DERBY USD 260 - Derby Public Schools

DERBY USD 260 

BOARD OF EDUCATION AGENDA 

October 8, 2012, 6:30 p.m. 

Derby Sixth Grade Center • 715 E. Madison • Derby, KS 67037 

1. Call to Order/Roll Call 

Flag Salute 

2. Adoption of Agenda 

3. PRESENTATIONS 

A. Derby Sixth Grade Center 

4. ROUTINE ACTION 

A. Approval of Minutes 

B. Citizens/Community Presentations Before the Board 

1. DNEA 

2. Patrons 

5. CONSENT AGENDA 

A. Auditor Engagement Letter (DA) 

B. Donation from Derby Optimist Club (TS) 

C. Donation to Wineteer Elementary Leadership Team from various groups (CC) 

D. Donation from Target to El Paso (YR) 

E. Donation from Kansas Beef Council to Derby Middle School (CS) 

F. Certified and Classified Personnel Reports (HB) 

G. Claims 

6. STAFF/BOARD REPORTS 

A. Operations Report (Tom Snodgrass) 

B. Elementary Plans of Improvement (Dr. Laramore) 

C. Building Culture Goals (Elementary Principals) 

D. Review FTE Numbers/Enrollment (Dr. Laramore, Don Adkisson, Dr. Anderson) 

7. DISCUSSION 

A. High School Class Success 101 (Tim Hamblin, Dr. Laramore) 

B. Job Descriptions (Heather Bohaty) 

8. ACTION 

A. Appoint Site Council Members (Craig Wilford) 

B. Registration Gateway (Dr. Laramore) 

C. Bid on sound system at DHS (Tom Snodgrass)

UNAPPROVED 

DERBY PUBLIC SCHOOLS 

DERBY, Kansas 

ROLL CALL: The regular meeting of the Board of Education, Derby Unified School District 260,  

September 24, 2012, Derby City Hall, 611 Mulberry.  Meeting was called to order at 6:30 p.m.   

        

MEMBERS PRESENT: Tim Aiken (6:44PM), Matthew Joyce, José Martinez, Carolyn Muehring,  

Tom Ostrander, Andreé Sisco, and Janet Sprecker.  

  

STAFF PRESENT: Craig Wilford, Superintendent; Don Adkisson, Director of Finance; Dr. Charlene  

Laramore, Asst. Supt./Curriculum and Instruction; Drew Lane, Director of Technology; Tom  

Snodgrass, Director of Operations; Cynthia Wentworth, Director of Community Marketing; and  

Dr. Doug Anderson, Director of Special Services. 

  

FLAG SALUTE:  Janet Sprecker led the flag salute.   

  

AGENDA:  Tom Ostrander moved and Matthew Joyce seconded to approve the agenda as  

presented. Motion carried 6‐0.    

  

PRESENTATIONS:  I Make a Difference Awards were presented to Stephanie Thomas, volunteer,  

and Oaklawn Elementary, staff.  

  

Kansas Teacher of the Year Recognition:  Mr. Wilford presented Sherry Reed and Mandy Rohr a  

certificate in recognition of their accomplishments.  

  

SRO Report:  Officers Mike Kueter, Andrea Riedel, and James Baney shared information about  

themselves, which schools they are working with, and some of the school programs that they are  

involved in.    

  

APPROVAL OF MINUTES: Andreé Sisco moved and Matthew Joyce seconded to approve the  

minutes of the September 10, 2012 regular meeting.  Motion carried 5‐1, one abstained.    

  

DNEA:  Angela Addis shared information about National Voter Registration Day.    

  

PATRONS:  (none)  

  

CONSENT AGENDA: Carolyn Muehring moved and Matthew Joyce seconded to approve the  

consent agenda as listed below.    

A. Donations to Pleasantview from Target (Yvonne Rothe)  

B. Donation to Cooper Primetime from Mrs. Maria Jones (Vince Evans)  

C. Out of State Travel Request for students to attend Journalism Convention (Tim Hamblin)  

D. Certified and Classified Personnel Reports (Heather Bohaty)  

E. Claims  

Motion carried 7‐0.  

  

Minutes – September 10, 2012 Derby Schools USD 260

Reports: 

  

CURRICULUM REPORT: Dr. Laramore shared with the board the Quarterly Curriculum Report,  

which details the examining of data and how it is applied to help students become successful.   

The state department provided data quality workshops to district secretaries.  Currently, five  

students at Derby High School attend Wichita Area Technical College, paid for by the state.  

  

MARKETING REPORT: Mrs. Wentworth shared with the board the most recent community  

marketing partnership projects including a spelling bee, marketing of virtual options, construction  

communication, community wide map, completion of a CNN segment, and the completion of a  

community marketing strategic plan.  

  

BOND PROJECT UPDATE: Mr. Wilford shared with the board highlights of the activities of the  

Bond.  Curriculum department worked with building administrators 6‐8 to review the schedule  

that flows from grades 6 through 8.    

  

  

Discussion: 

  

REGISTRATION GATEWAY: Dr. Laramore, Mr. Adkisson, and Mr. Lane asked the board to  

consider Registration Gateway a software program that integrates into existing district software  

Skyward to help facilitate the enrollment process.  

  

Action: 

  

JOB DESCRIPTIONS: Mr. Shipley asked the board to consider the recommended changes to the  

following job descriptions.  

      JD 122   Middle School Principal  

      JD 123   Middle School Assistant Principal  

      JD 181   Middle School Counselor  

      JD 450   Middle School Principal’s Secretary/Bookkeeper  

      JD 451   Middle School Registrar and Secretary to Assistant Principal,  

          Counselor and SRO Officer  

      JD 452   Middle School Seventh Grade Assistant Principal Secretary,  

          Athletic Director Secretary and Counselor Secretary  

      JD 453   Middle School Receptionist/Office Clerk  

      JD 454   Middle School Attendance Clerk  

      JD 455   Middle School Office Clerk/Nurse Para  

  

Tim Aiken moved and Matthew Joyce seconded to approve the recommendation.  Motion passed  

7‐0.  

  

  

ADJOURN:  Janet Sprecker moved and Carolyn Muehring seconded to adjourn the meeting at  

7:29 p.m.  Motion carried 7‐0.  

Minutes – September 10, 2012 Derby Schools USD 260 2

  

  

  

_________________________________  

Litona Bounevongxay, Board Clerk  

Derby USD 260   

Board of Education   

Minutes – September 10, 2012 Derby Schools USD 260 3

Tom Snodgrass  

 Operations Director  

325 N. Woodlawn  

Derby, KS 67037  

  

DATE: October 3, 2012 

TO: 

FROM: 

SUBJECT: 

Board of Education 

Tom Snodgrass 

Derby Optimist Club Donation 

The Derby Optimist Club wishes to donate a sno-cone machine and a cotton candy 

machine to USD 260 for use by schools during activities. The Optimist Club has loaned 

this equipment to elementary schools throughout the district for a number of years and now 

would like to transfer ownership to the district. The machines are currently stored in the 

Panther Pac concession stand at Panther Stadium. 

The estimated combined value of these items is $500. 

I recommend that the Board approve this donation. 

(316) 788‐8479 • www.derbyschools.com • fax (316) 788‐8448  

Operations Center

TO: 

Craig Wilford and Board of Education 

FROM: Clint Corby 


RE: Donations To Wineteer 

Please accept the following donations to Wineteer Elementary Leadership Team 

Naseem Ghandour $50 

Route Fifty Six $50 

22 nd Wing Top $50 

Airmans Council $50

Melissa Turner  

Principal  

900 E. Crestway  


  

  

September 17, 2012 

To: 

From: 


Craig Wilford 

Melissa Turner, El Paso 

Subject: 

Donation 

We would like to ask for your approval for a $99.06 donation from Target. 

Thank you for your consideration. 

Melissa Turner 

El Paso Elementary Principal 


El Paso Elementary 

Heather Bohaty 

Assistant Superintendent 

Human Resources 

hbohaty@usd260.com 

  

TO: 

Board Of Education 

FROM: Heather Bohaty, Assistant Superintendent/Human Resources 

RE: 

Certified Employment Report 


Supplemental Contracts 

Dunn, Chaddrick 

Asst. Boys Basketball Coach/DHS 

Administrative Center • 120 E. Washington • Derby, KS 67037 • (316) 788‐8415 • fax (316) 788‐8417 




hbohaty@usd260.com 

  

TO: 


FROM: Heather Bohaty, Assistant Superintendent/Human Resources 

RE: 

Classified Employment Report 


Work Agreements 

Ball, Diedra Special Ed. Para/Cooper Effective 10.01.2012 

Edwards, Joseph Bus Driver Effective 09.25.2012 

Love, Donald Bus Driver Effective 09.20.2012 

Nulik, Jennifer Special Ed. Para/DELL Effective 09.26.2012 

Santos, Leticia Lunchroom Para/Wineteer Effective 09.20.2012 

Smith, Kayla Early Childhood Para/Wineteer Effective 10.01.2012 

Resignations 

Crites, Mary Special Ed. Para/Swaney Effective 09.21.2012 

Ging, Mary Special Ed. Para/Oaklawn Effective 10.02.2012 

Meadows, Luana Bus Monitor Effective 07.19.2012 

Mullen, Marsha Bus Driver Effective 09.17.2012 

Thungsovanh, Christine Lunchroom Para/Wineteer Effective 09.07.2012 

Administrative Center • 120 E. Washington • Derby, KS 67037 • (316) 788‐8415 • fax (316) 788‐8417 





  


TO: 

FROM: 

SUBJECT: 


Tom Snodgrass 

Operations Report 

This will be the second of four reports the Board will receive this year on operations 

activities and initiatives. 

Bond/Capital Outlay Projects – Bond and capital outlay projects are on track for FY13. 

Two bond projects involving roof replacement at El Paso and Oaklawn have been 

completed and design development on the additions for both of those buildings is 

progressing well. Capital outlay projects completed so far included the fence 

replacement at Panther Stadium and the first phase of concrete work at that site. The 

second phase of concrete work will be done after the fall sports season. Work to 

secure the gymnasium bleachers at Derby Middle School has also been completed. 

