Glossary of terms
Assessment: Test, exam, exercise or any other way student demonstrate mastery of a standard. See also: Formative Assessment and Summative Assessment.
AYP: Adequate Yearly Progress: A federal requirement under No Child Left Behind (NCLB) for measuring student performance over time. The basis of AYP is student performance on reading and mathematics standards. It is important to note that all Nebraska public schools are required to meet state accountability measures as well as AYP.
CBI: Community Based Instruction: Individualized instruction for students with severe disabilities. Community environments and target skills are selected for students by evaluation of their individual needs and recommendations made by students, parents/guardians, and teachers.
CNSSP: Central Nebraska Support Service Program: Special education service GIPS provides to seven school districts and a number of non-public schools in Hall, Howard and Merrick counties.
CPI: Career Pathways Institute: CPI is an educational opportunity for students to become both career and college ready. Pathway opportunities are available at any of the three campuses: Grand Island Senior High, Adams Street Campus and Central Community College.
Differentiation: Instruction individualized for each student to promote growth, recognizing individual students learn in different ways and at different paces and may respond to different teaching techniques.
ELA: English Language Arts: This is the subject grouping for all grades. The classes teach literacy skills in reading, writing, speaking and listening.
ELC: Early Learning Center: This is the GIPS preschool.
ELL: English Language Learner: The English Language Learners program in Grand Island Public Schools helps students of all age and grade levels learn English.
Formative Assessment: Any assessment teachers use to gauge student understanding during the learning process. Teachers use the formative assessments to give feedback and additional instruction where needed. Scores on formative assessments typically are not counted toward a student's grade in a class, rather they are used to better determine how well a student is understanding a particular lesson or unit.
HAL: High Ability Learners: Program to provide educational experiences to challenge students and foster continued growth.
IEP: Individualized Education Program: An IEP defines the individualized objectives of a child who has been found with a disability, as defined by federal regulations. The IEP is intended to help children reach educational goals more easily than they otherwise would. In all cases the IEP must be tailored to the individual student's needs as identified by the IEP evaluation process, and must especially help teachers and related service providers (such as paraprofessional educators) understand the student's disability and how the disability affects the learning process.
Infinite Campus: The Infinite Campus Student Information System provides the Grand Island Public Schools with the integrated tools needed to streamline student administration, enable stakeholder collaboration and individualize instruction. Infinite Campus is web-based so educators, parents and students have access to information from anywhere at any time. The system also serves as a district-wide data warehouse allowing student data to be entered once and leveraged across the entire district supporting data-driven decision making.
Intervention: Planned set of procedures aimed at teaching students a specific set of academic or social skills. It is more than a single lesson but less than an entire curriculum.
Naviance: A web-based tool GIPS students and parents use to help connect academic achievement to post-secondary goals and improve college and career planning.
NePAS: Nebraska Performance Accountability System: The State Board of Education and Nebraska Department of Education staff developed a state accountability system as required by state law 79-760.06 called Nebraska Performance Accountability Systems. In August 2012, the State Board of Education adopted NePAS, which is based on student scale scores within grades, buildings and districts. The system is intended to inform educators, parents, school board members, community members and policymakers about the learning progress of Nebraska schools and school districts.
NeSA: Nebraska State Accountability Test: As outlined in the Quality Education Act of Nebraska Revised Statutes, statewide tests in reading, mathematics, science, and writing were developed and are administered to all Nebraska public school districts annually. The testing schedule
includes the following grades: Reading and Mathematics: Grades 3-8, 11; Science Grades 5, 8, 11; Writing Grades 4, 8, 11. The centralized statewide tests, Nebraska State Accountability, NeSA, were first introduced in 2010 as outlined in the legislation and became fully operational in 2012 when the NeSA science tests were administered. The test administration window begins with writing in mid-January and is three weeks long. The NeSA reading, mathematics, and science tests are given from the last week of March until the first week of May, a six-week testing window. Make up tests are required, as the expectation is that all students in the assigned grades will be included in the tests. The tests in reading, mathematics, and science consist of 45-60 multiple-choice items depending upon the subject and the grade level. These tests are administered in two parts and are not timed. Within the testing window districts determine test administration schedules based on recommendations by NDE. The tests are administered in accordance with the scripted directions in the administration manuals, and all districts are expected to follow those directions.
Newcomers: The Newcomers program in Grand Island Public Schools allows student new to Grand Island and perhaps the United States a chance to transition into GIPS classrooms.
OT/PT: Occupational and Physical Therapy: The mission of our Occupational and Physical Therapy department is to provide services to eligible students in order to promote their participation and independence within their educational environment. As a related service, we support the "educational" well-being of the child. Occupational Therapists provide support of skills in the areas of fine motor development and self help skills. Physical Therapists provide support for students with gross motor development and positional concerns.
RtI: Response to Intervention: RtI is a problem-solving process. Students are given assessments to gauge understanding. These assessments lead to individualized instruction to maximize learning. Students are matched with their appropriate level of challenge to push their learning. Keeping all students engaged reduces behavior problems. Progress is continually monitored. The main purpose of RTI is to improve achievement for all students.
Skills Academy: A program for students who find it challenging to cope with output demands of school and struggle with interpersonal relationships and emotional regulation. Students have an alternative schedule while in the program, with the goal of successfully returning to traditional classroom at their neighborhood school.
SRO: School Resource Officer: These are the police officers assigned to assist GIPS schools. They are paid in part by GIPS and in part by the Grand Island Police Department. Officers not only handle police and security matters at our schools, but also teach students classes on responsibility and respect.
Success Academy: An alternative program for GIPS students, grades 6 through 12, offering innovative, non-traditional approaches for learners.
Summative Assessment: Any assessment teachers use to gauge a student's mastery of a standard after a set amount of time - end of term, end of unit, etc. In most cases at GIPS, this accounts for the greatest percentage of a student's final grade in a class.
T&L: Teaching and Learning Department: This is the department of GIPS responsible for curriculum, teaching, grading and learning in the district.
TLP: Transitional Living Program: The program is designed to assist students in their move from school into the adult world. The goal of our planning process will be to determine future needs of the student, and then design programs and experiences to address these needs. Since the plan that we develop will extend beyond graduation, people from outside agencies, and other school personnel may be involved in the planning process along with teachers, parents, and students. This planning process will require communication and coordination among families, students, schools, agencies, and communities to help make the transition from school to adult life as smooth as possible for the student.