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USD 475, in partnership with parents and our community, is dedicated to the common goal of "Learning for all, whatever it takes" to prepare students for the demands of continuous learning in the competitive workplace.

Annual Report

17 16 PREPARING TODAY’S

STUDENTS

FOR TOMORROW’S WORLD

GEARY COUNTY SCHOOLS UNIFIED SCHOOL DISTRICT 475 WWW.USD475.ORG

With extraordinary enthusiasm and excitement I welcome you to Geary County Schools USD 475 during the 2016-2017 school year. Going to school always brings a promise of new hope, new challenges, new learning and new fun. Educators, staff, parents and students alike are given an opportunity to harness energy and enthusiasm for our common vision of, “learning for all, whatever it takes.” As Superintendent, I am thrilled to be part of a district where traditions are held in such high regard, and where keeping current with best teaching and learning practices is valued. Each of us has a critical role to play for our schools. I am convinced that our collaborative efforts and shared passion for student achievement can move our schools, students, and community to the next level of success. Our students are the ultimate winners when we all work together. Join us on an educational journey, as we partner together to soar to new and greater heights, and builda bright and promising future for all. On behalf of Geary County Schools, please accept my sincere welcome to our annual review of USD 475. Within these pages you’ll find a glimpse of the district throughout the 2016-2017 school year. For more information about USD 475 visit www.usd475.org.

Dr. Corbin Witt Superintendent of Schools

Overview

School Reports

Superintendent Welcome

Strategic Objectives and Board of Education Goals.......................................... 7

Eisenhower Elementary....................................................................................... 70

Statistics

Franklin Elementary............................................................................................ 72

Graduation and Drop-Out Report..................................................................... 10

Fort Riley Middle School.................................................................................... 74

Random Drug Testing Data................................................................................ 13

Fort Riley Elementary.......................................................................................... 76

cheivements A Recognition and Awards..................................................................................... 15 District Reports

Grandview Elementary........................................................................................ 78

Junction City Middle School.............................................................................. 80

Junction City High School.................................................................................. 82

Child Nutrition..................................................................................................... 21

Jefferson Elementary............................................................................................ 84

.Communications.................................................................................................. 23

Lincoln Elementary.............................................................................................. 86

.Emergency Management..................................................................................... 24

Milford Elementary.............................................................................................. 88

.Finance.................................................................................................................. 25

Morris Hill Elementary....................................................................................... 90

.Operations............................................................................................................. 27

Seitz Elementary................................................................................................... 92

.Outreach Programs.............................................................................................. 27

Sheridan Elementary........................................................................................... 94

.Personnel............................................................................................................... 31

Early Childhood Center...................................................................................... 68

Spring Valley Elementary.................................................................................... 96

Special Education................................................................................................. 35

Ware Elementary.................................................................................................. 98

Washington Elementary.................................................................................... 100

Teaching & Learning............................................................................................ 38

Who We Teach........................................................................................ 39 English Language Learner Program..................................................... 40 McKinney-Vento Homeless Program.................................................. 41 What We Teach....................................................................................... 42 Title Services........................................................................................... 52 Library Media.......................................................................................... 55 State Testing............................................................................................. 57

.Technology............................................................................................................ 63

.Transportation...................................................................................................... 64

Westwood Elementary....................................................................................... 102

If a man empties his purse into his head, no man can take it away from him. An investment in knowledge always pays the best interest. -Benjamin Franklin

USD 475 2016-2017 ANNUAL REPORT

6

Strategic Objectives and Board of Education Goals High Student Achievement

Maximized Resources

•

Implement Systemic Reform in the Geary County School District grounded in the Research base for High Performing School Systems

•

Prioritize the allocation and expenditure of funds to support district goals

•

Each student enters kindergarten school ready

•

Maintain fiscal transparency, integrity, and responsibility

•

Each student will meet or exceed established standards

•

Architect, deliver and maintain a reliable and stable technology infrastructure appropriate to support the core mission of the district within district needs

•

Each student will experience challenging and engaging learning that builds on their strengths, passions, and interests

•

Increase operational efficiency of district operations

•

Every student will graduate high school prepared for post-secondary education, career success, and productive community life

•

Continue to seek viable grants to support district needs

•

Provide a continuum of services to meet the needs of all students

•

Continue to seek and enhance federal impact aid and other federal resources

•

All students will demonstrate technology literacy and digital citizenship

•

Provide a collaborative environment that increases achievement of all students

•

Provide supports to meet the unique needs of the military child

Effective and Valuable Communication •

Establish effective communication between school and parents, and the school district and our diverse community

•

Promote transparency and access to school and district information

•

Actively participate in official local/state forums to enhance visibility and influence

•

Consistency of district expectations across all levels of the organization

•

Increase communication channels at all levels

Highly Effective Staff •

Develop initiatives and strategies to recruit, hire and retain quality staff that reflect the diversity of our community and will respond to its changing needs

•

Develop strategic and operational standards, procedures, and systems that are responsive to the needs of our employees

•

Increase opportunities for professional development for classified staff

•

Continue to support professional development programs that increase effectiveness of teachers and administration


Culture of Shared Responsibility & Effective Partnerships with Families, Community & Businesses •

Promote and practice shared responsibility among stakeholders for achieving district goals

•

Strengthen and increase both community and business partnerships that promote student achievement

•

Maintain our partnership with Fort Riley to strengthen the position with the Department of the Army and meet the needs of our military families

Safe, Sustainable, Healthy, and Respectful School Community •

Create an engaging and welcoming school district culture where our diverse students, staff, parents, and community members feel valued, respected and included

•

Provide secure, safe, well-maintained facilities and environment appropriate to support the core mission of the district

•

Provide nutrition and healthy student food choices

•

Coordinate programs that support student social, emotional, academic, and health needs promoting positive student relationships

•

Enhance district’s climate and working environment

The purpose of USD 475 is to create a safe and nurturing community that empowers children to persevere toward their dreams and prepares them to contribute to a world that is unpredictable and full of ever changing possibilities.

8

Graduation and Drop-Out Report (Fall 2016) The graduation rate is defined as the percent of students who start in the ninth grade and graduate four years later. The calculation of graduation rate takes into account those students who transfer into or out of the school as well as those students that do not graduate within four years. What does it mean to be a dropout? • Kansas state statute (K.S.A. 72-1111) requires that a child who has reached the age of seven years and is under the age of 18 years be enrolled in and attend school continuously each year. • Any student who leaves school and does not enroll in another school or program that culminates in a high school diploma is considered to be a dropout. How is the annual dropout rate calculated? • The dropout rate is calculated annually and reflects the number of seventh– twelfth grade students who drop out in any one school year. • For the purposes of the dropout rate calculation, a dropout is any student who exits school between October 1 and September 30 with a dropout EXIT code AND does not reenroll in school by September 30. • It is important to note that the annual dropout rate is not the inverse of the graduation rate because the dropout rate is calculated using one year of data while the graduation rate is calculated using four years of data. School Year 2010-2011 Dropout Rate 2011-2012 Dropout Rate 2012-2013 Dropout Rate 2013-2014 Dropout Rate 2014-2015 Dropout Rate

Total

Male

Female

1.1 1.9 1.4 0.8 2.1

1.4 2.0 1.7 0.7 1.9

0.8 1.8 1.1 0.9 2.3

Supplied by http://uapps.ksde.org/k12/CountyStatics.aspx?cnty_no=031

Adjusted Cohort Graduation Rate • Federal regulations require states to calculate graduation rates using a four-year adjusted cohort graduation rate. • The four-year adjusted cohort graduation rate is the number of students who graduate in four years with a regular high school diploma divided by the number of students who entered high school four years earlier (adjusting for transfers in and out). Who is in the Four-Year Cohort? • First time 9th graders from 2011-2012 are the initial cohort with the expectation that they graduated by September 30, 2015. • The first time 9th graders are determined by the End-of-Year Accountability (EOYA) records submitted through the KIDS system. • The cohort is adjusted according to students who transfer in, transfer out, emigrate, or die.


10

Graduation and Drop-Out Report (Fall 2016) Who is Included in the Graduation Rate Calculation? • 2015 graduates (number of cohort members earning a regular HS diploma by Sept. 30, 2015) • First time 9th graders in fall 2011 plus transfers in minus students who transfer out, emigrate, or die during 20142015, 2013-2014, 2012-2013, and 2011-2012.

Graduation Rates for Disaggregated Groups

• Data collected through KIDS system—EXIT and EOYA records—is used in calculations. • Only students with regular diplomas count as graduates. (This is the numerator.) • Students who graduate in less than four years are “banked” and included when their four-year adjusted cohort rate is calculated. • Students who do not graduate in the expected four years are non-graduates and count against the graduation rate. • Non-graded adult students do not count in the graduation calculation unless their four-year and/or five-year cohort has not graduated.

Table 2 presents the graduation rate grouped by gender. The graduation rate is 7.8% higher for females (76.4%) than males (68.6%).

Graduation rates are computed in the fall for the previous year. Thus, the most recent data reported here is for the 201415 school year. Table 1a shows the 4 year cohort graduation rates for the past six years for Junction City High School. The graduation rate for the 2012-2015 cohort decreased by 4.6% from the 2011-2014 cohort.

Table 1a: JCHS Graduation Rate 2012-2015 Graduation Rate

07 – 10 Cohort

08 -11 Cohort

09 -12 Cohort

10 -13 Cohort

11-14 Cohort

12-15 Cohort

4 Year Cohort

76.90%

72.90%

74.30%

82.3%

79.7%

72.3%

The 2012-2015 cohort graduation rates are presented in Tables 2 and 3 with data grouped by gender and socio-economic status.

Table 3 displays the graduation rate disaggregated by socio-economic status, students with disabilities, ELL, Migrant, and Homeless. Table 2: Junction City High School 2012-2015 Cohort Graduation Rate by Gender - High School Total Headcount

Male

Female

316

157

159

2015 Non-Graduates

44

30

14

2014 Non-Graduates

15

9

6

2013 Non-Graduates

19

11

8

2012 Non-Graduates

43

22

21

437

229

208

72.3%

68.6%

76.4%

Cohort Information Graduates

Total Graduation Rate

Supplied by https://apps.ksde.org/DGSR/historic4yearcohort.aspx

Supplied by https://apps.ksde.org/DGSR/historic4yearcohort.aspx

Table 1b shows the 5 year cohort graduation rates for the past five years for Junction City High School. The graduation rate for the 2011-15 cohort decreased by 4.8% from the 2010-14 cohort.

Table 3: 2012-15 Graduation Rate by SES Status – Junction City High School Socio-economic Status

Table 1b: JCHS Graduation Rate 2011-2015 Graduation Rate

07 -11 Cohort

08 -12 Cohort

09 -13 Cohort

10-14 Cohort

11-15 Cohort

5 Year Cohort

78.40%

75.1%

70.2%

85.2%

80.4%

Free Meals Cohort Information

Reduced Meals

Students with Disabilities

Male

Female

Male

Female

Male

Female

ELL

Migrant

Homeless

Graduates

55

56

24

21

33

16

27

1

10

2015 Non-Graduates

20

10

3

1

4

3

5

0

4

2014 Non-Graduates

7

3

0

1

2

1

1

0

1

2013 Non-Graduates

5

5

5

2

4

0

2

0

1

2012 Non-Graduates

10

7

3

5

2

4

2

1

0

Total

97

81

35

30

45

24

37

2

16

56.7%

69.1%

68.6%

70.0%

73.3%

66.7%

73.0%

50.0%

62.5%

Graduation Rate Graduation Rate by Subgroup

62.4%

69.2%

71.0% Supplied by https://apps.ksde.org/DGSR/historic4yearcohort.aspx


12

Random Drug Testing Data In an effort to protect the health and safety of its student activity participants from illegal and/or performanceenhancing drugs and/or alcohol use and abuse and injuries resulting from the use of drugs and alcohol, Geary County Schools USD 475 has adopted a policy and set of procedures for drug and alcohol testing of students participating in extra-curricular and/or co-curricular activities. The following information was collected throughout the 2016-2017 school year from a total of 143 collected tests. Of these tests 4 were found to be positive. These positive results were attributed to the use of THC which accounted for a total of 2.8% of those tested. Tests for this report were collected between July 1, 2016 and June 15, 2017. 6.7

4.8 3.2

3.0

0.0 Sept. 2016 Month/Year

0.0 Oct. 2016

Nov. 2016

Jan. 2017

March 2017 April 2017

Total Collected Tests

Total Positive Tests

Percentage (Graphed)

September 2016 October 2016 November 2016 January 2017 March 2017 April 2017

13 30 33 21 15 31

0 0 1 1 1 1

0% 0% 3% 4.8% 6.7% 3.2%

Overall Totals

143

4

2.8%


13

Recognition and Awards Employee Awards USD 475 Shining Star Award 17 staff members were awarded a district Shining Star Award during the school year. This is a peer-nominated award. Shining Star awards for the 16-17 School year: Veronica Wait, Virginia Traxel, Molly Mosher, Michael Frint, Hugh Davis, Jackie Anschutz, Clark Peters, Laura Searles, Jason Lubbers, Chez McClellan, Lyn Green, Jason Banks, Drew Horton, Trista Pickard, Jodie Riche, Kristi Sherbert, Susanne Waddell Horizon Award Nominees for USD 475 The Horizon Award program sponsored by KSDE and the KS Cable Telecommunications Assoc. identifies and recognizes distinguished educators who have completed one year of teaching. Four elementary and four secondary classroom teachers are selected from each of four regions in Kansas. Secondary: Allie Ronnebaum – 6th Grade Social Studies, FRMS Elementary: Chelsea Willems – Kindergarten, Ware Elementary Geary County USD 475 2015 Master Teacher Nominee Joan Hayden, Fort Riley Middle School was chosen by the Master Teacher Committee as a Master Teacher. 2016 Kansas Teacher of the Year Award Jennifer Farr, 5th Grade teacher Lincoln Elementary and Ashley Reinert, Social Studies teacher at Fort Riley Middle School are the district’s elementary and secondary nominees.