Architects at SJCF are in the process of designing a new turf field and synthetic track 

for the high school site which will be funded by the capital outlay account. We will bring 

those designs to the Board for review later this fall. 

The new middle school project is in design development and architects at SJCF are 

staying in close contact with district staff to ensure that the building fits our needs. On 

September 24 staff from the middle school and sixth grade center received a briefing 

on the progress of the design followed by an opportunity to participate in a question 

and answer session. Architects will conduct future meetings with middle school 

administrators and department personnel as the design matures. The final plat for the 

new middle school site is being worked by Young & Associates in coordination with 

SJCF. Indications are that the final plat will include some minor adjustments on the 

positioning of the north-south road west of the school. This will be necessary to 

facilitate changes to the bus lane for student drop-off and pick-up. As briefed at the 

September 24 BOE meeting, Young & Associates has completed the district’s Rock 

Road traffic study. The city’s traffic study of the Rock Road corridor will not be 

complete until January, but that will not delay our progress on the middle school. 

The district’s construction manager at risk (CMAR) review committee has completed 

their review of the 11 requests for qualification (RFQ) from CMAR contractors. Those 

11 RFQs have now been reduced to four construction managers who will receive 

interviews on October 18. Upon completion of those interviews, we will bring a CMAR 

recommendation to the BOE for action at their October 22 meeting. 


Operations Center

Strategic Plan – Strategy II in the district’s strategic plan calls for us to provide quality 

facilities to meet the educational needs of students. Action steps in year one include: 

• Update energy guidelines. 

o Guideline updates have been reviewed by the superintendent and are 

now in review by the strategy II committee. 

• Reviewing consumption data. 

o Consumption data has been reviewed; weak areas have been identified 

and work is in progress on solutions. 

• Re-commissioning automated controls. 

o Controls systems at the middle school and Park Hill have been recommissioned 

and work at the high school will begin this month. 

• Exploring opportunities for green technologies. 

o Architects at SJCF will include green technologies in their designs for 

new construction and renovation. 

• Exploring the impact of light and color on academic achievement. 

o The strategy II committee will review a relevant study by the International 

Center for Leadership in Education on this subject and make 

recommendations. 

• Developing criteria for prioritizing heating and cooling work orders. 

o A tentative priority list has been developed and will be reviewed by the 

strategy II committee. 

• Seeking support from staff and students on energy conservation. 

o Once they are finalized, energy guidelines will be shared with staff and 

students in a way that encourages everyone to comply and to think of 

creative ways to maximize conservation. 

Transportation Activities – Adjustments to the bus driver pay scale this year as part of 

strategy V has had a positive impact on bus driver recruiting as well as bus driver 

morale. Our one weak area regarding personnel is the fact that we are down to one 

mechanic due to an illness. Fortunately, our remaining mechanic is also extremely 

talented and is keeping up with demands, but some future maintenance may have to 

be done by contractors until our other mechanic returns. As in previous years, our 

drivers supported the McConnell air show on September 29 & 30 with 28 buses and 

several support personnel. McConnell reimburses the district for air show fuel and 

personnel costs. As I reported to you in August, we outfitted our buses with digital 

radios and security cameras this summer. Those two upgrades have proven to be very 

helpful in our effort to enhance safety and security for students. We are also 

considering the purchase of bus routing software to streamline our operations. 

Advancement in mapping and GPS technology has opened many opportunities that 

can be applied to our transportation services. These opportunities are under study at 

this time. When a software selection is made and a funding source is identified, we will 

coordinate with our technology department to ensure compatibility with our system 

before we bring this proposal forward. 


Operations Center

Food Service Activities – The Healthy Hunger Free Kids Act continues to provide both 

challenge and opportunity as we move into the school year. As you know, this 

legislation dramatically changed the menu offerings for all participating districts. 

Changes to the menu include: 

o Increased serving sizes of fruit. 

o Increased serving sizes of vegetables. 

o 1/2 cup of beans per week. 

o More dark green vegetables. 

o More red/orange vegetables. 

o Age appropriate calorie limits. 

o Minimum and maximum servings of grains and proteins per week. 

o Zero trans fat. 

o Less sodium. 

o All flavored milks will be fat free and only non-fat and 1% white milk. 

These changes present a healthy opportunity for students as all lunch menus will offer 

five components (fruit, vegetable, grain, protein and milk). Students must choose a 

minimum of three of the five components, and one of those components must be at 

least 1/2 cup of fruit and/or vegetable. 

These changes also present challenges for our food service department in several 

ways. For instance, fresh fruits and vegetables are more expensive and labor costs to 

prepare the new menu are higher. Additionally, grain, meat and calorie ranges are 

much more restrictive than previous requirements. 

Energy Management - Our energy manager is an active member of our efforts on 

strategy 2. The building audits conducted by our energy manage and the data he 

collects from our energy invoices are critical to the successful completion of our 

strategy 2 action steps. We will rely on him to use the Energy Cap software program to 

document, display and analyze the data so as to follow our progress and guide our 

actions as they relate to energy conservation. 


Operations Center

  

To:   

Craig Wilford, Superintendent  

  

Charlene Laramore  

Asst. Superintendent/ Curriculum & Instruction  

  

  

  

From:   Charlene Laramore, Asst. Superintendent Curriculum/Instruction, Elementary Principals  

Re:    

Elementary School Improvement Plans for 2012‐2013 School Year  

Date:  October 3, 2012  

In response to the AYP reports, all buildings have spent time looking at data from State Reading and  

Math Assessments.   Information is available for each child in grades 3‐8 and grades 10 and 11 in high  

school.   

Every year, each building staff writes a School Improvement Plan for reading, math and writing.  This  

year, in response to NCLB requests, buildings also have plans for school culture, which includes  

bullying awareness and wellness. These plans contain information on current student performance,  

goals based on the needs of students, a description of the selected instructional strategies, a timeline  

for implementation and a staff development plan.  We present these plans each year for your  

information.  The staff has worked very hard on these plans.  

  

222 E. Madison • Derby, KS 67037 • (316) 788‐8438 • fax (316) 788‐8464 • www.derbyschools.com  

Educational Support Center 

DERBY USD 260 SCHOOL IMPROVEMENT & RESULTS-BASED STAFF DEVELOPMENT PLAN 

Math/Science Improvement Plan - Cooper Elementary 

Grades K - 5 

Academic Year 2012 - 13 

Date 

Submitted: 10/1/2012 Date of Local Board Approval: 

IMPROVED MATH and SCIENCE TARGET COMMITTEE MEMBERS 

Deb Brennan, Andrea Locke, Christine Olson, Tamie Davis, Amanda Day, Dina Duggin, Matt Jacobs, Jamie Johnston, Lachelle King, Cameron Kliewer, Loghan Marker, Brenda 

Martin, Allsion Perry, Becky Schmidt, Jamie Stratford, Beth Strecker 

CURRENT LEVEL OF PERFORMANCE 

78.5% of all students meet or exceed standards on the Kansas State Math Assessment. 

By 2013, there will be a significant improvement in all students' math performance on the Kansas State Math Assessment. The specific state assessment goal is that 95.6% of 

students will perform at or above the Meets Standard level on the Kansas State Math Assessment at all grade levels in which the assessment is given. 

STATE STANDARDS AND BENCHMARKS ADDRESSED (two lowest indicators) GRADES K-5 

Third Grade Lowest Performing Indicators: 

1.4.A1 - (64.9%) Solves one-step real world addition or subtraction problems with a) whole numbers from 0 through 10,000; b) monetary amounts using dollar and cents 

notation through $500.00 

3.2.A1 - (66.8%) Solves real world problems by applying appropriate measurements: a) length to the nearest inch, foot, or yard; b) length to the nearest centimeter or meter, 

c) number of days in a week. 

Fourth Grade Lowest Performing Indicators: 

1.4.A1 - (63.1%) Solves one and two-step real world problems with one or two operations. 

3.2.A2 - (61.5) Estimates to check whether or not measurements and calculations for length, width, weight, volume, temperature, time, and perimeter in real-world problems 

are reasonable. 

Fifth Grade Lowest Performing Indicators: 

1.3.A4 - (58.5) The student determines if a real world problem calls for an exact or approximate answer using whole numbers from 0 through 100,000 and performs the 

appropriate computation using various computational methods including mental math, paper and pencil, concrete materials, and appropriate technology. 

3.2.A1 - (63.7%) The student solves real world problems by applying appropriate measurements and measurement formulas. 

SUMMATIVE ASSESSMENTS OF STUDENT ACHIEVEMENT EACH SCHOOL YEAR 

Third, fourth, and fifth grade students will be administered the Kansas State Math Assessment which will be used to monitor annual progress, program evaluations, and assess areas 

of weakness. The Scholastic Math Inventory will be administered three times a year will be used to monitor and adjust instruction. 

Fourth grade students will be administered the Kansas State Science Assessment which will be used to monitor annual progress, program evaluations, and assess areas of 

weakness. 

FORMATIVE ASSESSMENTS 

Students wil be assessed using district grade-level math benchmarks to determine progress toward grade appropriate goals aligned with the math goals described above every nine 

weeks. Results of the assessments will be used to gauge progress, adjust instruction, and to determine necessary ongoing, job-embedded staff development. Cooper staff will use 

"The Monster" to gauge progress, adjust instruction, and to determine necessary professional development. 

