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6 | Building Needs Assessment & BOE State Assessment Review Fiscal Year 2023 | ||||||||||||
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2 | 2021-2022 School Year Building Needs Assessment for 2022-2023 Budget Considerations | |||||||||
3 | District: | 262 Valley Center Pub Sch | Bldg # | Grades Served: | ||||||
4 | School: | Abilene Elem | 1980 | K-3,PK (w/IEP),PK,PKAR (3 YO),PKAR (4 YO) | ||||||
5 | Please consider the following questions as you complete the needs assessment for your building. | |||||||||
6 | SECTION 1: Student Needs | Notes | ||||||||
7 | a. | Student Headcount | 247 | 9/20/2020 | ||||||
8 | b. | Percentage of students with an active IEP | 35.60% | This percentage includes speech only IEP's. | ||||||
9 | c. | Percentage of students enrolled in English Language Learner (ELL) services | 0.04% | |||||||
10 | d. | Percentage of students identified as At-Risk (Free lunch)? | 28.30% | |||||||
11 | e. | Pupil-Teacher Ratio Average | 12.35:1 | This ratio includes special education teachers, interventionists, and specials teachers (Music, PE, Counselor, Librarian, and Art). | ||||||
12 | f. | Pupil-Teacher Ratio Median | 19:1 | This ratio only includes grade level classroom teachers | ||||||
13 | g. | Are the needs of Foster Care Students being met? If no, what supports are needed? | Yes | Access to outside agencies dealing in trauma for families would be helpful to continue to meet future needs. | ||||||
14 | h. | Are there gaps in student success among race/ethnicity student subgroups? | Yes | We disaggregate Fastbridge and state assessment data based on subgroups. During data meetings, we will develop a plan to support students in underperforming subgroups who fall below benchmark. | ||||||
15 | i. | Is there a tiered system of support to target reading growth? | Yes | This process is being refined and improved as we target training in this area for the 2022-2023 school year as well as improve scheduling of support staff. | ||||||
16 | j. | Is there a tiered system of support to target math growth? | Yes | We have a model that serves our tier III students. Tier II processes are being refined and improved. | ||||||
17 | k. | Are there local assessments to measure reading growth? | Yes | We utilize Fastbridge as our local assessment for reading and math KG-3. We utilize My IGDIs as our local assessment for PreK. | ||||||
18 | l. | Are there local assessments to measure math growth? | Yes | We utilize Fastbridge as our local assessment for reading and math KG-3. We utilize My IGDIs as our local assessment for PreK. | ||||||
19 | m. | Are there learning opportunities for students to focus on academic needs outside the traditional classroom setting? | Yes | Yes we provide opportunities for field trips and presenters from the workforce. | ||||||
20 | n. | Reviewing state assessment data, what steps are you taking for all students to maximize their scores? | We have created an implementation plan based on cumulative data for ELA. We target instructional needs within a calendared data cycle. We are taking the state assessment interims, breaking down that data and creating actions steps based on the data. | |||||||
21 | o. | Are there set targets/goals to move students out of proficiency Levels 1 and 2 on state assessments? | Yes | Our 2021-2022 goal was to have at least 70% of our students scoring a 3 or 4 on the state assessment in ELA. Discussions about math will occur in 2022-2023. | ||||||
22 | ||||||||||
23 | SECTION 2: State Board of Education Outcomes (please utilize your district KESA (accreditation) and Star Recognition plans/rubrics) | Notes | ||||||||
24 | a. | How is social/emotional growth being measured? | SAEBRS and SEL Labs | |||||||
25 | b. | What are the targets/goals related to social/emotional growth? | Self Awareness; Self Management, Social Awareness, Relationship Skills, Responsible Decision Making | |||||||
26 | c. | How do you determine students are ready for Kindergarten? (only if building serves Kindergarteners) | ASQ-3; ASQ:SE-2 (Ages and Stages Questionnaire) | |||||||
27 | d. | What are the targets/goals related to Kindergarten Readiness? (only if building serves Kindergarteners) | Kansas schools are required to accept all age-eligible children (five years by August 31st). Kindergarten teachers know that they will have a group of children who have a wide range of abilities and past experiences. Teacher meet students where they are at. | |||||||
28 | e. | How are successes of Individual Plans of Study being measured? | N/A | |||||||
29 | f. | What are the targets/goals related to postsecondary completion/attendance? (only if building serves Grade 12) | N/A | |||||||
30 | g | How are you ensuring students are civically engaged? | Through local field trips, guest speakers, and service projects | |||||||
31 | ||||||||||
32 | SECTION 3: Curriculum Needs | Notes | ||||||||
33 | a. | What extended learning opportunities are provided (after school programs, summer school programs, etc.)? | Summer school (Camp Hornet), extended school year (ESY), after school groups for instructional or social/emotional. | |||||||
34 | b. | Are there appropriate and adequate instructional materials? | Yes | Our curriculum committees meet on a rotation to review and improve (if needed). | ||||||
35 | c. | Is current technology appropriate? If no, what technology is needed to support the curriculum? | Yes | Summer of 2022 classroom technology carts will be updated with new iPads and Chromebooks. Teachers will also have a smart panel installed. | ||||||
36 | ||||||||||
37 | SECTION 4: Educational Capacities (pursuant to K.S.A. 72-3218) | Notes | ||||||||
38 | b. | Subjects and areas of instruction necessary to meet the graduation requirements adopted by the state board of education are taught. (only if building serves Grade 12) | N/A | |||||||
39 | c. | Is every child in your school provided at least the following capacities? | ||||||||
40 | 1. Sufficient oral and written communication skills to enable students to function in complex and rapidly changing civilization. | Yes | At a foundational grade and developmentally appropriate level | |||||||
41 | 2. Sufficient knowledge of economic, social, and political systems to enable students to make informed choices. | No | Not age and developmentally appropriate at PreK-3 | |||||||
42 | 3. Sufficient understanding of governmental processes to enable the student to understand the issues that affect his or her community, state and nation. | No | Not age and developmentally appropriate at PreK-3 | |||||||
43 | 4. Sufficient self-knowledge and knowledge of his or her mental and physical wellness. | Yes | At a foundational grade and developmentally appropriate level | |||||||
44 | 5. Sufficient grounding in the arts to enable each student to appreciate his or her cultural and historical heritage. | No | Currently, courses in the elementary arts are foundational and do not cover the full cultural and historical heritages of our student demographics | |||||||
45 | 6. Sufficient training or preparation for advanced training in either academic or vocational fields so as to enable each child to choose and pursue life work intelligently. | No | N/A | |||||||
46 | 7. Sufficient levels of academic or vocational skills to enable students to compete favorably with their counterparts in surrounding states, in academics or in job market. | No | N/A | |||||||
47 | ||||||||||
48 | SECTION 5: Staff Needs | Notes | ||||||||
49 | a. | Is there adequate personnel/staff to meet the needs of the school and the needs of students under ESEA guidelines, which requires every classroom to contain an educator who is certified in the content area being taught in said classroom, and meet the goals of the school? | Yes | |||||||
50 | b. | How many classified support staff are currently employed? | 31 | This includes food services, custodians, paraprofessionals, and instructional aides | ||||||
51 | c. | How many classified support staff are needed? | 32 | If additional state funds were available, another para for PreK would be ideal especially with our 3 year old population growing. | ||||||
52 | d. | Are there enough appropriately licensed support personnel such as counselors, librarians, nurses, etc.? | No | If additional funds were available, more speech therapy support for PreK would be an area of need in order to better support the language needs in PreK. | ||||||
53 | e. | Are principals & other key staff trained to provide instructional leadership and professional development to teachers? | Yes | Principals are provided with monthly professional develThis includes food services, custodians, paraprofessionals, and instructional aidesopment related to instructional leadership. Teachers receive monthly PD as well as PLC time and weekly team time. | ||||||
54 | f. | What staff development is necessary for teachers to support student success and meet the school improvement goals? | Training to better support, understand, and mitigate negative behaviors. Training to better support Tier II academically. Training to better support a tiered approach to social/emotional and behavior. | |||||||
55 | ||||||||||
56 | SECTION 6: Facility Needs | Notes | ||||||||
57 | a. | Is there adequate space for student learning? | No | Due to a growing community, space is becoming less available. Our small intervention groups are working out of hallways, the cafeteria and the conference room. | ||||||
58 | b. | Are there necessary repairs and/or adjustment to the existing space that need to be made? | Yes | Yes, if additional state funding were available to make our playgrounds ADA compliant, increase teacher collaboration and PD space, added safe space for students needing sensory or calming spaces. PreK rooms would benefit from restrooms in classrooms as well. | ||||||
59 | c. | Are additional School Buses needed or any additional Routes needed? | Yes | Yes, if additional funding and drivers were available for hire for students less than 2.5 miles | ||||||
60 | ||||||||||
61 | SECTION 7: Family Needs/Community Relations | Notes | ||||||||
62 | a. | Do you have regular events to engage parents with teachers? | Yes | Parent teacher conferences, Art/Science/Lit Fair, Hornet Hustle, music concerts, etc. | ||||||
63 | b. | What types of caregiver training programs (teaching guardians how to give students help with homework, use technology that students will be required to use, etc.) are provided? | No | We simply do not have the funds needed to put this type of program in place for our families. Our teachers do their best to help parents but we know that additional help is needed. | ||||||
64 | c. | Do you have an active Site Council? | Yes | |||||||
65 | d. | Do you have active PTO, PTA, Booster Club, or other organizations with parent leadership? | Yes | |||||||
66 | e. | What types of communication exists with families? Is it adequate? | Teachers send out weekly or biweekly newsletters to their parents. The principal sends out a weekly newsletter to all families. The principal sends the newsletter via email and text message. Social media is regularly updated. Principal works with communications director to communicate through district resources when appropriate. School PTO communicates via social media and via email. Principal coordinates with PTO president when necessary about upcoming events. Yes, the communication is adequate. | |||||||
67 | f. | What types of communication/social media exists with your community? Is it adequate? | Text via parent portal, email via parent portal, Facebook, Twitter, Instagram, newsletters (various formats), and podcasts. Yes, this is adequate. | |||||||
68 | ||||||||||
69 | SECTION 8: School Data | Notes | ||||||||
70 | a. | Building Attendance Rate | 96.5% | ksreportcard.ksde.org | ||||||
71 | b. | Building Chronic Absenteeism Rate | 8.0% | ksreportcard.ksde.org | ||||||
72 | c. | District Chronic Absenteeism Rate | 17.1% | 2021, ksreportcard.ksde.org | ||||||
73 | d. | District Graduation Rate | 88.8% | 2018-2021 4 Year Adjusted Cohort Summary, ksreportcard.ksde.org | ||||||
74 | e. | District Dropout Rate | 1% | 2020 Dropout Rate, ksreportcard.ksde.org | ||||||
75 | SECTION 8A: High School Needs (buildings with grades 10 through 12 only) | Notes | ||||||||
76 | a. What is our building graduation rate | N/A | ||||||||
77 | b. What is our building dropout rate? | N/A | ||||||||
78 | c. What is our average comprehensive ACT score? | N/A | ||||||||
79 | ||||||||||
80 | SECTION 9: Other Data | Notes | ||||||||
81 | a. | Fastbridge Math Fall Reading % of Students Above Benchmark | 56.80% | |||||||
82 | b. | Fastbridge Math Spring Reading % of Students Above Benchmark | 74.8% | |||||||
83 | c. | Fastbridge Math Fall Math % of Students Above Benchmark | 66.60% | |||||||
84 | d. | Fastbridge Math Spring Math % of Students Above Benchmark | 75.2% | |||||||
85 | e. | Based on the building leadership team's analysis, what are the barriers your school faces with non-assessment related issues? | Developing shared ownership and solutions to various procedures such as mitigating behaviors, developing stronger tier II practices, refining social and emotional approach, community/parent connections and a better teacher connection to our PTO. Facility space is also a barrier that ultimately impacts instructional practices. | |||||||
86 | 1. Can these be achieved with additional resources? | Yes | ||||||||
87 | 2. Why or why not? | Additional funding would allow for the time it takes to develop structures and procedures needed to mitigate behaviors, develop stronger tier II practices, and refine our social and emotional approach. | ||||||||
88 | b. | Additional building unique items: | ||||||||
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93 |
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2 | 2020-2021 State Assessments Review for 2022-2023 Budget Considerations | ||||||||
3 | District: | 262 Valley Center Pub Sch | Bldg # | Grades Served: | |||||
4 | School: | Abilene Elem | 1980 | K-3,PK (w/IEP),PK,PKAR (3 YO),PKAR (4 YO) | |||||
5 | |||||||||
6 | |||||||||
7 | (A) | Identify the barriers that must be overcome for each student to achieve grade level proficiency on assessments. | |||||||
8 | The following are our identified barrier: Time to develop a comprehensive data analysis cycle of inquiry, family engagement, stronger connections between staff and families, funding for additional subs to ensure local assessments are administered in a developmentally appropriate manner, further training on Fastbridge and My IGDI, time to dive deeper in to supporting resources that assist in teaching the Kansas state standards, and additional funding for sensory and self regulation resources. | ||||||||
9 | |||||||||
10 | |||||||||
11 | (B) | Identify the budget actions that should be taken to address and remove those barriers. | |||||||
12 | With increased state funds, we would increase teacher collaboration time, explore opportunities to increase family engagement, address systems and resources that support a comprehensive tiered support to social emotional learners, academics and behavior, address systems that would help us better train and support classified staff with academics and behaviors, and increase pay for all school employees. | ||||||||
13 | |||||||||
14 | |||||||||
15 | (C) | Identify the amount of time the school estimates it will take for each student to achieve grade level proficiency on the state assessments if the budget actions would be implemented. | |||||||
16 | Approximately 10 years |
1 | ASQ-3, | |||||||||
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2 | 2021-2022 School Year Building Needs Assessment for 2022-2023 Budget Considerations | |||||||||
3 | District: | 262 Valley Center Pub Sch | Bldg # | Grades Served: | ||||||
4 | School: | West Elem | 1984 | K-3 | ||||||
5 | ||||||||||
6 | Please consider the following questions as you complete the needs assessment for your building. | |||||||||
7 | SECTION 1: Student Needs | Notes | ||||||||
8 | a. | Student Headcount | 287 | 9/20/2020 | ||||||
9 | b. | Percentage of students with an active IEP | 21.00% | includes speech only IEPs | ||||||
10 | c. | Percentage of students enrolled in English Language Learner (ELL) services | 15.00% | |||||||
11 | d. | Percentage of students identified as At-Risk (Free lunch)? | 34.20% | |||||||