Student Awards National Merit Scholarship Program Semi-Finalist Katharine Kellogg National Merit Scholarship Program Commended Student Emiliano Gomez Outstanding participants in the Natl. Achievement Scholarship Program Antonio Carter, Jr. & Roemello McCoy Boys Soccer, 2nd Team All-League Jimmy Lechuga Football, 1st Team All-League-Receiver, 1st Team All-League-Returner Jovon Baldwin Football, , 1st Team All-League-Defensive Line Bradley Breckenridge

Football, Centinnial League Offensive Player of the Year, 2nd Team All-League-Quarterback Ryan Henington Football, 2nd Team All-League-Linebacker Kenson Henderson Football, 1st Team All-League-Defensive Back Davante King Football, 2nd Team All-League-Center Cody Magee Football, 2nd Team All-League-Tackle Zack Terry Boys Bowling Team, 3rd League, 2nd Regional, 2nd State Girls Bowling Team, 2rd League, 2nd Regional Wrestling, 126 lbs., 2nd League Max Bazan Wrestling, 152 lbs., 3rd League, 3rd Regionals John Clark Wrestling, 160 lbs., 2nd Regionals Kamari Smith Wrestling, 182 lbs., 1st League, 1st Regionals, 2nd State Aryus Jones Wrestling, 220 lbs., 2nd League Jeffrey Walters Baseball, 2nd Team All League-Outfielder Christien Ozores Baseball, 2nd Team All League-Infielder Charlie Peyla Softball, 2nd Team All-League Kaileigh Solis Girls Swimming, 2nd Team All-League Kendall McCloy


16

Recognition and Awards Boys Track and Field, 4x400 relay, 2nd League, 1st Regional Justin Barton

Girls Track and Field, 4x100 relay, 2nd League, 3rd Regional, 3rd State Amaya Booker

Boys Track and Field, 100m, 3rd League, 4x100 relay, 3rd Regional Deshan Brooks

Girls Track and Field, high jump, 1st League, long jump, 2nd League, 4x100 relay, 2nd League, 3rd Regional, 200m, 3rd Regional Ayi-lissa Dotson

Boys Track and Field, triple jump, 1st League, 2nd Regional Jaylene Brime Boys Track and Field, 400m, 2nd League, 1st Regional, 4x400 relay, 2nd League, 1st Regional Juwan Bush

Girls Track and Field, 100m, 3rd League, 200m, 2nd League, 400m, 1st League, 2nd Regional, 4x100 relay, 3rd Regional, 3rd State, 4x400 relay, 2nd Leauge, 1st Regional Lyric Holman

Boys Track and Field, 4x40 realy, 2nd League, 1st Regional Ricardo Erans

Girls Track and Field, 800m, 1st League, 2nd Regional, 4x400 relay, 2nd League, 1st Regional, 4x800 relay, 1st League, 1st Regional Myrissa Humphreys

Boys Track and Field, pole vault, 2nd Regional Traecy Freeman

Girls Track and Field, 4x800 relay, 1st League, 1st Regional Briona Jenson

Boys Track and Field, 4x400 relay, 2nd Leauge, 1st Regional Aaron Hamilton

Girls Track and Field, 300(h), 2nd Regional Alana Kramer

Boys Track and Field, 4x100 realy, 1st League, 3 Regional Dai-Jon Lopez

Girls Track and Field, 4x100 relay, 2nd League, 3rd Regional, 3rd State Jacqui Moran

Boys Track and Field, 100m, 2nd Regional, 1st State, 200m, 1st League, 1st Regional, 4x100 relay, 1st League Tamarche Mason

Girls Track and Field, 100 (h), 2nd League, 2nd Regional, 4x100 relay, 2nd League, 3rd State Keiana Newman

Boys Track and Field 4x100 relay, 1st League, 3rd Regional Ian Sanchez

Girls Track and Field, discuss, 3rd Regional Hannah Reynolds

Boys Track and Field, shot put, 2nd Regional Stephon Starks

Girls Track and Field, 4x800 relay, 1st League Sully Soto

Boys Track and Field, 4x100 relay, 1st League, 3rd Regional Charles Winshester

Girls Track and Field, 2nd League, 1st Regional Girls Track and Field Team

Boys Track and Field, 3rd League, 3rd Regional Boys Track and Field Team

Superintendent’s Three R Award June Smith, Isabelle Waggoner, King Mason, Giovani Hernandez-Ortega, Allyza Rucker, Trent Donaldson, Karley Kramer, Kailah Donnerson, Julia Comstock, Gavin Murphy, Emma Smith, Melanie Antunez, David Luerssen, Kael Potter, Jordan Hunt, Brianna Lawson, Michael Williams, Leila Etheridge, Jaden Berry, Arianna Lindsey, Brook Murdoch, Aiden Alaniz, Kaiden Alford, Miguel Rocha, Braydon Westbrook, Joshua Ayala, Rebecca Monroe, Miwako Elbelau, Elena Millanez, Chanel Williams, Erika Rodriguez Seda, Alex Erb, Katlyn Mohler, Octavius Turnage, Giulianna Contreras, Ava Oentrich, Brooke Draper, Kash Pumpkin Seed, Karl Guilaud, Braeden Matthews, Aydin Walker, Triston Hauser, Chaniya Green, Matthias Hagans, William Garner, Christopher Beers

Girls Track and Field, 4x800 relay, 1st Regional Shamya Banks Girls Track and Field, 4x400 relay, 2nd League, 1st Regional, 4x800 relay, 1st League, 1st Regional Deisjambra Bisio


18

The beautiful thing about learning is that no one can take it away from you.


-B.B. King

20

Child Nutrition Child Nutrition Services provides breakfast and lunch to all schools and snacks as needed. Seven schools participated in the Fresh Fruit and Vegetable Grant provided by KSDE: Grandview Elementary, Franklin Elementary, Jefferson Elementary, Seitz Elementary, Washington Elementary, Ware Elementary, and Westwood Elementary. Child Nutrition Services also runs a Summer Program which feeds the Elementary students breakfast and lunch and also the public during the month of June. In addition, we provide meals to the public in both June and July at 12th Street Community Center. The Boys and Girls Club is open in June and July and we are provide meals to them as well. The program is self-sufficient and there had been extra money in the program for several years now which we used to replace a lot of very old and problematic equipment at all of the schools across the district. The last big addition was a generator at Ware for the kitchen due to the old and problematic electrical infrastructure on post. As a result, USD 475 is in excellent shape equipment wise across the district at this time.

Student Meal Production Summary Student Lunch Paid Free Reduced Total Student

2012-2013 233,457 459,899 183,565 876,921

2013-2014 206,566 450,459 181,966 838,991

2014-2015 223,888 422,738 187,328 833,954

2015-2016 211,717 386,830 156,622 755,169

2016-2017 203,854 359,409 155,062 718,325

166

162

167

165

166

2012-2013 39,648 246,906 57,349 343,903

2013-2014 33,165 228,388 59,547 321,100

2014-2015 37,565 200,890 57,646 296,101

2015-2016 41,692 192,159 47,547 281,398

2016-2017 48,516 190,244 49,249 288,009

1,941,051

$1,575,227

$996,488

$628,451

2014-15

2015-16

2016-17

Reimbursements State & Federal Student Meal Receipts Other Sales Total Revenue

$2,710,677 $808,952 $89,702 $3,609,331

$2,620,936 $724,150 $62,974 $4,983,287

$2,564,723 $739,151 $12,249 $3,316,123

Projected 2017 - 18 $2,500,000 $750,000 $12,000 $3,262,000

Expenditures Food Labor Equipment Other Total Expenditures

$1,916,368 $1,192,532 $317,991 $426,332 $3,853,223

$1,940,000 $1,202,752 $382,995 $455,030 $3,980,777

$1,868,115 $1,347,909 $11,606 $456,530 $3,684,160

$1,800,000 $1,400,000 $0 $455,000 $3,655,000

Number of Days Student Breakfast Paid Free Reduced Total Student

Financial Summary Opening Cash Balance Revenue


21

Communications

Emergency Management

The 2016-2017 school year marked a change in leadership for the Communications Department with Executive Director of Communication Services, Hugh Davis leaving USD 475 and Mat Droge taking on the role as Executive Director in January 2017. This change brought with it several updates to improve communications and media relations within Geary County Schools. One of the most notable changes being the connectED District News website (connectED.usd475.org). This new website replaced the weekly PDF newsletter sent out to parents and staff and has since shown a significant increase in readership. Other improvements to communications within USD 475 include a custom built eFlyers system and new district website with school websites being updating in coming months. The Communications Department spent a large amount of time this year preparing for a bond election to see a new Junction City High School. This work included a detailed strategic communications and marketing plan that outlined the importance of a diverse approach to informing the community of the key facts for the JCHS Way Forward bond. Other Highlights •

The Communications Department revamped the end of the year retirement ceremony and hosted a luncheon which was well-received by this year’s retirees.

•

Clarification was added to the online enrollment process to better communicate to parents the options available to them regarding opting out of image and likeness.

•

The process of updating local news agencies of media tips was built into connectED. This new Media Tips Calendar offers a better user experience for reporters and gives more information than the PDF version that was emailed weekly prior to the new website.

•

Communications Staff implemented a project management system that helped to streamline projects and tasks. This system also allows for the Executive Director to maintain workload and manage stress within the department.

•

Web traffic analytics are now being collected to assist the department in building communications and marketing material to the audience most likely to consume it. Data has become a driving force in the many of the projects that the Communications Department takes on.

Moving forward the Communications Department looks to continue improving marketing and media relations within and on behalf of Geary County Schools USD 475. The team has set goals to help maintain a professional products and has taken steps to maintain an efficient workflow. This will allow a small team of three to continue covering more district events and take on more complex and professional projects.


Throughout the 2016-2017 school year the Emergency Management Director coordinated the School Safety Week program at all district buildings. The School Safety Week itinerary includes a supervised fire drill, severe weather drill, and an ALICE drill. The Director also coordinated operations with local emergency responders. A safety inspection occured in concordance with safety week and special training was conducted upon request from the building administrators. In addition to safety and security concerns, the school also received special focus from most district support functions, including but not limited to the following services; custodial, grounds, maintenance, energy management, food service, technology, and finance. A training program for coordinated response to violent intruder incidents through the ALICE Training Institute began in 2016-17. The program began with a training event to certify instructors for the program and during the year over 1,000 district employees completed online training and certification. The district achieved organizational certification from the ALICE Training Institute in October 2016. During the 2016-2017 school year the Emergency Management Department continued to developed the District Support Team’s ability to respond to, and execute an off-site family reunification process. There were two “on-site” exercises during the year. One of these “on-site” exercises was planned and coordinated in conjuntion with Fort Riley and their Victory Chapel. The playground safety initiative throughout the district continued during the 2016-2017 year. Safety issues were identified and addressed. Surfacing upgrades were also planned for the summer of 2017. All of the required safety compliance inspections were completed during the year, including: • Fire department inspections • Alarm system inspections • Sprinkler system inspections • Boiler inspections • Elevator inspections • Asbestos inspections Attended training courses necessary to oversee operations, including: • Certified Indoor Environmentalist Training Course • AHERA Inspector Refresher • AHERA Contractor/Supervisor Refresher

24

Finance The Fiscal Services Department is comprised of 3 functional areas 1) Financial, Budget, and Debt Reporting, 2) Accounts Payable Management, and 3) Fiscal Compliance and Data Reporting. These departments are part of the Support Division and function to support the districts fiscal management in the operation of all financial matters, including the development and management of the school budget, the borrowing and investment of money, management of compliance assessments, federal and state data reporting, grant financial reporting, and the management of receipts and payments. The Chief Financial Officer and staff provide assistance and support to the Board, District Administrators, and Staff to assure the effective and efficient fiscal operation of the district. Financial Reporting: • Added a Tech-book rental charge for fiscal year 2016-17. Students that qualify for free or reduced meals do not pay any charges. As of June 30, 2017 $138,586 in Textbook / Tech-book charges have been collected. The funds will be used to offset future purchases of student textbooks and software.

Assessed Rentals and Charges Textbook / Tech-book Rental

2013-2014

2014-2015

2015-2016

2016-2017

$20.00/$10

$20.00 /$10

$20.00/$10

$40.00

Accounts Receivable (AR) Outstanding Balance as of June 30, 2017 Miscellaneous Food Service Total

2013-14 $37,902 $37,902

2014-15 $94,139 $94,139

2015-16 $115,849 $59,443 $175,292

*2016-17 $143,478 $69,039 $212,517

*Increase in miscellaneous charges AR due to 1:1 initiative’s lost devices and related supplies.

• • • • • •

• •

First full year implementation of the Kansas Debt Offset program provided for collection of $6,901.37 in funds from long term outstanding active and inactive student debt. Completed request for proposal for the district’s financial auditors. Accepted contract with Mize Houser & Company, PAI. Completed and passed the district’s Federal Perkins audit with no findings identified. Updated district Accountable Travel Plan and added additional language around meal per diems, rates, and clarification of what is a taxable event. Created an in district travel form that calculates the mileage and rate of per diem for staff based on hard coded miles for various routes. Saves staff 1-2 hours a week in having to recalculate and check miles used to request per diem. Implemented the ability for parents to pay Boys and Girls Club charges via Skyward, over the phone, or in person via debit / credit card payment only. Collected and cleared all existing accounts receivables and now most parents are making payments using our Skyward online payment services. The Boys and Girls Club is now collecting more funds timely with less transaction / reconciliation issues which is creating efficiency in the process. Implemented changes to the soldier clearing process when Junction City High School moved to 1:1 technology. Work with high school staff to identify the additional steps needed to make sure all technology and materials are returned prior to the student leaving the district. In process of cross training all accounts payable and accounts receivable staff in the fiscal unit so when buildings need additional support the district office can send an employee to help but can still provide customer service to parents and staff at the Devin Center.


Budget Reporting: • The district completed the FY17 budget cycle without having to complete a republish of the budget at year end. This was accomplished through staff monitoring their budgets and use of grants and other federal funding when additional costs were identified. Investment Management: • Updated Board policy on investment of idle fund practices. In FY18 the district will report all funds currently invested and the related categories to the Board monthly. • Submitted a request for qualification and chose Sunflower Bank as the district’s Heavily Impact Aid (HIA) investment manager. Over $40,000,000 in HIA funding is currently invested for future building or remodeling of the Junction City High School. • Additionally, $1,550,000 in operational idle funds are invested for future capital projects and other future expenses. This amount will change based on available cash flow. • Accounts Payable Management: • In response to a financial audit comment, staff worked to review all checks outstanding more than 90 days and complete a reissue to the payee or submit the balance to the State of Kansas Unclaimed Property program. • Worked with Fort Riley Middle School to provide the ability to collect funds from concession stand and ticket sales using debit or credit card. The funds are posted directly to the school’s activity fund bank account. District will implement process to Junction City Middle School and Food Service purchases during FY18. • Completed the update of procedures related to federal fund purchases. This is in response to federal guidelines and are to be implemented in FY18.

Accounts Payable Statistics as of June 30, 2017 Description Encumbrance Balance Number of Purchase Orders Created

2013-14

2014-15

2015-16

2016-17

$8,496,113

$7,694,836

$5,284,041

$3,594,375

8,890

10,059

10,371

9,071

Compliance Assessments: • Performed reviews of the building Food Service process. The review included the testing of account balances, collection of funds, depositing, and reporting of food service data. The observations identified the need for consistent and continuous training of the food service secretaries along with the addition of internal controls around qualification for free and reduced meals and collection of Consent for Disclosure waivers. • Additionally, completed follow-up reviews of all observations regarding the head secretary financial processes tested in the prior year. Will continue to provide quarterly meetings with the head secretaries. Overall most observations were resolved. • Reviewed federal policy in relation to allocation of Federal Impact Aid. Determined State of Kansas was incorrectly collecting 70% of Impact Aid related to programs the state did not provide state funding for (i.e. Early Childhood (non-SPED), full day Kindergarten, Early Childhood Block Grant participants, and Parents as Teachers students). All the Impact Aid funding for these programs should have been paid in full to USD475. • Applied for Federal Impact Aid Section 7002 regarding funding for federal land (i.e. Milford Lake, etc.). Determined that district had not applied in past. District should be notified of qualification in late Fall of 2017. • Transferred two positions from the Technology Unit to the Compliance Unit. Staff will report to Compliance Supervisor and support the district’s data collection and reporting to the State of Kansas and Federal Agencies (i.e. enrollment count, KIDDS Reporting, Impact Aid, second military count, etc.).

26

•

Operations School Year 2016-2017 concluded with a noted reduction to District enrollment (FT Riley impacts) and slowing down of operations tempo coupled with a reorganization and staff change. The State legislature approved a new High School ($105M) Bond question for patrons of USD 475 with its commitment to a 47% share subject to voter approval. Due to school finance uncertainties at the State level, at the request of Dr Corbin Witt, Superintendent, the BOE approved postponement of Bond election from May to November 2017. At the close of FY17, the District held $40.5M in Heavy Impact Aid with Sunflower Investments. These funds coupled with the State commitment of $49.4M (bond approval) plus additional HIA in FY18 will comprise the overwhelming majority of revenues necessary to construct a new high school without increasing County mill levies. In May Mr William (Bill) Clark closed his three year tenure as Chief Operations Officer after accepting the position of President at ST John’s Military Academy in Salina. He orchestrated a smooth transition with Mr David Wild as his replacement. With this change in personnel came a commensurate change in Devin Center organizational structure; Technology, Communications and Finance becoming direct reports to the Superintendent. In June the BOE approved the 2018-23 version of the six year Master Plan. This plan reflects a $2M decrement (from $7M to $5M) to FY18 & 19 execution plans for space, safety, security, equipment and infrastructure improvements. These reductions being a necessary planning guide in order to achieve anticipated reductions to funding due to declining enrollments. Funding impacts were previously mitigated by the expiring State block funding program.