SELECTED STRATEGIES FOR GRADES K - 5 

Description Timeline Person(s) Responsible Resources

Everyday Mathematics 

Curriculum, Singapore Math 

Website 

1. Teachers will model appropriate problem solving methods 2012-2013 Classroom Teachers 

2. Teachers will increase their focus of measurement and measurement conversions 

Everyday Mathematics 

within their math instruction. 2012-2013 Classroom Teachers 

Curriculum 

3. Parent Involvement: Family Learning Night to educate parents concerning gradelevel 

curriculum, Parent Teacher Confrences, parent volunteers. 2012-2013 All Staff Communication/Skylert 

4. Tutoring: Teachers choose students based on data that would benefit from 

additional math and/or reading assistance to work within a small group setting after 

school two to four times per week. 2012-2013 Teachers(tutors) 

5. Student conferencing, and progress monitoring by the teachers with each student to 

monitor skills and ability 2012-2013 

Classroom Teachers/Reading 

Specialists 

6. Staff will integrate science vocabulary into other curriculum areas. 2012-2013 Cooper Staff 

Staff Development Goals for 

ALL Staff K - 5 

RESULTS-BASED STAFF DEVELOPMENT PLAN 

Curriculum and supporting 

supplemental materials 

The "Monster" Data Spreadsheet 

FOSS Science Curriculum, Scott 

Foresman Reading Street 

Curriculum, Music and Physical 

Education Curriculum 

Staff Development Strategies Timeline Person(s) Responsible Resources Evaluation 

Knowledge Level: 

Teachers will know and 

understand math strategies. 

Previous training on real world 

problem solving strategies. 

Previous discussion of 

measurement vocabulary found 

in state standards. 

Started October 

2010, ongoing 

development as 

needed 

StartedOctober 

2010, ongoing 


needed 

All staff members 


Model Drawing Problem Solving 

Method and other appropriate 

problem solving methods. 

State standards and Everyday 

Mathematics Curriculum 

Sign-in Sheet 

Sign-in Sheet 


understand how to do crosscurricular 

science vocabulary 

integration. 

Discussion of integration 

techniques during a staff 

meeting. 

Starting October 

2012, ongoing as 


needed. 


State standards, Everyday 

Mathematics Curriculum, FOSS 

Science Curriculum, Scott 

Foresman Reading Street, 

Music and Physical Education 

curriculum. 

Sign-in Sheet 

Application Level: 

Teachers will consistently use 

math instructional strategies to 

facilitate students' learning. 

Development of sample word 

problems and measurement 

questions for each grade level. 

Discussion of integration 

techniques during a staff 

meeting. 

2012-2013 All staff members "Monster" 

2012-2013 All staff members 

State standards, FOSS Science 

Curriculum, Scott Foresman 

Reading Street, Music and 

Physical Education 

curriculum. 

Beginning, Middle and End 

"Monster" test the following 

indicators. 

K: K.MD.1 and K.OA.2 

1: 1.O1.A and 1.MD.2 

2: 2.OA.1 and 2.MD.1 

3: 1.4.A1 and 3.2.A1 

4: 1.4.A1 and 3.2.A2 

5: 1.3.A4 and 3.2.A1 

Impact level:

Teachers will be able to 

demonstrate that the students’ 

knowledge and skills related to 

the components of math and 

science have improved as 

evidenced by formative and 

summative assessments. 

Share assessment results, 

discuss and review results and 

make adjustments to improve 

instruction at staff meetings. 

Scholastic Math 

Inventory 

Grades 2-5 2012- 

2013 

Kansas State Math 

Assessment— 

Grades 3-5 Spring 

2013 

Kansas State 

Science 

Assessment-Grade 

4 Spring 2013 

All Staff 


Assessment—Grades 3-5. Time 

for collaborative analysis of 

students’ summative 

assessments: The "Monster" 

(Benchmark Mathmatic 

Assessments) 

Kansas State Science 

Assessment-Grade 4 Spring 

2013 

State Math Assessment scores 

disaggregated by: gender, ELL, 

disability, free/reduced lunch. 

The "Monster" (Benchmark Math 

Assessments) Kansas State 

Science Assessment-Grade 4 

Spring 2013

Date 

Submitted: 


Language Arts Improvement Plan - Cooper Elementary 

Grades K - 5 


10/1/2012 Date of Local Board Approval: 

IMPROVED READING and WRITING TARGET COMMITTEE MEMBERS 

Shanda Poulos, Terri Sands, Erin Campbell, Velvet Adrian, Carrie Richards, Justin Williams, Angela Cox, Cindy Richardson, Kim Clark, Amy Hayes, Trisha Jacobs, Kelly 

Mackey, 

Daniel Dickinson, Janet Anthony, Paige Shavlik, Jolene Chapin, Wendy Karel 


74.4% of all students meet or exceed standards on the Kansas State Reading Assessment. 

75.9% of 3rd grade students that meet or exceed standards on the Kansas State Reading Assessment 

74.6% of 4th grade students that meet or exceed standards on the Kansas State Reading Assessment 


75.6% of female students meet or exceed standards on the Kansas State Reading Assessment. 

73.1% of male students meet or exceed standards on the Kansas State Reading Assessment 

66.7% of student with disabilities meet or exceed standards on the Kansas State Reading Assessment. 

77.5% of ELL students meet or exceed standards on the Kansas State Reading Assessment. 

74.4% of students receiving free and reduced lunch met or exceeded standards on the Kansas State Reading Assessment. 

Reading goal for the year: By 2013, there will be an improvement in all students’ overall reading scores (DIBELS, Scholastic Reading Inventory (SRI), and comprehension 

scores). Teachers will implement data driven instruction based on individual student needs. 

STATE STANDARDS AND BENCHMARKS ADDRESSED (three lowest indicators) GRADES K-5 

The three lowest indicators for 3rd grade are: 3.1.4.8 (The student compares and contrasts information (e.g., topics, characters) in a text), 3.1.4.10 (The student retells main 

ideas or events as well as supporting details in narrative and expository texts), and 3.1.3.2 (The student determines the meaning of words or phrases by using context clues (e. 

g., definitions, restatements, examples, descriptions) from sentences or paragraphs). 

The three lowest indicators for 4th grade are: 4.2.1.3 (Identifies or describes the major conflict in a story and how it is resolved), 4.2.1.1 (Identifies and describes characters’ 

physical traits, personality traits, and feelings, and explains reasons for characters' actions and the consequences of those actions), and 4.1.4.9 (Retells main ideas or events as 

well as supporting details in appropriate-level narrative, expository, and technical texts). 

The three lowest indicators for 5th grade are: 5.1.4.9 (retells main ideas or events as well as supporting details in appropriate-level narrative, expository, persuasive, and technical 

texts), 5.2.1.2 (identifies and describes the setting (e.g., environment, time of day or year, historical period, situation, place) and explains the importance of the setting to the story 

or literary text), and 5.2.1.3 (identifies and describes the major conflict in a story and major events related to the conflict (e.g., problem or conflict, climax, resolution). 

SUMMATIVE ASSESSMENTS OF STUDENT ACHIEVEMENT EACH SCHOOL YEAR

*Scholastic Reading Inventory, administered 3 times a year, will be used to determine annual progress, program evaluation and needs. 

*K-5 DIBELS administered at least three times a year will be used to monitor and adjust instruction. 

*In Spring 2013 the State Reading Assessment is administered at grades 3-5 and will be used to monitor and adjust instruction. 

*Phonological Awareness Skills Test (P.A.S.T) and Phonics Assessment, administered 3 times a year, will be used to monitor performance and mastery in 2 of the 5 key areas of 

reading (phonemic awareness and phonics). 


Students will be assessed to determine progress toward grade-appropriate goals aligned with the reading goals described about every nine weeks. Results of the assessments 

will be used to gauge progress, adjust instruction, and to determine necessary ongoing, job-embedded staff development. 


Description Timeline Person(s) Responsible Resources 

Reading Specialists/Special 

1. Take Flight 2012-2013 

Education Teacher Take Flight by Scottish Rite 

Media Specialist/Classroom 

Teachers 

Library Resources 

2. School-wide reading activites will take place during Read Across America Week 2012-2013 

3. Teachers will help students use the following research-based strategies to 

increase comprehension: meta-cognition strategies, graphic and semantic 

organizers, answering and generating questions, summarizing, test-taking 

Classroom Teachers/Reading Curriculum and supporting 

strategies, and recognizing text structure. 2012-2013 

Specialists 


4. Parent Involvement: Family Learning Night to educate parents concerning 

grade-level curriculum, Parent Teacher Confrences, parent volunteers. 2012-2013 All Staff Communication/Skylert 



school two to four times per week. 2012-2013 Teachers(tutors) 



6. Implementation of classroom libraries, book boxes etc... for students in the 

classroom with books that have appropriate lexiled books for those students. 2012-2013 Classroom Teachers Lexile website, Media Center 

7. Student conferencing, and progress monitoring by the teachers with each 

student to monitor skills and ability 2012-2013 


Specialists 

The "Monster" Data Spreadsheet 



ALL Staff K - 5 Staff Development Strategies Timeline Person(s) Responsible Resources Evaluation 


Teachers will understand the 3- 

Tier Reading Model. 

Attend team meetings, gradelevel 

meetings, staff meetings, 

and use curriculum maps. 2012-2013 All staff members 

Grade levels meet 3 times per 

semester (District), staff 

meetings once a week 

(Building), curriculum maps, 

other staff members and district 

personnel. 

Student data- The "Monster" 

Teachers will develop an 

understanding of researchbased 

reading strategies. 

Collaboration and coaching 

sessions with the classroom 

teachers and reading coaches. 2012-2013 

Classroom 

Teachers/Reading 

Coaches 

Sign-In Sheet 

Teachers will participate in a 

book study (optional). 2012-2013 Team teachers 

Book topics are determined by 

teams, with administrative 

approval.


Teachers will utilize the 3-Tier 

Reading Model. 2012-2013 All staff members Student data- The "Monster" 

Take Flight Reading Take Flight training 2012-2013 

Amy Hayes 

Kim Clark 

Brenda Martin Take Flight Training Student data- Literacy Tracker 

Teachers will use researchbased 

comprehension strategies 

to help students increase their 

comprehension skills. 2012-2013 All staff members 

Impact Level: 

The "Monster" (Benchmark 

Comprehension Assessments) 

Student data- SRI and data from 

the "Monster" (Benchmark 

Comprehension Assessments) 




the components of reading have 

improved as evidenced by 

formative and summative 

assessments. 





Scholastic 

Reading 

Inventory 

Grades 2-5; 

2012-2013 

Kansas State 

Reading 

Assessment— 

Grades 3-5 

Spring 2012 

Regular Education Staff 

in Grades 2-5 

Special Education Staff 

Kansas State Reading 




assessments: The "Monster" 

(Benchmark Comprehension 

Assessments) 

State Reading Assessment 

scores disaggregated by: gender, 

ELL, disability, free/reduced 

lunch. 

