Rushville Elementary School

Rushville Elementary School

401 Sprague Street

P.O. Box 590

Rushville, Nebraska 69360

Phone: (308) 327- 2448

Fax: (308) 327- 2504



Rushville Elementary School is located at 401 Sprague Street in Rushville, Nebraska.  It houses students from grades PK – 5 from the community of Rushville.


Casey Slama, Principal


Certified Staff

Guidance Counselor: Shauna Beguin

Preschool: April Halverson

Kindergarten: Megan Hein, Brandy Hoos 

1st Grade:  Cathy Hood, Karen Krotz

2nd Grade: Connie Peterson, Dylan Burd

3rd Grade:  Butch Anderson, Nancy Strong

4th Grade: Jessica Mintken

5th Grade: David Hensley

PE:  Paul Hotz

Music: Kathy Thomas

SPED: Shasta Monahan

Title I:  Shirley Schmidt

Universal Skills: Mary Ann Britt

Librarian: Paige Brendenkamp

After School Program: Jamie Warner

Classified Support Staff

Secretarial: Judy Linders

Custodial: Joel Burbach, Hank Moeller, Judy Moeller, Tom Tuchek

Paraprofessionals: Jamie Warner, Bev Wellnitz, Lisa Janssen, Dannette Joe, Troy Brewer, Staci Wolken, Judy Beguin, Sarah Yuill, Judy Beguin, Les Holeman, Cathy Crawford, Rena Merker

Food Services: Holly Lechleitner, Linda Landreth, Brandy Delancey

Teacher Experience

During the 2009 - 2010 school year, 14% of the teachers at Rushville Elementary School have their master’s degree.  This is below the district and state average.  

Student Enrollment

Student enrollment at Rushville Elementary School has decreased slightly from 163 students in 2008-2009 to 151 students in 2009-2010.


The student population is comprised of 60% White, not Hispanic students, less than 1% Black, not Hispanic students, 4% Hispanic students and 36% American Indian/Alaskan Native.


Rushville Elementary School has 53% of its students enrolled in the free and reduced lunch program.  This is above both the district and state average.


The mobility rate for Rushville Elementary School for the 2009-2010 school year is 20% which is above both the district and state average.

Special Education Services

Since August, 2007, the Special Education Department of Gordon-Rushville Public Schools has seen growth in working toward the goals set by the special education team.  It is important to recognize that these program improvements are the direct result of the work of the special educators and paraeducators in collaboration with the regular education teachers, counselors, and administration.  Monthly Special Education Staff Meetings with the special education teachers are conducted after school dismissal.  Agendas reflect dissemination of information and to discuss the direction of the program and successes experienced within the classroom or extra-curricular activities.

Program Goals:

  1. To demonstrate an increase in reading performance across the curriculum with comprehension strategies for main idea.
  2. To demonstrate an increase in the use of Standard English across the curriculum.
  3. To re-implement an effective transition process for students in special education at the high school.

Professional Development workshops were chosen to build skills of special educators to facilitate students in increasing their skill levels. All special education teachers have had the opportunity to attend the SPED Regional Workshop and the Tri-State Law Conference to gain information about the legalities of Special Education.  All teachers have had training in Step Up to Writing and an introductory workshop on Autism Spectrum Disorders.  Professional Development specific to elementary school needs were a Program Specific Reading training, training in Direct Instruction, training in math strategies, Strategies and Techniques for Effective Progress in School program, Ziggurat Behavior Interventions training; and for the preschool level, Environment Rating Scales training and Early Childhood Conference.

At the Rushville Elementary school there is one full-time special educator in collaboration with 4.5 paraprofessionals serving 15 students, who represent 11.5% of the elementary school student population. At the Gordon Elementary school there is also one full-time special educator in collaboration with 5.5 paraprofessionals serving 25 students, who represent 12.6% of that elementary student population.  There are five Rural Attendance Centers, with three of them having students who require special education or related services.  These rural students are served by a 0.5 special educator in collaboration with a paraeducator at all sites serving 6 students, who represent 9.2% of the rural elementary student population. Related services in the areas of speech/language, occupational, and physical therapy, as well as social-emotional counseling, are provided to students who verify for those services.

All special educators are case managers and responsible for coordinating the IEP process, documenting goal progress, and advocating the needs of individual cases for whom they manage.  It is a goal that each special educator has a case management load of approximately 15 to 20 students.  Special educators are responsible to implement, measure and record progress for all goals for which they are responsible, review and recommend goals to the IEP team based on present levels of performance, track and use the data generated through district assessment, and participate as teacher or co-chair for IEP meetings other than cases managed.  Developing quality IEPs and documenting services and progress will be a continued goal of the Department.

The Department uses a Consultative Model with classroom educators.  This model is built on the premise of inclusion of special education students in the regular classroom to the greatest extent appropriate for each individual learner.  All students come to the regular class with strengths and needs.  The IEP document reflects present levels of functioning, goals to be addressed through specialized instruction, and modifications and accommodations for each student.

The reading and math abilities of all students are assessed using the placement tests or curriculum-based tests provided with the core curricula in each academic area.  According to these results, special education students are placed in appropriate levels of reading and math programs specifically designed for their individual needs.

An after-school program is offered all learners who receive assistance on homework or are offered activities to build background information or experiences.  Students are supported in the special education class during the course of the day through strategies and additional time to complete work in other classes, monitor grades and missing assignments, and receive additional instruction in areas of difficulty.

Title I Services

Rushville Elementary School has a school-wide Title I program with one full-time teacher.

Curriculum Alignment

Rushville Elementary School began using TechPaths in 2006-2007 for curriculum mapping.  Maps are updated as necessary.

Advanced or Special Programs

High Ability Learner program is available and students are identified by assessment scores and teacher recommendation.


RES is in the process of continuously advancing technology in education. The Elementary School is a fully wireless building with two mobile laptop carts.

We also have one mobile distance learning cart. We utilize data projectors in most classrooms and have recently added seven Promethean Interactive Boards.

We are currently upgrading our website for more staff and student interaction.

Reading Assessment

Rushville Elementary School administers the NWEA MAPS Reading Assessment and the NeSA – Reading Assessment.  During the 2009-2010 school year, approximately 69% of 4th graders were proficient on the state reading standards (they met or exceeded the standards).

Writing Assessment

Rushville Elementary School administers the NeSA – Writing Assessment.  During the 2009-2010 school year approximately 88% of 4th graders were proficient on the state writing standards (they met or exceeded the standards).

Mathematics Assessment

Rushville Elementary School administers the NWEA MAPS Mathematics Assessment as well as the ESU 13 STARS Mathematics Assessment.  During the 2009-2010 school year, approximately 100% of 4th graders were proficient on the state mathematics standards (they met or exceeded the standards).