12 | e. | Pupil-Teacher Ratio Average | 11.1:1 | This ratio includes all reg. education teachers, special education teachers, interventionists and specials teachers (art, music, PE, library and counselor) | ||||||
13 | f. | Pupil-Teacher Ratio Median | 18:1 | This ratio includes only grade level classroom teachers | ||||||
14 | g. | Are the needs of Foster Care Students being met? If no, what supports are needed? | Yes | Access to outside agencies dealing in trauma for families; further access to community services | ||||||
15 | h. | Are there gaps in student success among race/ethnicity student subgroups? | Yes | During data meetings we will develop a plan to support students in underperforming subgroups. | ||||||
16 | i. | Is there a tiered system of support to target reading growth? | Yes | We have Tier 3 supports and will be restructuring Tier 2 for Reading in 22-23. | ||||||
17 | j. | Is there a tiered system of support to target math growth? | Yes | Our building serves both Tier 2 and Tier 3 students through the MTSS model. Our processes are continually being adjusted and refined. | ||||||
18 | k. | Are there local assessments to measure reading growth? | Yes | We use Fastbridge as our local assessment for reading and math K-3. | ||||||
19 | l. | Are there local assessments to measure math growth? | Yes | We use Fastbridge as our local assessment for reading and math K-3. | ||||||
20 | m. | Are there learning opportunities for students to focus on academic needs outside the traditional classroom setting? | Yes | We provide opportunities for after-school tutoring, field trips, and guest speakers. | ||||||
21 | n. | Reviewing state assessment data, what steps are you taking for all students to maximize their scores? | We have created an implementation plan based on cumulative data for ELA and Math. We target instructional needs within a calendared data cycle and will be adjusting the sequence of some units based on the timing of the state assessment. Our 3rd graders are taking the state assessment interims and teachers are using that data to drive their instruction. | |||||||
22 | o. | Are there set targets/goals to move students out of proficiency Levels 1 and 2 on state assessments? | Yes | Our 2021-2022 goal was to have at least 60% of our students scoring a 3 or 4 on the state assessment in ELA. Discussions about math will occur in 2022-2023. | ||||||
23 | ||||||||||
24 | SECTION 2: State Board of Education Outcomes (please utilize your district KESA (accreditation) and Star Recognition plans/rubrics) | Notes | ||||||||
25 | a. | How is social/emotional growth being measured? | SAEBRS and SEL Labs | |||||||
26 | b. | What are the targets/goals related to social/emotional growth? | Self Awareness; Self Management, Social Awareness, Relationship Skills, Responsible Decision Making | |||||||
27 | c. | How do you determine students are ready for Kindergarten? (only if building serves Kindergarteners) | - | ASQ-3; ASQ:SE-2; | ||||||
28 | d. | What are the targets/goals related to Kindergarten Readiness? (only if building serves Kindergarteners) | Kansas schools are required to accept all age-eligible children (five years by August 31st). Kindergarten teachers know that they will have a group of children who have a wide range of abilities and past experiences. Teacher meet students where they are at. | |||||||
29 | e. | How are successes of Individual Plans of Study being measured? | N/A | |||||||
30 | f. | What are the targets/goals related to postsecondary completion/attendance? (only if building serves Grade 12) | N/A | |||||||
31 | g | How are you ensuring students are civically engaged? | Through local field trips, guest speakers, and service projects. | |||||||
32 | ||||||||||
33 | SECTION 3: Curriculum Needs | Notes | ||||||||
34 | a. | What extended learning opportunities are provided (after school programs, summer school programs, etc.)? | Summer school (Camp Hornet), extended school year (ESY), after school groups for instructional or social/emotional. | |||||||
35 | b. | Are there appropriate and adequate instructional materials? | Yes | Always looking for ideas to help students. | ||||||
36 | c. | Is current technology appropriate? If no, what technology is needed to support the curriculum? | Yes | Our building will be getting updated iPads for student use the summer of 2022 as well as our first round of student interactive panels for classrooms. We currently have a device for each student to use. | ||||||
37 | ||||||||||
38 | SECTION 4: Educational Capacities (pursuant to K.S.A. 72-3218) | Notes | ||||||||
39 | b. | Subjects and areas of instruction necessary to meet the graduation requirements adopted by the state board of education are taught. (only if building serves Grade 12) | N/A | |||||||
40 | c. | Is every child in your school provided at least the following capacities? | ||||||||
41 | 1. Sufficient oral and written communication skills to enable students to function in complex and rapidly changing civilization. | Yes | At a foundational grade and developmentally appropriate level. | |||||||
42 | 2. Sufficient knowledge of economic, social, and political systems to enable students to make informed choices. | No | Not developmentally appropriate for K-3. | |||||||
43 | 3. Sufficient understanding of governmental processes to enable the student to understand the issues that affect his or her community, state and nation. | No | Not developmentally appropriate for K-3. | |||||||
44 | 4. Sufficient self-knowledge and knowledge of his or her mental and physical wellness. | Yes | At a foundational grade and developmentally appropriate level. | |||||||
45 | 5. Sufficient grounding in the arts to enable each student to appreciate his or her cultural and historical heritage. | No | Currently, courses in the elementary arts are foundational and do not cover the full cultural and historical heritages of our student demographics | |||||||
46 | 6. Sufficient training or preparation for advanced training in either academic or vocational fields so as to enable each child to choose and pursue life work intelligently. | No | N/A | |||||||
47 | 7. Sufficient levels of academic or vocational skills to enable students to compete favorably with their counterparts in surrounding states, in academics or in job market. | No | N/A | |||||||
48 | ||||||||||
49 | SECTION 5: Staff Needs | Notes | ||||||||
50 | a. | Is there adequate personnel/staff to meet the needs of the school and the needs of students under ESEA guidelines, which requires every classroom to contain an educator who is certified in the content area being taught in said classroom, and meet the goals of the school? | Yes | |||||||
51 | b. | How many classified support staff are currently employed? | 26 | This includes food service, custodians, office staff, and all aides/paras. | ||||||
52 | c. | How many classified support staff are needed? | 5 | I have five unfilled aide/para positions. Hoping people will apply closer to the start of school. Competitive pay a major factor for these unfilled positions. | ||||||
53 | d. | Are there enough appropriately licensed support personnel such as counselors, librarians, nurses, etc.? | No | Our student to counselor ratio exceeds the 250:1 recommended ratio. We would benefit from the addition of a part-time counselor. | ||||||
54 | e. | Are principals & other key staff trained to provide instructional leadership and professional development to teachers? | Yes | Principals are provided with monthly professional development related to instructional leadership. | ||||||
55 | f. | What staff development is necessary for teachers to support student success and meet the school improvement goals? | Training to better support, understand, and mitigate negative behaviors. Training to better support Tier II academically. Training to better support a tiered approach to social/emotional and behavior. | |||||||
56 | ||||||||||
57 | SECTION 6: Facility Needs | Notes | ||||||||
58 | a. | Is there adequate space for student learning? | No | Due to a growing community, space is becoming less available. Our small intervention groups are working out of hallways, the cafeteria, the conference room, and any open space available. | ||||||
59 | b. | Are there necessary repairs and/or adjustment to the existing space that need to be made? | Yes | If additional funding were available, improvements to our playground for accessibility and compliance would be needed. | ||||||
60 | c. | Are additional School Buses needed or any additional Routes needed? | Yes | Yes, if additional funding and drivers were available for hire for students less than 2.5 miles | ||||||
61 | ||||||||||
62 | SECTION 7: Family Needs/Community Relations | Notes | ||||||||
63 | a. | Do you have regular events to engage parents with teachers? | Yes | Parent Teacher Conferences, quarterly family events, Donuts & Digits (breakfast & math activities), PTO/SITE Council Meetings, Field Day | ||||||
64 | b. | What types of caregiver training programs (teaching guardians how to give students help with homework, use technology that students will be required to use, etc.) are provided? | None at this time | We simply do not have the funds needed to put this type of program in place for our families. Our teachers do their best to help parents but we know that additional help is needed. | ||||||
65 | c. | Do you have an active Site Council? | Yes | |||||||
66 | d. | Do you have active PTO, PTA, Booster Club, or other organizations with parent leadership? | Yes | |||||||
67 | e. | What types of communication exists with families? Is it adequate? | Teachers send out newsletters biweekly and principal sends out weekly email and events are posted on social media. Social media is updated regularly and communications are coordinated as needed through district communications director. Building PTO communicates regularly. Positive phone calls or emails are also made. Yes, communication adequate. | |||||||
68 | f. | What types of communication/social media exists with your community? Is it adequate? | Messages are sent out via Infinite Campus (Parent Portal), Facebook, Twitter, Instagram, newsletters (various formats) and podcasts. Yes, this is adequate. | |||||||
69 | ||||||||||
70 | SECTION 8: School Data | Notes | ||||||||
71 | a. | Building Attendance Rate | 96.2% | ksreportcard.ksde.org | ||||||
72 | b. | Building Chronic Absenteeism Rate | 7.6% | ksreportcard.ksde.org | ||||||
73 | c. | District Chronic Absenteeism Rate | 17.1% | 2021, ksreportcard.ksde.org | ||||||
74 | d. | District Graduation Rate | 88.8% | 2018-2021 4 Year Adjusted Cohort Summary, ksreportcard.ksde.org | ||||||
75 | e. | District Dropout Rate | 1% | 2020 Dropout Rate, ksreportcard.ksde.org | ||||||
76 | SECTION 8A: High School Needs (buildings with grades 10 through 12 only) | Notes | ||||||||
77 | a. What is our building graduation rate | N/A | ||||||||
78 | b. What is our building dropout rate? | N/A | ||||||||
79 | c. What is our average comprehensive ACT score? | N/A | ||||||||
80 | ||||||||||
81 | SECTION 9: Other Data | Notes | ||||||||
82 | a. | Fastbridge Fall Reading % of Students Above Benchmark | 54.0% | |||||||
83 | b. | Fastbridge Spring Reading % of Students Above Benchmark | 63.0% | |||||||
84 | c. | Fastbridge Fall Math % of Students Above Benchmark | 69% | |||||||
85 | d. | Fastbridge Spring Math % of Students Above Benchmark | 74.5% | |||||||
86 | e. | Based on the building leadership team's analysis, what are the barriers your school faces with non-assessment related issues? | Recruitment and retention of classified staff members due to pay; Increase in social and emotional needs of our students; increasing number of students whose first language isn't English; | |||||||
87 | 1. Can these be achieved with additional resources? | Yes | ||||||||
88 | 2. Why or why not? | Would mean an increase in district budget to increase compensation and add new positions | ||||||||
89 | b. | Additional building unique items: | ||||||||
90 | ||||||||||
91 | ||||||||||
92 | ||||||||||
93 | ||||||||||
94 |
1 | |||||||||
---|---|---|---|---|---|---|---|---|---|
2 | 2020-2021 State Assessments Review for 2022-2023 Budget Considerations | ||||||||
3 | District: | 262 Valley Center Pub Sch | Bldg # | Grades Served: | |||||
4 | School: | West Elem | 1984 | K-3 | |||||
5 | |||||||||
6 | |||||||||
7 | (A) | Identify the barriers that must be overcome for each student to achieve grade level proficiency on assessments. | |||||||
8 | Barriers include: implementing systems for cycles of improvement; time teachers have with students in small groups decreases with everything added to teachers' plates; all teachers knowledgeable on state standards; need for training in differentiation to meet the needs of all students; need for increased team planning; decrease in staffing; decrease in ability to find and hire highly qualified classified staff; increase in the number of students whose native language is not English; amount of time dedicated to develop a comprehensive data analysis; need to review pacing guides and sequencing of skills taught; decreasing family engagement; social-emotional needs of students; student move-ins last minute (where we were not responsible for what they have learned up to the point of entry into our school/district) | ||||||||
9 | |||||||||
10 | |||||||||
11 | (B) | Identify the budget actions that should be taken to address and remove those barriers. | |||||||
12 | With increased funding at the state level, budget actions could include: address systems and resources that support a comprehensive tiered system of support for all learners; implement systems for training classified staff for support with academics and behaviors; increase pay for all school employees, especially for classified aide and para positions; increase the number of ESOL aides; compensation (increase in pay) for aides who are bilingual; exploration of opportunities/funds for family engagement/educational opportunities; training for certified staff on differentiation of curriculum; increase personnel to help support and expand Tier 2/Tier 3 services. | ||||||||
13 | |||||||||
14 | |||||||||
15 | (C) | Identify the amount of time the school estimates it will take for each student to achieve grade level proficiency on the state assessments if the budget actions would be implemented. | |||||||
16 | Approximately 10 years |
1 | ||||||||||
---|---|---|---|---|---|---|---|---|---|---|
2 | 2021-2022 School Year Building Needs Assessment for 2022-2023 Budget Considerations | |||||||||
3 | District: | 262 Valley Center Pub Sch | Bldg # | Grades Served: | ||||||
4 | School: | Wheatland Elem | 1981 | K-3 | ||||||
5 | ||||||||||
6 | Please consider the following questions as you complete the needs assessment for your building. | |||||||||
7 | SECTION 1: Student Needs | Notes | ||||||||
8 | a. | Student Headcount | 350 | 9/20/2020 | ||||||
9 | b. | Percentage of students with an active IEP | 23.70% | This percentage includes students who have a speech only IEP. | ||||||
10 | c. | Percentage of students enrolled in English Language Learner (ELL) services | 0.00% | |||||||
11 | d. | Percentage of students identified as At-Risk (Free lunch)? | 30.60% | |||||||
12 | e. | Pupil-Teacher Ratio Average | 11.3 : 1 | This ratio includes special education teachers, interventionists, and specials teachers (Music, PE, Counselor, Librarian, and Art). | ||||||
13 | f. | Pupil-Teacher Ratio Median | 18 : 1 | This ratio only includes grade level classroom teachers | ||||||
14 | g. | Are the needs of Foster Care Students being met? If no, what supports are needed? | Yes | Further access to community services and support | ||||||
15 | h. | Are there gaps in student success among race/ethnicity student subgroups? | Yes | We disaggregate Fastbridge and state assessment data based on subgroups. During data meetings, we will develop a plan to support students in underperforming subgroups who fall below benchmark. | ||||||
16 | i. | Is there a tiered system of support to target reading growth? | Yes | We currently have 3 Tier support and will be working to strengthen our Tier 2 Reading support in the coming year. We utilize data to determine student support needs | ||||||
17 | j. | Is there a tiered system of support to target math growth? | Yes | We currently have 3 Tier support through the MTSS model and utilize data to determine student support needs. | ||||||
18 | k. | Are there local assessments to measure reading growth? | Yes | We utilize Fastbridge as our local assessment measure for Reading. | ||||||