The "Monster" (Benchmark 

Comprehension Assessments)


Math Target 

Academic Year 2012-2013 

USD 260 Building K-5 Date Submitted October 1, 2012 

Name of School Derby Hills Elementary Grade Span 

Date of Local Board 

Approval 

MATH TARGET COMMITTEE MEMBERS: 

Sherrie Rebel (chair), Nancy Carr, Denise Gash, Kelly Hoffman, Misty Lawson, Rebecca Saldivar, Becky Swanson, Deloise Wiebe, Jamie Welch 

CURRENT LEVEL OF PERFORMANCE ON STATE ASSESSMENTS: 

In Spring 2012, Derby Hills 93.8% of our students, grades 3-5, performed at the Meets Standards level or above on the 

Kansas State Math Assessment, meeting AYP. 

97% of FIFTH GRADERS scored Meets Standards or above on the Kansas State Math Assessment. 

*Females – 98% of females scored Meets Standards or above on the Kansas State Math Assessment. 

*Males - 96% of males scored Meets Standards or above on the Kansas State Math Assessment 

93% of FOURTH GRADERS scored Meets Standard or above on the Kansas State Math Assessment. 

*Females – 95% of females scored Meets Standards or above on the Kansas State Math Assessment. 

*Males - 91% of males scored Meets Standards or above on the Kansas State Math Assessment 

92% of THIRD GRADERS scored Meets Standard or above on the Kansas State Math Assessment. 

*Females –92% of females scored Meets Standards or above on the Kansas State Math Assessment. 

*Males - 91% of males scored Meets Standards or above on the Kansas State Math Assessment. 

96.1% of free and reduced students scored Meets Standards or above on the Kansas State Math Assessment. 

MATH GOALS* based on weakness identified on the state assessment: 

*Must be specific, measurable, attainable, based on needs, and fit within a specified time frame. 

1. By Spring of 2013, 100% of our students will perform at or above Meets Standard level on the Kansas State Math Assessment. 

2. Lowest indicator 4.2.3.A1 (mathematical relationships between whole numbers using concrete object, pictures, written descriptions, symbols, 

equations, tables, and graphs) will show an average percent correct of 78% or higher.

STATE STANDARD AND INDICATORS ADDRESSED 

GRADES K-5 

ACADEMIC YEAR 2012-2013 

 

These are the low indicators that we are targeting based on test scores. 

Third Grade: 3.3.2.K2 80.6% Geometry: Measurement and estimation; Reads and tells time to the minute using analog and digital 

clocks. 

3.1.4.A1 81.3% Solves one-step real-world addition or subtraction problems with whole numbers through 10,000 

and monetary amounts through $500.00 

3.3.2.A1 82.0% Recognizes multiple representations of the same pattern 

Fourth Grade: 4.2.3.A1 62.9% Represents and describes mathematical relationships between whole numbers from 0-1,000 using 

concrete objects, pictures, written descriptions, symbols, equations, tables, and graphs. 

4.3.2.A2 75.5% Estimates to check whether or not measurements and calculations…..are reasonable. 

4.1.4.A1 79.3% Represents and describes mathematical relationships between whole numbers from 0-1,000 using 

concrete objects, pictures, written descriptions, symbols, equations, tables, and graphs. 

Fifth Grade: 5.1.3.A4 67.6% Determines if a real-world problem calls for an exact or approximate answer using 

whole numbers from 0 through 100,000 and performs the appropriate computation using various 

computational methods including mental math, paper and pencil, concrete materials, and 

appropriate technology. 

5.3.3.K3 74.3% Recognizes three-dimensional figures (rectangular prisms, cylinders, cones, spheres, triangular 

prisms, cylinders, cones, spheres, triangular prisms, rectangular pyramids) from various 

perspectives (top, bottom, side, corners) 

5. 3.2.A1 75.0% Solves real-world problems by applying appropriate measurements and measurement formulas 

(SUMMATIVE ASSESSMENTS OF STUDENTS’ACHIEVEMENT AT THE CONCLUSION OF EACH SCHOOL YEAR AND AT THE 

CONCLUSION OF THE SCHOOL IMPROVEMENT CYCLE: 

State Math Assessment 3 rd - 5 th Grade Scores (for the purpose of determining annual progress, program evaluation, and needs assessment) 

BENCHMARKS (FORMATIVE ASSESSMENTS) 

Students will be assessed to determine progress toward grade appropriate goals aligned with the math goals described above every nine weeks. 

Results of the assessments will be used to gauge progress, adjust instruction, and to determine necessary ongoing, job-embedded staff 

development.

Description 

Quarterly Progress Reports measure progress at each grade level. We will monitor and adjust instruction as 

needed. 

K – 5 Number and Computation 

K – 5 Algebra 

K – 5 Geometry 

K – 5 Data 

Scholastic Math Inventory will be administered at least 2 times a year (BOY& & EOY) in grades 2-5. Scores will 

be analyzed and instructional strategies will be developed for individual students based on deficient areas. 

Timeline 

August - May

SELECTED STUDENT LEARNING STRATEGIES FOR GRADES K - 5 

Description Timeline Person(s) 

Responsible 

1. 4 Step Problem Solving--identify the problem, plan, solve, and look back. 

Use color to highlight key words and graphic organizer to sort information 

as well as solve the problems. Students will provide evidence to support 

their answer. 

2. Visual Representations and Graphic Organizers-- includes visual displays 

of vocabulary and skills in the classroom and within the building 

3. Real world opportunities to estimate and measure using a variety of tools 

and resources. Students will provide evidence to support their answers. 

Sept. 2012- 

ongoing 

Sept. 2012- 

ongoing 

Sept. 2012 - 

ongoing 

Building Staff 

(training needed 

for staff) 



Resources 

*Current 

curriculum 

*District 

Instructional 

Coordinator for 

Math 

*Staff Ideas 

*Teacher 

Resources

Additional Support for K-5 students identified as below appropriate levels on state math standards 

(Based on analysis of multiple formative assessments.) 


Responsible 

Resources 

Student Improvement Plans are developed for students that score below the state 

math standards and for students who are working below grade level. 

Tutoring is provided for students one on one or in small groups through 

inclusion paras, regular education paras, support staff, parent and community 

volunteers. 

Students identified as most at risk (grades 1-5) are given the opportunity to 

participate in after-school math tutoring weekly (pending parental consent). 

Tier time to provide additional support for students struggling with math 

concepts. 

Manipulatives (hands on materials) utilized to introduce, explain, reteach, and 

enhance math instruction. 

Opportunities for real world problem solving are presented as a regular part of 

math instruction with extra focus on estimating and measurement, as well as 

using a variety of data representations. 

Aug. 2012 - May 

2013 

Sept. 2012 - May 

2013 

Oct. 2012-May 

2013 

Sept. 2012 – May 

2013 

Aug. 2012 - May 

2013 

Aug. 2012- May 

2013 

Building 

Staff 

Building 

Staff 

Building 

Staff 

Building 

Staff 

Building 

Staff 

*Manipulatives 

*Current research based 

curriculum 

*District Instructional 

Coordinator for Math 

*Teacher resources 

*Family Link 

newsletter--to 

communicate to parents 

skills being covered and 

ideas for home 

*Team Collaboration/ 

cross grade level 

collaboration 

*State standard flipcharts 

*Teacher created 

materials 

Use technology in the classroom to increase fact fluency. 

Sept. 2012-ongoing 

Opportunities for collaboration among staff members to be sure that areas of 

weakness are being addressed across grade levels. 

Oct. 2012 – May 

2013 

Basic Math Knowledge weekly study guides and quiz (grades 3-5) 

Jan. 2012 – April 

2013

Staff Development 

Goals for ALL Staff 

________ 


Staff Development Timeline Person(s) Resources 

Strategies 

Responsible 

Evaluation 


Teachers will know 

and understand the 

math strategies: 

4-step problem 

solving 

Graphic Organizers 


Teachers will 

consistently use 

problem solving 

models to facilitate 

students’ learning 

(including estimation 

and measurement) 

4-step Problem 

Solving 

Inservice 

Graphic organizer 

inservice 

Teachers use of 

4-step problem 

solving with students 

with grade level 

curriculum. 

All staff - beginning 

of each school year. 

All staff-beginning of 

each school year. 

Ongoing 

Staff Meeting 

Collaboration/Discussion: 

District 

Instructional 


Math 


District 

Instructional 


Math 



District inservices 

Building inservices 

District curriculum 

maps 

Current curriculum 

District resource 

materials 




maps 



materials 

Team collaboration 

(professional learning 

communities) to 

make adjustments to 

instruction based on 

ongoing data. 




maps 



materials 

Attendance at inservice 

Evaluation form 

PDC 



PDC 

Teacher observation 

3 rd – 5th grade state 

math assessment 

Discussion at staff 

meetings. 

Benchmark activities

Application Level 

Cont. 

Teachers will share 

with staff variety of 

methods students 

may use to solve real 

world problems. 

Ongoing 

Staff Meeting 

Collaboration/ 

Discussion at late 

start meeting 




communities) to 



ongoing data. 




3 rd - 5 th grade state 


Discussion at staff 

meetings. 

Benchmark activities 


maps 



materials




Staff Development Timeline Person(s) Resources 

Strategies 

Responsible 

Evaluation 

Impact Level: 

Teachers will be able 

to demonstrate that 

the students’ 

knowledge and skills 

related to math have 

improved as 

evidenced by 

formative and 

summative 

assessments. 

Student use of 4-step 

problem solving and 

the collaborative 

analysis of formative 

and summative data 

to adjust instruction. 

Ongoing 

Building 

Staff 

Late start collaboration 

Team planning 

Staff meetings 

Teacher observation of 

student usage 

Progress reports 

District Curriculum 

Maps 


Assessment--- 

percentage of students 

at meets standards or 

above


Language Arts Target 

Grades K-5 



Name of School Derby Hills Elementary Grade Span 


Approval 

LANGUAGE ARTS TARGET COMMITTEE MEMBERS: 

DaLana Higgins (chair), Shana Barnett, Janell Davis, Jean Fisher, Debbie McNutt, Julie Palmer, Michelle Palmer, Patti Ryland, Shawn 

Springer, and Janelle Wilke. 