•

•

•

•

The District continues its efforts to be more efficient and cost conscious during the 2016-2017 school year as it reduced energy expenditures. For the 10 month period period ending April 30th, Cenergistic, the District Energy Management partner was able to avoid over $506.4K in utility costs. As the District concludes the year it is executing multiple projects in a programmed 2017 summer work schedule. Of note is the construction of a FEMA qualified gymnasium at Eisenhower Elementary scheduled for completion in the late fourth quarter of FY17.

Outreach Programs Boys and Girls Club The Boys & Girls Club Before and After School programs for students Kindergarten through 5th grade is a former collaboration between USD 475 and the Department of the Army (Army School Age Programs in Your Neighborhood - ASPYN) which was incorporated into Army Youth Programs in Your Neighborhood (AYPYN) and as of July 1, 2016 no longer existed. All ASPYN program sites received national accreditation through the Council On Accreditation (COA). Again, James Russell received the national Average Daily Attendance award for our club for 2016. He is frequently asked to share the school-based model of our Boys & Girls Club with special emphasis on the tracking/location system he developed and implemented. The Average Daily Attendance spreadsheet James developed is being used nationally. •

Elementary students served through the Boys & Girls Club program: • Before School Program was held at the Heim Center. The program operates from 5:30 AM until children are bused to their respective schools for breakfast. Over 130 were enrolled with an average daily attendance of 50.


• • •

After School Programs were held from 3:15 PM – 5:45 PM at the Heim Education Center with children attending from Eisenhower, Franklin, Lincoln, Sheridan, Washington and Westwood Elementary Schools. Students were bused to the After School program. During the school year, 375 students were served. Programming included: Power Hour/ Homework Assistance, and activities to enhance the district’s Science, Technology, Engineering and Math (STEM) curriculum such as robotics, and Moby Max computer software programs. Spring Valley Elementary provided a successful program with an average daily attendance of 25 to 30 on site. Boys & Girls Club Summer Program for students who have completed Kindergarten through 5th grade was held at the Heim Center. The program (May 30, 2017 through July 28, 2017) was available from 5:30 AM – 5:45 PM Monday through Friday. Academies included: Robotics, Moby Math, Literacy, and Drama. Swimming and fitness activities occurred daily at the YMCA. Also physical activities, rock climbing, and agility training occurred at the Junction City Athletics Center in collaboration with the Bramlage Foundation. There were 122 children enrolled. The Boys & Girls Club After School programs for students 6th through 12th grades is a collaboration between USD 475 and the Department of the Army (Army Youth Programs in Your Neighborhood - AYPYN). Programming is scheduled Monday – Friday from the time school is dismissed for the day until 6:00 PM. Sites at Junction City Middle School and the Freshman Success Academy using a club format served over 850 students. Program includes tutoring, robotics, Bubble Soccer with Junction City Police taking part. Check ‘n’ Connect is a mentoring program being used to help students. Early Childhood Block Grant Program (ECBG) includes: Parents As Teachers (PAT) and Positive Parenting Programs (Triple P). Geary County, through comprehensive planning, has developed innovative partnerships and strategies that align with the Blueprint for Early Childhood and ECBG Outcomes to build healthy development, strong families and ensure early learning for 551 at-risk children birth – Kindergarten entry and impacting 466 families. These programs served 551 at risk children birth–Kindergarten entry and 466 families through bi-monthly home visitation, literacy and playgroups. Of the families served 97% had one or more risk factors; 73% had an income that qualified them for free or reduced meals; 67% were current or former armed services members; and 25% of children served were Hispanic/ Latino/Spanish. Triple P provides parents with additional support through group parenting classes/meetings, and individual home visitation sessions based on family/child needs. • Outcomes/scores obtained through common state measures/assessments were entered into the Data Application and Integration Solution for the Early Years (DAISEY) data management system thus allowing comparison of children’s kindergarten readiness across the state of Kansas. Children/Families are administered the following state common measures assessments: 557 children were screened using the Ages and Stages Questionnaire (ASQ-3); 561 children were screened using the Ages and Stages Questionnaire-Social Emotional (ASQ-SE-2) with 44% not meeting benchmarks; 111 were assessed using the Home Observation for Measurement of the Environment (HOME) both the Early Childhood version and the Infant/Toddler version. Two forms of the HOME were included as ECBG Common Measures of outcomes: the Infant/Toddler (0-3 years) and the Early Childhood (3-6 years). A total of 48 children/families were assessed using the HOME IT once and 63 children/families had the HOME IT collected at multiple points in time. The percentage of environments observed to be supportive of early learning was 100%. Keys to Interactive Parenting Scale (KIPS) is especially powerful because the KIPS is a standardized observational tool with demonstrated efficacy in determining the quality of parent-child interactions. The percentage of caregivers observed displaying positive parenting increased from time 1 (81%) to time 2 (94%). The Individual Growth & Development Indicators (myIGDIs) are the first measures used to assess ECBG program outcomes, and include 2 sets of assessments for monitoring the growth and development of preschool aged children. Forty-seven children engaged in PreK programs during the year prior to Kindergarten were assessed with the myIGDIs Literacy+ at 3 points in time. The number of children At-Risk decreased across time and the number in the School Ready tier increased across all subtests. Reported data not available until September, 2017 from Community Engagement Institute, Wichita State University. HRSA Healthy Start Initiative is a grant awarded to the Geary Community Healthcare Foundation with USD 475 being one of the partners. This grant provides funds for resource materials/supplies and salaries for three staff who deliver Nursing/PAT/ Triple P an evidence-based parent education and enhanced support program designed to strengthen family resilience. Our Community Outreach department facilitates/coordinates the Community Connections Coalition (comprised of over 90 entities that includes city and county commissioners, law enforcement, school district, Geary County Public Health Department, public / private schools, faith based entities, Boys & Girls Club programs, DB Public Library, Court Services, etc.) meetings held every six weeks to promote community dialogue. This provides an opportunity for leaders to consider policy change. 28

Outreach Programs • • • • • • • • •

• •

Collaborations that have occurred included: Playgroups occur weekly which include integrating children with developmental delays thus providing them with a natural learning environment. The Fort Riley New Parent Support (NPS) provides a collaborative opportunity for parents through our playgroups with NPS caseworkers also attending. During playgroups the Dorothy Bramlage Public Library facilitates literacy activities. The C.L. Hoover Opera House provides our children (200) and their families (including siblings) quarterly an opportunity to experience live theater productions. Junction City Athletics Center (in collaboration with the Bramlage Foundation) provides “Getting Active With Your Child” twice a month. Our Parent Educators participate in supervised visits at St Francis (formerly The Farm) for families in this process. Once supervised visits no longer occur the Parent Educator transitions to providing home visitation. Luke’s Community Baby Shower: • Provided each shower with 150 copies of the book “Oh the Places You’ll Go” • Provided 50 Pak N Play for each shower to encourage Safe Sleep Law Enforcement: • Block Party held at Heritage Park with 700 – 800 in attendance • Six Free Movies In The Park with attendance at each being 100 – 250 were held on Friday evenings during the summer • Interact with Boys & Girls Club members for basketball, dodgeball, and bumper bubble ball City of Junction City: • All Treats Day provided booth at 12th Street Community Center. Distributed candy and information about Boys & Girls Club and Parents as Teachers Milford Nature Center: • Provided and distributed flyers for the Monster Myths event which is attended by as many as 500 – 800. • Sponsored the Wild Wolf exhibit in conjunction with the Milford Nature Center and the Dorothy Bramlage Public Library


29

Personnel The Personnel Department consists of Human Resources, Benefits, and Payroll. Our primary focus is taking care of the staff of USD 475 and making sure the district is appropriately staffed. We work together to find the best staff for open positions, pay our staff correctly every month, give our staff the best benefits, and treat them with the respect that they deserve all while maintaining consistency within the districts policies and procedures.

Staff Categories Enrollment Number 8036 Category 2012-2013 Administrator 38 Aide 51 Assistant to Principal 5 Counselor 9 Elementary Library Media 14 ELL AIDE 41 Hall Monitor 14 Head Start 43 Lunchroom/Playground Aide 63 Maintenance/Support Staff 7 Nurse 12 Paraprofessional 254 Parents as Teachers 10 Salaried 37 Secretary/Clerk 120 Student Support Monitor 32 Substitute Teacher 138 Teacher 667 Food Service 66 Total 1621

8137 2013-2014 38 64 5 10 14 44 13 42 63 6 12 267 10 41 118 31 139 682 74 1673

8191 2014-2015 45 66 0 14 14 47 13 0 112 4 13 274 11 46 119 36 145 705 78 1742

7732 2015-2016 44 73 0 14 13 46 14 0 65 3 13 247 9 49 108 31 150 702 66 1647

7686 2016-2017 45 81 0 17 13 41 14 0 74 4 14 230 9 59 112 26 156 704 72 1671

Report pulled reflects staff snapshot for the last 2 weeks of school. *2012-2013 Seitz Opened *2013-2014 Math standards changed at the High School *2014-2015 moved all Assistant to the Principal positions to Assistant Principals making them administrators *2014-2015 Head Start Closed and Early Childhood opened


Turnover Data Certified Staff 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

Number of Staff 707 723 746 742 748

Number of Resignations 124 123 138 125 164

Turnover Percentage 18% 17% 18% 17% 22%

Number of Staff

Number of Resignations

Turnover Percentage

38 38 45 44 45

2 5 3 1 3

5% 13% 6% 2% 7%

Number of Staff

Number of Resignations

Turnover Percentage

695 731 806 861 649

269 267 275 236 253

39% 37% 34% 27% 39%

Administrative Staff 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

*Turnover Data for 2016-17 includes normalizing of 33 certified positions.

Classified Staff 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 Certified Resignation Data Answer Choices

2014-2015 Responses 65 respondents



Military transfer Family Obligations Retirement Personal or family health Salary/Benefit Return to school Left for another job

24.39% 24.39% 21.95% 2.44% 0.00% 2.44% 7.32%

24.14% 22.41% 18.97% 3.45% 3.45% 0% 27.59%

5.17% 10.34% 24.14% 1.72% 0% 1.72% 36.21%

Greatest Satisfaction Items Professional Development

60%

Least Satisfaction Items Recognition of my Achievements

60.17%

Salary

50%

Communication with Supervisor

60.17%

Benefits

40.91% Organizational Support

57.14% 32

Personnel Applicant Data

Benefit Information Early Retirement Costs

Average Applicants Per Week 2013-2014 2014-2015 2015-2016 2016-2017

28.5 35.6 31.6 29.6

Certified Applications Teaching Administration

2014-2015 798 71

American Indian or Alaska Native Asian or Pacific Islander Black/African-American Chose No Response Did Not Respond Hispanic Native Hawaiian or Other Pacific Islander Not Hispanic Two or more races White Total Applicants

2015-2016 997 126

2016-2017 324 46

Race/Ethnicity

Race/Ethnicity

Race/Ethnicity

2014-2015 0.40% 1.80% 12.50% 2.60% 1.60% 12.10% 0.50% 0.10% 3.50% 64.70%

2015-2016 0.60% 1.50% 11.30% 2.80% 2.10% 10.70% 0.90% 0.10% 3.80% 66.20%

2016-2017 0.80% 2.54% 11.13% 1.37% 2.60% 7.29% 0.10% 0.20% 1.82% 72.15%

6 27 183 38 24 177 8 2 51 947 1463

9 24 182 45 34 173 14 2 61 1066 1610

13 39 171 21 40 112 1 3 28 1109 1537

Gender 2014-2015 Gender 2015-2016 Gender 2016-2017 12 0.80% 20 1.20% 19 1.23% 28 1.90% 38 2.40% 29 1.87% 1137 77.70% 1177 73.10% 1194 77.7% 286 19.50% 375 23.30% 295 19.2% 1463 1610 1537

Chose No Response Did Not Respond Female Male Total Applicants

Workers Compensation Data Fiscal Year 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

Policy Term 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

Annual Premium $293,272 $294,596 $231,617 $246,589 $314,227 $326,864

Total Payroll $45,214,265 $45,777,000 $45,766,000 $54,990,830 $58,680,028 $55,248,237


Modification Factor 1.1 1.11 .95 .95 1.07 1.19

2013-2014 2014-2015 2015-2016 2016-2017

Administrators 3 5 6 5

Teachers 35 34 31 32

Cash Benefit $81,068 $79,638 $66,306 $48,759

Health Ins. Benefit $107,199 $113,117 $124,654 $101,079

Total Cost to District $188,267 $192,755 $190,960 $149,838

Overall Salary Costs 2013-2014 2014-2015 2015-2016 2016-2017

Salary

FICA/MED

UC

RET

Health Ins.

$49,632,511 $51,8241088 $54,250,934

$3,602,212 $3,758,545 $3,960,683

$54,173 $54,354 $48,184

$52,899 $54,072 $73,585

$2,994,785 $3,051,595 $3,102,856

The only funding that the district contributes towards employees’ benefits is a monthly contribution towards health insurance for employees who choose to enroll in the district plan as follows:

2013-2014 2014-2015 2015-2016 2016-2017

Administrators/Hourly Employees Single Family 2 Employees enrolled in a family plan $322.75 $438.75 $362.75 $330.75 $448.70 $367.75 $330.75 $448.70 $367.75 $330.75 $448.47 $367.75

Single $322.75 $330.75 $330.75 $330.75

Certified Employees Family 2 Employees enrolled in a family plan $423.75 $347.75 $433.75 $352.75 $433.75 $352.75 $433.75 $352.75

The annual costs for the district’s contributions to employees’ health insurance costs have been approximately $3 million for the last 4 years. We have maintained an average of 750 contracts each year in the district health insurance plan despite the large number of employees who are covered under the military health coverage. Employees’ monthly out-of-pocket costs including the above contributions for the last 4 years for health and dental are as follows: 2015-16 3 deductible options offered - $500, $1500 and $3000 Single premiums from $45.69 to $122.23 for health only Single premiums from $72.18 to $148.72 for health & dental Family premiums from $419.68 to $611.53

2017-18 3 deductible options offered - $500, $1500 and $3000 Single premiums from $72.78 to $133,68 for health only Single premiums from $101.12 to $163.44 for health & dental Family premiums from $484.26 to $640.26

2016-17 3 deductible options offered - $500, $1500 and $3000 Single premiums from $45.13 to $114.64 for health only Single premiums from $73.47 to $142.98 for health & dental Family premiums from $419.87 to $595.77

34

Special Education Primary Services

Related Services

This year there were 1,344 students who attended Geary County Schools that were provided with Individual Education Plans (IEPs) and services (SPED PRO). Of the 1,344 students 1,223 of the students were identified as having a disability and 121 students were provided gifted education services. This year there was an increase of 16 students with disabilities on the September 20th count.

“Related Services” means developmental, corrective, and supportive services that are required to assist an exceptional child to benefit from special education. A student does not have to qualify for a related service in order to receive a related service if the student is already eligible for special education, however they MUST have a need in order to support the current services if providing a related service.

In our district there is always a large discrepancy between the number of students served by our division and the number of students enrolled in our district at any given time. The discrepancy described is attributed to the mobility of our student population.

