Strategic Goals

We will research, design, and support the implementation of programs that develop physical, mental, social, and emotional health in a secure and nurturing environment that develops the grit and resilience of our students. 

Seward Elementary School

• Planned time for physical movement has been added to the school day to increase student engagement, focus, and behaviors throughout the day

  • During Tweet Time, students will have time for physical movement

  • During morning announcements, students have “Morning Movements”

• Second Steps Program K-4

• The SES has continued implementation and growth of the BIST program

• The staff at SES have participated in multiple ALICE training to help students stay safe in unpredictable situations. 

• Staff development was offered in the area of trauma-informed instruction, teacher self-care, QPR

• An LMHP was added to our school one morning per week.

• New movement trails/activities on cement

Seward Middle School

• SMS now has a comfort dog that comes to the school occasionally

• The school now has lunches in celebration of new students each quarter

• The staff have researched and developed physical activity cards that can be used by teachers as “brain breaks” during classroom instruction

• Work with Social-Emotional Learning has been done to align strategies and actions using examples from Dr. Dominique Smith

• It is important to give attention to the social and emotional needs of the staff as well so staff morale activities have been implemented at SMS

  • Examples: Share successes in the classroom, jeans days for teachers

  • Teachers checking on teachers within and outside their team

• A Screening tool was implemented in the 2021-22 school year to identify students who may need additional support with mental health.   

• Staff development was offered in the area of trauma-informed instruction, teacher self-care, QPR

• An LMHP was added to our school one afternoon per week.

• School Counselor was trained in Cognitive Behavior Therapy to support students working with our LMHP.

• Special Olympics Bowling started at the Middle school in the 2021-22 school year.  

• Student wellness curriculum- Second Step and Common Sense Media

Seward High School

• Looked at data from the Known Survey to identify students that were in extracurricular activities and students that were not to gain an understanding of student connection to school through extracurriculars

• Used the Known Survey to identify students that did not feel they had a connection with a staff member at SHS or did not feel acknowledged at SHS. 

  • SCIP team members talked with these students individually to help them gain a connection

• Researched the HOPE Squad and created a Hopeful Club of students that meet with advisor as well as LMHP to promote wellness throughout SPS and destigmatize Mental Health

• Created a “Buddy” check in system (by department) to help connect SHS staff during the E-Learning period.

• Staff development was offered in the area of trauma-informed instruction, teacher self-care, QPR

• An LMHP serves Seward High one day per week. 

• All students trained in QPR

SPS District Updates

• Provided a professional development speaker, Dr. Dominique Smith to help develop the capacity of our staff to discuss and problem solve regarding social and emotional learning.

• Provided staff development on Teacher Self-Care strategies from the EHA, EAP.

• Provided professional development from Carrie Gottschalk regarding childhood trauma, anxiety, and other mental health topics to build the capacity of our staff. 

• Provided the book “All Learning is Social and Emotional” to be used as a resource for our PLC groups to form a common language around social and emotional learning.  

• Secured School Mental Health Grant, and Mental Health grant from Memorial Healthcare to offer Wellness4ALL LMHP- 2 days per week.    

• All schools received information about Nebraska Behavioral Health-  Mr. Stepp is creating resource website to be added to our district website.    

• School psychologist was trained in Cognitive Behavior Therapy to support students working with our LMHP.

• Definitions of Resiliency, grit and growth mindset were created during a staff development committee meeting and shared with teachers as we looked at the All Learning is Social and Emotional Book.  

• We have purchased Vape Detectors and are working with Drug detecting dogs to reduce the possession and use of illegal substances in our school district.  

• EAP Newsletter sent out monthly

We will develop plans and partnerships that cultivate positive character, citizenship, and leadership for all students in a culture where all stakeholders feel valued, known and safe. 

Seward Elementary School

• This team met with community members to discuss best practices for communicating with parents and stakeholders.

• The SES website was updated to include more information about each grade level so students and parents can look into each class.

• The team had each grade level created a “What to expect in ____ grade,” for upcoming students to look at. 

• Each classroom participated in the Junior Achievement program at SES. 

• SeeSaw is used Pre-4th grade to communicate and share information about student achievement.  

• Safe 2 Help NE- anonymous reporting system implemented in all buildings.

• SES has implemented a family hot dog/ice cream picnic for families.

• “Inside view of Education” has been implemented over the years.  