In Spring 2012, Derby Hills 93.3% of our students, grades 3-5, performed at the Meets Standards level or above 

on the Kansas State Reading Assessment meeting AYP. 

97% of FIFTH GRADERS scored Meets Standards or above on the Kansas State Reading Assessment. 

*Females – 98% of females scored Meets Standards or above on the Kansas State Reading Assessment. 

*Males - 96% of males scored Meets Standards or above on the Kansas State Reading Assessment 

93% of FOURTH GRADERS scored Meets Standard or above on the Kansas State Reading Assessment. 

*Females – 100% of females scored Meets Standards or above on the Kansas State Reading Assessment. 

*Males - 88% of males scored Meets Standards or above on the Kansas State Reading Assessment 

89% of THIRD GRADERS scored Meets Standard or above on the Kansas State Reading Assessment. 

*Females –92% of females scored Meets Standards or above on the Kansas State Reading Assessment. 

*Males - 86% of males scored Meets Standards or above on the Kansas State Reading Assessment. 

94.1% of our free and reduced students scored Meets Standards or above on the Kansas State Reading Assessment

LANGUAGE ARTS GOALS 

1. By 2013, 100% of our students will score at or above Meets Standards level on the Kansas State Reading Assessment. 

2. By 2013, 100% of our students in grades 3-5 will score at the proficient level or above on all six-traits of the year-end benchmark writing 

sample. 

3. By 2013, 100% of our fifth grade students will score at or above Meets Standards level on the Kansas State Writing Assessment.


GRADES K-5 


These are the low indicators that we are targeting based on test scores. 

Third Grade: 

3.1.4.10 68.7% Retells main ideas and supporting details 

3.1.3.2 73.2% Determines the meanings of unknown words using context clues 

3.1.4.2 82.0% Understands the purpose of text features 

Fourth Grade: 


4.1.4.7 80.9% Compare/contrast, cause/effect, problem/ solution 

4.1.4.5 82.1% Uses text to make inferences and draw conclusions 

Fifth Grade: 

5.2.1.3 74.0% Plot – identifies the major conflict in a story and how it is resolved. 

5.2.1.2 78.1% Identifies and describes the setting of a story 


(SUMMATIVE ASSESSMENTS OF STUDENTS’ACHIEVEMENT AT THE CONCLUSION OF EACH SCHOOL YEAR AND AT 

THE CONCLUSION OF THE SCHOOL IMPROVEMENT CYCLE: 

Scott Foresman Reading Street Assessments (Units 1 through Unit 5 for grades 1-5) will be used to monitor and adjust instruction. Grades 1-5 

will also use the Six-Trait writing model to assess and monitor writing. Areas of writing that will be assessed include, but are not limited to, 

narrative, expository, and persuasive texts. 


Students will be assessed to determine progress toward grade appropriate goals aligned with the language arts standards described above, every 

nine weeks. Results of the assessments will be used to gauge progress, adjust instruction, and to determine necessary ongoing, staff 

development.

Description 

K – Quarterly Assessment, DIBELS, Baseline Assessment. 

Grade 1 - DIBELS; Scott Foresman Baseline, Unit, and Selection Assessments 

Grade 2 - DIBELS; SRI; Scott Foresman Baseline, Unit, and Selection Assessments 

Grade 3 - DIBELS; SRI; Scott Foresman Baseline, Unit, and Selection Assessments; Kansas State Reading Assessment 



Timeline 

August - May

SELECTED STUDENT LEARNING STRATEGIES FOR GRADES - K-5 


Responsible 

*Comprehension activities to assist students in unlocking the meaning of Sept. 2012 - May 2013 Building 

Expository and Narrative text 

Staff 

- Story graphing cards 

- Ten important sentences: Grades 1-5 

- Main idea: retell and summarizing 

- Focus Charts 

- Summarizing Graphic Organizers 

, -Tier I and II intervention 

- Vocabulary instruction 

Resources 

*Scott Foresman 

materials 

* Google Drive 

for Rdg.Resources 

*No Glamour 

Language & 

Reasoning 

Activities 

*Guided Reading - provides support for individual reading needs of students 

- Summarizing/sequencing 

- Identify story elements 

- Composition patterns (cause/effect, compare/contrast, etc. . .) 

- identifying text features 

Sept. 2012 - May 2013 

Sept. 2012 - May 2013 

Building 

Staff 


Leveled Readers 

*Guided Reading 

Library 

(Fountas/Pinnell) 

*Int. Trade Books 

Reading A-Z 

*Time for Kids 

*Word Study –provide support for students to understand word meaning 

through word structures and properly identify parts of speech to better construct 

meaningful sentences 

- prefix and suffix charts 

- Words Their Way – sorting and classifying words 

- Multisensory Grammar – color-coded parts of speech 

*Focus Charts on 

Google Drive 

*Lexia Reading 


materials 

*Words Their 

Way materials 

*Multisensory 

Grammar 

*Rainbow Editing 

Charts

Additional Support for K-5 students identified as below appropriate levels on state reading standards 



Responsible 

Student Improvement Plans: Student Improvement Plans are developed for 

students that score below the state reading standards. Students are also placed 

on a plan if their reading performance is below grade level. 

Aug. 2012 - May 2013 

Classroom 

teachers 

Resources 

-discussion at 

faculty meetings 

or late start. 

Tutoring: Tutoring is provided for students one on one or in small groups 

through inclusion paras, regular education paras, support staff, parents, and our 

ASK (After School Kids) tutors. Need is based on Student Improvement Plans 

and other test data. 

Oct. 2012 – May 2013 

Classroom 

teachers 

-Scott Foresman 

-Odyssey 

Reading Specialists/Special Education Instructors: Reading Specialists provide 

remedial instruction to students that are performing below grade level in their 

classroom. They provide Tier 3 intervention. 

Differentiation Tier Instruction: classroom teachers and para-educators provide 

Tier Instruction in the classroom for students. 

Sept. 2012 - May 2013 

Sept. 2012 - May 2013 

Special Ed 

Instructors 

Debbie McNutt 

Janelle Wilke 

Classroom 

teachers 

-Sidewalks 

-ELL Strategies 

-Take Flight 

-Language 

Foundations 

-Lexia 

-Decodable 

Readers 

-Leveled Readers 

-Odyssey 

-Timed Reading 

-Passages for 

Fluency 

-FCRR materials




Staff Development Timeline 

Person(s) 

Strategies 

Responsible 

Resources 

Evaluation 




reading strategies: 

Word Study: - 

teaching of prefixes 

and suffixes, as well 

as common word 

roots. 

-identifying parts of 

speech 

Beginning of the year 

and ongoing 

USD 260 

Language Arts 

Curriculum 

Coordinator 


- Words Their Way 

- Focus Charts 

- No Glamour 

Language 

Activities 

- Multisensory 

Grammar 

materials 

-My Learning Plan 

Graphic Organizers: 

use of graphic 

organizers in all 

curriculum areas. 

-Guided Reading 

inservice on the 

advanced use of 

guided reading 

(knowledgeable staff) 

Beginning of each 

yearongoing 

Beginning of each 

yearongoing 


Language Arts 

Curriculum 

Coordinator 



Language Arts 

Curriculum 

Coordinator 

-district and building 

inservices 

-curriculum maps 

-Scott Foresman. 

Graphic Organizer 

Book 

-district/building 

inservices 





Teachers will 

consistently use 

to facilitate students’ 

learning: 

Model the use of 

word structure by 

incorporating phonics 

activities to practice 

identifying word 

parts. 

August 2012- 

ongoing 


Classroom Teachers 

district/building 

inservices 

-posters in 

classrooms 


-grade level meetings 

-sharing at faculty 

meetings and Late 

Starts.

Graphic organizers as 

part of reading 

instruction 

Teachers’ use of 

guided reading as 

part of reading 

lessons 

August 2012- 

ongoing 

August 2012- 

ongoing 

Classroom teachers 



Curriculum 


inservices 


-ScottForesman 

Curriculum 


inservices 


-Guided Reading 

book by Fountas & 

Pinnell 


-grade level meetings 



Starts. 



Starts.





Person(s) 

Strategies 

Responsible 

Resources 

Evaluation 

Impact Level: 





related to reading 

comprehension have 

improved as 

evidenced by 

formative and 

summative 

assessments. 

Student use of word 

structures 

Student use of 

graphic organizers 

August 2012- 

ongoing 

August 2012- 

ongoing 



-Bringing Words to 

Life - Isabel Beck 

-KSDE Reading Flip 

Charts 

-District/Building Inservices 

-FCRR Word 

Structure Activities 

-Curriculum maps 


websites 

Smartboard Activities 


-KS State Reading 

Assessment 3-5 


Assessment 3-5 

Student participation 

in guided reading 

August 2012- 

ongoing 



Curriculum 


-Decodable Readers 

-Time for Kids 


Assessment 3-5


Reading Target – El Paso Elementary 

Grades K-5 


Building Grade K-5 

Name of School 

El Paso Elementary 

Span 


Approval 

READING TARGET COMMITTEE MEMBERS: 

Connie Hartman-SPED 3-5 Heather Gee- 2 nd Grade Cindy Wichman- 5 th Grade Kelsey Gonzalez- Kdg. 

USD 260 Date Submitted October, 2012 

Cherie Zabel- 3 rd Grade Karen Green- Rdg. Specialist Dana McCreath- 1 st Grade Janice Cole- Reading Specialist 

Barb Vanderpool- Reading Spec./Take Flight Sherry Reed- ELL/Take Flight Amy Shifflett- 4 th Grade 

Kansas State Reading Assessment History: 87.4 % at standard or above for 2012 

% Standard or above by grade level 

3 rd Grade 78.7 

4 th Grade 91.7 


HARDEST INDICATOR FOR 2012 BY GRADE: 

Third Grade: 1.4.10 Retells main ideas or events as well as supporting details in narrative & expository texts. 65.8% correct (-5.8% decrease from 2011) 

Fourth Grade: 1.4.9 Retells main ideas or events as well as supporting details in appropriate-level texts. 73.0 % correct. (+ .7% increase from 2011) 

Fifth Grade: 2.1.3 Identifies and describes the major conflict in a story & major events related to the conflict. 72.3% correct. (+5.6% increase from 2011)

READING GOALS* based on weakness identified on the state assessment: 

*Must be specific, measurable attainable, based on needs, and fit within a specified time frame. 

