2018-19 SBPS Annual Report

TO THE
FROM THE
Every Day
Extraordinary
2018-2019
ANNUAL REPORT
TO THE
COMMUNITY
www.sbps.net

2 | Scottsbluff Public Schools
INSIDE
Numbers and Trends........................................................4
Graduation Rate................................................................5
Test Scores...............................................................................6
New Curriculum.....................................................................7
Technology..............................................................................8
The New SHS...........................................................................9
Preschool at Roosevelt...............................................10
AFJROTC................................................................................14
SBPS Foundation..............................................................15
OUR SCHOOLS
Scottsbluff Senior High • 635-6230
Mike Halley, Principal
Dr. Andrew Dick, Assistant Principal,
Teaching and Learning
Matt Huck, Assistant Principal
Justin Shaddick, Assistant Principal, Specialized
Programming/Career Academies
Dave Hoxworth, AP/Activities Director
Bluffs Middle School • 635-6270
Jana Mason, Principal
Bree Rock, Assistant Principal
Jason Blanco, AP/Assistant Activities
Director
Lincoln Heights Elementary • 635-6252
Kraig Weyrich, Principal
Longfellow Elementary • 635-6262
Laurie Bahl, Principal
Roosevelt Elementary • 635-6259
Frances Burkhalter, Principal
Robin Hoxworth, Assistant Principal
Westmoor Elementary • 635-6255
Bert Wright, Principal
Lukas Benzel, Assistant Principal
Lake Minatare Elementary • 783-1134
Jeremy Behnke, Principal
Bear Cub Preschool • 635-6293
Jodi Benson, Principal
This publication was produced by Scottsbluff
Public Schools. For more information, contact
Melissa Price, Director of Communications at
308-635-6200 or mprice@sbps.net. Photos by
Melissa Price, SHS Journalism Department and
SBPS Staff.
Combined Non-Discrimination Notice
The Scottsbluff Public School District does not discriminate on the basis of race,
color, national origin, sex, disability, or age in its programs and activities and
provides equal access to the Boy Scouts and other designated youth groups.
The following people have been designated to handle inquiries regarding the
non-discrimination policies:
Rick Myles, Superintendent or Wendy Kemling, Executive Director of Student
Services, 1722 1st Ave. Scottsbluff, NE 69361, 308-635-6200
Superintendent’s Message
A Closer Look . . .
Dear Scottsbluff Community,
Thank you for taking the time to read through our 2018-19 Scottsbluff
Public Schools Annual Report.
This publication is intended to provide you a closer look into the
everyday and the extraordinary achievements occurring within your
school district. We understand that many of you don’t have the time
to visit our schools very often. In fact, if you don’t have school age
children, you may rarely have occasion to see our schools beyond
the auditorium’s public performances or the sporting events in our Richard A. Myles
stadium or gymnasiums. But, with such a significant portion of your Superintendent
tax dollars funding public education in our state, it’s particularly
important that we do all we can to help you see what you’re paying for. I hope this report is
helpful and, perhaps, even sparks your curiosity to come visit us and learn more.
Our students and staff accomplish the extraordinary every day. Those words are easy to
say. However, I believe them to be so very true here in Scottsbluff Public Schools. Beginning
with our Early Childhood Programming and Nebraska’s leading Sixpence Program and moving
through our expanding Bear Cub Preschool sites, our youngest children are immersed in
learning that provides an academic and social construct for them to build upon throughout
the rest of their lives. Our elementary school staffs utilize newly updated curricula and materials
to help students develop their skills through innovative and highly engaging instructional
practices. Moving into Bluffs Middle School, our kids begin to assert their independence
and self-reliance in a safe, caring environment that is based upon high expectations
and developmentally appropriate rigor. Our new curriculum materials and textbooks are
thoroughly vetted and evaluated among the very highest in each of their respective areas.
And, beginning in sixth grade, all of our students have their own Chromebook personal computers
throughout their day at school and to take home.
And, of course, our students then proceed to Scottsbluff High School – without a doubt,
among the very best secondary schools anywhere in this country. Nowhere, can a student
find more varied and relevant curricula. These include shuttled transportation to tuition-free
college courses and six career academies incorporating twenty-four individual pathways.
These opportunities are supported by amazing facilities such as a state-of-the-industry
greenhouse and agri-science and construction trades wing; health and medical science
labs; graphic arts, video and music studios; high tech engineering production equipment;
cosmetology; screen-printing; and today’s most current technology with almost all areas
incorporating post-graduate credits and meaningful certification.
I hope you enjoy this annual report. If it inspires your questions or your curiosity, please
contact me or the principal of your local school. We’d all be happy to show you around and
discuss ways in which you might be able to learn and see more and perhaps even become
more involved.
www.sbps.net

