites can see and hear each other as well as the instructor at all times. The laboratory also has been used to conduct meetings that would otherwise require travel time and inconvenience. Future use will center on expanding the offerings available from post-secondary institutions as well as staff development opportunities for the teaching staff.
Norris students and staff have the Internet and World Wide Web available to them through any one of approximately 325 computers within the district. Galaxy communications provides the hookup for the district while Microsoft Internet Explorer software is used to actually access and communicate over the Internet. E-mail access is provided through the district’s exchange e-mail server. The district utilizes a filtering system to help insure that that sites deemed inappropriate are not accessed and employs an appropriate use policy or agreement with all students and staff. The school district also has a web site on the Internet (www.norris160.org) and other related information are available. In addition, district information related to district office, board of education, hot lunch or transportation, daily bulletins, etc. are available on the web site.
All computers in the Norris School District are connected to a Local Area Network (LAN), which enables users to access available educational software programs and/or send e-mail to any other user or station.
All students who reside in the Norris School District have the opportunity to ride to and from school by bus. Each student has been assigned a designated pickup and drop off point and time. However, a number of students, especially those with a drivers’ license or school permit chose to drive to and from school themselves. Many other children are brought to school by parents on their way to work and picked up after school. Several ride with older brothers and sisters. At the present time 20 buses drive a total of 1083 miles per day to transport an average of 952 students to and from school each day. That means about 2 out of every three students ride the bus to and from school. In addition 4 vans transport special education students to and from the pre-school program as well as 3 other students who are contracted to a neighboring school district for services. These vans drive approximately 306 total miles per day.
Nebraska State School Law requires schools to transport children who live 4 or more miles from the school site to and from school, except option students. This includes all but 163 children. However, the district has chosen make transportation available for all children and all children, regardless of distance residing from the school site, have been assigned a bus route. Many children, especially high school students, drive their own vehicle to and from school. Others are brought to school by parents or siblings on their way to and from work or school. The majority of children are transported by district owned buses as indicated in the previous item.
No students at Norris are transported to or from school because of court ordered desegregation. Minority students make up a small percent of the school population.
School improvement goals are focused on three areas: (1) improvement of student reading skills, (2) improvement of student writing skills, and (3) using technology to improve the teaching and learning process. Committees have been formed to address each of these areas. Each committee has been busy gathering information to determine how well our students are performing in these areas now. This involves a review of achievement test scores, college entrance examinations, teacher input, and results from other assessments. Once it has been determined which specific skills need to be improved, each committee will devise action plans designed to bring about improvement. Members of these committees will be working on these projects during the staff development days scheduled during the current school year and also during time set aside next summer for such efforts. Personnel from Educational Service Unit 6 and others will assist them in their efforts.
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