1. Throughout school year, we will continue to address lowest indicators (as shown above). 

2. All students will write, read and comprehend at grade level. 

3. Staff will learn more about the three principles set by the state: 

- College & Career-Ready Expectations for All Students 

- State Developed Differentiated Recognition, Accountability & Support System 

- Support Effective Instruction & Leadership. 

4. Teachers will become more knowledgeable on KS Common Core Standards in reading/language arts. 

5. Teachers will become more knowledgeable on the four ways the state will be looking at assessment results: improving achievement (Assessment Performance Index- 

API), increasing growth, decreasing gap, and reducing non-proficient scores. Annual Measurable Objectives (AMO’s) will be set. 


GRADES K-5 


Standard: See above mentioned standards which have been identified by grade level and will be addressed with weekly student activities at the appropriate grade levels. 

(SUMMATIVE ASSESSMENTS OF STUDENTS’ACHIEVEMENT AT THE CONCLUSION OF EACH SCHOOL YEAR AND AT THE CONCLUSION OF 

THE SCHOOL IMPROVEMENT CYCLE: 

State Reading Assessment 3 rd - 5 th Grade Scores (for the purpose of determining annual progress, program evaluation, and needs assessment). NEW Annual 

Measurable Objectives (AMO’s) established. 

Scott Foresman Comprehensive End of Year Reading Assessment (given to Grades 1-5) 

Gender Race SES ELL Disability 


Students will be assessed to determine progress toward grade appropriate goals aligned with the reading goals described above every nine weeks. Results of 

the assessments will be used to gauge progress, adjust instruction, and to determine necessary ongoing, job-embedded staff development. 

Description 

Grades K-5: 

The DIBELS will be used to monitor performance in reading. Two-week progress monitoring for those at-risk. 

Grades 1-2: 

Pathways to Reading baseline assessment will be given quarterly. 

Grades 2-5: 

The Johns Basic Reading Inventory will be given on an individual basis. The STAR assessment will be given three times per year for 2-5 

grades and two times per year for 1 st grade. 

Grades 2-5: 

The Scholastic Reading Inventory will be given to grades 2 nd – 5th three times a year and twice a year for first grade, to determine 

instructional reading levels. 

Grades 3-5: 

KCA Formative reading tests are administered in grades 3-5 (fall – mid year). These may not be available this year, due to changes to 

current tests. More to come on this. 

Timeline 

September through May

SELECTED STUDENT LEARNING STRATEGIES FOR GRADES ____K-5_______ 


1. Nonlinguistic Representations (graphic organizers) assist students with understanding and 

comprehending various types of text. 

2. Guided Reading provides support for individual reading needs of students, assists in 

monitoring and adjusting instruction to support reading skills of individual students. 

3. Integrated study and discussion of our lowest indicators (see above). 

4. Various presentations, workshops, webinars, etc. will take place to have a better 

understanding of the KS Common Core Standards and new testing expectations. 

5. Various research-based approaches to help students with their individual specific needs. 

6. Pathways To Reading 

7. Words Their Way 

8. Daily Five/Cafe 

Ongoing 

Ongoing 

Responsible 




Instructional 

Coordinator 

 

 

 

 

 

 

 

 

 

Resources 

Scott Foresman 

Reading 

Johns 

“Improving 

Reading” 

Pathways to 

Reading 

Materials 

Teacher 

Collaboration 

(sharing of 

nonlinguistic 

representations) 

Inst. 

Coordinators 

Teacher 

Resources 

Lexiled reading 

library 

Words Their 

Way 

book/materials 

Daily Five/Cafe 

Book




Responsible 

Student Improvement Plans are developed for students that are below the state reading standards Fall 2012 – ongoing Building Staff 

and for students that are working below grade level on grade level curriculum. 

Tutoring is provided for students one on one or in small groups through inclusion paras, regular 

education paras, support staff, parents, community volunteers, certified teachers, and after school 

tutoring program. 

The teachers provide small group instruction in the classroom for all students. 

Reading specialists provide additional instruction to students that are performing below grade 

level in their classrooms. 

Speech Language Pathologist (SLP) & ELL teacher provides small group inclusion instruction 

and some pull-out instruction for those students requiring extra support. 

The 3-Tier Reading Model implements three levels of reading intervention: primary, secondary 

and tertiary to ensure that students’ reading needs are addressed. TAKE FLIGHT reading 

program for those students deemed “high at-risk). 

Guided & FLEXIBLE reading groups based on reading lexile, reading levels & data analysis. 

Fall 2012 – ongoing 

Fall 2012 - ongoing 






Parent Volunteers 

Community 

Volunteers 

After School tutoring 

teachers 

Reading Specialists 

SLP 

ELL Teacher 

Staff/Rdg. Specialists 


 

 

 

 

 

 

 

Resources 


Reading 

Johns 

“Improving 

Reading” 

Teacher 

Resource 

Materials, such 

as books, 

pictures, board 

games, 

flashcards, etc. 

Professional 

Resource Library 

Instructional 

Coordinators 

Tiered Reading 

Specialists 

AR/Lexiled 

reading library 

Bookmarks are sent home for grades 3-5. Students read the story and have 3 main questions to 

answer and vocabulary words on their bookmark. Bookmark signed by parents. 

Listen to audio versions of weekly stories. 

Incentives for students reaching their reading goal 

Fall 2012- ongoing 



Parents/Paras/Staff 

Book It/McDonalds 

Reading Program

Reading 

Staff Development Goals 

for ALL Staff 

K-5 


Strategies 


Timeline Person(s) Responsible Resources Evaluation 



understand the reading 

strategies: 

Nonlinguistic 

Representations (Graphic 

Organizers) , differentiated 

reading instruction and 

integrated discussion and 

study of text structures 

Teachers will also become 

familiar with KS CCS. 


Teachers will consistently 

use differentiated reading 

instruction, nonlinguistic 

representations (graphic 

organizers) and integrated 

discussion and study of text 

structures to facilitate 

students’ learning. 

Nonlinguistic 

Representations inservice 

& use of these in the 

classroom. 

Differentiated reading 

instruction. 

Integrated discussion and 

study of lowest indicators. 

Workshops, webinars, 

presentations, etc. on CCS 

Teachers use 

nonlinguistic 

representations to 

facilitate students’ 

learning. 

Teachers use 

differentiated reading 

instruction to facilitate 


Training: Sept. & Oct. 12 



USD 260 Instructional 

Coordinator 


Coordinator 

Robin Folkerts 

(curriculum coordinator) 

Workshops/Inservices 

Staff Collaboration 

Scott Foresman Reading 

Johns Improving Reading 

Pathways to Reading 

Kansas State Reading and 

Assessment Guide 










Fall 2012 & ongoing Principal, IC’s, and staff KSDE, Asst. Super. Of 

Curr. & Instr. 

Use: ongoing 




Staff Meeting 



District/Building 

November and ongoing 

Inservices (Staff 

Collaboration) 

Instructional Coordinators 

Use: ongoing 

Staff Meeting 











Odyssey Software 

Words Their Way 

Take Flight 

Dibels instructional 

features 

Attendance at 

Inservice (Grade Level 

Meetings and/or Building 

Inservice) 

Attendance at 



Inservice) 

Attendance at 



Inservice) 

Attendance at various 

learning opportunities. 

Grade level meetings. 

Sharing at faculty 

meetings. 



Meetings.

Reading 


for ALL Staff 

K-5 


Strategies 



Application (cont.) 

Teachers use integrated 

discussions and study of 

low indicators to facilitate 


Use: ongoing 

Staff Meeting 


December and ongoing 








Meetings 

Impact Level: 


demonstrate that the 

students’ knowledge and 

skills related to reading 




assessments. 

Teachers will begin to use 

Common Core Standards 

when teaching in the 

classroom. 

Student participation in 


instruction. 


nonlinguistic 


organizers 

Students are using 

strategies taught by 

teachers to address low 

indicators. 

Annual Measurable 

Objectives are set and met 

or exceeded. 

Mid-year & ongoing 

Fall & ongoing 

To be determined by 

state. 

Staff & district support 


Staff & district/state 

support. 

KSDE resources & 

district information 


Time for 

collaborative analysis 

of students’ 

formative assessment 

results. 




Inservices 



Increased use of CCS in 

classrooms. 

Multiple assessments 

administered & analyzed 

throughout the school 

year including: 


reading 

comprehension 

assessments 

DIBELS 

Johns Basic Reading 

Inventory 


Assessment 

Scholastic Reading 

Inventory 

STAR 


Take Flight 

State assessments once 

established.


Math Target – El Paso Elementary 

Grades K-5 





Span 


Approval 


Joel Addis-SPED K-2 Kim Wilson- 2 nd Grade Linda Griffin- 5 th Grade Brynn Shellenberger- Kdg. 

USD 260 Date Submitted October, 2012 

Erin Lewis- 3 rd Grade Jason Thomas- P.E. Sally Cavanaugh- 1 st Grade Krista McClain-2 nd Grade 

Stephanie Quick- 4 th Grade 

Kansas State Math Assessment History: 92.3 % at standard or above for 2012 

% Standard or above by grade level 

3 rd Grade 80.3 


5 th Grade 100 


Third Grade: 3.3.2.A1 Solves real world problems by applying appropriate measurements. 70.8 % correct (-9.6% decrease from 2011) 

Fourth Grade: 4.2.3.A1 Represents and describes mathematical relationships between whole numbers from 0-1,000 using concrete objects, pictures, written 

descriptions, symbols, equations, tables and graphs. 65.7 % correct. (2.4 % decrease from 2011) 

Fifth Grade: 5.1.3.A4 Determines if a real world problem calls for an exact or approximate answer. 67.3 % correct (+6% increase from 2011)




2. All students will be at grade level for Math. 





4. Teachers will become more knowledgeable on KS Common Core Standards in mathematics. 




GRADES K-5 





State Math Assessment 3 rd - 5 th Grade Scores (for the purpose of determining annual progress, program evaluation, and needs assessment). NEW Annual Measurable 

Objectives (AMO’s) established. 