Scottsbluff Public Schools | 3
See our Strategic Plan at
any of our Schools
Each calendar year the Board of Education
and District Staff review the District’s
Strategic Plan and establish priorities for
the upcoming year after lengthy analysis
of our current student performance data;
the results of literally thousands of lengthy
perception surveys completed by hundreds
of students, staff and parents; and many
hours of work by District staff and schoolbased
groups. It reflects a clear and directly
stated commitment of accountability
on behalf of SBPS staff - all of whom are
individually and collectively focused upon
the important work we do for students.
The work is ongoing and benchmarks of
progress are reported to the Board of
Education. In order to share these priorities
with the community, the District’s strategic
plan as well as Target Implementation Plans
for each building are prominently displayed
in a graphical poster format. We encourage
parents and community members to review
these when visiting any of our schools.
District Leadership
Scottsbluff Public Schools Board of Education
From left: Ruth Kozal, Vice President, Terry Gilliland, Lori Browning, Back row from
left: Rick Myles, Superintendent, Bob Kinsey, President, Paul Snyder, Mark Lang
District Adopts
Extended Version
of Standard
Response Protocol
for Increased
Student Safety
Scottsbluff Public Schools takes pride
in being at the forefront of school safety
and security. Eight years ago, SBPS
was the first school district in Nebraska
to adopt the Standard Response Protocol,
now a requirement for all schools
in the state. To provide flexibility while
ensuring the utmost
safety for
students, SBPS
is now adopting
the extended
version of the
protocol.
Since its introduction in 2009, the
Standard Response Protocol has been
adopted by districts, departments and
agencies across the US and Canada.
The conformance to FEMA guidance
about plain language and the simplicity
of implementation has resulted in
thousands of schools and law enforcement
agencies implementing the program.
In addition to the four elements
of SRP that all students and staff are
familiar with, the extended version introduces
HOLD, a fifth action. HOLD is
called when an incident is not serious
enough to necessitate a lockdown, but
hallways need to be kept clear. When
a HOLD is called, students remain in
locked classrooms and do business as
usual even if the class period changes.
Teachers remove students and staff
from hallways, take attendance and
account for all students.
The introduction of this additional
action gives schools flexibility to conduct
school as usual when a situation
does not necessitate a lockdown, but
hallways need to remain clear and
students need to be accounted for.
The Scottsbluff Public Schools' Board of Education consists of six highly
dedicated community members who donate significant time and energy
for the sake of students and a quality educational program. These positions
are uncompensated and require a lot of work beyond the monthly meetings
that the public sees. They represent all walks of life in our community and do all
they can to champion the needs of children and help to lead a strong, responsive
educational system.
Hold! In your Classroom. Clear the halls.
Students: Remain in the classroom until
the “All Clear” is announced
Teachers: Close and lock
classroom door
Business as usual
Take attendance

4 | Scottsbluff Public Schools
NUMBERS AND TRENDS
School Age Population - After nearly ten
years of growth, the school age population numbers
are stabilizing and may even begin to trend downward.
How the District is Funded - The District
continues to rely on State Aid and local property
taxes as its main sources of income.
2986
3033
3074
3207
3295
3370 3380
3349
State Aid - 41.9%
Local taxes -
39.0%
2875
10/11 11/12 12/13 13/14 14/15 15/16 16/17 17/18 18/19
Federal - 6.1%
County - 0.6%
Other-12.3%
Cost Per Pupil- The District continues to focus on fiscal
responsibility and providing value to taxpayers spending
significantly less per pupil than the state average.
SBPS- $10,959.28
State Average $12,230.02
How the funds are spent- Teaching and learning
continues to be a fi scal priority with 78% of the District
budget going directly to student instruction and
the largest expense being wages and benefi ts.
Wages and Benefits - 69.41%
Student Staff Ratio - Despite
conservative spending per
pupil the district maintans a
favorable student to staff ratio.
16:1
Did you know?
Professional
Services -
10.65%
Other -
14.12% Capital-
1.16%
Supplies -
4.66%
Scottsbluff Public Schools
was named a District of
Distinction by District
Administrator Magazine in
July of 2018.
Scottsbluff High School, and our
students were recently featured in
an article by The 74, , a non-profit,
non-partisan news site covering ed-
ucation in America. The article was a result of a
recommendation by Senator Brett Lindstrom.
www.sbps.net