The Special Education team has spent a significant amount of time on professional development distinguishing the need for related services. Over the past years the increase in services have occurred in the area of speech and language (primary and related) services, therefore we have put more time and effort in educating staff on the difference between clinical vs. educational model of services. Area of need has been a focus and services have been richer due to the understanding of a correlation between disability and need. We also have aligned all related services to have similar educational relevance conversations, forms, and intervention of services when working with teams in order to help administration, staff, and parents have a better understanding for services. This work has created some attention in our district and our team was asked to present at the KSDE Winter Leadership conference in January 2017. We also have been asked by several Cooperatives, Interlocals, and Single districts to present to their staff as well. From this work, we have seen a decrease in related services, however richer conversations regarding how to meet the needs of students. Our focus has truly been on the quality of services vs. quantity.

School Year Sept. 20th District Enrollment Count 2012-2013 8,036 2013-2014 8,137 2014-2015 8,193 2015-2016 7,732 2016-2017 7,686

Sept. 20th #% of Disabled Enrolled 1,085 (13.5%) 1,344 (16.5%) 1,320 (16.1%) 1,190 (15.4%) 1,206 (15.7%)

#% of Gifted enrolled with IEPs 181 (2.3%) 183 (2.2%) 155 (1.9%) 115 (1.5%) 121 (1.6%)

#% of IEPs on # EOY Final Sept. 20th Report Disabled Served 1,266 (15.8%) 1,730 1,527 (18.8%) 1,741 1,475 (18.0%) 1,484 1,305 (16.9%) 1,197 1,327 (17.3%) 1,223

# EOY Final Report Total Served with Gifted 1,911 1,924 1,639 1,312 1,344

Exceptionality Areas During the 2016-2017 school year the number of students receiving multiple services have started to decrease, this can be contributed to the amount of professional development in the area of related services regarding educationally relevant services.

Primary Exceptionality

2013-2014

2014-2015

2015-2016

2016-2017

Autism

169 (8.8%)

147 (9%)

140 (10.7%)

151 (11.2%)

0

0

0

0

Dev. Delay (Ages 3-9)

287 (14.9%)

296 (16.4%)

196 (14.9%)

214 (16%)

Emotionally Disturbed

69 (3.6%)

46 (2.8%)

37 (2.8%)

30 (2.2%)

Gifted

183 (9.5%)

155 (9.5%)

115 (8.8%)

121 (9%)

Hearing Impairment

12 (.6%)

12 (.7%)

6 (.6%)

6 (.4%)

Intellectually Delayed

60 (3.1%)

58 (3.5%)

46 (3.5%)

47 (3.5%)

534 (27.8%)

444 (27%)

368 (28%)

392 (29.2%)

9 (.5%)

9 (.5%)

5 (.4%)

6 (.4%)

Other Health Impaired

229 (11.9%)

202 (12.3%)

160 (12.1%)

138 (10.3%)

Orthopedic Impairment

2

1

3 (.2%)

1 (.07%)

362 (18.8%)

292 (21.3%)

231 (17.6%)

233 (17.3%)

Visual Impairment

4 (.2%)

1

2 (.2%)

2 (.2%)

Traumatic Brain Injury

4 (.2%)

3 (.2%)

3 (.2%)

3 (.2%)

1,924

1,639

1,312

1,344

Deaf/Blind

Learning Disabled Multiple Disabilities

Speech Language

#EOY Total Served


Related Services Speech Language Social Work Occupational Therapy Physical Therapy Nursing

2013-2014 541 (28.1%) 455 (23.6%) 281 (14.6%) 75 (3.9%) 0

2014-2015 506 (31%) 345 (21%) 247 (15%) 52 (3.2%) 0

2015-2016 513 (39%) 311 (24%) 214 (16%) 66 (5.0%) 0

2016-2017 554 (41%) 139 (10.3%) 116 (8.6%) 33 (2.5%) 0

Evaluations Evaluations take a considerable amount of time to be conducted by a team of staff members. All of the meetings listed must not only be held, but also properly scheduled and documented according to both federal and state law, policy, and procedures. All the documentation is then entered into the state data system (SPED PRO). Evaluations are to be completed within 60 days with no exceptions, this data is provided to the state and must meet 100% compliance. During the 16-17 school year our team of evaluators averaged 36 days, this is a wonderful average considering we had an unfilled school psychologist opening all year long.

School Year

2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

# of Disability Evaluations & Reevaluation Meetings

582 647 738 717 718

# of Gifted Evaluations Minimum # of Annual IEP Meetings & Re-evaluations Held Meetings

167 111 145 100 72

1,911 1,924 1,639 1,312 1,344

Minimum # of Meetings Held (not including amendments, transfers, or parent requests) 2,662 2,682 2,522 2,129 2134

36

Special Education Early Childhood Special Education In order to fulfill the district’s child find responsibilities for Pre-K students the early childhood service providers in our division hold early childhood screenings. The district has 12 reverse mainstream Early Childhood Special Education classrooms, with 7 of the classrooms located at the Early Childhood Center and 5 of the classrooms located on post at Jefferson Elementary and Morris Hill Elementary. Reverse Mainstream Early Childhood Special Education classrooms are defined as a classrooms serving students ages 3-5, taught by special education teachers and attended by disabled and children without disabilities. The ratio for students with disabilities to general education peers must remain at or over 50% students with disabilities in order to receive full funding. This year we increased our options for continuum of services for the students we serve. The team did a phenomenal job providing a variety of methods in order to meet the needs of all students. It is our goal to be very creative to meet the needs of students in the least restrictive environment. Students were served through our ECC preschool 4 days a week, 2 days a week, walk-in options, community based (Head Start, Faith-Based, Post, etc), play groups, or even at home. This year the ECC team implemented 2 evaluation teams (2 teachers, 2 Speech paths, 1 school psych) in regards to the evaluation process for identifying students in order to implement more consistency. This reduced the number of individuals involved during the initial evaluation, as well as created more continuity and consistency during the evaluation process. Team 1 evaluated all Infant/Toddler transitions & Team 2 evaluated all Child Find referrals.

School Year 2013-2014 2014-2015 2015-2016 2016-2017

# of EC Child Find Screening Days 11 14 14 14

# of EC Child Find Screenings Conducted 215 329 274 308

# of EC Children Formally Evaluated 167 231 206 179

September 20th # of EC Disabled Enrolled 167 194 220 181

ESS Personnel This year we have tried to normalize in the area of certified and classified staff. Our FTE is down from last year with a -4.37 FTE reduction in certified staff & a -14.23 FTE reduction in classified staff. Our philosophy continues to be that services are based on quality not quantity. As we evaluate staff resignations and the need for rehire, we continue to make adjustments to the services in order to meet the needs of the students we serve and build in more local supports. Our staff to student ratio increased from 1staff: 2.9 students to 1 staff to 3.1 students, this is a goal of our department to increase the ratio. Independence is very important to the students we serve and keeping a very small ratio can significantly enable the students from being independent. As we head into the 2017-2018 school year our overall FTE for certified & classified staff will be around 7 FTE down. Over the past few years we have worked on providing a variety of professional development by offering more of what they need to support their students vs. more staffing. As we head into the 17-18 school year, we have made some adjustments to our special education coaching staff, last year we had 9 coaches, however next year we will have 5 (1 high school, 1 middle, 2 elementary, & 1 early childhood). This year we were down 2 SLP’s all year long and had to contract with a virtual speech company, Presence Learning, costing our district $112,757. The prior year we contracted $254,868 with Pro Health Care so there was quite a savings going with virtual therapy. The students loved the therapy and found it quite motivating. However, as we go into the 17-18 school year, we have a full staff of SLP’s and hopefully will have no contracted services.


School Year 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

Sept. 20th #% of Disabled Served

May FTE Licensed Staff

May FTE Unlicensed Staff

Total FTE

Staff to Student Ratio

1,085 1,344 1,320 1,190 1,206

138.04 152.08 153.25 156.19 151.82

261.85 267.59 271.04 248.78 234.55

399.89 419.67 424.29 404.97 386.37

1 staff: 3.5 students 1 staff: 3.7 students 1 staff: 3.1 students 1 staff: 2.9 students 1 staff: 3.1 students

Teaching and Learning The Teaching and Learning Annual Report should articulate to the Superintendent the efforts and initiatives of the Teaching and Learning Division for the 2016-2017 school year. The report will include information from the Associate Superintendent, Director of Teaching and Learning, Director of Instructional Innovations and Technology, Director of Student Personnel Services, and the Director of Professional Learning and Instructional Resources; reports about the English Language Learning program and the Homeless Program are described in this report.

Personnel The Teaching and Learning Division is a team of 11 when the Exceptional Student Services Department is included. Two years ago, positions within the team were changed from having a Director of Elementary Education and Director of Secondary Education to positions that are now preK-12. Our goal was to improve the transitions across grade levels and better strengthen curriculum connections for students. Mona Manley, Director of Teaching and Learning, moved to the Director of Personnel Services in early spring. Mrs. Manley had helped with the preK-12 concept and the selection of new reading materials at the elementary level. She was always willing to take a leadership role and was an excellent member of the team. Hired, as Mrs. Manley’s replacement is Pam Irwin, Salina, who comes with several years of district experience and will begin in July. Mr. Lumb continues as the Director of Instructional Innovation and Technology and is doing good work with science and mathematics. One of the most important aspects of the work that Mrs. Manley and Mr. Lumb do is the building of relationships, key to moving change forward. They have been experts in that area. Included in the 11 team members was the addition of two positions: Secondary English Language Arts (ELA) Specialist and Secondary Mathematics Specialist. The positions were funded through Title IIA grant funds (which can be used for professional development). The intent was to support the secondary schools through these two positions. Long time teacher, Judy Beemer, was hired as ELA Specialist and Pamela Dombrowski, FRMS mathematics teacher was selected for the mathematics position. The two are making a difference through their facilitation of grade level content meetings, coaching, and curriculum. Their impact may not be felt immediately, but will be noticeable over time. Mrs. Beemer decided to retire at year’s end and Alexandra Shaw was hired as her replacement. Bernie Altenhofen retired as the ELL Coordinator and will be missed in many ways. Mrs. Altenhofen should be credited with the inception of the ELL program and the progress of many, many ELL students, as well as improving the skills of ELL teachers and aides. Susan Pender, longtime USD 475 teacher, was hired to replace Mrs. Altenhofen.

38

Teaching and Learning Mrs. Luan Sparks was hired as the Director of Student Services: this was a position that was sorely needed and she has been an immediate help. Parent concerns are filtered through her office; she also assumed Title I duties, At Risk responsibilities, and MTSS initiatives. This report is organized into four categories: Who We Teach (our student population); What We Teach (instructional initiatives); How We Teach (how the work is accomplished); and How We Lead (leadership). This structure offers the opportunity to give insight into the work of the Teaching and Learning Division.

Who We Teach Enrollment in USD475 is constantly changing as the charts below indicate. At any point within a school year our numbers are very different, calling for the need for our teaching staff to continually adapt, but more importantly, be cognizant of best teaching strategies. The Teaching and Learning Division partners with buildings in support of these efforts. Because of the lower enrollment numbers, we have also adjusted staff numbers. Sometimes this means that a teacher changes grade levels, which requires support in the form of materials or professional development.

Date

EC/SPED

Elementary

Middle School

Senior High

Total

09-22-14

194

4586

1646

1767

8193

03-06-15

258

4415

1585

1680

7938

05-22-15

247

3899

1405

1556

7107

08-11-15 02-22-16

211

3815 4293

1328 1490

1286 1664

6429 7658

05-20-16

244

4203

1485

1612

7544

09-12-16

171

4310

1524

1664

7669

02-22-17

218

4113

1479

1563

7373

05-30-17

209

3473

1359

1472

6513

The English Language Learner Program (ELL) provides support to students who are in the process of acquiring the English Language. Knowing two languages is a valuable skill in today’s world. The English Language Learner Program strives to build upon the native language skills students possess as they become increasingly fluent in English. We recognize that developing strong skills in English is necessary in order for students to be successful in our classrooms. Students must learn the classroom content as they develop English vocabularies. We support our students by providing accommodations, tutoring, small group instruction, and access to bilingual literature. We analyze data to target skills and vocabulary needed to master grade level content. ELL services are provided to students by ELL teachers; ELL endorsed classroom teachers, bilingual aides, or a combination of teachers and aides. It is the USD 475 belief that all students can achieve. The content taught in regular education classrooms is important to the educational success of all children. USD 475 values the diversity of its population. Our ELL students represent a variety of cultures and bring with them traditions that may be different from those of other families. All USD 475 students learn about diversity as they interact and work with our English Language Learners. Students whose parents indicate, on their enrollment form, that they have been exposed to a second language are screened to determine if they qualify for ELL support. Parents whose children qualify, are notified. Students remain in the ELL program until they meet the state criteria for exiting. That criteria includes good grades and proficient scores on the Kansas English Language Proficiency Assessment (KELPA).


ELL Student Demographics There were 709 ELL students enrolled on September 20, 2016 in Pre-K through 12th grade, representing 38 languages. Approximately 2/3 of our ELL students are Spanish speakers. The majority of our Spanish speakers are military dependents coming to us from Puerto Rico. All schools had ELL students enrolled this school year. The breakdown by level was: Pre-K – 61 students Elementary – 466 Secondary – 182 The above numbers show a drop in ELL students served at the Pre-K level but increases at both the elementary and secondary levels. Enrollment by School on September 20, 2016

Enrollment by Grade on September 20, 2016

Eisenhower - 35 Fort Riley Elementary - 29 Franklin - 20 Grandview - 11 Jefferson - 21 Lincoln Morris Hill - 18 Seitz - 64 Sheridan - 25 Spring Valley - 34 Ware - 64 Milford - 1 Ware - 66 Westwood - 24 FRMS - 32 JCMS - 69 FSA - 23 JCHS - 58

3 Year Old Pre-K - 14 4 Year Old Pre-K - 47 Kindergarten - 110 First - 88 Second - 81 Third - 77 Fourth - 62 Fifth - 48 Sixth - 37 Seventh - 30 Eighth - 34 Ninth - 23 Tenth - 24 Eleventh - 17 Twelveth - 17

Sheltered K and 1st classes at Mo and Washington - 43 Total K through 12 - 648 Pre-K 4 Years Old - 47 Pre-K 3 Years Old - 14 Total 709

ELL Enrollment by English Proficiency Level Pre-K students who score at an oral level 1 to 3 are placed in ELL. K-12 Students began the 2016-17 year at the following Overall (Oral and Literacy) Levels: •

Beginning Speakers – Level 1 – 74 students - 11% 40

Teaching and Learning • •

Intermediate – Levels 2 – 520 students – 71% Proficient – Level 3 –115 students - 18% (native like ability in English)

Historical Data Data collected on 9/20 of Each Year: 2012-13 School Year Served 545 ELL Students 2013-14 School Year Served 607 ELL Students 2014-15 School Year Served 649 ELL Students 2015-16 School Year Served 671 ELL Students 2016-17 School Year Served 709 ELL Students Program Highlights for 2016-17 1. Staff Development in ELL at Washington Elementary – Using “Immigrant Grant” funds we were able to bring Dr. Herrera from KSU over to work with the Washington staff on several occasions. Teachers shared examples of their work using her strategies on May 8th. It was very exciting to hear how they are using what they learned to increase engagement of their ELL and struggling learners. They shared how their learning about culture and building relationships with ELL will help them better meet the needs of their ELLs in the future. 2. We were able to offer “LETRS for ELL” training to classroom teachers who had Non-English speakers in their classrooms. We filled the class and the feedback from those teachers that attended was very positive. 3. All ELL teachers participated in a book study on “How the ELL Brain Learns” by David Sousa. Data Analysis 1. KELPA Results – We received the 2016 KELPA results and were very pleased to see that a much larger number of our students scored in the overall “proficient” category. In 2015, only 84 scored “proficient”. In 2016, that number rose to 168. 2. Exit Criteria -26 students met the state exit criteria in May of 2016. 73 students met the state criteria in May of 2017 so we are excited to see this increase. 3. Percentage Scoring Proficient - We looked at the testing results to see how many students in each building were in each proficiency category. The percentage scoring proficient ranged from 10% to 53%. We met with the ELL teachers/ principals of those where a lower percentage met the exit criteria to see what could be put into place in the future to improve those percentages. 4. ELL Population - Our ELL population continues to grow. The 671 ELL students that we served in September 2015 grew to 709 by September 2016.