Everyday Math Comprehensive End of Year Assessment (given to Grades 1-5) 



Students will be assessed to determine progress toward grade appropriate goals aligned with the math goals described above every nine weeks. Results of 


Description 

Grades K-5: 

Everyday Math curriculum assessments will be used to monitor performance in math. 

Grades 2-5: 

Scholastic Math Inventory. Progress monitoring for those at risk. 

Grades K-5: 

Formative Assessments will be used to guide instruction. 

Timeline 




Fall 2012- Ongoing Building Staff Everyday Math 

materials 

1. 4-Step problem solving Model (identify the problem, plan, solve, look back) 

Computer 

Fall 2012- Ongoing 

online access 

2. Graphic Organizers 

IPAD apps 

Number Sense 

4. Word wall of math terms. 


Books 

Instructional 

5. Math computer programs and IPAD apps. 

Coordinators 

Building Staff Teacher 

6. Number Sense 

Resources 

Instructional 

Coordinator




Responsible 

Student Improvement Plans are developed for students that are below the state math standards Fall 2012 – ongoing Building Staff 


 

Resources 

SMI 





Guided & FLEXIBLE math groups based on teacher observation and data. 

Odyssey 

IPAD apps 

Everyday Math online 







Community 

Volunteers 


teachers 

Administration 

Technology Staff 

Math Instructional 

Coordinator 

 

 

 

 

 

Odyssey 

Everyday Math 

Curriculum 

Math IPAD apps. 

Professional 

Development 

Teacher 

Resource 


as books, 


games, 


 

Professional 


 

Instructional 

Coordinators

Math 


for ALL Staff 

K-5 


Strategies 






strategies: 

4 step problem solving, 

Graphic Organizers, 

differentiated math 

instruction, math vocabulary 

terms 





use 4 step problem solving 

model, graphic organizers, 


instruction, math vocabulary 

terms 

Nonlinguistic 

Representations in-service 


classroom. 

Differentiated math 

instruction. 





Teachers use 4 step 

problem-solving model 

and graphic organizers to 


learning. 

Teachers use 




Training: Fall 2012- 

ongoing 


ongoing 


ongoing 


Coordinator 


Coordinator 

James Morgan 

(curriculum coordinator) 

Workshops/In-services 


Kansas State Math and 





Assessment guide 







Use: Fall 2012-ongoing Building Staff 


In-services (Staff 

Staff Meeting 




September and ongoing 





Use: Fall 2012-ongoing 

Staff Meeting 


September and ongoing 





In-service/workshop 


Attendance at 

In-service (Grade Level 


In-service) 

Attendance at 



In-service) 

Attendance at 



In-service) 





meetings. 



Meetings. 

Teachers use math 

vocabulary terms

Math 


for ALL Staff 

K-5 


Strategies 








Use: Fall 2012- ongoing 

Staff Meeting 


September & ongoing 








Meetings 

Impact Level: 




skills related to math have 



assessments. 




classroom. 



instruction. 

Students are using 4 step 

problem-solving model, 

graphic organizers and 

math vocabulary terms. 








Time for 




results. 

SMI 


classrooms. 





Everyday Math 

Assessments 

 


Inventory 




indicators. 


In-services 

 


Assessment 



or exceeded. 


state. 


support. 


district information


Math Improvement Plan - Oaklawn Elementary 

Grades K - 5 


Date Submitted: 

Date of Local Board Approval: 

MATH TARGET COMMITTEE 

MEMBERS 

Kelly Bielefeld, Principal 

Kelsea Wright, Kindergarten 

Teacher 

Marc Anderson, At-Risk Math Teacher Lisa Collins, 1st Grade Teacher 

Angela Ewing, 4th Grade Teacher 

Jessica Arthur, 2nd Grade Teacher 

Kari Nolan, Title I Math Teacher 

Kimberly Garza, 3rd Grade 

Teacher 

Stacey Clough, ECD Teacher 

Perri Murphy, P. E. Teacher 


79.5% of all students, 2011-12, met or exceeded standards on the Kansas State Math Assessment. 

78.5% of 3rd grade students, 2011-12, met or exceeded standards on the Kansas State Math Assessment. 

80% of 4th grade students, 2011-12, met or exceeded standards on the Kansas State Math Assessment. 

90% of 5th grade students, 2011-12, met or exceeded standards on the Kansas State Math Assessment. 

78.6% of students, 2011-12, on free or reduced lunch, met or exceeded standards on the Kansas State Math Assessment.

Math goal for the year: By 2013, there will be improvement in all student performance on the Kansas State Math Assessment. 

The AYP target: 95.6% of all students and sub-groups will meet or exceed standard on the Kansas State Math Assessment at 

all grade levels in which the assessment is given. 


1.2.K5: Uses the concepts of these properties with the whole number system and demonstrates 

their meaning including the use of concrete objects: 

a) commutative properties of addition and multiplication; 

b) zero property of addition (additive identity) and property of one for multiplication (multiplicative identity); 

c) associative properties of addition and multiplication; 

d) symmetric property 

of equality applied to addition and multiplication 

1.3.A4: The student determines if a real world problem calls for an exact or approximate answer using whole numbers from 0 

through 100,000 and performs the appropriate computation using various computational methods including mental math, paper 

and pencil, concrete materials, and appropriate technology. 

1.3.K2: Estimates using whole numbers, fractions, decimals, and money. 


Quarter BAs given throughout each 9 weeks. 

Benchmark Assessments to monitor Knowledge Based Skills (K-5): Number and Computation, Algebra, Data, and Geometry 

Benchmark Assessments to monitor Application Based Skills (K-5): Number and Computation, Algebra, Data, and Geometry 



Tier I Strategies: Use of EM curriculum, supplemental 

items/manipulatives, Rocket Math 

2012-2013 Classroom Teachers 

Curriculum and 

supporting 

supplemental materials

Tier II Strategies: supplemental items/manipulatives, targeted 

skills rotations will all students (Grades 3-5) 

Tier III Strategies: math teachers will utilize small groups to 

focus on needed instruction 

Writing to Explain Mathematical Thinking (1-5), Write/Draw 

Number Stories (K) 

2012-2013 

Math/Classroom 

Teachers 

2012-2013 Math Teachers 


Compass Learning/Odyssey 2012-2013 Teachers(tutors) 


supporting 


Quantiles.com 

SMI Indicator Tests 


supporting 


Compass 

Learning/Odyssey 

Remediation on iPads 2012-2013 All Staff iPads and apps 


Classroom 

Homework and Practice (1-5) 2012-2012 

supporting 

teachers/Parents 


Student conferencing, and progress monitoring by the 

teachers with each student to monitor skills and abilities 

EM Games (in classroom and online) 2012-2013 


Classroom 

teachers/specialists 

Laptops and iPads 



K - 5 



Strategies 


Timeline 

Person(s) 

Responsible 

Resources 

Evaluation

Teachers will 

understand the 3-Tier 

Mathematics Model. 

Teachers will increase 

knowledge of Response 

To Intervention plan 

Teachers will participate 

in a book study 

(optional). 


Teachers will utilize the 

3-Tier Mathematics 

Model. 

Teachers will use the 

Response To 

Intervention Plan. 

Teachers expectation 

via Structured Walk 

Throughs 

Impact Level: 

Attend team meetings, 

gradelevel meetings, 

staff meetings, and use 

curriculum maps. 

Teacher training and 

grade level participation 

in GEI meetings. 

Professional 

Development during 

Late Start on GEI 

process. 

Feed back from 

administrator walkthroughs 

2012-2013 

2012-2013 

2012-2013 

2012-2013 

All staff 

members 

General 

Education 

Intervention 

Team 

Team teachers 

All staff 

members 

All staff 

members 

2012-2013 PK-5 

Grade levels meet 3 

times per semester 

(District), staff 


(Building), curriculum 

maps, other staff 

members, district 

personnel, and funds 

for conference fees. 

Book topics are 

determined by teams, 

with administrative 

approval. 

General Intervention 

Team 

Structured Walk 

Throughs 

Number of students in 

GEI and referrals to 

special education. 

Students in GEI and 

Special Ed. Refferals 

Structured Walk 

Through Data by 

administrator.



students’ knowledge 

and skills related to the 

components of 

mathematics have 

improved as evidenced 

by formative and 

summative 

assessments. 

Share assessment 

results, discuss and 

review results and 


improve instruction at 

staff meetings. 

Scholastic 

Math 

Inventory 

Grades 2-5 

2012-2013 

Kansas 

State Math 

All staff 

members 

Assessment—Grades 

3-5 Spring 

2013 


Assessment—Grades 

3-5. Time for 


of students’ summative 

assessments. 

SMI 

Benchmark 

Assessments State 

Math Assessment 

scores disaggregated 

by: race, SES, ELL.

Date 

Submitted: 


Language Arts Improvement Plan - Oaklawn Elementary 

Grades K - 5 




Jill Lewis, Stacey Vanderhoff, Trisha Stierwalt, Julie Bright, Dana Swink, Mariliee Kendall, Judy Clubine, Tara Nussbaum, Jeanie Ciemny, Irene Langerot, Angela Clark 




84% of 4th grade students that meet or exceed standards on the Kansas State Reading Assessment 


78.6 of students on free or reduced lunch meet or exceed standards on the Kansas State Reading Assessment. 

GOALS FOR THIS YEAR 

Reading goal for the year: 90% of 3rd, 4th, and 5th grade students at Oaklawn Elementary School will meet or exceed standards on the Kansas State Reading Assessment. 


1.4.5 The student uses information from the text to make inferences and draw conclusions. 1.4.9 The student retells main ideas or events as well as supporting details in 

appropriate level narrative, expository, technical, and persuasive texts. 2.1.3 The student identifies and describes the major conflict in a story and major events related to the 

conflict (e.g., problem or conflict, climax, resolution). 