Scottsbluff Public Schools | 5
Scottsbluff Public Schools is proud to report a
91.51% four year cohort graduation rate for
2018, according to a report released by the
State Department of Education. This is the third
consecutive year that Scottsbluff Public Schools
has had a four year graduation rate above 90%.
The Nebraska Department of Education also released statewide
graduation data and Scottsbluff has again exceeded the
state average of 89.11%. This is a dramatic positive increase
for Scottsbluff Public Schools, who just seven years ago had a
73.85% four year cohort graduation rate.
“With this third consecutive graduation rate over 90%, we
feel like we’ve reached a milestone that has now become a
dependable expectation in Scottsbluff Schools.” said Rick
Myles, Scottsbluff Public Schools Superintendent, “Even more
importantly, we are increasingly confident that that diploma is
meaningful - our PK-12 academic programming and learning
opportunities, top to bottom, are now of such remarkably
high quality. Now, as I know our staff believes, we want this
for 100% of our kids. We want to get even better and the hard
work continues.”
Ready for
the Next
Adventure
Scottsbluff Public Schools Graduation
Rate Surpasses State Average for Third
Consecutive Year
Now, as I know our staff believes,
we want this for 100% of our kids.
We want to get even better and the
hard work continues.
-SBPS Superintendent Rick Myles
This increase in graduation rate is even more impressive given
the new methodology that the Nebraska Department of Education
is using to calculate them. By identifying cohort groups in
the ninth grade and tracking each student clear through his or
her entire high school career, the final computation of an “ontime”
graduation rate has become increasingly precise.
“This is a testament to the hard work of our students, their
families, and our teachers in the SBPS system that have helped
these students to become college and career ready, on time,
in their four year cohort,” said Mike Halley, Scottsbluff High
School Principal.
Some of the systemic strategies that Scottsbluff Public Schools
has focused on to help increase the graduation rate include
aligned Learning Guides that help support teachers’ efforts in
helping students master Nebraska State Standards at every
grade level; re-teaching and re-assessing material to ensure
student progress; high academic expectations of all students;
progressively effective instructional strategies; added professional
development/work time for staff; additional high level,
engaging course work; the leadership role of Content Area
Specialists and instructional coaches; more inclusive student
support services; a focus on high student engagement; alternative
pathways to graduation such as CHOICES and ReConnect;
increased focus on Career and Technical Education; increased
integration of technology; improved parent communications;
and the development of the Career Academy Model.

6 | Scottsbluff Public Schools
Test Scores
Scottsbluff Public Schools Spring
2018 NSCAS and ACT Results
The State of Nebraska has created a new accountability
system, AQUESTT, incorporating revised
academic standards along with a new rating scale
and criteria. While this new system is “under construction,”
many of the measures are yet to be determined and may
still be two or more years away from implementation.
Combined Results for All Grades Tested
Percent Proficient
Science
68%
70%
In the meantime, our teachers and students are doing
their best to align our practices with the State’s expecta-
Mathematics
51%
48%
tions and ensure that Scottsbluff Public Schools’ students
are performing at least as well as their counterparts
around Nebraska.
English Language Arts
44%
51%
State
SBPS
The results you see here are truly a “work in progress.”
In some areas, like Mathematics, we have been ahead of
the new standards for several years at our elementary
schools. This puts our students in a very good place and
we anticipate that middle and high school (ACT) results will
continue to increase as these students move up and the
new curricula is in place at Bluffs Middle School this year
and into the high school starting next year. In English-Language
Arts, however, we’ve waited to find just the right materials
and have introduced new books this year (in grades
3-8) and in high school next year. We are still making decisions
about K-2. Publishers are way behind with producing
quality Science materials that are aligned with National
Science Standards and some are frantically putting out
materials of questionable quality hoping to attract school
districts who are in a hurry. We are taking our time and
watching the marketplace. Based on what we are seeing,
the best materials are yet to be finalized so we are sticking
with what we currently have had in place and anticipate we
may be two years away from adoption of new texts. With
academic standards, corresponding testing and ultimately
State ratings all in transition, public schools are cautiously
moving forward. This is truly one of those situations where
patience may be a virtue and our students will benefit in
the long run from this thoughtful, measured approach.
Included in this annual report are our most recent results.
School rankings are not all finalized at the State level as of
the date we went to press. Additionally, since the system is
new, there is little comparative year-to-year data. Nonetheless,
these scores should provide us a meaningful baseline
from which to grow.
English Language Arts Percent Proficient By Grade
48%
53%
50%
42%
35%
38%
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Mathematics Percent Proficient By Grade
56%
59% 60%
44%
37% 35%
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Science Percent Proficient By Grade
75%
64%
Grade 5 Grade 8
ACT % Meeting Expectations - Includes
Grade 11 Math, ELA and Science
State SBPS
Science
54%
45%
Mathematics
50%
36%
English Language Arts
36%
50%
www.sbps.net