Seward Middle School

• Research was done to look at middle school web pages and the SMS Page on the school website was updated. This includes the following:

  • Principal’s page

  • Grade Level Team Pages

  • Activities Page (added pictures and scores)

  • Daily announcements are posted on the web page

  • SMS home page scrolling pictures are updated

• The team evaluated current communication processes done at SMS and looked for consistency through grade levels and teachers

• Purchased a green screen with lighting to create a newscast at SMS (creation delayed due to pandemic)

• Students, parents, and staff were surveyed in regard to communication from SMS and the data was analyzed

• Safe 2 Help NE- anonymous reporting system implemented in all buildings.

• ALICE training completed for all staff and practiced with drills.

• Examined scheduling parameters and revised schedule for 22-23 school year.  

• Middle School Careers course expanded to offer more outside business visitors as well as site visits.  

Seward High School

• Students were surveyed in regard to the PRIDE program and the data was analyzed (Bluejay leadership team assisted in creation of the survey)

• The “Known Survey” was given after the first 9 weeks of instruction and again at the end of the 3rd term.

• A new multimedia class was created to share information about SHS and activities going on at SHS. 

• Teachers give students citizenship grades based on the PRIDE scale and parents receive contact from classroom teachers if students receive a U or an N.

• Safe 2 Help NE- anonymous reporting system implemented in all buildings.

• High school has maximized us of power school/one call now to send notifications regarding grades, lunch account, etc.   

• Striv used for many home activities. 

• The High School has created a Bluejay Service Day to increase service opportunities for students.  An award has also been established for a student who goes above and beyond in the name of service.   

• Farm Lab is in place and being used by students-  Used for Farmer recognition lunch.   

• Green house expanded to be able to offer more options- hydroponics, etc.

• Fine Arts board completed for recognition.  

• Compiled a list of current partnerships that SHS has and how we use those partnerships. 

• Participated in ReVision Grant meetings and looked for business partnerships at SHS.

• Evaluated service requirements of class B schools and developed a survey regarding community service at SHS. 

• Reviewed service requirements for SHS and rewrote the community service requirement clause in the SHS Handbook. 

• Started offering community service days for students to reach their community service requirements - The Bluejay Way. 

  • Worked with organizations in town to provide service opportunities for students and volunteer services for organizations. 

  • Hosting two days each year (fall and spring), and Key Club has been working with Kiwanis to take over.

• SHS offers an open line of communication for Seward community members to submit requests for community service. The counselors and Mr. Hinrichs reach out to students with these volunteer opportunities. 

• The community service requirements for students were reviewed and a statement was written for the student handbook

  • It is recommended that students complete at least five hours of community service per year and it is required that students complete 30 hours before graduation.

• A survey in regard to community service requirements was shared with all class B schools and the survey data was evaluated

• Action team leaders attended a webinar with MobileServe and students will be using the MobileServe app to track/share their community service involvement

• Action team leaders attended the ReVision grant meeting and shared information with the action team group

• Research was done to compile a list of our current community partnerships and what teachers are currently doing with these partnerships

• A list of businesses was compiled and the team will be reaching out to the chamber of commerce to make a complete list of area businesses

• A survey was created to share with area businesses to probe for involvement in classes at SHS

• Robotics was added to the curriculum in the 22-23 school year.

• Project Lead the Way courses were investigated, however not selected to be implemented in SPS.

• As part of the CTE curriculum review, a number of career clusters were added to the current list.  Several new courses were also identified and created.

SPS District Updates

• All certified staff and several of our classified staff were provided ALICE training by Mr. Gottschalk and Dr. Dominy.

• Dr. Fields met with the community to discuss safety with emphasis on the ALICE protocol.

• Doors with internal locks were purchased and installed.  

• Perception survey completed during the 19-20 school year and 21-22

• Remote Learning Perception Survey completed during the 19-20 school year.  

• A Service Learning App was purchased to highlight the work our students are doing in service learning.   

• A partnership was created between SPS, Concordia, and a local farmer to provide a Farm Lab for future school years.

• The ReVISION grant cycle was completed and projects were identified for funding from ReVision.  

• The Perkins application was completed to align with ReVISION priorities.

• A community meeting was held to engage our business community in conversations about career and technical education in our classrooms and in our community.  

• Discussions have begun to examine the need for a school-community liaison to facilitate site visits, guest speakers, apprenticeships, internships, etc.  

• We have expanded our efforts with classroom intercom to expand

• Safe 2 Help NE- anonymous reporting system implemented in all buildings.