Current Year Data Pre-K Elementary School Middle School High School Total

29 111 44 42 226

Circumstance Shelters (JC & Manhattan) Cars/Campgrounds Motels Inadequate Resources (w/o utilities) Unaccompanied Youth Doubled Up Due to Loss of Housing

Number Impacted 8 0 59 35 25 99

USD 475’s homeless rate is 2.8% while the state average is 2%. However, our military students are provided governmental housing or a housing allowance and are, ipso facto, never homeless. Looking at only our civilian population, our community continues to have an extraordinary 6.4% homeless rate. Services to McKinney-Vento students included waiving of enrollment fees, free meals, textbooks, supplies, clothing, shoes, graduation gear, medical services, emergency food, and in some cases, transportation to school. These students are highly mobile: 85% of them either moved out of our district or moved during the school year to different homes within our district. Taxi services were provided for 33 students. Truancy rate among our homeless students was 5%.

What We Teach Materials With the adoption of the Kansas College and Career Ready Standards in 2011, we postponed the adoption of materials in English Language Arts, Mathematics, and Science as the materials no longer matched the standards. Publishers have now begun to provide quality materials that match the KCCRS. •

McKinney-Vento Homeless Program Marty Rombold is the Homeless Program Coordinator and notes that Geary County struggles, as we continue to have one of the highest poverty rates among children under the age of 18, and we are the highest food-insecure county in the state. Our free and reduced meal rate of 62.5% exceeds the 50% state average. Last year our district had six buildings with less than 50% free and reduced meals; this year, we have two such buildings. This speaks to the increased financial hardships our families face. During the 2016-2017 school year, USD #475 identified 226 students in 109 families who met the federal McKinney-Vento definition of homelessness. This compares to 233 students last year and 240 students in 2015.


• • •

K-5: This year we experienced the implementation of new reading materials (Houghton Mifflin Journeys) at grades 2-5. Teachers expressed appreciation for a reading program as it provided lessons they did not have to develop. We continued with Engage NY at this level in Mathematics. Science materials were piloted this year and purchased for implementation next year. Middle School implemented Pearson Science this year. With the exception of a few bumps related to all of the consumable materials, the implementation seemed to go well. We are planning to use Engage NY at the 6th grade level next year and gather information on the successful transition of our 5th graders to this program (currently CMP is being used at the 6th grade). High School used Engage NY, but piloted new mathematics materials (led by Pamela Dombrowski). The high school staff will have a new program next year and received the professional learning related to these materials this summer.

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Teaching and Learning Programs:

provided us with equipment purchases, new materials, and most importantly, ongoing access to professional development.

The Teaching & Learning Division is responsible for the implementation of many different instructional programs, often times overwhelming staff and perhaps not giving programs the focus they need. We have determined that we will narrow our focus to specifically support the following in the 2017-18 school year:

• • •

MTSS: Multi-tiered System of Supports One of the struggles the Teaching and Learning Division has had is the establishment and clear understanding of the need and requirement for MTSS groups. We have had small groups in place to address content areas of ELA and Mathematics, plus behavior, but the groups have not made significant progress. This year a smaller group has been working at this task and we plan to “roll out” the revised MTSS version in the fall. The areas will remain the same, but we will work to establish a clearer picture of how and when these supports should be offered to students and the expectation for all staff to be involved if they work with students.

Program Highlights for 2016-2017

Walkthroughs We have had walkthroughs in place for several years, but we want to deliver our expectations this school year for administrators to complete a minimum number (10) weekly. Training will be provided and calibration will occur as part of that training to provide the consistency necessary to determine how effective instruction is in classrooms and how best to support our instructional programs. We can collect data through a data collection system provided by Southwest Regional Service Center and we plan to review data with principals at regularly scheduled meetings this year. Safe and Civil Schools Principals have been pleased with the professional learning received over the last two years since adopting Safe and Civil Schools in our district. Every building has its own team and that team is supported through ongoing professional development on a consistent basis. Added to the Foundations training this year was Tough Kids, Truancy and Attendance, and Coaching Classroom Management. We have to work at helping the entire staff understand that our approach to classroom discipline is to determine, by building, particular levels of behavior and expectations for staff in addressing those behaviors. We plan to have one district half day devoted to delivering that message to all staff (since the buildings were working in teams). Tricia Skyles, trainer for Safe and Civil Schools, will also work with our new teachers for one full day to help them get a good start to their school year through effective classroom management. KESA: will be described in the HOW WE LEAD section AVID: Advancing Via Individual Determination • AVID was implemented at Junction City High School in 2009 and at both middle schools in 2010. • Our numbers have changed from 1% of students enrolled in AVID to 11% in 2016-17. • We started with 2 sections at Junction City High School and now have 19 sections available to our students. • The grant we received from the Department of Defense Education Activity (DoDEA) this year will help us to continue the professional learning tied to AVID. We typically send 25-30 to AVID Summer Institute, our biggest professional training for staff. The grant will help us to pay for that training, plus other specific trainings for staff. AVID is helping to increase the number of students enrolling in higher level courses and AP and Honors courses. Grants Since 2009, USD 475 has received more than $12 million in grants from DoDEA. Currently, the Teaching and Learning Division is managing three of these grants. These grants have been a boost to the Division, as well as to the USD 475 budget as they have


Braiding STEM for K-5 ($2.5M) Achieving Excellent Through STEM 6th-12th Gr ($1.5M) AVID Academic Support Enhancing STEM 6th – 12th ($1.5M)

LETRS Training We have 7 LETRS (Language Essentials for Teachers of Reading and Spelling) trainers that remain current with their certification. They must complete webinars and testing three times a year to remain current. This year we conducted several LETRS trainings to support reading and language acquisition among our PK-12 students. If a teacher has completed Modules 1-3, they are considered to have expert understanding of the Language Essentials for Teaching Reading. During the 2017-2018 school year, we had 35 teachers complete Modules 1-3. We now have a total of 109 teachers that have completed the 3 prerequisite modules and have been able to take other Modules our trainers provide, in the three years we have been providing LETRS training in our district. Elementary Reading During the 2016-17 school year we implemented the Journeys Reading Program in Grades 2-5 at Eisenhower, Fort Riley Elementary, Franklin, Jefferson, Lincoln, Milford, Morris Hill, Seitz, Sheridan, and Spring Valley. We will continue using SFA KinderCorner and Roots in all our Kindergarten and Grade 1 classrooms. Grandview, Ware, Washington, and Westwood will continue using the SFA Wings materials in grades 2-5 in their schools. Secondary English Language Arts Our secondary schools continue to implement and refine their teacher-created Units at a Glance for English Language Arts in grades 6-12. Each grade level has 4 units that they complete around an essential question and with an anchor text and supplemental texts to support the Kansas College Career Readiness Standards. Each unit builds on text complexity, preparing students for increased rigor in their reading. This year the grades 6-12 ELA teachers continued their work on integrating Social Studies and ELA in the Units of Study. During the 2017-2018 school year, a group of English teachers at JCHS will pilot the Houghton Mifflin Harcourt Collections Series, as it has been rated very high in meeting the rigorous and relevant standards as part of the Kansas Standards. USD 475 Counseling Program The counselors continued working as a K-12 unit by attending several professional development and work sessions together this year. The counselors at all levels supported training for buildings for the state mandated, Jason Flatt Suicide Prevention Act. We had seven elementary counselors during the 2016-17 school year as part of the Department of Education Elementary Counseling Grant. This grant ended this school year but we are sustaining six elementary counselors for the 2017-18 school year from other district funds. Program Results Reading Universal Screener Results The Universal Screener used for reading at K-5 changed from the DIBELS assessment to Istation this year. Istation is being paid for by the Kansas Department of Education to implement in Kansas schools. Comparing the DIBELS to the new measure with Istation is difficult. The target would be that 80% of our students meet the text fluency benchmarks.

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Teaching and Learning DIBELS Composite 2015-16

Istation Text Fluency 2016-17

Post 69% 71% 69% 72% 73% 63%

Post N/A 50% 61% 58% 58% 65%

The Universal Screener for reading for 6-12 is the MAZE (Reading Comprehension)/ORF (Oral Reading Fluency). The scores below are for the end of the year measures: • • •

students at grade level or above are in Green, students at risk of not meeting grade level standards are Yellow students with great risk of not meeting grade level standards are Red

MAZE JCHS 9 11% 43% 46%

JCHS 10 9% 28% 64%

JCHS 11 10% 56% 34%

JCHS 12 9% 22% 69%

JCHS 9 25% 32% 43%

JCHS 10 9% 24% 67%

JCHS 11 13% 26% 61%

JCHS 12 16% 32% 53%

ORF

The target for green is 80% of students.

Science

MAZE JCMS 6 16% 22% 63%

JCMS 7 13% 42% 45%

JCMS 8 37% 45% 19%

JCMS 6 15% 20% 65%

JCMS 7 27% 42% 31%

JCMS 8 16% 19% 65%

FRMS 6 14% 20% 66%

FRMS 7 9% 52% 39%

FRMS 8 20% 62% 18%

FRMS 6 13% 19% 68%

FRMS 7 27% 33% 40%

FRMS 8 9% 11% 80%

ORF

Elementary—The highlights from the elementary school year in science has to center around our five STEM Coaches. They have been an invaluable asset to our district. They have led many initiatives, including but not limited to: 1. 2. 3. 4.

District-wide Science Fair Twitter Challenge Rebuilding EEE Days Bringing engineering and coding learning experiences to classrooms

•

Most importantly, they led our elementary teachers through a textbook adoption in Science. Our choice was FOSS. We trained approximately 120, K-5 teachers and staff in June. The remainder of teachers will be trained in August. This year marked the first year we required all second grade students to participate in a Curriculum Embedded Common Experience. This is a project-based assignment using principles of engineering and problem solving. First grade classrooms piloted a similar assignment. Our goal is to build the expectation that our K-5 students have a strong foundation of this type of learning prior to going to the middle school.

•

MAZE

ORF

The STEM Coaches will enter into their final year in 2017-18 as their assignment has been supported through the Braiding STEM grant. Middle School—The Middle School Science teachers report the following on Pearson, our series adopted in August, 2016. Teachers reported having the most appreciation for the following features of the Pearson series: 1. 2. 3. 4. 5. 6.

Virtual interactive labs Increased non-fiction text reading and the ability to mark the text Video support for the units of study Increased engineering activities Career connections to the units being studied Increase of hands-on activities

High School—2016-17 started with the addition of a new Career Pathway, Agriculture and Natural Resources. Under the leadership of Laura Miller, JCHS Science Teacher, the pathway has continued to grow. Laura has also established a FFA chapter. This should be an attractive pathway for many of our students. USD 475 2016-2017 ANNUAL REPORT

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Teaching and Learning This year marked significant progress in blending science and technology. Examples include the following: 1. The annual science fair held at the Freshman Success Academy provided many examples of how science and technology can go “hand in hand”. A significant number of students contributed to the fair using a variety of technology applications to include virtual reality and augmented reality. 2. We have had a few teachers in the department using blended learning for their courses. Blended learning balances the use of traditional instruction with greater support in the use of technology in our students’ learning experiences. 3. Many of our Science teachers have realized the value of Schoology, our Learning Management System, adopted in 2016-17. One teacher reports, “Schoology gives me the opportunity to give my students immediate feedback. As students are doing their opener in my class, I can look and see who has done it and what they received for a grade. I can then go to individual students who are struggling with concepts and reteach and have them make immediate corrections for better long-term understanding. My students can collaborate easily with Schoology and have become much more organized. Schoology has been a great advantage for students who miss school for sports or activities. They can see what we did in class when they were gone, do the assignment and submit it. I’ve had ball players submit assignments from the road so they weren’t behind when they came back to class. Schoology has been a very positive tool in my classroom.” 4. Selected Science teachers participated in the National Math and Science Initiative (NMSI) this year. NMSI’s College Readiness Program is raising the academic bar in high schools nationwide and expanding access to rigorous coursework so that all students are equipped with the knowledge and skills they need to succeed after graduation. 5. ZSpace, a traveling virtual reality laboratory came to JCHS in May. Several classes of students were able to go to the lab and have unique experiences including holding a “virtual beating heart” in their hands. This has sparked some interest from JCHS teachers in writing a large NSF grant next year.

High School—Just as we have in the middle school, piloted iReady as a math screener. In the past we have used SMI. We discovered it has not met our standards for reliability and accuracy. The biggest news in high school math has been the adoption of CPM as our textbook resource in Algebra I, Algebra II and Geometry. This is a break from the very traditional approach we have taken for years. The new resource has students engaged more with real world problems, group work, and discourse about math, which should deepen our students’ understanding. Geary County Schools’ teachers are among the very best learners. As this school year ended, we sent another delegation of twelve teachers to Kansas State University to continue their learning. Elementary and middle school teachers joined the KSU staff to work on procedural fluency and understanding. This is a crucial step in our students’ success.

Technology ETC Tech Integration • • •

Tech integration in schools increased dramatically from previous years. With the addition of two district instructional technologists and the secondary instructional technologists we had an increase of 69% tech integration services over the previous year. This includes student instruction, teacher planning and professional developments in the schools directly with teachers. All schools participated in tech integration to some degree. This is the first year we have had 100% participation. (Please refer to charts below for numbers.)

MATH The math department and math instruction have taken big strides in the 2016-17 school year. Pam Dombrowski was hired as Secondary Math Specialist and seems to be making a real difference. Her career has included teaching assignments in elementary, middle school, high school and college. With these experiences she can help the math departments better align and better focus on what is most essential for students to learn. Elementary-The highlights for elementary math include continued refinement of our Engage New York math curriculum. Each grade level offered K-5 a professional development after school three times a year; they were well attended. Front Row Ed, an adaptive and intuitive math digital resource was adopted for the elementary schools. This provides teachers with helpful data on what students know and what they still need to know. It also provides them with an option to use during math MTSS time. Middle School—Teachers continued to make strong gains in implementing short-cycle assessments and using this data to best inform their teaching. We also piloted iReady, a math screener to help us know where students are in math and what skills will need to be retaught to close gaps for individual students. Summer work has included going through Engage New York materials (6th grade), with the intent to pilot this curriculum in the 2017-18 school year. We have been pleased with the improvement we see in students’ “understanding” of math in K-5 ENY classrooms. Results in middle school math have not been what we hoped for and we are cautiously optimistic this can help improve scores.