Scottsbluff Public Schools | 7
New Curriculum
Boosts Student
Achievement
District Adopts New English Language
Arts Curriculum for Grades 3-8
Wit and Wisdom is the new English Language Arts
Curriculum introduced in grades 3-8 this school
year. At these grade levels, reading and writing
have traditionally been taught separately, but
using this curriculum students practice integrated
instruction with reading, writing, speaking,
listening, and language skills all incorporated in
their literacy work.
Wit and Wisdom texts draw students into engaging
stories told in exemplary ways. When students
know a lot about a topic and know the vocabulary
associated with that topic, they become
stronger readers who can more easily learn new
information. To build students’ knowledge, each
Wit & Wisdom module provides resources for
6–8 weeks of deep study of one topic considered
from multiple perspectives. Through the
exploration of poetry, prose, novels, and short
stories, the depth of what literature can offer
deepens students’ understanding of the world
and inspires a love of reading.
Teachers are teaching intense critical thinking
skills during every lesson using explicit writing
instruction that helps students organize their
thinking and empowers them to write essays,
narratives, arguments, and informational pieces.
The rigorous lessons, goals, and plans that incorporate
Nebraska’s new ELA standards and critical
thinking skills. Since adopting the curriculum,
student growth has already been documented in
Metacognition, Text Building/Information Building
and writing organization, effort and production.
Westmoor Elementary 4th Grader Saylor Ulrich shows her
project based on the book “Hatchet” one of the many books
students read using the Wit and Wisdom ELA Curriculum
SBPS Adopts Illustrative Math
curriculum for grades 6-8
Illustrative Mathematics is a problem-based core
mathematics curriculum for grades 6–8 that
sparks discussion, perseverance, and enjoyment
of mathematics. Students learn math by doing
math, solving problems in mathematical and
real-world contexts, and constructing arguments
using precise language. Teachers shift their instruction
with high-leverage routines that guide
students in understanding and making connections
between concepts and procedures.
Illustrative Math is based on the Five Practices
for Orchestrating Productive Math Discussions:
anticipating, monitoring, selecting, sequencing,
and connecting and helps students to build off
of skills learned in the Bridges Math program
taught in elementary. Illustrative Math is a digital
curriculum that is enhanced by apps that make
the program more engaging. The program was
implemented in Fall 2018 at Bluffs Middle School
with the rollout of the Device Assisted Learning
Initiative which issued Chromebooks to all students
in grades 6-12.