• In collaboration with SCCDP we have created career videos that are shared in our CTE courses.  

• An Emergency Operations Plan has been developed outlining our safety procedures at levels.   

• In collaboration with SCCDP we have identified possible internships for Seniors who have flexibility in their schedules.  

• Table Top safety activities are completed with administrators as well as annually with the safety team. 

• Walk throughs with area police departments have been completed with areas of need identified.  

• District staff trained in reunification.

We will extend our implementation of consistent district-wide processes for instructional decisions. 

Seward Elementary School

• Discussed options for STEAM enrichment:

  • A comprehensive individualized computer-based program for intervention and enrichment opportunities for students

  • Community resources with personnel available to deliver STEAM opportunities

  • Offerings from UNL Seward County Extension Office in regard to STEAM for elementary classes

• Provided STEAM activities through the science curriculum adoption process.  

• Collected and evaluated data using Focus Math and reading interventions

• Purchased a behavior curriculum and hired a behavior teacher to implement the curriculum.

• Implemented a Life Skills Program for students with special needs

• An Art program has been staffed and started at SES during the 22-23 school year.  

• Examined Nebraska Standards, provided PD on the Science of Reading, Analyze instructional materials, secured materials and implemented the new reading curriculum.  

• HAL Brochure updated

• Staff attended LETRS Training

• Maker’s Space / STEAM Activities

Seward Middle School

• College and Career Week was revamped at the middle school and teachers at SMS led activities during College and Career Week. 

• A list of area businesses was created and an information letter as well as a survey was composed to send to area businesses

  • The survey contained questions in regard to business participation with the school (How would the business participate?)

• Grade level teams were surveyed in regard to exposure to different careers in their classes. 

• Action team leaders attended the ReVision grant meeting and shared information with the action team group

• Examined SMS current practices and researched best practices in several areas of student enrichment (writing instruction, computer curriculum and instruction, STEAM, intervention, HAL)

• Analyzed current practices at SMS, which will lead to improvements:

  • Writing assessment data input was recommended for improvement by giving guidance to teachers through PLC’s. Consistency in data reporting is necessary.

  • A recommendation was given to eliminate study skills and use more of that time for technology classes (PowerPoint, iMovie, Keyboarding, Computer Programming, Robotics)

  • A recommendation for teacher training in regard to STEAM and new science standards for implementation into science classes at SMS. 

    • Possible site visit to some LPS schools

• Interventions were discussed and ways to “fine tune” the classes were outlined

  • Timing of the i-Ready test, class sizes, intervention checklists, curriculum

• Robots were purchased and implemented in the 8th grade science curriculum as well as through enrichment time.  

Seward High School

• Evaluation of course offerings and schedule design to best serve students. 

  • Looked at senior schedules for rigor

  • Looked at 5th period (short) and how it can be more impactful 

• Researched best practices in the areas of differentiation and rigor in our classrooms.

  • Created a “one-pager” with helpful advice and tips for IEP accommodations in the classroom

• Evaluation of other schools’ current practices led to changes within our school

  • Began using Mobile Serve to keep track of volunteer hours

SPS District Updates

• Created a course for all new teachers regarding the Seward Instructional Model.

• Updated Teacher laptops at the Elementary, Middle, and High School.

• Updated Desktop computers used in the Business Department.

• Provided a comprehensive computer-based intervention program for elementary reading and math 

• All science teachers trained on instructional shifts and new science standard expectations.  

• Online training is provided through Vector solutions for our standard PD courses. 

• SPS was able to access the ReVISIOn grant for ⅓ years for materials and Community connection work done by SCCDP. 

We will research, develop, and implement plans to create consistent systems to enhance student learning. 

Seward Elementary School

• Developed survey in regard to grading practices for reading and math for grade-level teams

• Analyzed feedback about grading practices and report cards for reading and math from grade-level teams and specials teachers

• Discussion in regard to best practices for grading and report cards at SES

• The survey data and discussion will be used to develop best practice and grading standards for SES

• Scales and Standards based grading were reviewed at all levels and scales were implemented K-12

• Priority learning goals were determined for each content area.

• Completed new grading system with feedback from parents and teachers

• Implement new grading system and report card in 23/24 school year

Seward Middle School

• Examined SMS current practices and researched best practices in several areas of student enrichment (writing instruction, computer curriculum and instruction, STEAM, intervention, HAL)

• Analyzed current practices at SMS, which will lead to improvements:

  • Writing assessment data input was recommended for improvement by giving guidance to teachers through PLC’s. Consistency in data reporting is necessary.