19 | l. | Are there local assessments to measure math growth? | Yes | We utilize Fastbridge as our local assessment measure for Math. | ||||||
20 | m. | Are there learning opportunities for students to focus on academic needs outside the traditional classroom setting? | Yes | Yes, we provide learning opportunities through after school groups, field trips and guest speakers. | ||||||
21 | n. | Reviewing state assessment data, what steps are you taking for all students to maximize their scores? | Yes | We have created an implementation plan based on cumulative data for ELA. We target instructional needs within a calendared data cycle. We are taking the state assessment interims, breaking down that data and creating actions steps based on the data. | ||||||
22 | o. | Are there set targets/goals to move students out of proficiency Levels 1 and 2 on state assessments? | Yes | Our 2021-2022 goal was to have at least 60% of our students scoring a 3 or 4 on the state assessment in ELA. Discussions about math will occur in 2022-2023. | ||||||
23 | ||||||||||
24 | SECTION 2: State Board of Education Outcomes (please utilize your district KESA (accreditation) and Star Recognition plans/rubrics) | Notes | ||||||||
25 | a. | How is social/emotional growth being measured? | SAEBRS and SEL Labs | |||||||
26 | b. | What are the targets/goals related to social/emotional growth? | self-awareness, self-management, social awareness, relationship skills, and responsible decision-making | |||||||
27 | c. | How do you determine students are ready for Kindergarten? (only if building serves Kindergarteners) | ASQ-3, ASQ:SE-2 (Ages and Stages Questionnaire) | |||||||
28 | d. | What are the targets/goals related to Kindergarten Readiness? (only if building serves Kindergarteners) | Kansas schools are required to accept all age-eligible children (five years by August 31st). Kindergarten teachers know that they will have a group of children who have a wide range of abilities and past experiences. Teacher meet students where they are at. | |||||||
29 | e. | How are successes of Individual Plans of Study being measured? | N/A | |||||||
30 | f. | What are the targets/goals related to postsecondary completion/attendance? (only if building serves Grade 12) | N/A | N/A | ||||||
31 | g | How are you ensuring students are civically engaged? | Through local field trips, guest speakers, and service projects | |||||||
32 | ||||||||||
33 | SECTION 3: Curriculum Needs | Notes | ||||||||
34 | a. | What extended learning opportunities are provided (after school programs, summer school programs, etc.)? | Targeted reading intervention through summer school, Camp Hornet enrichment, Extended School Year (ESY), and after school groups for social emotional learning | |||||||
35 | b. | Are there appropriate and adequate instructional materials? | Yes | Our curriculum committees meet on a rotation to review and improve as needed. | ||||||
36 | c. | Is current technology appropriate? If no, what technology is needed to support the curriculum? | Yes | Current technology is available for each student; either Chromebook or iPad. Teachers have access to needed devices and programs. | ||||||
37 | ||||||||||
38 | SECTION 4: Educational Capacities (pursuant to K.S.A. 72-3218) | Notes | ||||||||
39 | b. | Subjects and areas of instruction necessary to meet the graduation requirements adopted by the state board of education are taught. (only if building serves Grade 12) | N/A | |||||||
40 | c. | Is every child in your school provided at least the following capacities? | ||||||||
41 | 1. Sufficient oral and written communication skills to enable students to function in complex and rapidly changing civilization. | Yes | At a foundational grade and developmentally appropriate level | |||||||
42 | 2. Sufficient knowledge of economic, social, and political systems to enable students to make informed choices. | No | Not age and developmentally appropriate at K-3 | |||||||
43 | 3. Sufficient understanding of governmental processes to enable the student to understand the issues that affect his or her community, state and nation. | No | Not age and developmentally appropriate at K-3 | |||||||
44 | 4. Sufficient self-knowledge and knowledge of his or her mental and physical wellness. | Yes | At a foundational grade and developmentally appropriate level | |||||||
45 | 5. Sufficient grounding in the arts to enable each student to appreciate his or her cultural and historical heritage. | No | Currently, courses in the elementary arts are foundational and do not cover the full cultural and historical heritages of our student demographics | |||||||
46 | 6. Sufficient training or preparation for advanced training in either academic or vocational fields so as to enable each child to choose and pursue life work intelligently. | No | N/A | |||||||
47 | 7. Sufficient levels of academic or vocational skills to enable students to compete favorably with their counterparts in surrounding states, in academics or in job market. | No | N/A | |||||||
48 | ||||||||||
49 | SECTION 5: Staff Needs | Notes | ||||||||
50 | a. | Is there adequate personnel/staff to meet the needs of the school and the needs of students under ESEA guidelines, which requires every classroom to contain an educator who is certified in the content area being taught in said classroom, and meet the goals of the school? | Yes | The counselor is currently a licensed teacher but is on a provisional counseling license while she completes appropriate coursework. | ||||||
51 | b. | How many classified support staff are currently employed? | 30 | This includes food services, custodians, paraprofessionals, and instructional aides | ||||||
52 | c. | How many classified support staff are needed? | 35 | I have 5 unfilled paraprofessional and instructional aide positions. Classified positions are hard to fill at this time due to competitive pay and availability of applicants | ||||||
53 | d. | Are there enough appropriately licensed support personnel such as counselors, librarians, nurses, etc.? | No | Our student to counselor ratio exceeds the 250:1 recommended ratio. We would benefit from an additional counselor | ||||||
54 | e. | Are principals & other key staff trained to provide instructional leadership and professional development to teachers? | Yes | Principals are provided with monthly professional development related to instructional leadership | ||||||
55 | f. | What staff development is necessary for teachers to support student success and meet the school improvement goals? | Training to better support, understand, and mitigate negative behaviors. Training to better support Tier II academically. Training to better support a tiered approach to social/emotional and behavior. | |||||||
56 | ||||||||||
57 | SECTION 6: Facility Needs | Notes | ||||||||
58 | a. | Is there adequate space for student learning? | No | Due to our growing community, space is limited. Spaces are shared and serve multiple purposes. Small intervention groups work in hallways and the cafeteria | ||||||
59 | b. | Are there necessary repairs and/or adjustment to the existing space that need to be made? | Yes | Yes, if additional funding were available to make our playgrounds ADA compliant, increase teacher collaboration and PD space, added safe space for students needing sensory or calming spaces. | ||||||
60 | c. | Are additional School Buses needed or any additional Routes needed? | Yes | Yes, if additional funding and drivers were available for hire for students less than 2.5 miles | ||||||
61 | ||||||||||
62 | SECTION 7: Family Needs/Community Relations | Notes | ||||||||
63 | a. | Do you have regular events to engage parents with teachers? | Yes | PTO/Site council meetings, Parent Teacher conferences, quarterly family events, Art Science & Literature Fair, Meet your Teacher night, Field Day, and Watch D.O.G.S will resume this fall | ||||||
64 | b. | What types of caregiver training programs (teaching guardians how to give students help with homework, use technology that students will be required to use, etc.) are provided? | None at this time | We simply do not have the funds needed to put this type of program in place for our families. Our teachers do their best to help parents but we know that additional help is needed. | ||||||
65 | c. | Do you have an active Site Council? | Yes | |||||||
66 | d. | Do you have active PTO, PTA, Booster Club, or other organizations with parent leadership? | Yes | Our PTO is active and meets monthly in person as well as virtually. | ||||||
67 | e. | What types of communication exists with families? Is it adequate? | Teachers send out newsletters biweekly and principal sends out monthly newsletters via email and social media. Social media is updated regularly and communications are coordinated as needed through district communications director. Building PTO communicates regularly. Positive phone calls or emails are made weekly. Yes, communication adequate. | |||||||
68 | f. | What types of communication/social media exists with your community? Is it adequate? | Messages are sent out via Infinite Campus messenger, Facebook, Twitter, Instagram, newsletters (various formats), and podcasts. Yes, this is adequate | |||||||
69 | ||||||||||
70 | SECTION 8: School Data | Notes | ||||||||
71 | a. | Building Attendance Rate | 96.4% | 2021, ksreportcard.ksde.org | ||||||
72 | b. | Building Chronic Absenteeism Rate | 5.8% | 2021, ksreportcard.ksde.org | ||||||
73 | c. | District Chronic Absenteeism Rate | 17.1% | 2021, ksreportcard.ksde.org | ||||||
74 | d. | District Graduation Rate | 88.8% | 2018-2021 4 Year Adjusted Cohort Summary, ksreportcard.ksde.org | ||||||
75 | e. | District Dropout Rate | 1% | 2020 Dropout Rate, ksreportcard.ksde.org | ||||||
76 | SECTION 8A: High School Needs (buildings with grades 10 through 12 only) | Notes | ||||||||
77 | a. What is our building graduation rate | N/A | ||||||||
78 | b. What is our building dropout rate? | N/A | ||||||||
79 | c. What is our average comprehensive ACT score? | N/A | ||||||||
80 | ||||||||||
81 | SECTION 9: Other Data | Notes | ||||||||
82 | a. | Fastbridge Reading Fall Reading % of Students Above Benchmark | 50.40% | |||||||
83 | b. | Fastbridge Reading Spring Reading % of Students Above Benchmark | 59.8% | |||||||
84 | c. | Fastbridge Math Fall Math % of Students Above Benchmark | 62.60% | |||||||
85 | d. | Fastbridge Math Spring Math % of Students Above Benchmark | 73.70% | |||||||
86 | e. | Based on the building leadership team's analysis, what are the barriers your school faces with non-assessment related issues? | Recruitment and retention of classified staff members due to pay; Increase in social and emotional needs of our students. As the elementary school in the district with space for growth, we have many students that don't have longevity in the district and have deficit foundational skills | |||||||
87 | 1. Can these be achieved with additional resources? | Yes | ||||||||
88 | 2. Why or why not? | Would require an increase in district funding to increase classified staff compensation and add additional positions to support changing student needs | ||||||||
89 | b. | Additional building unique items: | ||||||||
90 | ||||||||||
91 | ||||||||||
92 | ||||||||||
93 | ||||||||||
94 |
1 | |||||||||
---|---|---|---|---|---|---|---|---|---|
2 | 2020-2021 State Assessments Review for 2022-2023 Budget Considerations | ||||||||
3 | District: | 262 Valley Center Pub Sch | Bldg # | Grades Served: | |||||
4 | School: | Wheatland Elem | 1981 | K-3 | |||||
5 | |||||||||
6 | |||||||||
7 | (A) | Identify the barriers that must be overcome for each student to achieve grade level proficiency on assessments. | |||||||
8 | Barriers include: implementing systems for cycles of improvement; a need for increased teacher knowledge state standards; a need for continued training on differentiation to meet the needs of all students; staff retention; the ability to find and hire highly qualified classified staff; amount of time dedicated to develop a comprehensive data analysis; a need for increased positive family engagement; social-emotional needs of students; family mobility increases gaps in foundational knowledge | ||||||||
9 | |||||||||
10 | |||||||||
11 | (B) | Identify the budget actions that should be taken to address and remove those barriers. | |||||||
12 | With increased funding at the state level, budget actions could include: address systems and resources that support a comprehensive tiered system of support for all learners; implement systems for training classified staff for support with academics and behaviors; increase pay for all school employees, especially for classified aide and para positions; increase the number of ESOL aides; compensation (increase in pay) for aides who are bilingual; exploration of opportunities/funds for family engagement/educational opportunities; training for certified staff on differentiation of curriculum; increase personnel to help support and expand Tier 2/Tier 3 services. | ||||||||
13 | |||||||||
14 | |||||||||
15 | (C) | Identify the amount of time the school estimates it will take for each student to achieve grade level proficiency on the state assessments if the budget actions would be implemented. | |||||||
16 | 10 years |
1 | ||||||||||
---|---|---|---|---|---|---|---|---|---|---|
2 | 2021-2022 School Year Building Needs Assessment for 2022-2023 Budget Considerations | |||||||||
3 | District: | 262 Valley Center Pub Sch | Bldg # | Grades Served: | ||||||
4 | School: | Valley Center Intermediate School | 1977 | 4-5 | ||||||
5 | ||||||||||
6 | Please consider the following questions as you complete the needs assessment for your building. | |||||||||
7 | SECTION 1: Student Needs | Notes | ||||||||
8 | a. | Student Headcount | 468 | 9/20/2020 | ||||||
9 | b. | Percentage of students with an active IEP | 20.30% | 20.3 % of our students at VCIS have an IEP- (Gifted Included) 19.5 % of our students at VCIS have an IEP for a disability only. | ||||||
10 | c. | Percentage of students enrolled in English Language Learner (ELL) services | 4.00% | 19 students are enrolled in ESOL services | ||||||
11 | d. | Percentage of students identified as At-Risk (Free lunch)? | 32.00% | Free- 32% Reduced-5% | ||||||
12 | e. | Pupil-Teacher Ratio Average | 15:1 | This ratio includes special education teachers, interventionists, and special's teachers (Music, PE, Counselor, Librarian, and Art). | ||||||
13 | f. | Pupil-Teacher Ratio Median | 23:1 | This ratio only includes grade level classroom teachers | ||||||
14 | g. | Are the needs of Foster Care Students being met? If no, what supports are needed? | Yes | We engage families with community resources and partner with organizations to support foster care students at school | ||||||
15 | h. | Are there gaps in student success among race/ethnicity student subgroups? | Yes | Fastbridge and KAP data is broken down into subgroups to identify students who are not performing at grade level. Supports are put into place that are individualized to the students needs. | ||||||
16 | i. | Is there a tiered system of support to target reading growth? | Yes | There is 30 minutes of tiered instructional support time built into the daily schedule to support reading growth. Students receive targeted instruction based on specific reading standards for students to develop toward proficiency. | ||||||
17 | j. | Is there a tiered system of support to target math growth? | Yes | There is 30 minutes of tiered instructional support time built into the daily schedule to support math growth. Students receive targeted instruction based on specific reading standards for students to develop toward proficiency. | ||||||
18 | k. | Are there local assessments to measure reading growth? | Yes | We utilize Fastbridge as our local assessment measure for Reading which is administered for all students three times per year (Fall, Winter, Spring) | ||||||
19 | l. | Are there local assessments to measure math growth? | Yes | We utilize Fastbridge as our local assessment measure for Math which is administered for all students three times per year (Fall, Winter, Spring) | ||||||
20 | m. | Are there learning opportunities for students to focus on academic needs outside the traditional classroom setting? | Yes | Currently VCIS provides opportunities before and after school for additional learning opportunities. This includes instructional and extracurricular clubs. We also provide students with field experiences off campus, and opportunities for scholars to learn from community speakers. | ||||||