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Teaching and Learning This year marked the first year of implementation for Schoology, a learning management system, that helps maximize the use of technology as a learning tool. Schoology has many features including the ability to post assignments, grade assignments automatically as soon as a student completes their work, calendar features, discussion boards for students to exchange ideas, recording features and more. In our first year, we gave teachers a lot of flexibility to get to know Schoology and start to use it where they were most comfortable. During the 2017-18 school year, we will start to define the long-term expectations for all staff and support teachers in their efforts to use this in their classrooms. Schoology Implementation • New for the 2016-2017 school year was Schoology as a district wide learning management system. • During the summer a power users training was offered by Schoology personnel for 2 days, ETC offered sessions in both the fall and spring semesters. • This year has been considered “year zero” where teachers were encouraged to experiment and test ideas with a deeper level of adoption still to come. In this first year, many of the secondary teachers and a few upper elementary teachers have really adopted the system and have found it helpful in their classrooms. It will be exciting to see what the next year holds with a revamped assessment tool coming out and an enhanced Office 365 integration. • The table below contains the district wide stats for usage over the past year:

Total Visits to the Site Average Time per Visit Comments Posted (Discussion boards, Updates, etc…) Assignment and Assessment Submissions Files Uploaded to the System

472,438 11 minutes 58,957 194,499 95,218

Career Cruising Career Cruising was implemented and rolled out to 8-12 grade students. This internet-based career exploration and planning tool assists students in exploring career and college options and developing a career plan. All 8- 12 grade students were uploaded along with the high school course catalog. In addition, students used the Learning Styles Inventory and the Matchmaker Skills Assessment to find areas of interest and strengths. The rollout went smoothly and online course enrollment was successfully completed. Reports from the counselor, Becky Hickert, states: “Overall, the enrollment process was cut by 3 weeks as compared to 15-16. In particular, though, students are more interactive with the process, parents were more involved in reviewing students’ selections, and most students were able to plan out when they will be completing all graduation requirements for future years rather than just selecting the upcoming year. Students and teachers who worked in Course Planner gave me feedback that it was very easy to use and students liked that they could see their entire plan laid out as they worked”. Looking forward: • 6-7th grade students will be utilizing the program • 9th grade students will be going into more depth using a combination of Career Choices Curriculum and Career Cruising • 10-12 will build upon their Career Cruising portfolio through a variety of lessons KBOR Grant—In April, we were awarded a Kansas Board of Regents grant, Enriching and Integrating 21st Century Science and Technology Knowledge and Skills into Today’s Classroom Through Effective Partnerships, for a total of $166,468. The grant was written in partnership of Kansas State University Polytechnic in Salina. This opportunity provides twenty K-12 teachers to receive training in using coding, robotics and 3D printing in their classrooms. Polytechnic staff provide the instruction over a two-week period. A third week is provided to allow our teachers to practice these newly acquired skills in a one-week technology camp for USD 475 2016-2017 ANNUAL REPORT

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Teaching and Learning local students. Teachers receive college credit and are provided over $2000 worth of equipment to take back to their classrooms. ELEMENTARY • We continue to have a solid base of teachers who do amazing work integrating technology into their classrooms. • We have seen an increase in use of Virtual Reality and Augmented Reality in K-5. Virtual reality gives our students an opportunity to get a closer view of locations, events, and phenomena that they otherwise would not be able to see. • Our Elementary Tech Task Force continues to be a driving force behind integrating technology in the classroom in meaningful and appropriate ways. This year, we rewrote our local standards and scope and sequence in Grades K-5 to guide this integration next year.

teachers with valuable information on our students’ knowledge and skills as 1,717 pre-tests were administered in 29 different exams. We may have been among the first schools in Kansas to use this tool. Many schools and districts are considering moving in this direction. 4. The official numbers will not be available until July, however our preliminary numbers show approximately 100 completers and close to 300 concentrators. • A completer means they have taken three classes in a career pathway. • Aconcentrator has taken two classes in a career pathway. Title Services

MIDDLE SCHOOL • This year we introduced more experiences connected to coding and computer science to our students. Lori Abeldt, instructional technology coach, at JCMS has taken the lead in using drones to solve problems and engage students in computer science. • A new course was added (to be implemented in 2017-18) at both middle schools. The course is titled Computer Apps Creator and is part of the Project Lead the Way catalogue. This ties in nicely to our efforts of building a K-12 computer science progression for USD 475 students.

Title I Federal funding for supplemental supports for students in high poverty schools.

HIGH SCHOOL • Perhaps the biggest achievement in the area of technology is the success of our 1:1 technology rollout at JCHS. For the first time, we made sure every high school student was issued a device for learning. Considering the rollout was massive, over 1700 students, the problems were pretty minimal. A special thanks to Karl DeArmond and his team and also to Drew Proctor and GG Booth for taking care of so many details related to the 1:1 initiative. • With the addition of an instructional technology coach at the high school, funded by the Achieve Grant through DoDEA, we were able to accomplish quite a bit, to include: 1. Creating a Beak Squad—a group of students that assist in solving technology problems and minor repairs for high school credit. 2. Creating a Makerspace—space has been provided for students to become makers. A variety of tools—some tech, some not—are available for students to create. This is a trend you are seeing across the nation, as we give students more opportunities to be creative and become makers. 3. Implementation of Learning Management System, Schoology. 4. Professional development was provided to teachers on-site. We feel this could be the wave of the future. Having the ability to get professional development on demand helps meet our teachers’ needs

• • •

Career/Tech Ed Highlights 1. Addition of 2016-17 started with a new Career Pathway, Agriculture and Natural Resources. Under the leadership of Laura Miller, JCHS Science Teacher, the pathway has continued to grow. Laura has also established a FFA chapter. This should be an attractive pathway for many of our students. 2. Over 60 students from the Law, Public Safety and Security pathway, the Health Science pathway, and the Arts, A/V pathway participated in a combined agency disaster drill last Friday (date?). EMT students, Health Science students, Law Enforcement students and A/V students worked side-by-side with local emergency response teams from Geary County Emergency Management, Junction City Fire Department, Junction City Police Department, Geary Community Hospital, and Fort Riley Emergency Management as well as local media and press. 3. We purchased Precision Exams to assist Career Tech teachers with a tool to evaluate their students’ performances in several of our classrooms. The tests measure mastery of standards in Career Tech classrooms. Precision Exams has provided our


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• • • • •

USD 475 received a total of $ 2,277,366.00 for the 2016-2017 school year 9 Schools were supported by Title funds during the 2016-2017 school year: Washington Elementary, Westwood Elementary, Franklin Elementary, Ware Elementary, Grandview Elementary, Seitz Elementary, Jefferson Elementary, Junction City Middle School, and Fort Riley Middle School Based upon September 20, 2016 count, 2,430 elementary students and 1532 middle school students received supplemental services under Title I Schoolwide Programs Washington Elementary has the highest free and reduced percentage with 95.85% of student enrollment qualifying Fort Riley Middle School has the lowest free and reduced percentage with 51.83% of student enrollment qualifying Certified positions provided through Title funding: Instructional Coaches, Reading Strategies Tutors, Math Strategies Tutors, Academic Readiness Teachers, AVID (Advancement Via Individual Determination) Teachers, and MTSS Tutors Classified positions provided through Title funding: MTSS Tutors for reading, math, behavioral programming Partial funding for Director of Student Support Services, Program Manager/Title I Data Manager, and Homeless Liaison Professional Development in Reading, Math, Academic Readiness, Social Emotional-Behavior, Achievement Teams and AVID strategies Family Engagement funding to support family involvement, education, resources, and engagement FRMS will be removed from the Schoolwide Title program due to overall percentage of students qualifying on the Free/ Reduced percentage as it has dropped below 60%.

Title IIa Federal funding for training, recruitment, and retention of teachers and principals. • • •

USD 475 received a total of $ 314,979 for the 2016-2017 school year Certified secondary specialists in reading/ELA and math Additional professional development was provided: Steve Ventura Achievement Teams, student engagement, instructional strategies, social-emotional supports, Safe and Civil School methodology, and all curricula areas

Title III Federal funding for supplemental support services to enhance the development and acquisition of English language learners’ fluency in English • • •

USD 475 received a total of $ 45,071 for the 2016-2017 school year One partially funded ELL Coordinator A total of 709 students were supported through Title III, representing 38 languages

At Risk Services Federal funding for additional educational opportunities and instructional activities to enhance learning for at-risk students. 52

Teaching and Learning • •

• • •

USD 475 received a total of $5,889,708.00 for the 2016-2017 school year Students are identified based upon the following criteria: not working on grade level in reading/math, not meeting requirements for promotion to the next grade, not meeting requirement necessary for graduation from high school (deficiency in credits earned), not meeting state standards based upon state assessments, retention, high rate of absenteeism, repeated suspensions/expulsions, homeless, migrant, and English language proficiency A total of 2,551 students in grades K through 12 were identified as eligible for services Certified positions provided through At Risk funding: MTSS Tutors, Reading/Math Tutors, STEM, and Credit Recovery Classified positions provided through Title funding: MTSS Tutors for reading and math

Section 504 A federal anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met. These students may not qualify for special education services. • • • • • •

USD 475 does not receive any financial support for this federal mandate USD 475 has a total of 286 students with active Section 504 Accommodation Plans USD 475 resolved 2 previous OCR (Office of Civil Rights) complaints of noncompliance during the 2016-2017 school year USD 475 has a total of 3 unresolved OCR complaints of noncompliance continuing into 2017-2018 school year Section 504 training is offered on an annual basis, with additional training offered throughout the school year Consolidated and organized 504 database in Skyward

Parent Support-Concerns Contacts made by parents/guardians in person or by phone to the Director of Student Support Services Director. • • • • • • •

During the 2016-2017 school year, a total of 199 parent/guardian complaints were made by 141 parents/guardians. 9 parent/guardians contacted the Director of Student Support Services Director more than 3 times. The following buildings had one or less complaints: Fort Riley Elementary (0), Lincoln Elementary (0), Milford Elementary (1) The following buildings had the most complaints: JCMS (31), Washington Elementary (27), FSA (20), Spring Valley (17) Highest Areas of Parent/Guardian Concerns: Responses to Behavioral Incidents, Upset with Principal Interactions or Decision, 504 Concerns, Response to Discipline Middle Range Areas of Parent/Guardian Concerns: Bullying, Operations, Policy Concerns, Teacher/Coach Concerns, Absences Participated in meetings with parents and administrators to resolve issues

MTSS (Multi-Tier Systems of Support) Coordination • • • • •

Coordinated efforts of revising MTSS district process for department of Teaching and Learning. Created a new notebook for USD 475 Administrators and Leaders of MTSS Committees with clarified processes, designated team members, revised forms, job descriptions, and calendar of universal screener dates for K-12. Participated in MTSS Staff Development Training on April 17 through planning, coordinating, providing staff development and aggregating comments from training into revision efforts of MTSS process Administration and staff training to be implemented in August 2017 for initial implementation for 2017-2018 1,309 K-12 students were flagged as receiving MTSS Tier II/III supports


ESI (Emergency Safety Interventions) Coordination • • • • • • •

Restructured ESI Coordinator roles to be co-managed with Director of Student Support Services and Director of Special Education. Revised Emergency Safety Intervention Handbook for Administrator use Participated and supported administrators during technical visits from KSDE Worked with KSDE to resolve corrective actions from KSDE technical visit in two school sites. A total of 3 elementary schools received onsite technical visits from KSDE during the 2016-2017 school year Updated and revised administrator training regarding the training of all staff of ESI requirements Created district monitoring procedures for ESI

Student Records Primary, secondary and tertiary student records custodian • • • •

Responded to parent concerns, agency and court requests for student records Represented USD 475 regarding student records in OCR hearings and court Provided clarification and guidance to USD 475 secretarial/registrar/office staff Currently working on system for long term student records management

SB 367 State statute regarding juvenile reform in which mild to moderate juvenile offenders are being supported in their local communities • • • •

Collaborated with local agencies and district leaders to draft USD 475 response to juvenile offenders Created a memorandum of understanding between USD 475, local court, and law enforcement Currently revising alternative programs (Juvenile Detention Facility, New Directions and Innovative Studies at Larry Dixon Center) to be inclusive of juvenile offenders with adequate supports, structures and programming Established a committee, calendar, and agendas for the 2017-2018 school year with SB 367 with local courts, juvenile offenders, department of corrections, truancy, police department, sheriff department, Pawnee Mental Health, and Department of Children and Family

Alternative Programs • • • • •

Analyzed data from Larry Dixon Center regarding enrollment of Alternative High School Visited several successful alternative programs regarding services for students that may require an alternative education Restructured the alternative high school schedule and format Restructured staff at the juvenile detention center, along with programming Restructured application, parent involvement, and program placement recommendations

54

Teaching and Learning Library Media Programs Materials Checked Out Elementary Middle Schools FSA & CAC iRC Total

2014-2015 455,848 47,519 22,140 6,922 532,429

2015-2016 456,995 39,819 17,432 7,036 521,282

2016-2017 390,417 32,305 19,705 9,454 451,881

My question to all the media specialists... “How do we increase your circulation numbers? Or change your measure to show the media centers are being utilized?” At our January Library Meeting, we also discussed their building’s circulation numbers compared to the previous year. Enrollments in most buildings were down so circulation numbers were down. Two of the media specialists were very creative and measured the average number of books checked out instead of total numbers. Great idea. We did see an increase in circulation at FRE, FR, GV, LI, SH, and SZ. Freshman Success Academy increased for the secondary buildings. iRC increased because we added the library at ECC. We will continue to evaluate how to measure the success of our programs. Integrated Library Lessons The number of elementary integrated library classes totaled 5,517 (2010-2011), 6,712 (2013-2014), and 7801 (2016-2017). I credit the increase since 2010 to the energy of the media specialists and their knowledge of curriculum. They are willing to work with content and technology.

committees, task forces, or teaching a special class.” Even with the five new media specialists this year, I know we will have a strong group because of each person’s involvement in their school. 1. Learning Together: • The Teaching and Learning Division led a book study this year on the book, Sticking Points. Teams within our Division presented/modeled a chapter at each of our Administrative Council meetings, discussing the book together. The book describes the four generations of workers in today’s work place and how you effectively handle/manage the differences. It led to some very good discussions and insights into today’s workplace. • We hosted four meetings with KSDE staff presenting on the new Kansas Accreditation Systems Accreditation. This model is different because the DISTRICT is now accredited instead of individual schools. This is an important concept for schools to note, as all will contribute to this process. All principals were invited to attend and learn more about the model and where USD475 is in this accreditation process. Buildings were asked to submit their goals, based on a Needs Assessment, to the District by the end of the year. The District will now determine its goals and buildings will work in support of the goals 2. Support for Buildings: • In an effort to provide additional support to administrators this year, we determined mid-year that each of us in Teaching and Learning would attempt to contact an administrator that was assigned to us on a weekly basis. Sometimes it was a phone call, sometimes it was at a meeting, or sometimes it was a scheduled meeting with the administrator. Some did better than others at contacting the administrators, but it was good to try to hear concerns or give them a chance to discuss issues with us. This year, the plan is to assign specific administrators to a DC Team staff member to try to support in the same way (a form of mentoring).

Discovery Education Our Discovery Learning data has decreased by almost 10,000 items this year – 14,035 (2016-2017) from 23,953 (2015-2016). I am going to have our Discovery Education sales representative, Erica Iantorno, help us understand how to improve the utilization of this expensive program. It will be one of our focus questions this year. How can we integrate Discovery Education in our schools and lessons to increase it use? Technology and Equipment The media specialists have done an excellent job of keeping all equipment working in their buildings. The 1 to 1 Initiative continues to increase the workload for the media specialists and clerks. They have all developed procedures in their buildings so the devices run efficiently. They also make sure the teacher’s smartboards, projectors, document cameras, and other equipment is in working order with the help of the technology department. New Opportunities Some of the opportunities waiting for us next year are helping the students and teachers use Schoology, implementing the new Digital Citizenship curriculum we designed last year, and continuing to create a positive climate for students and staff. Reflection In the last three years we have had a turnover of 10 media specialists in our district; and as a result, it continues to be a challenge to help them understand the integrated philosophy. My experienced media specialists help to educate the new media specialists to understand USD 475 vision for the Media Centers. My vision and focus for the media specialists now and in the future is to be strong instructional leaders in their schools. We are teacher libarians I end my report each year by saying, “Our media specialists continue to be involved in many leadership roles in their schools; whether, it is the school improvement team,


56

Teaching and Learning DISTRICT REPORT: Geary County Schools / #D0475

2016―2017

SUBJECT: Science

DISTRICT REPORT

SUBJECT: Science

Your District’s Performance

The KAP assessments measure students’ understanding of the Kansas College and Career Ready Standards at each grade. The science assessment asks students to answer questions about data presented in narratives, equations, graphs, tables, and diagrams. Students show what they know about science by selecting or providing the right answer; sorting, ordering, or matching items; and labeling pictures.