  • A recommendation was given to eliminate study skills and use more of that time for technology classes (PowerPoint, iMovie, Keyboarding, Computer Programming, Robotics)

  • A recommendation for teacher training in regard to STEAM and new science standards for implementation into science classes at SMS. 

    • Possible site visit to some LPS schools

• Interventions were discussed and ways to “fine tune” the classes were outlined

  • Timing of the i-Ready test, class sizes, intervention checklists, curriculum

• Scales and Standards based grading were reviewed at all levels and scales were implemented K-12

Seward High School

• Citizenship grades were attached to the PRIDE program (rubrics were given to teachers) and parents must be contacted by teachers if students receive an N or a U.

  • This is reported in the middle of the quarter and updated by the end of the quarter

• Data from SHS teachers were collected and evaluated to show current grading practices.

• Grading terminology was created and weight percentages were added to show how each part of a class should be weighted (practice assignments, summative assignments, and comprehensive assignments)

• Standard guidelines for grading were created for SHS

• Professional development time recommended for SHS teachers to work with scales, grading, and balancing of classes according to the guidelines

• Professional development time recommended for unpacking the state standards and prioritizing standards according to classes

• Scales and Standards based grading were reviewed at all levels and scales were implemented K-12

• Created a Pros and Cons list for changing the grading scale (90-110% A, 80-90% B, 70-80% C, 60-70% D)

• Created a “one-pager” of IEP accommodations and strategies that got distributed to staff

• Spent time discussing 5th period (related to rigor and scheduling); gave scheduling suggestions to the 5th Period Committee

•  Discussed reading and writing expectations across all subject areas (related to researched best practices)

• Discussed implementing a common reading time school-wide (once every few weeks)

SPS District Updates

• Research on effective grading practices regarding grading and reporting as well as setting up a school community for change in this area.  

• Professional development and resources provided to grading teams to reflect on current practice and plan for the future.   

• Scales and Standards based grading were reviewed at all levels and scales were implemented K-12

• Surveys completed about grading practices in local districts as well as what colleges will accept.  

• All levels completed priority standards-  Currently ensuring alignment between priority standards and assessments. 

We will develop and implement plans to differentiate and expand our instructional delivery systems to meet each student's needs in a changing world. 

Seward Elementary School

• Discussed options for STEAM enrichment:

  • A comprehensive individualized computer-based program for intervention and enrichment opportunities for students

  • Community resources with personnel available to deliver STEAM opportunities

  • Offerings from UNL Seward County Extension Office in regard to STEAM for elementary classes

• Collected and evaluated data using Focus Math and reading interventions

• Purchased a behavior curriculum and hired a behavior teacher to implement the curriculum.

• Implemented a Life Skills Program for students with special needs

• Implemented My Path - K-4 Enrichment and Intervention

Seward Middle School

• Examined SMS current practices and researched best practices in several areas of student enrichment (writing instruction, computer curriculum and instruction, STEAM, intervention, HAL)

• Analyzed current practices at SMS, which will lead to improvements:

  • Scheduling reviews will be made for 5th-grade class in regard to class size (policy 5062)

  •  A greater focus on computer and technology skills is needed (typing, coding, robotics, digital citizenship, etc.) so it was recommended that Julie C. spend more time at the middle school. 

  • Professional development or training on implementing STEAM classes was recommended. 

• Interventions were discussed and ways to “fine-tune” the classes were outlined

  • Timing of the i-Ready test, class sizes, intervention checklists, curriculum

• Added robotics to the 8th grade science classroom as well as enrichment time.

Seward High School

• Met with counselors and gathered data on the classes seniors were taking and evaluated the number of seniors taking a rigorous course load (this will be evaluated annually)

• Researched recent years’ enrollment in elective classes to compare with current numbers

• Evaluated current survey data given to SHS graduate for input in regard to course offerings at SHS and opportunities for rigorous course loads

• Researched ways to provide daily interventions for students which include academic intervention and restorative practices (SEL)

SPS District Updates

• Purchased a computer-based program focused on reading and math to provide intervention and enrichment to students in live or remote learning.  

• Identified decision rules for intervention that allow for more focus on students in most need of intervention.  

• Identify and systematize reading interventions that align to and support the Core reading program selected in 2023.