21 | n. | Reviewing state assessment data, what steps are you taking for all students to maximize their scores? | Currently we have moved to evidence-based grading/learning to maximize our emphasis on looking specifically at standards. With this each grade level created hyperdocs that contain resources with common assessments correlating to questions formatted to reflect our state assessment. We also have begun using the KAP Interim assessments to prepare students for success. | |||||||
22 | o. | Are there set targets/goals to move students out of proficiency Levels 1 and 2 on state assessments? | Yes | We utilize data cycles to set target goals and provide intervention for scholars who have not mastered grade level standards. We also use supplemental assessments such as fastbridge benchmark testing for foundational skills, interim assessments, and tiered intervention systems to support student growth on state assessments. | ||||||
23 | ||||||||||
24 | SECTION 2: State Board of Education Outcomes (please utilize your district KESA (accreditation) and Star Recognition plans/rubrics) | Notes | ||||||||
25 | a. | How is social/emotional growth being measured? | Yes | SAEBRES, SELWeb | ||||||
26 | b. | What are the targets/goals related to social/emotional growth? | Yes | Working to decrease behavior referrals, increase attendance, and support student needs based on SELweb assessments. | ||||||
27 | c. | How do you determine students are ready for Kindergarten? (only if building serves Kindergarteners) | N/A | N/A | ||||||
28 | d. | What are the targets/goals related to Kindergarten Readiness? (only if building serves Kindergarteners) | N/A | N/A | ||||||
29 | e. | How are successes of Individual Plans of Study being measured? | N/A | N/A | ||||||
30 | f. | What are the targets/goals related to postsecondary completion/attendance? (only if building serves Grade 12) | N/A | N/A | ||||||
31 | g | How are you ensuring students are civically engaged? | Building Wide Values- We also have other opportunities such as kindness club, student council, and student led service projects | At VCIS we challenge scholars to “Be The CHANGE” which represent our core values: These values are taught daily throughout the year to help students follow building wide expectations, practice social skills, and support character development. C- Care for others H- Help Others A- Always do what’s right N- Never Give Up G- Get It Done E- Everyone Has Value | ||||||
32 | ||||||||||
33 | SECTION 3: Curriculum Needs | Notes | ||||||||
34 | a. | What extended learning opportunities are provided (after school programs, summer school programs, etc.)? | Yes | Summer school (Camp Hornet), extended school year (ESY), after school groups for instructional or social/emotional. Crazy 8's Club | ||||||
35 | b. | Are there appropriate and adequate instructional materials? | Yes | Curriculum Instruction and Assessment district teams meet regularly to analyze instructional resources and update as necessary. | ||||||
36 | c. | Is current technology appropriate? If no, what technology is needed to support the curriculum? | Yes | Staff and students have access to technology as an instructional tool for learning. Students are 1:1 and each have a chromebook to use throughout the year. Staff have laptops as well as smart boards and have received additional training for implementation. | ||||||
37 | ||||||||||
38 | SECTION 4: Educational Capacities (pursuant to K.S.A. 72-3218) | Notes | ||||||||
39 | b. | Subjects and areas of instruction necessary to meet the graduation requirements adopted by the state board of education are taught. (only if building serves Grade 12) | Yes | N/A | ||||||
40 | c. | Is every child in your school provided at least the following capacities? | No | See rationale below | ||||||
41 | 1. Sufficient oral and written communication skills to enable students to function in complex and rapidly changing civilization. | Yes | Scholars receive direct writing instruction built into the daily schedule to target written communication skills. Throughout the lessons scholars also practice social skills by working cooperatively with scholars in groups and teams. Students communicate with adults and peers via a variety of platforms and communication skills are intentionally worked on in a variety of classes and settings. | |||||||
42 | 2. Sufficient knowledge of economic, social, and political systems to enable students to make informed choices. | No | Informed decision making is a progressing skill at this developmental level. Skills are intentionally developed and need continual growth. | |||||||
43 | 3. Sufficient understanding of governmental processes to enable the student to understand the issues that affect his or her community, state and nation. | No | Understanding governmental processes and having a full understanding of the issues is a progressing skill at this developmental level. Skills are intentionally developed and need continual growth. | |||||||
44 | 4. Sufficient self-knowledge and knowledge of his or her mental and physical wellness. | Yes | VCIS utilizes social emotional learning and direct instruction for mental and physical wellness during counseling and PE classes. Scholars are encouraged to practice these learned skills and reinforced in their core academic classes. | |||||||
45 | 5. Sufficient grounding in the arts to enable each student to appreciate his or her cultural and historical heritage. | Yes | VCIS students have music class and art class. They also have access to honor choir, band, and art club as additional opportunities. | |||||||
46 | 6. Sufficient training or preparation for advanced training in either academic or vocational fields so as to enable each child to choose and pursue life work intelligently. | No | We are working to develop opportunities for students in advanced training for vocational fields. | |||||||
47 | 7. Sufficient levels of academic or vocational skills to enable students to compete favorably with their counterparts in surrounding states, in academics or in job market. | No | We are working to develop opportunities for students in advanced training for vocational fields. | |||||||
48 | ||||||||||
49 | SECTION 5: Staff Needs | Notes | ||||||||
50 | a. | Is there adequate personnel/staff to meet the needs of the school and the needs of students under ESEA guidelines, which requires every classroom to contain an educator who is certified in the content area being taught in said classroom, and meet the goals of the school? | Yes | All current licensed staff are certified in the content area they are teaching. | ||||||
51 | b. | How many classified support staff are currently employed? | 31 | This includes food services, custodians, paraprofessionals, and instructional aides | ||||||
52 | c. | How many classified support staff are needed? | 5 | 3 at risk aides, 1 ESOL para, 1 part time Custodian | ||||||
53 | d. | Are there enough appropriately licensed support personnel such as counselors, librarians, nurses, etc.? | No | If funds were available we could benefit from an additional specials teacher | ||||||
54 | e. | Are principals & other key staff trained to provide instructional leadership and professional development to teachers? | Yes | Principals are provided with monthly professional development related to instructional leadership. Teachers receive monthly PD as well as PLC time and weekly team time. | ||||||
55 | f. | What staff development is necessary for teachers to support student success and meet the school improvement goals? | Science of Reading training for all new ELA staff members. Staff could benefit from additional training in response to intervention and how to facilitate research based Tier 2 and 3 instruction. Staff could benefit from additional training refreshers on classroom management and positive behavior supports. | |||||||
56 | ||||||||||
57 | SECTION 6: Facility Needs | Notes | ||||||||
58 | a. | Is there adequate space for student learning? | Yes | We do have adequate space for student learning and have additional room should enrollment continue to increase. | ||||||
59 | b. | Are there necessary repairs and/or adjustment to the existing space that need to be made? | No | N/A | ||||||
60 | c. | Are additional School Buses needed or any additional Routes needed? | Yes | Yes, if additional funding and drivers were available for hire for students less than 2.5 miles | ||||||
61 | ||||||||||
62 | SECTION 7: Family Needs/Community Relations | Notes | ||||||||
63 | a. | Do you have regular events to engage parents with teachers? | Yes | We have a back to school family barbeque at the beginning of the year to engage families and teachers. Throughout the year we have several family engagement events and Parent Teacher Conferences in the fall and spring. | ||||||
64 | b. | What types of caregiver training programs (teaching guardians how to give students help with homework, use technology that students will be required to use, etc.) are provided? | Not at this time. | Our teachers do their best to help parents but we know that additional help is needed. | ||||||
65 | c. | Do you have an active Site Council? | Yes | Site council meets monthly and works to support VCIS in achieving our school improvement goals | ||||||
66 | d. | Do you have active PTO, PTA, Booster Club, or other organizations with parent leadership? | Yes | PTO meets monthly to support the needs of the students/staff and works to support the building wide goals of the school. We currently have a President/Treasurer, Vice President, Secretary, Homeroom Parent Organizer, Social Media Manager, and PTO volunteer. | ||||||
67 | e. | What types of communication exists with families? Is it adequate? | Yes VCIS uses several modes of communication with families. | -Beginning of school newspaper is sent out to all families -Virtual newsletter is sent out weekly to all parents with principal update and information for upcoming events -Teachers make phone calls home sharing positive feedback or concerns as needed. -Letters or notes home to families -Verbal communication through in person events and meetings -Website for families to go to for additional school wide information -Social Media platforms | ||||||
68 | f. | What types of communication/social media exists with your community? Is it adequate? | School Website, Facebook, TikTok, Instagram, Twitter | We have social media platforms for the school, and teachers/counselors also have individual platforms such as a classroom facebook page to connect with families as well. Our PTO has a facebook page as well to promote their sponsored events. | ||||||
69 | ||||||||||
70 | SECTION 8: School Data | Notes | ||||||||
71 | a. | Building Attendance Rate | 94.0% | 2020- 95.2% 2021-94% | ||||||
72 | b. | Building Chronic Absenteeism Rate | 6.4% | via Infinite Campus | ||||||
73 | c. | District Chronic Absenteeism Rate | 17.1% | 2021, ksreportcard.ksde.org | ||||||
74 | d. | District Graduation Rate | 88.8% | 2018-2021 4 Year Adjusted Cohort Summary, ksreportcard.ksde.org | ||||||
75 | e. | District Dropout Rate | 1% | 2020 Dropout Rate, ksreportcard.ksde.org | ||||||
76 | SECTION 8A: High School Needs (buildings with grades 10 through 12 only) | Notes | ||||||||
77 | a. What is our building graduation rate | N/A | ||||||||
78 | b. What is our building dropout rate? | N/A | ||||||||
79 | c. What is our average comprehensive ACT score? | N/A | ||||||||
80 | ||||||||||
81 | SECTION 9: Other Data | Notes | ||||||||
82 | a. | Fastbridge Math Fall Reading % of Students Above Benchmark | --% | |||||||
83 | b. | Fastbridge Math Spring Reading % of Students Above Benchmark | 82.0% | |||||||
84 | c. | Fastbridge Math Fall Math % of Students Above Benchmark | -- | |||||||
85 | d. | Fastbridge Math Spring Math % of Students Above Benchmark | 80.0% | |||||||
86 | e. | Based on the building leadership team's analysis, what are the barriers your school faces with non-assessment related issues? | High risk students in reading, middle students lack progress, high number of students in some risk 1/4 of students are not making adequate growth in both subjects The lack of growth between fall and winter Math- need to get high risk numbers lower, aMath was the same fall and winter Reading- need to get high risk numbers lower Math: ~30% are in the bottom risk; Reading: ~30% are in the bottom risk | |||||||
87 | 1. Can these be achieved with additional resources? | |||||||||
88 | 2. Why or why not? | |||||||||
89 | b. | Additional building unique items: | ||||||||
90 | ||||||||||
91 | ||||||||||
92 | ||||||||||
93 | ||||||||||
94 |
1 | |||||||||
---|---|---|---|---|---|---|---|---|---|
2 | 2020-2021 State Assessments Review for 2022-2023 Budget Considerations | ||||||||
3 | District: | 262 Valley Center Pub Sch | Bldg # | Grades Served: | |||||
4 | School: | Valley Center Intermediate School | 1977 | 4-5 | |||||
5 | |||||||||
6 | |||||||||
7 | (A) | Identify the barriers that must be overcome for each student to achieve grade level proficiency on assessments. | |||||||
8 | Barriers include: implementing systems for cycles of improvement; a need for increased teacher knowledge state standards; a need for continued training on differentiation to meet the needs of all students; staff retention; the ability to find and hire highly qualified classified staff; amount of time dedicated to develop a comprehensive data analysis; a need for increased positive family engagement; social-emotional needs of students; family mobility increases gaps in foundational knowledge | ||||||||
9 | |||||||||
10 | |||||||||
11 | (B) | Identify the budget actions that should be taken to address and remove those barriers. | |||||||
12 | With increased funding at the state level, budget actions could include: address systems and resources that support a comprehensive tiered system of support for all learners; implement systems for training classified staff for support with academics and behaviors; increase pay for all school employees, especially for classified aide and para positions; increase the number of ESOL aides; compensation (increase in pay) for aides who are bilingual; exploration of opportunities/funds for family engagement/educational opportunities; training for certified staff on differentiation of curriculum; increase personnel to help support and expand Tier 2/Tier 3 services. | ||||||||
13 | |||||||||
14 | |||||||||
15 | (C) | Identify the amount of time the school estimates it will take for each student to achieve grade level proficiency on the state assessments if the budget actions would be implemented. | |||||||
16 | approximately 10 years |
1 | ||||||||||
---|---|---|---|---|---|---|---|---|---|---|
2 | 2021-2022 School Year Building Needs Assessment for 2022-2023 Budget Considerations | |||||||||
3 | District: | 262 Valley Center Pub Sch | Bldg # | Grades Served: | ||||||
4 | School: | Valley Center Middle School | 1985 | 6-8 | ||||||
5 | ||||||||||
6 | ||||||||||
7 | SECTION 1: Student Needs | Notes | ||||||||
8 | a. | Student Headcount | 736 | 9/20/2020 | ||||||
9 | b. | Percentage of students with an active IEP | 18.00% | |||||||
10 | c. | Percentage of students enrolled in English Language Learner (ELL) services | 1.60% | |||||||
11 | d. | Percentage of students identified as At-Risk (Free lunch)? | 28.00% | |||||||
12 | e. | Pupil-Teacher Ratio Average | 20:1 | |||||||
13 | f. | Pupil-Teacher Ratio Median | 19.75:1 | |||||||
14 | g. | Are the needs of Foster Care Students being met? If no, what supports are needed? | Yes | Social emotional services with connection to Hornet Care Team | ||||||
15 | h. | Are there gaps in student success among race/ethnicity student subgroups? | Yes | Identifying gaps and analyzing a root cause to develop systems and strategies for improvement | ||||||
16 | i. | Is there a tiered system of support to target reading growth? | Yes | This process is being refined and improved as we target needs in this area for the 2022-23 school year and beyond. Tier 3 support is built into our master scheduling based of student data/needs. | ||||||
17 | j. | Is there a tiered system of support to target math growth? | Yes | This process is being refined and improved as we target needs in this area for the 2022-23 school year and beyond. Tier 3 support is built into our master scheduling based of student data/needs. | ||||||