STATE

LOWEST SCORE

5

8

Meets

Below

Insufficient Data

11

PHYSICAL AND CHEMICAL SCIENCES LIFE SCIENCES EARTH AND SPACE SCIENCES

Median District and State Performance DISTRICT

Grade

Exceeds

HIGHEST SCORE

PHYSICAL AND CHEMICAL SCIENCES These 3-dimensional questions about phenomena require students to understand and apply (1) practices in science and engineering (ex. Analyzing and Interpreting Data), (2) their core ideas (ex. Chemical Reactions), and (3) concepts that crosscut science disciplines (ex. Stability and Change). LIFE SCIENCES These 3-dimensional questions about phenomena require students to understand and apply (1) practices in science and engineering (ex. Engaging in Argument from Evidence), (2) their core ideas (ex. Ecosystem Relationships), and (3) concepts that crosscut science disciplines (ex. Energy and Matter).

Grade 5

Grade 8

EARTH AND SPACE SCIENCES These 3-dimensional questions about phenomena require students to understand and apply (1) practices in science and engineering (ex. Developing and Using Models), (2) their core ideas (ex. Earth Systems), and (3) concepts that crosscut science disciplines (ex. Systems and System Models).

Grade 11

Your District’s Performance Exceeds

Standard error of measurement for this report:

In this area, your students typically performed better than students who received the minimum Level 3 score.

Grade 5: District—1.5 | State—0.2 Grade 8: District—1.8 | State—0.2 Grade 11: District—1.8 | State—0.2

Below

The standard error indicates how much students’ scores might vary if the students took many equivalent versions of the test (tests with different items but covering the same knowledge and skills).

DISTRICT REPORT

SUBJECT: Science

Percentage of Students in Each Performance Level, by Grade Level 1

Level 2

Level 3

Level 4

In this area, your students typically performed below students who received the minimum Level 3 score.

Meets In this area, your students typically performed as well as students who received the minimum Level 3 score. Insufficient Data In this area, your students did not answer enough questions for accurate reporting.

Additional Resources For sample test questions, go to ksassessments.org/interactive-demos. For information on the Kansas College and Career Ready Standards, visit ksde.org. To learn about the Kansas Assessment Program, go to ksassessments.org. To discover more about this score report, see the 2017 Educator Guide at ksassessments.org/eg.

Percentages may not add to 100% because of rounding.

© 2017 The University of Kansas


58

Teaching and Learning DISTRICT REPORT: Geary County Schools / #D0475

2016―2017

SUBJECT: English Language Arts

DISTRICT REPORT


Percentage of Students in Each Performance Level, by Grade Level 1

The KAP assessments measure students’ understanding of the Kansas College and Career Ready Standards at each grade. The English language arts assessment asks students to read and answer questions about literary passages, informational texts, and writing samples. Students demonstrate their knowledge and skills related to reading and writing by selecting the right answer and sorting, matching, labeling, and ordering information.

Level 2

Level 3

Level 4

Percentages may not add to 100% because of rounding.

Median District and State Performance DISTRICT

STATE

LOWEST SCORE

HIGHEST SCORE

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 10 Standard error of measurement for this report: Grade Grade Grade Grade Grade Grade Grade

3: District—1.3 | State—0.2 4: District—1.3 | State—0.2 5: District—1.4 | State—0.2 6: District—1.4 | State—0.2 7: District—1.6 | State—0.2 8: District—1.5 | State—0.2 10: District—1.8 | State—0.2

The standard error indicates how much students’ scores might vary if the students took many equivalent versions of the test (tests with different items but covering the same knowledge and skills).


60

Teaching and Learning DISTRICT REPORT


Your District’s Performance Grade

Exceeds 3

4

5

Meets 6

Below 7

Insufficient Data 8

10

DISTRICT REPORT


Your District’s Performance Exceeds

Meets

In this area, your students typically performed better than students who received the minimum Level 3 score. Below

OVERALL READING

Insufficient Data

In this area, your students typically performed below students who received the minimum Level 3 score.

Literary Texts

In this area, your students typically performed as well as students who received the minimum Level 3 score.

In this area, your students did not answer enough questions for accurate reporting.

Additional Resources

Informational Texts

ACT Scoring To get an idea of how your high school student may perform on the ACT based on this KAP score, refer to this chart. For more information, go to ksassessments.org/act.

Making and Supporting Conclusions Main Idea OVERALL WRITING Revising

Student’s actual KAP grade 10 ELA score

Student’s projected ACT Reading score

Student’s projected ACT English score

Level 1: 220–268

1–17

1–15

Level 2: 269–299

17–23

15–22

Level 3: 300–333

23–30

22–30

Level 4: 334–380

30–36

30–36

For sample test questions, go to ksassessments.org/interactive-demos. For information on the Kansas College and Career Ready Standards, visit ksde.org. To learn about the Kansas Assessment Program, go to ksassessments.org. To discover more about this score report, see the 2017 Educator Guide at ksassessments.org/eg. To get an idea of how your high school students may perform on the ACT based on their KAP scores, go to ksassessments.org/act.

Editing Vocabulary and Language Use OVERALL READING The reading portion requires students to read and analyze literary and informational texts and answer questions related to main ideas, text structure, language use, word meanings, and making and supporting conclusions. Literary Texts This portion requires students to answer questions based on literary texts (such as stories and poems). Informational Texts This portion requires students to answer questions based on informational texts (such as science articles and historical speeches). Making and Supporting Conclusions These questions require students to read literary and informational texts and then make conclusions and use details and evidence to support ideas. Main Idea These questions require students to read literary and informational texts and then determine central ideas, key events, and topics and identify supporting details. OVERALL WRITING The writing portion requires students to read short writing samples and answer questions related to revising, editing, vocabulary, and language use. Revising These questions require students to revise provided text by applying writing skills, including using specific story-telling strategies, revising text into a logical order, adding context and detail, and identifying words or phrases to strengthen the text. Editing These questions require students to clarify messages in a variety of texts by following grade-appropriate grammar, capitalization, punctuation, and spelling rules. Vocabulary and Language Use These questions require students to revise texts by using accurate language and vocabulary that is appropriate to a text's purpose and audience.

© 2017 The University of Kansas


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Technology Identity Management For the 2016-17 school year, we created an Identity Management solution that automatically creates, deactivates, and moves student accounts when student data is entered, removed, or changed in the Skyward system. This much-needed system is in response to the implementation of Schoology, which required our Skyward system and Windows Login system to be completely in sync. Prior to Identity Management, those two unsynchronized systems caused numerous issues for students trying to use Schoology throughout the first half of the year. We programmed the system in house without any third party software, and was the result of much collaboration between staff members. The system will undoubtedly reduce many duplicated efforts, and will ensure that students are entered into the system much more timely and accurately. Better Business Intelligence Capabilities Another area of improvement is the Business Intelligence front of Technology. Business Intelligence gives staff the ability to have insight into the data that is being generated district-wide, yet the process is simple and transparent to the end user. We have developed a method whereby we can pull data out of Skyward and into a data warehouse. Those data elements can then be retrieved for any number of reporting desire. One such success for the school year was the development of the staffing formula, which took into account many factors that impact a teacher’s time required with students and determined appropriate staffing levels by building.

Cisco Phone System During the summer of 2016, we installed new Cisco phones at all buildings throughout the district. Planning, organizing, and deploying 1,000+ phones is a daunting task especially with all the schools that are in the district. Network Overhauls We applied network overhauls at Sheridan and Eisenhower Elementary schools. The updates allowed the school to take advantage of new networking technologies that are coming down the road. Office365 Migration For years, USD 475 had operated our own email server system (Microsoft Exchange). Simultaneously, we also purchased licensing for staff member to have an Office365 account. While the process did not require the purchase of any additional software, all of the staff at a school needed their outlook client reconfigured. Additionally, we had hundreds of phones to connect back to the new servers. This project finished on May 2.

Transportation

Core Network/Server Upgrade One major pain point for District technology in general was a weak and underpowered network core. Think of the network core and servers as the heart of the district-wide technology system. On June 9, we successfully implemented the new network core and servers. Immediately, we noticed network latency drop from 500 to less than 4 milliseconds for networked storage. These upgrades also set us up for increased Internet network bandwidth requirements that the FCC predicts we need to meet. Another accomplishment of the 2016-17 school year has been the introduction of a new Storage Area Network (SAN). We were then able to increase the SAN’s capacity to 72 TB, which will suite our needs.

Approximately 2,066 students were transported daily on 53 regular routes. J.C. Transportation manages 33 regular routes, in addition to 22 ESS, ELL and Early Childhood routes. B&B Busing provides 20 daily regular route buses; the majority serve City Middle school.

Wireless Implementation The wireless technology in the district is considerably outdated. The majority of the technology district-wide is thirteen years old. When one considers where technology was in 2004, it is easy to understand how our wireless infrastructure has difficulty keeping up with modern-day demands. Immediately after implementation, we noticed network speeds increase twenty times from the rate supplied by our older technology. The wireless implementation is a three-year process due to eRate concerns, but a bulk of the project will receive an 80% discount attributable to the eRate program.

Ride-alongs were performed on four rural routes. Routes that covered Milford, elementary and secondary, and eastern Geary County were monitored. All drivers were commended for transporting our students safely.

Windows 10 and Office 2016 As part of the summer 2016 imaging, we upgraded the entire district to Windows 10. This effort has kept the students on the latest and greatest software. However, the undertaking was considerable because we had to touch every device in the district.

Seven daily regular routes were discontinued during the second semester resulting in a savings of $28,890.00. Lower student numbers allowed routes to be combined. The District spent $1,265,180 in 2015-2016 for regular ed. bussing compared to $1,210,180 in 2016-2017.

Bus drivers participated in two stop-arm surveys this past school year. KSDE conducted a six-week survey January 23 – March 3, 2017. The survey was voluntary, with fourteen bus drivers participating. All received special recognition certificates from KSDE. The national survey was April 29, 2017 with 50 bus drivers participating. Nineteen bus camera systems were replaced over the winter break. The current camera systems from Radio Engineering were purchased 2008-2010 and are experiencing equipment failures.

JCHS 1:1 At the beginning of the 2016-17 school year, we implemented 1:1 at the JCHS CAC campus and FSA campus. Purchasing such a new device proved to be challenging as the device was more problematic. However, the team all worked well together to get the systems read to go. Comprehensive eRate Plan Moving Forward On top of the outdated wireless system, we are also facing a network infrastructure that is beyond support from the manufacturer. While we are not attacking much of the wired infrastructure challenges in 2016-17, we are evaluating products that are considerably less expensive while remaining confident that the performance will be more than adequate for the needs of the district. We are currently trialing these less expensive switches in an effort to ascertain if they will meet our needs.


64

Let us think of education as ADD EDITORIAL STYLE PHOTO

the means of developing our greatest abilities, because in each of us there is a private hope

and

dream

which,

fulfilled, can be translated into benefit for everyone and greater strength of the nation. -John F. Kennedy

Early Childhood Center Goals

Population

85% of students will score in the Tier 1 range on their Spring MyIGDI’s Letter Sound Recognition measure.

16/17

Site Council Meetings

Highlights Piloted a Special Education Evaluation team approach for consistent identification.

Site Council consisted of twenty-one members. This council met four times throughout the year and discussed the Program overview, services and classrooms, assessments that students are given, military life, kindergarten readiness, and more.

Highlights

More

Demographics

Highlights Added a Special Education Resource Classroom for a broader continuum of services offered.

Inducted as a member of the KSDE Advisory Board for Early Childhood Education in Kansas.

Demographics

Learn more about Early Childhood on connectED. Connected. Informed. Online.

The total population of Early Childhood is 482. Of that population 54% are male and 46% are female.

White - 68% Black - 22% American Indian - 4% Asian - 4%

Contact for more additional.

Goals

Staff will receive support for implementation of Feeling Buddies curriculum.

Military - 61% ELL - 16% ESS - 48% Free and Reduced - 68%

Professional Development

Parent-Teacher Conferences

Safe & Civil Schools, Schoology, iStation and more.

Participation – 96%

Highlights Established a community-wide coalition for Geary County children and families. Early Childhood Center 1803 Elmdale Avenue, Junction City, Kansas 66441 | (785) 717-6950 USD 475 2016-2017 ANNUAL REPORT

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Eisenhower Elementary Goals

16/17

Population

Increase students’ reading comprehension with the use of graphic organizers.


Highlights Promote Fine Arts through Flying Fingers, Recorder Club, and Voices in Flight.

Site Council consisted of ten members. This council met six times throughout the year and discussed School activities, test scores, Professional Development, trends, curriculum, technology, extracurricular opportunities, class projects, budget, new addition, and more.

Highlights Support emotional and social skills through Olweus Bully Prevention, Second Step, and more.

More

Demographics Military - 52% ELL - 11% ESS - 25% Free and Reduced - 50%

Highlights Teachers maintain data sheets including baseline, quarterly and unit reading and math information.

Demographics

Learn more about Eisenhower on connectED. Connected. Informed. Online.

The total population of Eisenhower Elementary is 291. Of that population 55% are male and 45% are female.

White - 49% Black - 20% Hispanic/Latino - 14% Multi-Racial - 11%


Goals Increase students’ math scores with the use of the 4 Step Problem Solving Model.




Both Semesters – 96%

Highlights Develop talents beyond the classroom through opportunities like After School Academic Program and Writing Clubs. Eisenhower Elementary School 1625 Saint Mary’s Road, Junction City, Kansas 66441 | (785) 717-4340 USD 475 2016-2017 ANNUAL REPORT

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Franklin Elementary Goals

Population

Create critical thinkers of mathematics who are able to understand, apply & justify when solving problems.

16/17


Highlights

Use of Counselor 4 days per week to provided whole group, small group and individual lessons to students.

Site Council consisted of eight members. This council met six times throughout the year and discussed the Annual Report, Accreditation System within KESA, ALICE, Parent Survey, Counselor Services, building needs, and more.

Highlights

Upgrade to facilities; instructional walls, new parking lot, badge reader entrances, and picnic tables.

More

Demographics Military - 7% ELL - 11% ESS - 19% Free and Reduced - 81%

Highlights Implementation of Foundations Team as a result of professional development.

Demographics

Learn more about Franklin on connectED. Connected. Informed. Online.

The total population of Franklin Elementary is 190. Of that population 50% are male and 50% are female.

White - 53% Hispanic/Latino - 16% Black - 16% Multi-Racial - 14%


Goals Create lifelong readers who interact, connect, and communicate with a variety of text.




First Semester – 97% Second Semester – 93%

Highlights Implementation of practices as a result of professional development. Examples include: Short Cycle Assessments and CHAMPS. Franklin Elementary School 410 West 2nd Street, Junction City, Kansas 66441 | (785) 717-4380 USD 475 2016-2017 ANNUAL REPORT

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Fort Riley Middle School Goals

Population

Fort Riley Middle School plans to continue improving upon the AVID program.

16/17


Highlights

Site Council consisted of seven members. This council met four times throughout the year and discussed State Assessments, Student-Led Conferences, Reunification Drill, JCHS Way Forward, ALICE Alerts, Safe and Civil Schools, and more.

Highlights

The total population of Fort Riley Middle is 585. Of that population 48.5% are male and 51.5% are female.

Highlights Competed at the North Central Kansas League Track Meet with several medals earned.

Achieved AVID Highly Certified Site.

Successful implementation of new Science Curriculum materials.

More

Demographics

Learn more about FRMS on connectED. Connected. Informed. Online.

Demographics



Goals

Fort Riley Middle School plans to continue improving upon Safe and Civil Schools.