8 | Scottsbluff Public Schools
New Technology
SBPS Device Assisted Learning Initiative Kicks Off in the Fall of 2018
Beginning
in Fall 2018,
Scottsbluff
Public Schools
provided more
than 1,800
Chromebooks
to students in
sixth through
twelfth grade. In grades 6-9, each student received a brand new
touchscreen Chromebook and case that they take home each
night. Students in grades 10-12 received a used Chromebook
and case. These devices will be gradually replaced with new
touchscreen Chromebooks on an annual rotation.
Scottsbluff Public Schools believes integrating technology in
the classroom leads to enriching experiences that will increase
student engagement, enhance individual learning and growth,
create active learners, and encourage collaboration as well as
many other benefits.
The main goals of the Device Assisted Learning Initiative (DALI)
include:
Student Learning: Improve learning for all students through
engaging experiences that embed technology across all curricular
areas.
Effective Teaching: Educators will embed technology in their
instructional practice to facilitate high levels of student engagement
and learning.
Support for Teaching & Learning: Technology is routinely
used to increase the efficiency and effectiveness of instructional
processes.
Resources for Teaching & Learning: Effectively and efficiently
align instructional resources with technology.
In order to assure responsible use of the
device, parents/guardians and students
are required to sign a Responsible Use
Agreement (RUA) before the device
is allowed to be taken off of school
grounds. Parents/guardians have the
option to enroll in an SBPS Device Repair
Incentive Program designed to help
students and families defray the costs of device repairs and/
or replacement. Participation in the program is optional and
provides families with discounted repair or replacement options
should the device be damaged. A protective, always-on case is
provided for transporting the device between home and school
and between classes and students are expected to charge their
Chromebooks nightly at home and bring the device to school
fully charged. Student devices are subject to the SPBS Internet
filter both on and off of the SBPS network. In other words, web
pages viewed on the Chromebook are filtered by SBPS no matter
where the Chromebook is used. These devices are configured
to allow access using only school credentials. The Chromebooks’
location can also be tracked if lost or stolen.
Chromebooks provide a balance of focus, flexibility, and manageability.
Providing Chromebooks for all students ensures a
consistent computing environment, including district management
of user settings and classroom management software. In
addition to 1:1 technology in grades 6-12, classroom technology
is also being expanded at the elementary level. Approximately
600 additional Chromebooks are available in SBPS elementary
schools in classroom carts. Participation in fundraising events
such as the SBPS Foundation’s Google Run also allows elementary
schools an opportunity to purchase additional classroom
technology for their schools.
The devices are checked out to the students much like a textbook.
Students will keep the device for the school year but will
turn it in each summer for inventory control and maintenance.
Students will receive the same device for the following school
year.
www.sbps.net

Scottsbluff Public Schools | 9
Students Enjoy the
New Scottsbluff
High School
SHS Principal Mike Halley cuts the ribbon at the SHS Phase II
Grand Opening held in April, 2018.
Started in 2015, the Scottsbluff High School Expansion
and renovation project is now complete.
Last April, Scottsbluff High School students
and parents, members of the media, bond
campaign volunteers and members of
the public joined staff in holding a grand
opening for Phase II of the SHS Renovation
and Expansion. The Scottsbluff High
School renovation and expansion project
has been completed on time, on budget and
at full scope. It was funded in an open and
transparent manner as overseen by members
of Community Bond and Construction
Oversight groups who advised the initial
planning.
Phase II accounted for approximately 35%
of the project and included both new construction
as well as renovation and repurposing
parts of the existing building.
At the center of Phase II is a new state of
the art library. The library has been redesigned
to allow for flexible student spaces
to work on projects as well as to support
1:1 Chromebook technology with dedicated
Chromebook support space. The Freshman
Academy supports a team based learning
approach for 9th graders with the flexibility
to allow freshmen to enjoy and take part in
all that SHS has to offer. Agri-science and
Construction Trades have moved back to
the main campus and are in a new facility
with more than double the space. These
new areas also include a live animal bay,
a temperature controlled greenhouse, an
outdoor classroom and courtyard area, and
a flexible space for Architectural Design and
Engineering. A new auxiliary gym, weight
room and wrestling room are being enjoyed
by physical education classes, athletic
teams, and student and community activity
groups alike.
Along with upgrades to existing programs,
the completion of Phase II has allowed
for other new programs to start at SHS.
Cosmetology is the newest career pathway
being offered. Thanks to a partnership with
Fullen School of Hair Design, students can
begin taking classes towards a cosmetology
license while still in high school and without
leaving the SHS Campus. Also included in
Phase II renovations was a classroom for the
Air Force Junior ROTC program which kicked
off this school year.