18 | k. | Are there local assessments to measure reading growth? | Yes | We utilize Fastbridge as our local assessment for reading and math in grades 6-8. | ||||||
19 | l. | Are there local assessments to measure math growth? | Yes | We utilize Fastbridge as our local assessment for reading and math in grades 6-8. | ||||||
20 | m. | Are there learning opportunities for students to focus on academic needs outside the traditional classroom setting? | Yes | We provide opportunities to partner with outside agencies/businesses, and bring in guest speakers to enhance learning opportunities for students. | ||||||
21 | n. | Reviewing state assessment data, what steps are you taking for all students to maximize their scores? | Identifying instructional calendar, focus standards, common assessments to be reviewed in multiple cycles of improvement during a school year. | |||||||
22 | o. | Are there set targets/goals to move students out of proficiency Levels 1 and 2 on state assessments? | Yes | utilization of fastbridge benchmark testing for foundational skills, interim assessments, and tiered intervention systems | ||||||
23 | ||||||||||
24 | SECTION 2: State Board of Education Outcomes (please utilize your district KESA (accreditation) and Star Recognition plans/rubrics) | Notes | ||||||||
25 | a. | How is social/emotional growth being measured? | Local Assessment, SAEBRS, student survey data | 1:1 connection with student:adult connections Survey data, minute meetings, lunch groups | ||||||
26 | b. | What are the targets/goals related to social/emotional growth? | 1:1 student to adult connection with 100% of students in the building | Assessed through 1:1 minute meetings with counselors | ||||||
27 | c. | How do you determine students are ready for Kindergarten? (only if building serves Kindergarteners) | NA | |||||||
28 | d. | What are the targets/goals related to Kindergarten Readiness? (only if building serves Kindergarteners) | NA | |||||||
29 | e. | How are successes of Individual Plans of Study being measured? | Successful completion of Future Me activities and Cello lessons | These lessons are evaluated and used for high school readiness. Increasing structure to be more inclusive in IES prepration in grades 6-8. | ||||||
30 | f. | What are the targets/goals related to postsecondary completion/attendance? (only if building serves Grade 12) | NA | |||||||
31 | g | How are you ensuring students are civically engaged? | volunteer opportunities, curricular activities that align with standards in various content areas | Future plans include developing a student advisory group that can assist in civic engagement opportunities | ||||||
32 | ||||||||||
33 | Notes | |||||||||
34 | a. | What extended learning opportunities are provided (after school programs, summer school programs, etc.)? | After school program, Camp Hornet, Extended School year (ESY) | |||||||
35 | b. | Are there appropriate and adequate instructional materials? | Yes | |||||||
36 | c. | Is current technology appropriate? If no, what technology is needed to support the curriculum? | Yes | |||||||
37 | ||||||||||
38 | SECTION 4: Educational Capacities (pursuant to K.S.A. 72-3218) | Notes | ||||||||
39 | b. | Subjects and areas of instruction necessary to meet the graduation requirements adopted by the state board of education are taught. (only if building serves Grade 12) | NA | |||||||
40 | c. | Is every child in your school provided at least the following capacities? | No | |||||||
41 | 1. Sufficient oral and written communication skills to enable students to function in complex and rapidly changing civilization. | Yes | Students communicate with adults and peers via a variety of platforms. In addition communication skills are intentionally worked on in a variety of classes and settings. | |||||||
42 | 2. Sufficient knowledge of economic, social, and political systems to enable students to make informed choices. | Yes | Informed decision making is a progressing skill at this developmental level. Skills are intentionally developed and need continual growth. | |||||||
43 | 3. Sufficient understanding of governmental processes to enable the student to understand the issues that affect his or her community, state and nation. | No | Beginning to develop understanding of the complex arrangement and workings of these structures. Students are moving towards a sufficient understanding and application of these processes at this developmental level | |||||||
44 | 4. Sufficient self-knowledge and knowledge of his or her mental and physical wellness. | Yes | All students engage in a health class during middle school. Continued opportunities for wellness are embedded in curricular opportunities throughout middle school including opportunities to understand mental wellness in individual and small group settings. | |||||||
45 | 5. Sufficient grounding in the arts to enable each student to appreciate his or her cultural and historical heritage. | Yes | Students gain cultural and historical knowledge through standards taught in core subjects. | |||||||
46 | 6. Sufficient training or preparation for advanced training in either academic or vocational fields so as to enable each child to choose and pursue life work intelligently. | Yes | Students have opportunities to elect choices in career and technical education courses that align with their interests. | |||||||
47 | 7. Sufficient levels of academic or vocational skills to enable students to compete favorably with their counterparts in surrounding states, in academics or in job market. | Yes | A variety of learning opportunities are present within the course structure. An increase in introductory CTE course at the middle school will be available beginning 22/23 | |||||||
48 | ||||||||||
49 | SECTION 5: Staff Needs | Notes | ||||||||
50 | a. | Is there adequate personnel/staff to meet the needs of the school and the needs of students under ESEA guidelines, which requires every classroom to contain an educator who is certified in the content area being taught in said classroom, and meet the goals of the school? | No | Due to an August resignation we did not have a certified spanish teacher 21/22 school year. We did not receive applications for an Industrial Arts position that will go unfilled in 22/23 It is becoming increasingly challenging to meet the demands of gaining highly qualified staff in some content areas due to certification requirements and availability. | ||||||
51 | b. | How many classified support staff are currently employed? | 37 | |||||||
52 | c. | How many classified support staff are needed? | 40 | VCMS would benefit from having lunchroom aides, a building aide, and more para professionals on a consistent basis. | ||||||
53 | d. | Are there enough appropriately licensed support personnel such as counselors, librarians, nurses, etc.? | Yes | |||||||
54 | e. | Are principals & other key staff trained to provide instructional leadership and professional development to teachers? | Yes | |||||||
55 | f. | What staff development is necessary for teachers to support student success and meet the school improvement goals? | Increased skills with student behavior management post pandemic. Continued training around identifying focus standards and informing growth of student achievement with data. | |||||||
56 | ||||||||||
57 | SECTION 6: Facility Needs | Notes | ||||||||
58 | a. | Is there adequate space for student learning? | No | Due to a growing community, space is becoming less available. Oftentimes, small groups are utilizing hallways, cafeteria, conference rooms, etc. due to lack of space available. | ||||||
59 | b. | Are there necessary repairs and/or adjustment to the existing space that need to be made? | No | We are always in need of continued maintenance and repairs. Our grounds and maintenance department is aware and responsive to these needs. | ||||||
60 | c. | Are additional School Buses needed or any additional Routes needed? | Yes | Yes, if additional funding and drivers were available for hire for students less than 2.5 miles | ||||||
61 | ||||||||||
62 | SECTION 7: Family Needs/Community Relations | Notes | ||||||||
63 | a. | Do you have regular events to engage parents with teachers? | Yes | Parent/teacher conferences, PTO, Site Council, parents volunteer for extracurricular events | ||||||
64 | b. | What types of caregiver training programs (teaching guardians how to give students help with homework, use technology that students will be required to use, etc.) are provided? | Learning support has previously offered informational events in regards to use of google classroom and other technological formats. Orientation events for incoming 6th grade families/students. | |||||||
65 | c. | Do you have an active Site Council? | Yes | |||||||
66 | d. | Do you have active PTO, PTA, Booster Club, or other organizations with parent leadership? | Yes | |||||||
67 | e. | What types of communication exists with families? Is it adequate? | Teachers communicate with parents via email, and through parent portal. The principal sends out a monthly newsletter to communicate with all families. Social media announcements are updated regularly. We partner with our communications director and utilize district resources and social media outlets as needed. These are adequate means of communication. | |||||||
68 | f. | What types of communication/social media exists with your community? Is it adequate? | Communication via our SIS (Parent Portal), email communication, Facebook, Twitter, newsletters, etc. is adequate | |||||||
69 | ||||||||||
70 | SECTION 8: School Data | Notes | ||||||||
71 | a. | Building Attendance Rate | ksreportcard.ksde.org | |||||||
72 | b. | Building Chronic Absenteeism Rate | ksreportcard.ksde.org | |||||||
73 | c. | District Chronic Absenteeism Rate | 17.1% | 2021, ksreportcard.ksde.org | ||||||
74 | d. | District Graduation Rate | 88.8% | 2018-2021 4 Year Adjusted Cohort Summary, ksreportcard.ksde.org | ||||||
75 | e. | District Dropout Rate | 1% | 2020 Dropout Rate, ksreportcard.ksde.org | ||||||
76 | SECTION 8A: High School Needs (buildings with grades 10 through 12 only) | Notes | ||||||||
77 | a. What is our building graduation rate | NA | ||||||||
78 | b. What is our building dropout rate? | NA | ||||||||
79 | c. What is our average comprehensive ACT score? | NA | ||||||||
80 | ||||||||||
81 | SECTION 9: Other Data | Notes | ||||||||
82 | a. | Fastbridge Math Fall Reading % of Students Above Benchmark | 51.0% | |||||||
83 | b. | Fastbridge Math Spring Reading % of Students Above Benchmark | 58.0% | |||||||
84 | c. | Fastbridge Math Fall Math % of Students Above Benchmark | 53.0 | |||||||
85 | d. | Fastbridge Math Spring Math % of Students Above Benchmark | 59.0% | |||||||
86 | e. | Based on the building leadership team's analysis, what are the barriers your school faces with non-assessment related issues? | Developing shared ownership and solutions to various procedures and tier 1 and 2 student behaviors. Staff recruitment and retention, and facility space. | |||||||
87 | 1. Can these be achieved with additional resources? | Yes | ||||||||
88 | 2. Why or why not? | Additional trainings and attention to shared problem solving will allow for growth in areas post pandemic. Current plans are being made at the building and district level to address staff recruitment and retention. Additional facility space can possibly be provided. | ||||||||
89 | b. | Additional building unique items: | ||||||||
90 | ||||||||||
91 | ||||||||||
92 | ||||||||||
93 | ||||||||||
94 |
1 | |||||||||
---|---|---|---|---|---|---|---|---|---|
2 | 2020-2021 State Assessments Review for 2022-2023 Budget Considerations | ||||||||
3 | District: | 262 Valley Center Pub Sch | Bldg # | Grades Served: | |||||
4 | School: | Valley Center Middle School | 1985 | 6-8 | |||||
5 | |||||||||
6 | |||||||||
7 | (A) | Identify the barriers that must be overcome for each student to achieve grade level proficiency on assessments. | |||||||
8 | * Amount of dedicated time to develop comprehensive data analysis * Systems for cycles for improvement * Student/Family Engagement * Lack of appropriate resources to support identified goals * Social-emotional concerns * Decrease in highly qualified staff | ||||||||
9 | |||||||||
10 | |||||||||
11 | (B) | Identify the budget actions that should be taken to address and remove those barriers. | |||||||
12 | With increased funding at the state level: * Exploration of opportunities/funds to increase collaboration time (PLC). * Exploration of opportunities/funds for family engagement/educational opportunities. * Systems and resources to support comprehensive social-emotional growth and family counseling opportunities * Increase teacher salary | ||||||||
13 | |||||||||
14 | |||||||||
15 | (C) | Identify the amount of time the school estimates it will take for each student to achieve grade level proficiency on the state assessments if the budget actions would be implemented. | |||||||
16 | Approximately 10 years |
1 | ||||||||||
---|---|---|---|---|---|---|---|---|---|---|
2 | 2021-2022 School Year Building Needs Assessment for 2022-2023 Budget Considerations | |||||||||
3 | District: | 262 Valley Center Pub Sch | Bldg # | Grades Served: | ||||||
4 | School: | Valley Center High | 1986 | 9-12 | ||||||
5 | ||||||||||
6 | Please consider the following questions as you complete the needs assessment for your building. | |||||||||
7 | SECTION 1: Student Needs | Notes | ||||||||
8 | a. | Student Headcount | 944 | 9/20/2020 | ||||||
9 | b. | Percentage of students with an active IEP | 16.00% | |||||||
10 | c. | Percentage of students enrolled in English Language Learner (ELL) services | 1.60% | |||||||
11 | d. | Percentage of students identified as At-Risk (Free lunch)? | 22.90% | |||||||
12 | e. | Pupil-Teacher Ratio Average | 17:1 | |||||||
13 | f. | Pupil-Teacher Ratio Median | 19:1 | |||||||
14 | g. | Are the needs of Foster Care Students being met? If no, what supports are needed? | No | Making progress, and further state funding allocation as well as more stable engagement on the part of foster care agencies/guardians is needed to continue improving | ||||||
15 | h. | Are there gaps in student success among race/ethnicity student subgroups? | Yes | Making progress toward closing achievement gaps between identified subgroups, Continued PD focused on equity/diversity/inclusion | ||||||
16 | i. | Is there a tiered system of support to target reading growth? | Yes | However the system is essentially limited to 9th grade students currently and additional funding is needed to expand program reach | ||||||
17 | j. | Is there a tiered system of support to target math growth? | Yes | However the system is essentially limited to 9th grade students currently and additional funding is needed to expand program reach | ||||||
18 | k. | Are there local assessments to measure reading growth? | Yes | Fastbridge | ||||||
19 | l. | Are there local assessments to measure math growth? | Yes | Fastbridge | ||||||
20 | m. | Are there learning opportunities for students to focus on academic needs outside the traditional classroom setting? | Yes | Tutoring, Advisory, Field Trips, CTSOs, Internships, etc. | ||||||
21 | n. | Reviewing state assessment data, what steps are you taking for all students to maximize their scores? | Yes | Interim Assessments, Depth of Knowledge, Standards alignment, Test-taking strategies | ||||||
22 | o. | Are there set targets/goals to move students out of proficiency Levels 1 and 2 on state assessments? | Yes | We have an established goal of 20% increase in students scoring 3 or 4 | ||||||
23 | ||||||||||
24 | SECTION 2: State Board of Education Outcomes (please utilize your district KESA (accreditation) and Star Recognition plans/rubrics) | Notes | ||||||||
25 | a. | How is social/emotional growth being measured? | KCTC, Gallup Poll, discipline referrals | Examining additional mechanisms and further resource allocation will be beneficial | ||||||
26 | b. | What are the targets/goals related to social/emotional growth? | self-regulation, self-awareness, healthy conflict management, understanding of personal strengths and weaknesses, identification of personal interests and ability to develop corresponding skill sets and dispositions | Additional state funding and resource allocation is needed to more effectively achieve building/district goals linked to this outcome | ||||||