ELL - 5.7% ESS - 19% Free and Reduced - 59%




Student-Led Conferences– 85%

Highlights Implementation of Safe and Civil Schools (PRIDE Awards, 3-Level Behavior System, Start on Time, Incentive Celebrations). Fort Riley Middle School 4022 First Division Road, Fort Riley, Kansas 66442 | (785) 717-4500 USD 475 2016-2017 ANNUAL REPORT

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Fort Riley Elementary Goals

16/17

Highlights Building-Wide Communication for Behavior Management (PRIDE)/Foundation Team.

Population

Increase positive student behavior, increase responsible behavior, increase motivation.

The total population of Fort Riley Elementary is 430.


Highlights

Highlights

Site Council consisted of eight members. This council met six times throughout the year and discussed Building Activities, Staff Development Plans, Academic Data, KESA process, Climate Survey Results, and more.

Acheivements to include Shining Stars, Academic Awards, and POD Celebrations.

Activities to include Kansas Day Celebration, Field Trips, STEM, STUCO, and more.

More

Demographics

Learn more about FRE on connectED. Connected. Informed. Online.

Demographics



Goals

Use instructionally responsive practices that meet the diverse learning needs of all students.

ELL - 6% ESS - 12% Free and Reduced - 49%





Highlights Health/Wellness Grants - Discover My Plate & Serving Up My Plate by KS Team Nutrition, Blue Cross & Blue Shield of Kansas. Fort Riley Elementary School 28000 Rifle Range Road, Fort Riley, Kansas 66441 | (785) 717-4450 USD 475 2016-2017 ANNUAL REPORT

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Grandview Elementary Goals

16/17

Highlights Started a five year grant for Century 21 After School Program and had over 60 students in the program.

Population

Develop a system to provide communication about resources with students and families.

The total population of Grandview Elementary is 125.


Highlights

Highlights

Site Council consisted of several members. This council met every other month throughout the year and discussed various topics related to the Grandview Elementary School. In the future to bolster more participation the school plans to have fewer meetings.

Initiated the 100’s chart to recognize student success and rewarded when the school got a bingo.

Started jobs for the kids, and had 67 students with jobs throughout the year.

More

Demographics

Learn more about Grandview on connectED. Connected. Informed. Online.

Demographics

White - 50% Hispanic/Latino - 21% Multi-Racial - 11% Pacific Islander - 3%


Goals

Develop structures that will enable effective presentation and use of data at the classroom and school level.

Military - 19.2% ELL - 9% ESS - 17% Free and Reduced - 81%





Highlights Continued success with Safe and Civil and CHAMPS. Refined and tweaked practices so that systems work even better. Grandview Elementary School 109 East Grandview Drive, Junction City, Kansas 66441 | (785) 717-4470 USD 475 2016-2017 ANNUAL REPORT

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Junction City Middle School Goals

Population

Implement WICOR strategies (Writing, Inquiry, Collaboration, Organization, and Reading).

16/17


Highlights Won two Centennial League Championships to include 8th Grade Football and Wrestling.

Site Council consisted of five members. This council met seven times throughout the year and discussed the various portions of KESA and the KESA Rubric for schools.

Highlights

More

Demographics

Highlights At semester opened a student support center for SPED students who needed a place to decompress.

School wide focus to support struggling learners in the area of reading and math.

Demographics

Learn more about JCMS on connectED. Connected. Informed. Online.

The total population of JCMS is 903. Of that population 56% are male and 44% are female.



Goals Staff will implement the Standards For Mathematical Practice across the curriculum.






Highlights Started a morning walking club this past year to focus on wellness and getting kids moving so they would be ready for learning. Junction City Middle School 700 Wildcat Lane, Junction City, Kansas 66441 | (785) 717-4400 USD 475 2016-2017 ANNUAL REPORT

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Junction City High School (Including Larry Dixon Center) Goals

16/17

Population

Ensure students will learn high quality, KS College & Career Ready contentintegrated strategies.

The total population of JCHS is 1675.


Highlights JCHS Way Forward and the JCHS Steering Committee; their work towards the BOE recommendation.

Site Council consisted of fifteen members. This council met four times throughout the year and discussed 1-to-1 Devices, the JCHS Way Forward, KESA and Accreditation, School Start Times, Bond Election, Math and Science, and more.

Highlights

Highlights

Highest number of senior internships since the implementation of the academy structure.

Graduation rates rose 8% from 2015 to 2016.

More

Demographics

Learn more about JCHS on connectED. Connected. Informed. Online.

Demographics



Goals Maintain a college and career ready learning culture in a safe learning environment.






Highlights Implementation of HP 1012’s and the 1:1 initiative; Technology Innovation and the use of Schoology as a tool for learning. Junction City High School 900 North Eisenhower Drive, Junction City, Kansas 66441 | (785) 717-4200 USD 475 2016-2017 ANNUAL REPORT

82

Jefferson Elementary Goals

Population

Inspire students to be lifelong readers and provide them with the necessary skills.

16/17

The total population of Jefferson Elementary is 266.


Highlights Student growth in Data Reviews, and Achievement Team Process.

Site Council consisted of members from the school and families. This council met five times throughout the year and discussed the Parent, Student, Teacher Compact, the Let’s Move Grant, Positive Behavior System of Support, KESA, JCHS Way Forward, and more.

Highlights

Highlights

Foundations Training, which created an orderly environment.

Technology projects supported by STEM and ETC.

More

Demographics

Learn more about Jefferson on connectED. Connected. Informed. Online.

Demographics

White - 50% Hispanic/Latino - 22% Multi-Racial - 12% Black - 11%


Goals

Inspire students to be problem solvers and transfer mathematical knowledge to life situations.






Highlights Collaboration among teachers and students (Professional Learning Communities – Project Based Learning) Jefferson Elementary School 4720 Jackson Avenue, Fort Riley, Kansas 66442 | (785) 717-4550 USD 475 2016-2017 ANNUAL REPORT

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Lincoln Elementary Goals

16/17

Population

Create lifelong readers that read and comprehend independently at grade level.


Highlights Lion King Program started in order to get more fathers involved at school.

Site Council consisted of eight members. This council met several times throughout the year and discussed STEM activities, Safe and Civil Schools, Summer Work, Curriculum, Family Nights, ELA Units of Study, Advisory Council, and more.

Highlights

More

Demographics ELL - 4.71% ESS - 15.3% Free and Reduced - 50%

Highlights Bell ringing by students for the Salvation Army and other community events.

Student jobs to promote responsibility and a sense of purpose.

Demographics

Learn more about Lincoln on connectED. Connected. Informed. Online.

The total population of Lincoln Elementary is 244. Of that, 42.5% are female and 56.5% are male.



Goals Create individual critical thinkers with deep reasoning abilities.




Parent Participation – 97%

Highlights Continuation of refinement of ELA Units of Study to better meet the rigor of the Common Core. Lincoln Elementary School 300 Lincoln School Drive, Junction City, Kansas 66441 | (785) 717-4570 USD 475 2016-2017 ANNUAL REPORT

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Milford Elementary Goals

16/17

Population

Students at Milford Elementary will improve vocabulary and language use.

The total population of Milford Elementary is 81.


Highlights

Site Council consisted of five members. This council met 5 times throughout the year and discussed the purpose of the site council, overview of Kansas education, ALICE, Kansas Education Systems Accreditation, Robotics Club, and more.

Highlights

Highlights

Implementation of a school wide MTSS time.

Implementation of a Robotics Club for K-5 students.

Continued implementation of Safe & Civil Schools initiative.

More

Demographics

Learn more about Milford on connectED. Connected. Informed. Online.

Demographics Military - 48% ELL - 1% ESS - 18.5% Free and Reduced - 54.3%

White - 73% Multi-Racial - 12% Hispanic/Latino - 10% Black - 4%


Goals Students will improve proficiency in mathematical problem solving.





Highlights Successful parent involvement activities and community involvement. Milford Elementary School 401 East 12th Street, Milford, Kansas 66514 | (785) 717-4170 USD 475 2016-2017 ANNUAL REPORT

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Morris Hill Elementary Goals

16/17

Population

Morris Hill students will improve their math skills, fluency, and problem solving skills.

The total population of Morris Hill Elementary School is 245.


Highlights

Site Council consisted of five members. This council met 5 times throughout the year and discussed school demographics, Engage NY, Journeys, KESA format and rubric, KAP format, preparation, results from previous years, and more.

Highlights

Highlights

Implemented Safe and Civil Schools Initiatives such as Levels of Behavior and Referral/ Reporting.

Took staff through the KESA rubrics to identify areas of strengths and weaknesses.

Scored above state average on all KAP assessments.

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Demographics

Learn more about Morris Hill on connectED. Connected. Informed. Online.

Demographics



Goals Morris Hill students will improve their reading skills and abilities.





First Semester – 99.5% Second Semester – 100%

Highlights Implemented Life Skills Ticket System to recognize staff and students for following the PAWS guidelines. Morris Hill Elementary School 4400 First Division Road, Fort Riley, Kansas 66442 | (785) 717-4650 USD 475 2016-2017 ANNUAL REPORT

90

Seitz Elementary Goals

Population

Decrease behavior incidences requiring documentation of interventions by Support Monitors.

16/17

The total population of Seitz Elementary is 627.


Highlights Multicultural Club and Family Events were held throughout the year.

Site Council members consisted of teachers, parents, students, and community members. This council met 6 times throughout the year and discussed District Survey, Lunch/Recess Procedures, School Vision, Community Guide, Title 1 information and more.

Highlights

Highlights

School-wide State Assessment scores were improved upon.

Increased number of students brought to MTSSIT meetings for support.

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Demographics

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Demographics



Goals Create a safe, challenging, and joyful school experience for our students and staff.






Highlights

Safe and Civil School Structures including Bathroom Procedures, Hallway Transition Procedures, and Dismissal Procedures were implemented. Seitz Elementary School 27500 Rifle Range Road, Fort Riley, Kansas 66442 | (785) 717-6500 USD 475 2016-2017 ANNUAL REPORT

92

Sheridan Elementary Goals

Population

Ensuring the use of quality tasks to increase student achievement in Math, Reading, Writing, and Science.

16/17


Highlights

10 members met 4 times throughout the year and discussed topics including New Teachers and Staff, ALICE, Wellness and Kid’s Fitness, the addition tour and setting next year’s topics.

Overall school State Test Scores ranked above the district and state mean scores.

The total population of Sheridan Elementary is 216. Of that population 49% are male and 52% are female.

Highlights This year Sheridan was announceed as a Blue Ribbon School Nominee.

Highlights Two teachers at Sheridan were named Teacher of The Month.

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Demographics

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Demographics



Goals

Increase students’ understanding by making Standards of Math Practice ”loud” in the classroom.

Military - 1.5% ELL - 11% ESS - 12% Free and Reduced - 56%

Professional Development Safe & Civil Schools, Journeys, FOSS, Schoology, iStation and more.

Parent-Teacher Conferences First Semester – 99% Second Semester – 99%

Highlights Fifth Grade students became published authors after creating a bilingual picture book which will be distributed in Africa. Sheridan Elementary School 429 West Ash Street, Junction City, Kansas 66441 | (785) 717-4670 USD 475 2016-2017 ANNUAL REPORT

94

Spring Valley Elementary Goals

16/17

Highlights

Population

Staff will work to provide more opportunities for student involvement.

The total population of Spring Valley Elementary School is 385.


Highlights

Highlights

Members held meetings in October, November, February, and April. Topics that were discussed were Front Row Ed, Istation, Journeys, Counseling Program, Second Step, Girls on the Run, and Safe and Civil Schools.

Established a Girls on the Run Program and participated in 5K events.

Students and Staff implemented components of Safe and Civil Schools.

Held annual Parent/ Community STEM and Family Fun, Fitness Nights.

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Demographics

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Demographics



Goals Continue to identify relationships with an emphasis on students as the focus.

ELL - 9% ESS -13% Free and Reduced - 44%

Professional Development Safe & Civil Schools, Journeys, FOSS, Schoology, iStation and more.


Highlights Collaborated/Completed KESA Rubric study and identified Relationships as our School Improvement focus. Spring Valley Elementary School 1601 Hickory Lane, Junction City, Kansas 66441 | (785) 717-4790 USD 475 2016-2017 ANNUAL REPORT

96

Ware Elementary Goals

16/17

Population

Work to increase focused student engagement through designing school management practices.


Highlights Short Cycle Assessment Data teams in Mathematics and began implementation in Reading.

10 members met monthly throughout the school year. Topics included: Safe & Civil Schools, KESA, iStation, Fast Forward, Success for All, State Assessment Data and Changes, 21st Century Program, STEM, and Moving Forward – High School initiative.

Highlights Safe and Civil Schools – Developed Common expectations through student developed videos.

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Demographics

Highlights Final year and resubmission of 21st Century After School programming grant.

Demographics

Learn more about Ware Elementary on connectED. Connected. Informed. Online.

The total population of Ware Elementary is 522. Of that population 52% are male and 48% are female.



Goals

Utilize student learning data to plan instruction & identify students in need a minimum of 3 times per quarter.

Military - 99% ELL - 12% ESS - 13% Free and Reduced - 59%


iStation Training, Short, Cycle Assessment, ALICE, KESA, Safe & Civil Schools.


Highlights Rubric discussion and development of two school improvement goals in the Kansas Education Systems Accreditation Process. Ware Elementary School 6795 Thomas Avenue, Fort Riley, Kansas 66442 | (785) 717-4600 USD 475 2016-2017 ANNUAL REPORT

98

Washington Elementary Goals

16/17

Population

Demonstrate that appropriate structures and processes for data gathering/analysis are used.


Highlights

Members met 5 times throughout the school year. Topics included: KESA, State Assessments, Bulldog Boosters, 21st Century After School Program.

3rd Grade Reading was given the Challenge Award.

The total population of Washington Elementary is 340. Of that population 63% are male and 37% are female.

Highlights 4th Grade Reading received the Challenge Award.

Highlights The 21st Century Grant was awarded to Washington Elementary.

More

Demographics

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Demographics



Goals

Identify professional learning needs and create systems to improve student acheivement.



iSstation Training, Short, Cycle Assessment, ALICE, KESA, Safe & Civil Schools.


Highlights

Washington Elementary remains a part of the Partner Unit program with Fort Riley. Armored Brigade Combat Team 101 BSB/1BDE. Washington Elementary School 1500 N. Washington Street, Junction City, Kansas 66441 | (785) 717-4691 USD 475 2016-2017 ANNUAL REPORT

100

Westwood Elementary Goals

16/17

Population

Use structures and processes for data gathering and analysis to better meet student learning needs.


Highlights Tresse Keplinger, 4th Grade Teacher, was Horizon Award recipient.

8 staff members and 5 students members met 5 times throughout the school year. Topics included: New Hires, Counseling, ALICE, JCHS Way Forward, iStation, Front Row Ed, KESA, Coding/Go Mouse, Secure Entrance Plans, ELL Program, Quarterly Data, Second Step, and more.

Highlights

More

Demographics

Highlights Started an afterschool ensemble to provide students extra opportunities to perform.

Worked with Steve Ventura to refine Acheivement Team Process.

Demographics

Learn more about Westwood on connectED. Connected. Informed. Online.

The total population of Ware Elementary is 272. Of that population 51% are male and 48% are female.

Black - 34% White - 30% Hispanic/Latino- 17% Multi-Racial - 14%


Goals

Collaborate with students to create and monitor common goals to meet needs and interests (MTSS process).

Military - 13.2% ELL - 8% ESS - 12% Free and Reduced - 82.4%


iSstation Training, Short, Cycle Assessment, ALICE, KESA, Safe & Civil Schools.


Highlights

Students toured the Body Venture exhibit to learn about the importance of making healthy food choices and being more physically active. Westwood Elementary School 1600 North Eisenhower Drive, Junction City, Kansas 66441 | (785) 717-4150 USD 475 2016-2017 ANNUAL REPORT

102

Educating without

the

mind

educating

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the

-Aristotle

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