10 | Scottsbluff Public Schools
NEW! PRESCHOOL AT
ROOSEVELT ELEMENTARY
Bear Cub Preschool Expansion increases the District’s number of youngest students
This school year, Roosevelt
Elementary had some
new students who were
younger than usual thanks
to the addition of the Bear
Cub Preschool classroom.
Scottsbluff Public Schools Bear Cub Preschool
received a $130,000 Early Childhood
Expansion Grant from the Nebraska
Department of Education for the 2018-19
school year. Funding from this was used
to add an additional full day classroom
for four year old students housed at
Roosevelt Elementary in collaboration
with Educational Service Unit 13 and Head
Start. This classroom offers a convenient
neighborhood location for Roosevelt
families and offers a smooth transition
to kindergarten for preschool students
who will have already spent a year in their
elementary school building. With the addition
of this classroom, Bear Cub Preschool
will be able to serve up to 140 students
in three full day classrooms for four year
olds and two half day classrooms for
three year olds.
Bear Cub Preschool works to meet the
needs of their students through a variety
of programs. Our curriculum aligns with
the Nebraska Early Learning Standards
and Teaching Strategies GOLD, but is delivered
through planned guided play and
intentional small group instruction. At all
Bear Cub locations, teachers are certified
and hold degrees in Early Childhood
education while each classroom has two
paraeducators assigned.
Bear Cub Preschool values a close family
atmosphere. In order for students to be
successful, they need the support of parents
and the community, so teachers and
staff work to build relationships through
home visits, family nights, programs and
parent-teacher conferences.
The goal and main focus at Bear Cub Preschool
is to provide and foster a safe and
engaging learning environment where all
students feel valued and cared about.
Bear Cub Preschool will soon be taking
applications for the 2019-2020 school
year. Visit www.sbps.net/preschool for
more information about the preschool
including requirements for enrollment.
www.sbps.net

Scottsbluff Public Schools | 11
These are Our Moments
Extraordinary learning is happening every day at Scottsbluff Schools in so many amazing ways!
1Lincoln Heights Elementary
Kindergarteners get a lesson
on measurement provided by
the Wildcat Hills Nature Center
4Bluffs MIddle School students
in Mrs Wentz’s technology
class spent a week coding
their own websites.
2The Longfellow Boys Club has
participated in several community
service projects this
past year. Most recently, the boys
went shopping for holiday gifts and
delivered them to residents of The
Residency.
3Bear Cub Preschool students
wished the Bearcats good
luck during the SHS Football
Team’s last practice before heading
to Lincoln for the Class B State
Championship game.
1
2
5Lake Minatare 4th & 5th graders
show Principal Behnke
their Gallery walk. The students
worked in groups to highlight
information from the book they are
studying called The Circulatory Story.
They also identified examples of figurative
language. Then they rotated
to observe all the other groups’
posters, to increase their knowledge
of the subjects.
6Students from CHOICES
visited Roosevelt elementary
to assist students in carving
pumpkins which were displayed at
the Riverside Discovery Center’s
Spooktacular event.
5
3 4 6

12 | Scottsbluff Public Schools
Youth and Mental Illness
A National
Crisis
Challenges
our Schools
Throughout our country, youth’s mental health issues
– often intensified by traumatic life events – have
emerged as the most significant issue facing young
people and those who care for them.
All too often students’ academic and behavioral
needs are so severe that they significantly
detract from their own and others’
ability to optimally benefit from schooling.
This is particularly evident in areas such as
ours that are relatively sparsely populated,
rural and present high poverty and mobility.
According to research published in the
Journal of the American Academy of Child
and Adolescent Psychiatry (Sterling, 2010),
“Children and families living in poverty face
a range of barriers that reduce their ability
to access mental health services, maintain
compliance with treatment, and achieve
favorable treatment outcomes. “
Many estimates show that even though
mental illness affects so many of our kids
aged 6-17, at least one-half and many
estimate as many as 80% of them increasingly
rely upon school districts to respond
to these mental health issues ourselves
in order to prioritize a safe and secure
environment for all. These added costs of
additional counselors, school based licensed
mental health practitioners, suicide risk assessments,
threat assessments, specialized
programming, security personnel and added
Source: National Institute of Mental Health.
administration all place an added burden Stinner has championed the importance of
on school finances and often take away our State stepping up to support increased
from resources that have been traditionally mental health services for our children. The
dedicated to instruction, classrooms and proposed Panhandle Beginnings Day School
student activities.
and Day Treatment facility is an outgrowth
“Educators face the simple fact that, often
of this work. A service such as this can
because of a lack of resources, there just
provide a therapeutic environment for kids
aren’t enough people to tackle the job. And
in need (and their families) as they continue
the ones who are working on it are often
to progress through their academics and
drowning in huge caseloads. Kids in need
become equipped to return safely and productively
can fall through the cracks.” (Anderson,
to the their home school environ-
Dardoza, NPR Ed, 2016)
ment. We will continue to work together to
try and make this program a reality.
Scottsbluff Public Schools has been at the
forefront of responding to these issues.
Our school staffs carry our commitment to
Clearly student safety overrides all other
“Every Child, Every Day” with them in all they
concerns and the increased presence of
do. Our schools believe in all children and
concerning mental health issues at all levels
never give up. As a nation and as a State,
has fostered our emphasis on these areas.
it’s so important to all of our futures that we
We are not alone. Virtually all school districts
recognize the challenges that face too many
in our country (and likely beyond) are facing
of our kids and the subsequent behavioral
exactly the same challenge as all too many
and emotional challenges they endure and
accounts of school violence and a rising
bring with them to our schools.
youth suicide rate plainly reflect.
Together with ESU13 and other area
superintendents, our own Senator John
www.sbps.net