27 | c. | How do you determine students are ready for Kindergarten? (only if building serves Kindergarteners) | ||||||||
28 | d. | What are the targets/goals related to Kindergarten Readiness? (only if building serves Kindergarteners) | ||||||||
29 | e. | How are successes of Individual Plans of Study being measured? | grade level IPS assignments and cumulative IPS portfolio | |||||||
30 | f. | What are the targets/goals related to postsecondary completion/attendance? (only if building serves Grade 12) | increase effective/graduation/success rates, reduce dropout rate | |||||||
31 | g | How are you ensuring students are civically engaged? | community outreach programs and community service with extracurricular sports/activities , content specific lessons and PBL | Additional state resource allocation would be beneficial to further improve further civic opportunities | ||||||
32 | ||||||||||
33 | SECTION 3: Curriculum Needs | Notes | ||||||||
34 | a. | What extended learning opportunities are provided (after school programs, summer school programs, etc.)? | Tutoring, Credit Recovery, Summer School | |||||||
35 | b. | Are there appropriate and adequate instructional materials? | No | Further state funding allocation needed to improve | ||||||
36 | c. | Is current technology appropriate? If no, what technology is needed to support the curriculum? | Yes | |||||||
37 | ||||||||||
38 | SECTION 4: Educational Capacities (pursuant to K.S.A. 72-3218) | Notes | ||||||||
39 | b. | Subjects and areas of instruction necessary to meet the graduation requirements adopted by the state board of education are taught. (only if building serves Grade 12) | Yes | USD 262 requires 26 credits compared to the standard 21 required by the state | ||||||
40 | c. | Is every child in your school provided at least the following capacities? | No | see #3 and #5 | ||||||
41 | 1. Sufficient oral and written communication skills to enable students to function in complex and rapidly changing civilization. | Yes | ||||||||
42 | 2. Sufficient knowledge of economic, social, and political systems to enable students to make informed choices. | Yes | ||||||||
43 | 3. Sufficient understanding of governmental processes to enable the student to understand the issues that affect his or her community, state and nation. | No | This capacity is primarily addressed in junior/senior level courses | |||||||
44 | 4. Sufficient self-knowledge and knowledge of his or her mental and physical wellness. | Yes | ||||||||
45 | 5. Sufficient grounding in the arts to enable each student to appreciate his or her cultural and historical heritage. | No | Currently, courses in the arts do not cover the full cultural and historical heritages of our student demographics | |||||||
46 | 6. Sufficient training or preparation for advanced training in either academic or vocational fields so as to enable each child to choose and pursue life work intelligently. | Yes | ||||||||
47 | 7. Sufficient levels of academic or vocational skills to enable students to compete favorably with their counterparts in surrounding states, in academics or in job market. | Yes | ||||||||
48 | ||||||||||
49 | SECTION 5: Staff Needs | Notes | ||||||||
50 | a. | Is there adequate personnel/staff to meet the needs of the school and the needs of students under ESEA guidelines, which requires every classroom to contain an educator who is certified in the content area being taught in said classroom, and meet the goals of the school? | No | additional state funding and adjustment to licensure requirements in high need areas is essential | ||||||
51 | b. | How many classified support staff are currently employed? | 39 | |||||||
52 | c. | How many classified support staff are needed? | 53 | |||||||
53 | d. | Are there enough appropriately licensed support personnel such as counselors, librarians, nurses, etc.? | No | Additional support staff needed provided funding is available. | ||||||
54 | e. | Are principals & other key staff trained to provide instructional leadership and professional development to teachers? | Yes | |||||||
55 | f. | What staff development is necessary for teachers to support student success and meet the school improvement goals? | Support in social/emotional , high impact strategies, on going standards alignment, differentiated instruction | |||||||
56 | ||||||||||
57 | SECTION 6: Facility Needs | Notes | ||||||||
58 | a. | Is there adequate space for student learning? | No | All classrooms are full and additional space is needed in order to provide for programming needs | ||||||
59 | b. | Are there necessary repairs and/or adjustment to the existing space that need to be made? | Yes | Expansion of current building to account for community growth | ||||||
60 | c. | Are additional School Buses needed or any additional Routes needed? | Yes | Yes, if additional funding and drivers were available for hire for students less than 2.5 miles | ||||||
61 | ||||||||||
62 | SECTION 7: Family Needs/Community Relations | Notes | ||||||||
63 | a. | Do you have regular events to engage parents with teachers? | Yes | |||||||
64 | b. | What types of caregiver training programs (teaching guardians how to give students help with homework, use technology that students will be required to use, etc.) are provided? | Parent orientation, FAFSA training, scholarship completion, etc | |||||||
65 | c. | Do you have an active Site Council? | Yes | |||||||
66 | d. | Do you have active PTO, PTA, Booster Club, or other organizations with parent leadership? | Yes | Booster Club | ||||||
67 | e. | What types of communication exists with families? Is it adequate? | Yes | In person opportunities, newsletter, student database communication, social media, website, phone calls | ||||||
68 | f. | What types of communication/social media exists with your community? Is it adequate? | Yes | In person opportunities, newsletter, student database communication, social media, district/VCHS website, phone calls, local newspaper | ||||||
69 | ||||||||||
70 | SECTION 8: School Data | Notes | ||||||||
71 | a. | Building Attendance Rate | 91.9% | ksreportcard.ksde.org | ||||||
72 | b. | Building Chronic Absenteeism Rate | 23.0% | ksreportcard.ksde.org | ||||||
73 | c. | District Chronic Absenteeism Rate | 17.1% | 2021, ksreportcard.ksde.org | ||||||
74 | d. | District Graduation Rate | 88.8% | 2018-2021 4 Year Adjusted Cohort Summary, ksreportcard.ksde.org | ||||||
75 | e. | District Dropout Rate | 1% | 2020 Dropout Rate, ksreportcard.ksde.org | ||||||
76 | SECTION 8A: High School Needs (buildings with grades 10 through 12 only) | Notes | ||||||||
77 | a. What is our building graduation rate | 89.5% | 20-21 KSDE Accountability Report | |||||||
78 | b. What is our building dropout rate? | 2.4% | 20-21 KSDE Accountability Report | |||||||
79 | c. What is our average comprehensive ACT score? | 20.3 | success.act.org | |||||||
80 | ||||||||||
81 | SECTION 9: Other Data | Notes | ||||||||
82 | a. | Fastbridge Math Fall Reading % of Students Above Benchmark | 56.0% | |||||||
83 | b. | Fastbridge Math Spring Reading % of Students Above Benchmark | 68.0% | |||||||
84 | c. | Fastbridge Math Fall Math % of Students Above Benchmark | 51% | |||||||
85 | d. | Fastbridge Math Spring Math % of Students Above Benchmark | 59.0% | |||||||
86 | e. | Based on the building leadership team's analysis, what are the barriers your school faces with non-assessment related issues? | attendance, student/family engagement, rapidly increasing social-emotional concerns, not enough appropriate resources to provide tiered support for all students, significant decrease in appropriately licensed teacher candidates, targeted PD resources | |||||||
87 | 1. Can these be achieved with additional resources? | most items can be accounted for and improved upon with additional resources allocated | ||||||||
88 | 2. Why or why not? | the availability of appropriate resources aligned directly to identified outcomes helps enhance overall effectiveness and supports student success | ||||||||
89 | b. | Additional building unique items: | ||||||||
90 | ||||||||||
91 | ||||||||||
92 | ||||||||||
93 | ||||||||||
94 |
1 | |||||||||
---|---|---|---|---|---|---|---|---|---|
2 | 2020-2021 State Assessments Review for 2022-2023 Budget Considerations | ||||||||
3 | District: | 262 Valley Center Pub Sch | Bldg # | Grades Served: | |||||
4 | School: | Valley Center High | 1986 | 9-12 | |||||
5 | |||||||||
6 | |||||||||
7 | (A) | Identify the barriers that must be overcome for each student to achieve grade level proficiency on assessments. | |||||||
8 | student/family engagement, fixed mindset among students, lack of appropriate resources to support identified goals, social-emotional concerns, scheduling restraints, student motivation, decrease in highly qualified personnel | ||||||||
9 | |||||||||
10 | |||||||||
11 | (B) | Identify the budget actions that should be taken to address and remove those barriers. | |||||||
12 | If funding were available from the state: 1. Personnel to expand Tier 2 support for all grade levels 2. Development and expansion of targeted social work and family counseling services 3. Flex scheduling options 4. Position USD 262 in top 5% of state relative to salary and benefits 5. Expand work-based experience and/or internship to all students (graduation requirement) 6. Provide additional targeted PD specific to building/district goals | ||||||||
13 | |||||||||
14 | |||||||||
15 | (C) | Identify the amount of time the school estimates it will take for each student to achieve grade level proficiency on the state assessments if the budget actions would be implemented. | |||||||
16 | approximately 10 years |
1 | ||||||||||
---|---|---|---|---|---|---|---|---|---|---|
2 | 2021-2022 School Year Building Needs Assessment for 2022-2023 Budget Considerations | |||||||||
3 | District: | 262 Valley Center Pub Sch | Bldg # | Grades Served: | ||||||
4 | School: | The Learning Center | 2007 | 6-12,NG | ||||||
5 | ||||||||||
6 | Please consider the following questions as you complete the needs assessment for your building. | |||||||||
7 | SECTION 1: Student Needs | Notes | ||||||||
8 | a. | Student Headcount | 67 | 9/20/2020 | ||||||
9 | b. | Percentage of students with an active IEP | 23.00% | |||||||
10 | c. | Percentage of students enrolled in English Language Learner (ELL) services | 6.00% | |||||||
11 | d. | Percentage of students identified as At-Risk (Free lunch)? | N/A | Percentage is not available, due to being <10 students. FERPA prevents the disclosure of personally identifiable information. KSDE has deemed that any quantities less than 10 may be personally identifiable. | ||||||
12 | e. | Pupil-Teacher Ratio Average | 6-8; 14:1 9-12; 53:1 | Our middle school pupil to instructor ratio may seem low, but we are in the first year of offering the virtual environment to 6-8 graders. Also, our 6-8 instructor manages the virtual program for the Youth Horizons Boys Ranch which equates to another 6-10 students (a ratio of 24:1). Our 9-12 instructor has an administrative assistant to aid in managing his caseload. | ||||||
13 | f. | Pupil-Teacher Ratio Median | same as average | Our virtual Instructors are assigned by grade level and manage all courses for those identified students in the assigned grade levels. | ||||||
14 | g. | Are the needs of Foster Care Students being met? If no, what supports are needed? | Yes | The Learning Center, as the name implies, provides an online mechanism for students to catch up on credits they did not attain on schedule with other students who do not face the disruptions that come from being in foster care. Our online platform, called Edgenuity, provides students an account and access to all of their coursework. The student then receives online course instruction, takes exams, and earns course credit when they pass exams to get them back on track. | ||||||
15 | h. | Are there gaps in student success among race/ethnicity student subgroups? | Yes | Virtual learning requires access to broadband at home, devices at home, & study space at home. With additional time, allocations, and resources, these barriers can be overcome for students of different ethnic groups as well as those limited by socioeconomic status. | ||||||
16 | i. | Is there a tiered system of support to target reading growth? | Yes | Edgenuity provides the following scaffold supports for struggling readers: text to speech, read aloud, video captions & transcripts, dynamic glossary, contextually definitions, digital notebook, pause and rewind instructional videos as well as translation to text in different languages. Also, My Path 6-12 provides personalized learning programs for reading and math that deliver high-impact, engaging lessons that target the specific skills students need to get back to grade level. However the cost can limit the number of students served by My Path. | ||||||
17 | j. | Is there a tiered system of support to target math growth? | Yes | Edgenuity provides the following scaffold supports for students who struggle with math: visual and verbal cues, frequent checks for understanding, dynamic glossary, digital highlighters, sticky notes, calculators, graphic organizers, “Show me” videos and hints clarify content, and multiple worked examples and models. However, the cost can limit the number of students served by My Path. | ||||||
18 | k. | Are there local assessments to measure reading growth? | Yes | Fastbridge | ||||||
19 | l. | Are there local assessments to measure math growth? | Yes | Fastbridge | ||||||
20 | m. | Are there learning opportunities for students to focus on academic needs outside the traditional classroom setting? | Yes | Virtual learning in and of itself is non-traditional. Yet, we still provide opportunities for students to conduct internships, job shadow, as well as dually enroll in middle/high school courses as well as college credit courses. | ||||||
21 | n. | Reviewing state assessment data, what steps are you taking for all students to maximize their scores? | Yes | In the virtual learning environment KSDE requires instruction to be asynchronous (anytime, anywhere). Due to this factor, students can not be required to attend sessions in-person or virtually, but can be encouraged. We have looked at offering sessions on critical thinking skills, test taking strategies, as well as offering the interim assessments (practice exams provided by the State) to maximize State Assessment Scores. | ||||||
22 | ||||||||||
23 | SECTION 2: State Board of Education Outcomes (please utilize your district KESA (accreditation) and Star Recognition plans/rubrics) | Notes | ||||||||
24 | a. | How is social/emotional growth being measured? | Gallup, KCTC, & Referrals for Social Work/Counseling | Examining additional mechanisms and further resource allocation will be beneficial | ||||||
25 | b. | What are the targets/goals related to social/emotional growth? | Self-regulation, self-awareness, healthy conflict management, understanding of personal strengths and weaknesses, identification of personal interests and ability to develop corresponding skill sets and dispositions | |||||||
26 | c. | How do you determine students are ready for Kindergarten? (only if building serves Kindergarteners) | n/a | |||||||
27 | d. | What are the targets/goals related to Kindergarten Readiness? (only if building serves Kindergarteners) | n/a | |||||||
28 | e. | How are successes of Individual Plans of Study being measured? | Cumulative IPS Portfolios | |||||||
29 | f. | What are the targets/goals related to postsecondary completion/attendance? (only if building serves Grade 12) | Graduation Rate, Success Rate & Effective Rate | The Learning Center has three building goals: 1.) Maintain a 70% or higher 4 year cohort graduation rate; 2.) Maintain a 95% or higher participation rate on State Assessments and 3.) Reduce our dropout rate. These goals are directly related to postsecondary success as well as our plan of assistance with KSDE. | ||||||
30 | g | How are you ensuring students are civically engaged? | Community outreach programs and community service with extracurricular sports/activities & content specific lessons | Since we are a virtual school, we are in the process of trying to embed assignments that incorporate the different facets of civic engagement. The following are examples: Social Change Autobiography- students reflect on their own identities, positionality, values, beliefs, biases and personal experiences that inform their understanding and internet in social changes; Community Research Assignment- students read and write about social change issues relevant to the community; Researching Historic Social Change Efforts; Participating in Community Service Project;and/or Compose a letter to an Elected Official. Again, additional time, allocations, and resources are needed to reach this endeavor. | ||||||