Scottsbluff Public Schools | 13
Collaborative Teaming
In Special Education
According to the Council of Exceptional
Teachers, collaboration is a high-leverage
practice in special education. In a collaborative
model, the general education
and special education teachers bring their
expertise, skills, training, and perspectives
to the team. Through the combination of
resources, teachers strengthen the learning
opportunities, effectiveness, and methods to
meet the needs of all students. The major
outcome is to provide comprehensive and
effective programs for students.
Scottsbluff Public Schools has worked
diligently to implement collaboration across
all settings, from preschool through high
school. The collaboration has strengthened
the programming options for all of
our students, not just those with special
needs. Through this collaboration, supports
are effectively implemented at the moment
in which the student needs them. This
eliminates the “wait to fail” model. This form
of programming also requires increased
staffing to meet the behavioral and academic
needs of students.
In our birth to three program, teams of
providers work with the family to complete
a routines based interview. One member of
the team serves as the primary liaison between
the family and the other team members.
The goal of this method is to increase
the capacity of parents and care providers
to support students through improved
confidence and competence, and to encourage
each child’s growth and development
through natural learning opportunities.
Programs at the preschool level are flexible
and driven by the individual needs of the student
and family. Strong community collaborations
support the opportunity for district
personnel to work in tandem with child care
providers and private preschool personnel.
Preschool experiences through enrollment
in Bear Cub Preschool are inclusive and
specialists work collectively with classroom
teachers and support staff to meet the individual
learning needs of every child.
At the elementary level, teachers have
designed interventions that are more collaborative
and are provided in inclusive environments
to meet the needs of students.
Specially designed supports and learning are
reflective of individual needs and student
strengths.
At the middle school and high school levels,
teams of teachers collaborate with each
“The most valuable resource that teachers have is each
other. ” – John Meehan
other to provide smaller student-to-teacher
ratios, more opportunities for assistance,
and greater teacher time and attention.
Through the added support in the general
education classrooms, all students show
improvements in academic and social skills,
not to mention, positive peer relationships.
No one teacher can do it all. Nor can we
achieve success when teachers teach separately
from one another. Common professional
development focuses on the supports
needed to help students be more successful
in school. It takes everyone to support students’
learning, which is the premise of this
more collaborative approach.
Questions About Your Child’s Development?
After School
Program adds
Two New
Locations
Scottsbluff Public Schools added two new
sites to the After School Program for the
2018-2019 school year after receiving a
$76,075 21st Century Community Learning
Center Grant. Longfellow and Lincoln
Heights Elementary schools are new sites
joining Westmoor and Roosevelt who currently
serve 75 students at each location.
This expansion allows SBPS to provide after
school care for an additional 85 students
and for students participating in the program
to stay at their neighborhood elementary
school. During non-school hours,
these programs offer hands-on learning and
activities to improve overall student success,
increase student social benefits and
positive behavioral changes, and increase
active and meaningful family and community
engagement. In addition to the expansion
grant, SBPS also received a 5 year $50,000
continuation grant for the Westmoor
Elementary site. The After School Program
is now serving 235 students district-wide.
High quality staff is avialable at all locations
including a certified teacher who serves as a
Site Coordinator at each location.
Does your child have trouble learning, speaking, hearing, seeing, walking or taking part in activities with other children? Or are you concerned about your child’s physical condition,
learning or development in other areas? Scottsbluff Public Schools seeks to locate and identify all children who may have an educational disability. Any person may refer a child
between the ages of birth and 21 years (who has not yet earned a regular high school diploma) for evaluation. The ‘Child Find’ requirements also apply to highly mobile children,
homeless children, home schooled children, and children who are suspected of having an educational disability even though they are advancing from grade to grade.
Referrals may be initiated by contacting the Director of Student Services for Scottsbluff Public Schools (635-6200). For school-age students, building principals or classroom teachers
may be contacted to initiate a referral for special services. Students enrolled in any private school within the geographical boundaries of Scottsbluff Public Schools may also be
referred to the Scottsbluff Public Schools regardless of where they reside. Students who attend private schools outside the geographical boundaries of Scottsbluff should contact the
district in which the private school is located in order to make a referral for a special services evaluation.