31 | ||||||||||
32 | SECTION 3: Curriculum Needs | Notes | ||||||||
33 | a. | What extended learning opportunities are provided (after school programs, summer school programs, etc.)? | Tutoring, Credit Recovery, & Summer School | Virtual Learning offers flexibility for students to complete school work at their convenience (24/7). The courses are self-paced which allows for individualized instruction. Lastly, we do offer Summer School as a means of support for credit deficient students who wish to participate. | ||||||
34 | b. | Are there appropriate and adequate instructional materials? | No | Edgenuity curriculum is grounded in research and aligned to State Standards, the national standards, and the NGSS. Courses combine direct-instruction videos featuring expert, on-screen teachers with rigorous assignments, performance tasks and assessments to engage students and ensure subject-area mastery. Further State funding is needed to add additional courses (electives as well as interventions (My Path). | ||||||
35 | c. | Is current technology appropriate? If no, what technology is needed to support the curriculum? | No | Technology capabilities can vary from household to household. Yet with additional time, allocations, and resources this barrier can be overcome for all families. | ||||||
36 | ||||||||||
37 | SECTION 4: Educational Capacities (pursuant to K.S.A. 72-3218) | Notes | ||||||||
38 | b. | Subjects and areas of instruction necessary to meet the graduation requirements adopted by the state board of education are taught. (only if building serves Grade 12) | Yes | The State requires 21 credits in specific subjects to graduate. Currently, TLC requires 26 credits to graduate for 9-12 graders and 21 credits for adult students working toward a high school diploma. | ||||||
39 | c. | Is every child in your school provided at least the following capacities? | No | See #2, #3, & #5 | ||||||
40 | 1. Sufficient oral and written communication skills to enable students to function in complex and rapidly changing civilization. | Yes | Virtual students have the opportunity to learn nonverbal, oral and written communication skills tied to real world situations (i.e. core content, extracurricular activities, electives, internships, job shadows and college courses). Opportunities are provided to develop networks with peers and adults. However, a low percentage of students choose not to engage, or struggle with social/emotional issues which limits participation. With additional time, funds and resources all students can connect and engage to seek out these opportunities. | |||||||
41 | 2. Sufficient knowledge of economic, social, and political systems to enable students to make informed choices. | No | The majority virtual students develop intrapersonal skills (goal-setting, self-awareness, productivity, resilience, resourcefulness), as well as interpersonal skills (teamwork, empathy, inclusiveness, influence, and responsiveness). Opportunities are provided to develop both sets of skills. However, a low percentage of students choose not to engage, or struggle with social/emotional issues. With additional time, funds and resources eventually all students can receive sufficient knowledge. | |||||||
42 | 3. Sufficient understanding of governmental processes to enable the student to understand the issues that affect his or her community, state and nation. | No | This capacity is primarily addressed in junior/senior level courses. | |||||||
43 | 4. Sufficient self-knowledge and knowledge of his or her mental and physical wellness. | Yes | Virtual students are exposed to physical and mental well-being behaviors through the courses completed and participation in extracurricular activities. Healthy physical behaviors addressed in the curriculum include: adequate exercise, proper nutrition, and abstaining from harmful habits. Emotional and social facets include: optimism, self-esteem, self-acceptance, communication, and creating a support network of family and friends. | |||||||
44 | 5. Sufficient grounding in the arts to enable each student to appreciate his or her cultural and historical heritage. | No | Currently, courses in the arts do not cover the full cultural and historical heritages of our student demographics. Virtual learning offers valuable alternatives to traditional classrooms, but also present challenges. Virtual teachers must find ways to combat feelings of isolation among students and help them stay motivated in distracting home environments. Additionally, teachers managing virtual learners must overcome any barriers that may block culturally responsive teaching. An important step in creating a culturally responsive atmosphere involves recognizing one’s own potential biases and how one’s personal identification influences their perceptions. Teachers can then consider how such things affect communication or shape expectations of different students. With greater awareness, teachers can root out implicit biases that may inhibit their ability to communicate with parents or cause them to overlook opportunities to include more representative instructional materials. With additional time, funds, and resources appropriate and effective professional development could be implemented for staff to promote cultural diversity for virtual learners. | |||||||
45 | 6. Sufficient training or preparation for advanced training in either academic or vocational fields so as to enable each child to choose and pursue life work intelligently. | Yes | All virtual students develop an Individualized Plan of Study (IPS), which is critical for supporting students in determining and maintaining a career path or post secondary education. | |||||||
46 | 7. Sufficient levels of academic or vocational skills to enable students to compete favorably with their counterparts in surrounding states, in academics or in job market. | Yes | All virtual students who earn a diploma have the necessary academic/vocational skills to enable them to be gainfully employed as well as continue on to postsecondary education if pursued/required. | |||||||
47 | ||||||||||
48 | SECTION 5: Staff Needs | Notes | ||||||||
49 | a. | Is there adequate personnel/staff to meet the needs of the school and the needs of students under ESEA guidelines, which requires every classroom to contain an educator who is certified in the content area being taught in said classroom, and meet the goals of the school? | No | Currently, The Learning Center shares counseling/social worker staff with the high school as well as the director. Ultimately, The Learning Center would benefit from a full time counselor, and a full time director/teacher position as well as a special education instructor to help support virtual learners. Additional funding is needed in order to add staff. | ||||||
50 | b. | How many classified support staff are currently employed? | 1 | The Learning Center has one administrative assistant. | ||||||
51 | o. | Are there set targets/goals to move students out of proficiency Levels 1 and 2 on state assessments? | No | Not at this time. Our focus has been on supporting students who come to our school credit deficient. Our team feels it is more important to support these students with credit deficiencies while working toward a diploma. With additional time, allocations and resources goals can be established and monitored. | ||||||
52 | c. | How many classified support staff are needed? | 3 | 1 Admin assistant , 1 para and 1 Custodian; adding positions would require additional funding. | ||||||
53 | d. | Are there enough appropriately licensed support personnel such as counselors, librarians, nurses, etc.? | No | The Learning Center shares counseling and social work staff with Valley Center High School. A nurse is not required since the students are virtual learners. Additional funding would be required to add the appropriate support staff. | ||||||
54 | e. | Are principals & other key staff trained to provide instructional leadership and professional development to teachers? | Yes | The Learning Center has been working with Kansas Learning Network to implement systematic evidence-based practices to ensure the appropriate staff are trained. | ||||||
55 | f. | What staff development is necessary for teachers to support student success and meet the school improvement goals? | Social Emotional, Ongoing Standards Alignment, Differentiation, High Impact Teaching Strategies, Tiered Supports, Improving Virtual Communication, Edgenuity Updates, Online Engagement Strategies, Providing Feedback, and Building Connections | A lot of the time, outside expertise is required to adequately address staff needs which requires additional funds and resources. | ||||||
56 | ||||||||||
57 | SECTION 6: Facility Needs | Notes | ||||||||
58 | a. | Is there adequate space for student learning? | No | Recently Sedgwick County Special Education COOP (9 schools) dissolved into 3 separate COOPs. In the transition, Valley Center became one of the three host districts. So, USD # 262 had to find a location for the 18-21 Year Old Program. The decision was made to acquire a room at The Learning Center. This is a short term fix as the District's Technology Department, TLC Virtual Program, and 18-21 Year Old Program are housed in the building and each program/department will need to expand as the district continues to grow. Additional time, allocations, and resource are needed to address the facility spaces required. | ||||||
59 | b. | Are there necessary repairs and/or adjustment to the existing space that need to be made? | Yes | As aforementioned, each of the the three programs/departments (Technology, TLC, 18-21 Year Old Program) are growing, the facility will either need to be expanded or one of programs will need to be moved to another space, or a new facility will need to be built which requires additional time, funds, and resources. | ||||||
60 | c. | Are additional School Buses needed or any additional Routes needed? | Yes | Yes, if additional funding and drivers were available for hire for students less than 2.5 miles | ||||||
61 | ||||||||||
62 | SECTION 7: Family Needs/Community Relations | Notes | ||||||||
63 | a. | Do you have regular events to engage parents with teachers? | Yes | Being a virtual school, parents are reluctant to engage in events. Yet, we have had success with the following events: enrollment orientation, conferences (in-person/virtual), 1-on-1 meetings, college fairs and Hornet Palooza. | ||||||
64 | b. | What types of caregiver training programs (teaching guardians how to give students help with homework, use technology that students will be required to use, etc.) are provided? | Parent/Student Orientation | When a student enrolls in the virtual program, the student and parent are required to attend an orientation meeting. During the meeting student expectations are discussed. Taking classes online is very different than taking classes in person. In order for students to be successful online, they must:
• Be Self-motivated and self-disciplined- With the freedom and flexibility of the online environment comes responsibility. • The online process takes a real commitment and discipline to keep up with the flow of the process. • Be willing and able to commit to 20 hours per week- Online is not easier than the traditional educational process. In fact, many students will say it requires much more time and commitment. • Be able to meet the minimum requirements for the program- The requirements for online are no less than that of any other quality educational program. • The successful student will view online as a convenient way to receive their education – not an easier way. • Participate in the virtual classroom 5-7 days a week • Be able to use the technology properly • Be able to complete assignments on time Enjoy communicating in writing Likewise, parents are trained on the Learning Management System ( Edgenuity) Parent Portal and dashboard: • Dashboard: provides a quick-glance snapshot of student’s progress and grades • Messages: Parents can view and reply to any communications made between their student and the instructors • Course Information: Parents can view their student’s courses, description, credit count, and teacher-contact information • Academic Snapshot: Provides an overall progress bar for all of their student’s courses and specific progress bars for each class enrolled in • Suggested Pacing: A progress bar and weekly assignment goals showing the current pace and whether their student is on track with the targeted completion date • Student Activity: A tally of the total number of assignments their student has completed each day in the courses • Course Plan: A plan that puts their student on track for graduation • View Transcript: A record of their student’s current grades and credits earned in classes • School Calendar: A calendar of their student’s current appointments or conferences • External Links: Links to popular and helpful resources when navigating or to support their student’s online experience | ||||||
65 | c. | Do you have an active Site Council? | Yes | The Learning Center has a Site Council that is BOE approved and meets once a quarter each year. | ||||||
66 | d. | Do you have active PTO, PTA, Booster Club, or other organizations with parent leadership? | Yes | The Learning Center provides students and parents an option other than the traditional school setting at Valley Center High School. Virtual students can be dually enrolled in both buildings, so a lot of the parent organizations are shared, such as Booster Club, since virtual students are allowed to participate in Valley Center High School extracurricular activities. | ||||||
67 | e. | What types of communication exists with families? Is it adequate? | Yes | Communication is the responsibility of The Learning Center director, virtual instructors, and the administrative assistant. Information for daily and special events is disseminated through various forms of communication. These communication tools include district website, email, text messaging, school messenger, Remind App, LMS communications and personal phone calls. | ||||||
68 | f. | What types of communication/social media exists with your community? Is it adequate? | Yes | Communication/Social Media: Twitter, Facebook, Building/District Website, Student Data Messaging (Infinite Campus), Texting, Phone Calls, email and Ark Valley Newspaper. | ||||||
69 | ||||||||||
70 | SECTION 8: School Data | Notes | ||||||||
71 | a. | Building Attendance Rate | 88.4% | ksreportcard.ksde.org | ||||||
72 | b. | Building Chronic Absenteeism Rate | 40.7% | ksreportcard.ksde.org | ||||||
73 | c. | District Chronic Absenteeism Rate | 17.1% | 2021, ksreportcard.ksde.org | ||||||
74 | d. | District Graduation Rate | 88.8% | 2018-2021 4 Year Adjusted Cohort Summary, ksreportcard.ksde.org | ||||||
75 | e. | District Dropout Rate | 1% | 2020 Dropout Rate, ksreportcard.ksde.org | ||||||
76 | SECTION 8A: High School Needs (buildings with grades 10 through 12 only) | Notes | ||||||||
77 | a. What is our building graduation rate | 82.6% | 2021 | |||||||
78 | b. What is our building dropout rate? | 21.1% | 2021 Accountability Report | |||||||
79 | c. What is our average comprehensive ACT score? | 16.6 | 2021 | |||||||
80 | ||||||||||
81 | SECTION 9: Other Data | Notes | ||||||||
82 | a. | Fastbridge Math Fall Reading % of Students Above Benchmark | 56.0% | |||||||
83 | b. | Fastbridge Math Spring Reading % of Students Above Benchmark | 68.0% | |||||||
84 | c. | Fastbridge Math Fall Math % of Students Above Benchmark | 51.00% | |||||||
85 | d. | Fastbridge Math Spring Math % of Students Above Benchmark | 58.0% | |||||||
86 | e. | Based on the building leadership team's analysis, what are the barriers your school faces with non-assessment related issues? | Student Attendance, Tiered services, Researched interventions, Professional development, Educational setting (Virtual- not physically attending), Student engagement, Motivation and Social/Emotional factors. | |||||||
87 | 1. Can these be achieved with additional resources? | Yes | Most items can be accounted for and improved upon with additional resources allocated | |||||||
88 | 2. Why or why not? | Learning barriers can be managed and overcome with the appropriate: staffing, instructional strategies, tiered supports, funding and alignment. | ||||||||
89 | b. | Additional building unique items: | ||||||||
90 | ||||||||||
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94 |
1 | |||||||||
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2 | 2020-2021 State Assessments Review for 2022-2023 Budget Considerations | ||||||||
3 | District: | 262 Valley Center Pub Sch | Bldg # | Grades Served: | |||||
4 | School: | The Learning Center | 2007 | 6-12,NG | |||||
5 | |||||||||
6 | |||||||||
7 | (A) | Identify the barriers that must be overcome for each student to achieve grade level proficiency on assessments. | |||||||
8 | • Student/Family Engagement • Lack of Foundational Skills (Vocabulary, Math Fluency, etc.) • Decrease in Highly Qualified Personnel Available • Motivation/Focus/Work Ethic • Limited Edgenuity Curriculum • Scheduling Constraints • Social Emotional Issues | ||||||||
9 | |||||||||
10 | |||||||||
11 | (B) | Identify the budget actions that should be taken to address and remove those barriers. | |||||||
12 | If funding were available from the state: 1. Personnel to expand Tier 2 support for all grade levels 2. Development and expansion of targeted social work and family counseling services 3. Purchase Additional Edgenuity Curriculum (Elective courses & My Path) 4. Position USD 262 in top 5% of state relative to salary and benefits 5. Expand work-based experience and/or internship to all students (graduation requirement) 6. Provide additional targeted PD specific to building/district goals | ||||||||
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14 | |||||||||
15 | (C) | Identify the amount of time the school estimates it will take for each student to achieve grade level proficiency on the state assessments if the budget actions would be implemented. | |||||||
16 | Within the next 10 years. |
1 | |||||||||||
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2 | 2020-2021 State Assessments Review for 2022-2023 Budget Considerations | ||||||||||
3 | District: | 262 Valley Center Pub Sch | |||||||||
4 | Based upon your schools Needs Assessment and State Assessment results, please identify the following: (A) The barriers that must be overcome for each student to achieve grade level proficiency on assessments (B) The budget actions that should be taken to address and remove those barriers (C) The amount of time the board estimates it will take for each student to achieve grade level proficiency on the state assessments if the budget actions would be implemented. | ||||||||||
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6 | Board President | Date | |||||||||
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8 | |||||||||||
9 | School | Grades Served | (A) Barriers Related to Student Needs | (B) Budget Actions | (C) Time for students to Achieve | Board Rationale/Comments | |||||
10 | Abilene Elementary | K-3,PK (w/IEP),PK,PKAR (3 YO),PKAR (4 YO) | Time to develop a comprehensive data analysis cycle of inquiry, family engagement, stronger connections between staff and families, funding for additional subs to ensure local assessments are administered in a developmentally appropriate manner, further training on Fastbridge and My IGDI, time to dive deeper in to supporting resources that assist in teaching the Kansas state standards, and additional funding for sensory and self regulation resources. | With increased state funds, we would increase teacher collaboration time, explore opportunities to increase family engagement, address systems and resources that support a comprehensive tiered support to social emotional learners, academics and behavior, address systems that would help us better train and support classified staff with academics and behaviors, and increase pay for all school employees. | Approximately 10 years | 1. ) Additional Early Literacy Support specialist added for 2022-2023. 2.) Pathways training planned for K-3 to meet differentiation, small group, and literacy needs. 3.) Strategic professional development planning to address barriers at the building level. 4.) Human resource focus in strategic plan to address personnel challenges. 5.) Expanded the number of staff to address student social-emotional learning. 6.) Social-emotional committee continues to develop plans for student support.-focus on strategic plan elements to address these barriers. 8.) Strategic plan - "A" focus on indicators of success in foundational skills. 9.) We have a focus for data analysis and review both at the district and coaching building leaders at the building level - scheduled times on the calendar for data conversations. 10.) Expanded opportunities for students through additional staff for band, art, family and consumer science, special education, and pre-school. 11.) Additional compensation for staff . The biggest barrier is a lack of fiscal resources from the State. | |||||
11 | West Elementary | K-3 | Time teachers have with students in small groups decreases with everything added to teachers' plates; all teachers knowledgeable on state standards; need for training in differentiation to meet the needs of all students; need for increased team planning; decrease in staffing; decrease in ability to find and hire highly qualified classified staff; increase in the number of students whose native language is not English; amount of time dedicated to develop a comprehensive data analysis; need to review pacing guides and sequencing of skills taught; decreasing family engagement; social-emotional needs of students; student move-ins last minute (where we were not responsible for what they have learned up to the point of entry into our school/district) | With increased funding at the state level, budget actions could include: address systems and resources that support a comprehensive tiered system of support for all learners; implement systems for training classified staff for support with academics and behaviors; increase pay for all school employees, especially for classified aide and para positions; increase the number of ESOL aides; compensation (increase in pay) for aides who are bilingual; exploration of opportunities/funds for family engagement/educational opportunities; training for certified staff on differentiation of curriculum; increase personnel to help support and expand Tier 2/Tier 3 services. | Approximately 10 years | ||||||
12 | Wheatland Elementary | K-3 | Barriers include: implementing systems for cycles of improvement; a need for increased teacher knowledge state standards; a need for continued training on differentiation to meet the needs of all students; staff retention; the ability to find and hire highly qualified classified staff; amount of time dedicated to develop a comprehensive data analysis; a need for increased positive family engagement; social-emotional needs of students; family mobility increases gaps in foundational knowledge | With increased funding at the state level, budget actions could include: address systems and resources that support a comprehensive tiered system of support for all learners; implement systems for training classified staff for support with academics and behaviors; increase pay for all school employees, especially for classified aide and para positions; increase the number of ESOL aides; compensation (increase in pay) for aides who are bilingual; exploration of opportunities/funds for family engagement/educational opportunities; training for certified staff on differentiation of curriculum; increase personnel to help support and expand Tier 2/Tier 3 services. | Approximately 10 years | ||||||
13 | VCIS | 4-5 | Barriers include: implementing systems for cycles of improvement; a need for increased teacher knowledge state standards; a need for continued training on differentiation to meet the needs of all students; staff retention; the ability to find and hire highly qualified classified staff; amount of time dedicated to develop a comprehensive data analysis; a need for increased positive family engagement; social-emotional needs of students; family mobility increases gaps in foundational knowledge | With increased funding at the state level, budget actions could include: address systems and resources that support a comprehensive tiered system of support for all learners; implement systems for training classified staff for support with academics and behaviors; increase pay for all school employees, especially for classified aide and para positions; increase the number of ESOL aides; compensation (increase in pay) for aides who are bilingual; exploration of opportunities/funds for family engagement/educational opportunities; training for certified staff on differentiation of curriculum; increase personnel to help support and expand Tier 2/Tier 3 services. | Approximately 10 years | ||||||
14 | VCMS | 6-8 | * Amount of dedicated time to develop comprehensive data analysis * Systems for cycles for improvement * Student/Family Engagement * Lack of appropriate resources to support identified goals * Social-emotional concerns * Decrease in highly qualified staff | With increased funding at the state level: * Exploration of opportunities/funds to increase collaboration time (PLC). * Exploration of opportunities/funds for family engagement/educational opportunities. * Systems and resources to support comprehensive social-emotional growth and family counseling opportunities * Increase teacher salary | Approximately 10 years | ||||||
15 | VCHS | 9-12 | Student/family engagement, fixed mindset among students, lack of appropriate resources to support identified goals, social-emotional concerns, scheduling restraints, student motivation, decrease in highly qualified personnel | If funding were available from the state: 1. Personnel to expand Tier 2 support for all grade levels 2. Development and expansion of targeted social work and family counseling services 3. Flex scheduling options 4. Position USD 262 in top 5% of state relative to salary and benefits 5. Expand work-based experience and/or internship to all students (graduation requirement) 6. Provide additional targeted PD specific to building/district goals | Approximately 10 years | ||||||
16 | TLC | 6-12, NG | • Student/Family Engagement • Lack of Foundational Skills (Vocabulary, Math Fluency, etc.) • Decrease in Highly Qualified Personnel Available • Motivation/Focus/Work Ethic • Limited Edgenuity Curriculum • Scheduling Constraints • Social Emotional Issues | If funding were available from the state: 1. Personnel to expand Tier 2 support for all grade levels 2. Development and expansion of targeted social work and family counseling services 3. Purchase Additional Edgenuity Curriculum (Elective courses & My Path) 4. Position USD 262 in top 5% of state relative to salary and benefits 5. Expand work-based experience and/or internship to all students (graduation requirement) 6. Provide additional targeted PD specific to building/district goals | Approximately 10 years |
1 | Resources | |
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2 | KSDE Data Central | |
3 | Performance Accountability Report | Demographics, Postsecondary Success Preparation & Effectiveness, STAR Recognition status, Graduation/Success/Effective Rate, Attendance & Dropout Rate, Chronic Absenteeism, ESSA Expenditures per Pupil, Academic Success by Demographics and ACT Performance. *Data is available at district level and building level. |
4 | Longitudinal Achievement Report | State Assessments Longitudinal Performance Level. *Data is available at district level and building level. |
5 | Public Report Card | Information for Social-Emotional, Kindergarten Readiness, Individual Plans of Study, Graduation, Civic Engagement, Postsecondary Success, IDEA State Performance Plan, Comparative Performance & Fiscal System (Budget data), Teacher Licensure, Dropout, Attendance, Performance Level Reports, ACT Scores, and National Assessment of Educational Progress. *Data is available at district level and most, but not all, is also available at building level. |
6 | Kansas K-12 Reports | Attendance Rate, Building Dates of Construction, Building Schedule, Inclement Weather & Inservice Dates, Concurrent High School Enrollment, Lunch Headcount (Free & Reduced), Headcount Enrollment, & Personnel by Type (Certified & Non-Certified) *Data is available at district level and most, but not all, is also available at building level. |
7 | Data Central (School Finance Reports) | |
8 | Financial Accountability Report | FTE Enrollment, Expenditures for Fund 06 & 08, 16, 62 & 63, All Other Funds and Total of All Funds, State Aid for all weighting categories and Virtual, Total Expenditures for Fund 11, 13, 14, 15, 30, 34, and 51, Fund 08 Transfers, Article 6, Section 6 Constitutional Challenge Expenditures, General Obligation Bonded Indebtedness, and Demographic Headcount. *Data is available at district level only. |
9 | Budget Documents | Budget At-a-Glance, Profile, Form 150, Summary and Budget Codes. *Data is available at district level only. |
10 | Comparative Performance & Fiscal System (CPFS) | Budget data by fund. *Data is available at district level only. |
11 | CPA Reports | Payments made to each organization by County. *Data is available at district level only. |
12 | School Finance Reports Warehouse | Bond Proceed Projects, State Foundation (General State) Aid/Supplemental General State Aid, Transportation Data, Transportation Costs (Report), Cash Balances, Current Operating Expenditures, Expenditures per Pupil, Total Expenditures, Meal Pricing Data, Headcount Enrollment (Public & Private, Accredited), Personnel Reports (Certified & Non-Certified), Pupil-Teacher Ratio, Kindergarten Formats (Building & District), Bonded Indebtedness, Salary Reports (Principals, Superintendents & Teachers), Mill Rates, Assessed Valuation *Data is available at district level only unless specified. |
13 | ||
14 | KSDE Web Applications | |
15 | AMOSS - Academic Measures of Student Success | |
16 | Dropout/Graduation Summary Report | |
17 | EDCS (Licensed Personnel Report) | |
18 | Kansas Education Systems Accreditation (KESA) | |
19 | Kansas Integrated Accountability System (KIAS) | |
20 | LCP System | |
21 | Pathways | |
22 | Principals Building Report (PBR) | |
23 | SPEDPro | |
24 | Star Recognition | |
25 | Superintendent's Organization Report (SO66) | |
26 | ||
27 | Local | |
28 | FastBridge | |
29 | NAEP | |
30 | Other Local Assessments | |
31 | MTSS data | |
32 | KansaStar (if applicable) | |
33 | ASQ (Kindergarten Readiness Survey) | |
34 | Early Childhood Programs | |
35 | Social/Emotional Measures | |
36 | Civic Engagement Programs | |
37 | Curriculum | |
38 | Bullying Prevention | |
39 | Career and Technical Education (CTE) | |
40 | Child Nutrition and Wellness Programs | |
41 | Evidence Based At-Risk Practices/Programs | |
42 | Graduation Requirements | |
43 | Individual Plan of Study Program | |
44 | Professional Development Plans | |
45 | Parent Engagement | |
46 | Community Engagement | |
47 | Title I Programs | |
48 | Other: | |
49 | Other: | |
50 | Other: | |
51 | Other: |
1 | Budget Fiscal Year | 2023 | USD # | USD Name | USD Home County | 9/20/2020 Headcount | ||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|
2 | Needs Assessment Year | 2022 | 262 | Valley Center Pub Sch | Sedgwick | |||||||
3 | State Assessment Review Year | 2021 | USD # | USD Name | USD Home County | Bldg # | Building Name | Building Level | Grades Served | Grand Total | ||
456 | 262 | Valley Center Pub Sch | Sedgwick | 1977 | Valley Center Intermediate School | Elementary | 4-5 | 468 | ||||
457 | 262 | Valley Center Pub Sch | Sedgwick | 1980 | Abilene Elem | Elementary | K-3,PK (w/IEP),PK,PKAR (3 YO),PKAR (4 YO) | 247 | ||||
458 | 262 | Valley Center Pub Sch | Sedgwick | 1981 | Wheatland Elem | Elementary | K-3 | 350 | ||||
459 | 262 | Valley Center Pub Sch | Sedgwick | 1984 | West Elem | Elementary | K-3 | 287 | ||||
460 | 262 | Valley Center Pub Sch | Sedgwick | 1985 | Valley Center Middle School | Middle School | 6-8 | 736 | ||||
461 | 262 | Valley Center Pub Sch | Sedgwick | 1986 | Valley Center High | High School | 9-12 | 944 | ||||
462 | 262 | Valley Center Pub Sch | Sedgwick | 2007 | The Learning Center | High School | 6-12,NG | 67 |