14 | Scottsbluff Public Schools
New Program Marches into SHS
AFJROTC
Air Force Junior ROTC, a new course offering at
Scottsbluff High School, is open to all students.
Over 100 cadets in grades 9-12 are currently
enrolled in the program which teaches aerospace
science and leadership and includes
physical fitness and community service. The
program explores the historic and scientific aspects of aerospace
technology and teaches high school students selfreliance,
self-discipline and other characteristics found in good
leaders. The program is not a recruiting tool for the military
services and those students who participate in AFJROTC do not
incur any obligation to the Air Force.
The objectives of Air Force Junior ROTC are to educate and
train high school cadets in citizenship and life skills; promote
community service; instill a sense of responsibility; develop
character and self-discipline through education and instruction
in air and space fundamentals and the Air Force’s core values
of “integrity first, service before self, and excellence in all we
do.” Scottsbluff joins only five other AFJROTC units in Nebraska.
The others are located in Bellevue (2), Plattsmouth, Grand
Island and Lincoln.
In the program’s first semester, cadets have logged more
than 1,000 community service hours for organizations such
as Riverside Discovery Center, Special Olympics and Panhandle
Humane Society. Color guard has presented flags at SHS
and WNCC activities as well as the Veterans Honor Flight trip
through Scottsbluff. Cadets also participated in the Veterans
Day Parade and other Veterans Day activities.
www.sbps.net

Scottsbluff Public Schools | 15
SBPS Foundation
Supports Learning
SHS Principal Mike Halley and Assistant Principal Dr. Andrew
Dick accept a check for Career Academies at the Bearcat
Pride Plaza Unveilling.
The Scottsbluff Public Schools Foundation held
multiple fundraising events to provide tools to
support student learning from elementary school
to high school.
The Scottsbluff Public Schools
Foundation has had an exciting
year of supporting student
learning across the District.
Last Spring, the Google
Run (pictured at right) was
expanded to include elementary schools as
well as Bluffs Middle School. Students participated
in a fun run/walk event and raised
over $10,000 for classroom technology.
The Foundation also purchased over
$80,000 in Elementary supplementary
storybooks for use with the adoption of the
new Wit and Wisdom English Language Arts
curriculum in grades 3-5. This grant was
made possible by the use of funds from the
Swanson Sisters Trust. The Swanson Sisters
were elementary teachers in Scottsbluff and
left this trust to share their love of reading
with elementary age children for years to
come.
At Scottsbluff High School, an unveiling
ceremony was held for the Bearcat Pride
Plaza, a beautiful engraved paver and bench
plaza encircling the flagpole at SHS. The
Bearcat Pride Plaza raised over $75,000 for
Career Academy programming at Scottsbluff
High School as well as provided an attractive
gathering area at SHS that will be enjoyed
for generations to come.
In addition to the Pride Plaza, the Foundation
administered several scholarships for
graduating seniors including the Steven
Green Agriculture Scholarship and The
Grow Our Own Teacher Scholarship Program
with generous support from the Selzer
Kelley Foundation.
This year the Foundation held its first ever
online auction fundraiser to continue and
expand these efforts as well as a Classroom
Grant Program, which allows teachers or
teams to apply for money to be used for
unique learning opportunities for students.
This Spring, the Foundation will focus on an
Alumni campaign with a special publication
as well as a breakfast event featuring the
six Career Academies at Scottsbluff High
School.
If you are an alumnus of Scottsbluff High
School and would like to receive the Alumni
Connections newsletter or would like to
support the Foundation in any way, contact
Alyssa Harvey, Foundation Director at
aharvey@sbps.net or 308-633-2857.