Take Flight 2012-2013 Reading Specialists Take Flight by Scottish Rite


Teachers 



Daily 5 by Gail Boushey & Joan 

3. Daily Five Strategies 2012-2013 K-2 Classroom Teachers 

Moser 





strategies, and recognizing text structure. 2012-2013 Classroom Teachers 


5. Teacher-Parent Communication: Weekly news letters identifying each week's 

Communication/Skylert/fusion 

literacy skills and activities 2012-2013 All Staff 

pages 

6. After school Primetime: 20 minutes reading requirement and homework 

assistance as needed 2012-2013 Teachers(tutors) Classroom Libraries 

Benchmark Comprehension 

Activities 

7. Tier II small group activities targeting assessment indicators 2012-2013 All Staff 

8. Vocabulary Development: Instructional terms are emphasized consistently 

across the curriculum. Classroom word walls may incorporate academic 

Words of Week and Academic 

vocabulary lists, provided to all teachers, as well as high frequency words. 2012-2013 All Staff 

Vocabulary Lists 

9. K-3 Silent reading for 20-30 minutes per day at student lexile level. 2012-2013 K-3 Classroom Teachers Classroom Libraries 


classroom with books that have appropriate lexiled books for those students, as 

well as lexiled books available in the school media center for check out. 2012-2013 Classroom Teachers lexile.com, media center, boxed books 


student to monitor skills and abilities 2012-2013 


Classroom Teachers and 

literacy specialists 

Staff Development goals for ALL 

Staff K-5 Staff Development Strategies Timeline Person(s) Responsible Resources Evaluation 

DIBELS 






Grade levels throughout the 

year (District), staff meetings as 

needed(Building), curriculum 

maps, other staff members, 

district personnel, utilization of 

the 'monster', school-wide 

master schedule. 

3-tier reading model carried out 

building wide 

Teachers will develop an 

understanding of researchbased 

reading strategies. 




District support personnel and 

reading coaches 

Observation and posted 

objectives 


knowledge of Response To 

Intervention plan 


book study (optional). 

Teacher training and grade level 

participation in GEI meetings. 2012-2013 

General Education 

Intervention Team 

2012-2013 

Reading coaches choose staff 

development material that 

targets literacy deficits. 2012-2013 All Staff Members 

All-inclusive 'monster' data 

Book topics are determined 

through collaboration, with 

administrative approval. 

Number of students in GEI and 

referrals to special education. 

Completion on My Learning Plan



Reading Model. 

Take Flight Reading 


comprehension strategies 

to help students increase their 

understanding of indicators: 

1.4.9, 2.1.3, 1.4.5 

Teachers will use the Response 

To Intervention Plan. 




Grade levels throughout the 

year (District), staff meetings as 

needed(Building), curriculum 

maps, other staff members, 

district personnel, utilization of 

the 'monster', school-wide 

master schedule. 

Training and Professional 

Development for Tier III Teacher 2012-2013 Reading specialists Take Flight Training 

Team meetings to address said 

indicators as outlined in the 

'monster' 2012-2013 All staff members 

Benchmark Comprehension 

Activities 

2012-2013 

Professional Development 

during Late Start on GEI 

process. 2012-2013 All staff members General Intervention Team 

'Monster' 

Take Flight progress monitors 

three times per year 

Student data- SRI 

Students in GEI and Special Ed. 

Referrals 

Teachers will apply guided 

reading/Daily 5 strategies the 

classroom 

Teachers will apply skills 

outlined in administrator 

structured walk throughs 


book study (optional). 

Impact Level: 







assessments. 


during Late Start 2012-2013 K-2 Teachers Daily Students data 

Feed back from administrator 

walk-throughs 2012-2013 PK-5 Structured Walk Throughs 

Reading coaches choose staff 

Book topics are determined 

development material that 

through collaboration, with 

targets literacy deficits. 2012-2013 All Staff Members administrative approval. 





Scholastic 

Reading 

Inventory 

Grades 2-5 

2012-2013 

Kansas State 

Reading 

Assessment— 

Grades 3-5 

Spring 2012 

Initial 

assessment 

and progress 

monitors within 

the 'Monster' K- 

5 All Staff Members 

Scholastic Reading Inventory 

site, Kansas Computerized 

Assessment tools, all-inclusive 

monster materials 

Structured Walk Through Data by 

administrator. 

Evidence of strategies learned 

demonstrated in classroom 

instruction 

SRI scores, 'Monster' scores, 



race, SES, ELL, Disability.

2012-2013


Math Improvement Plan - Park Hill 

Grades K - 5 


Date of 

Local Board 

Approval: 


IMPROVED MATH TARGET COMMITTEE MEMBERS 

Jason Watkins (principal), Cathy McBride (5th), Becky Beal (GTC), Allison Weide (3rd), Patty Simon (2nd), Jennifer 

Scriven (Kinder), Mrs. Baumfalk-Lee (First) Sherri Sweet (SPED) 


Kansas State Math Assessment Spring 2012 

Currently 91 % of third graders scored meets standard or 

above 

Targeted Indicators from the State Math Assessment Spring 

2012: 

M.3.1.1.K4 

M.3.4.A1 

M.3.3.2.K2 

Currently 93.2% of fourth graders scored meets standard or 

above 


2012: 

M.4.4.2.K1-Data -Statistics 

M.4.1.2.K5- N&C- Number Systems and their Properties 

81.9% AVG Score 





M. 4.2.3.A.1-Algebra - Functions 72.1% AVG Score 

Currently 94.6% of fifth graders scored meets standard or 

above 


2012: 

M.5.3.3K3- Geometry-Transformational Geometry 

M.5.1.3.K2- N&C- Estimation 

M.5.1.3A4 - N&C- Estimation 



71.7% AVG Score

COMMON CORE TARGETED INDICATORS 

ARE HIGHLIGHTED IN RED 

2012 COMMON CORE RESULTS BY COMPARISON 

BLDG District State 

3rd Grade 

NF1 76.7% 78.8% 69% Description 

NF2a 50% 46% 44% Description 

NF2b 46.1% 49% 46% Description 

NF3a 60.8% 60.9% 44% Description 

NF3c 34.2% 31% 29% Description 

Understand a fraction 1/b as the quantity formed by 1 part when a whole is 

partitioned into b equal parts; understand a fraction a/b as the quantity formed by 

a parts of size 1/b 

Represent a fraction 1/b on a number line diagram by defining the interval from 0 

to1 as the whole and partitioning it into b equal parts. Recognize that each part 

has size 1/b and that the end point of the part based at 0 locates the number1/b 

on the number line. 

Represent a fraction a/b on a number line diagram by marking off a lengths 1/b 

from 0. Recognize that the resulting interval has size a/b and that its' endpoint 

locates teh number a/b on the number line. 

"Understand two fractions as equivalent (equal) if tehy are the same size, or the 

same point on a number line" 

"Express whole numbers as fractions, and recognize fractions that are equivalent 

to whole numbers" 

4th Grade 

NBT6 74.2% 64.1% 62% Description 


NF3b 86.2% 70% 55% Description 

NF3d 80.4% 74.3% 63% Description 


NF4b 61.4% 46.2% 46% Description 

"Find whole-number quotients and remainders with up to four digit dividends and 

one digit divisors using strategies based on place value, the properties of 

operations, and/or the relationship between multiplication and division, illustrate or 

explain the calculation by using equations, rectangular arrays, and/or area 

models." 

Understand addition and subtraction of fractions as joining and separating parts 

referring to the same whole. 

Decompose a fraction into a sum of fractions with the same denominator in more 

than one way, recording each decomposition by an equation. Justify 

decompositions, Eg..by using a visual fraction model. 

Solve word problems involving addition sand subtraction of fractions referring to 

the same whole and having like denominators, Eg..by using visual fraction models 

and equations to represent the problem. 

Understand a fraction a/b as a multiple of 1/b. For Example, use a visual fraction 

model to represent 5/4 as the product of 5 x (1/4), recording the conclusion by the 

equation 5/4=5 x (1/4). 

Understand a multiple of a/b as a multiple of 1/b, and use thsi understanding to 

multiply a fraction by a whole number. For Example, use a visual fraction model to 

experess 3 X (2/5) as 6 X (1/5), recognizing this product as 6/5. ( In general, n X 

(a/b) = (n X a) /b) 

5th Grade 

NBT2 71% 52.7% 48% Description 

NF3 61% 61.1% 58% Description 

Explain patterns in the number of zeros of the product when multiplying a number 

by powers of 10 and explain patterns in teh placement of the decimal point when 

a decimal is multiplied or divided by a power of 10. Use whole number exponents 

to denote powers of 10. 

Interpret a fraction as division of the numerator by the denominator (a/b = a +b). 

Solve word problems involving division of whole number leading to answer in the 

form of fractions or mixed numbers, eg..by using visual fraction models or 

equations to represent the problem.

NF4a 64% 53.5% 51% Description 

NF7a 28% 33.7% 29% Description 

NF7b 34% 29.4% 28% Description 

NF7c 64% 48.7% 45% Description 

Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; 

equivalently, as the result of a sequence of operations a x q + b. For example use 

a visual fraction model to show (2/3) x (4/5) =8/15. (In general, (a/b) x (c/d) = 

(ac/bd). 

Interpret division of a unit fraction by a no-zero whole number, and compute such 

quotients. For example, create a story context for (1/3) + 4, and use a visual 

fraction model to show the quotient. Use the relationship between multiplication 

an division to explain that (1/3) divided by 4 =1/12 because (1/12) x 4 = 1/3 

Interpret division for a whole number by a unit fraction, and compute such 

quotients. For example, create a story context for 4 divided by (1/5), and use a 

visual fraction model to show the quotient.Use the relationship between 

multiplication and division to explain that 4 divided by (1/5) = 20 because 20 x 

(1/5) = 4 

Solve real world problem involving division of unit fractions by non-zero whole 

numbers and division of whole numbers by unit fractions. eg., by using visual 

fraction models an equations to represent the problem. 

Park Hill’s Subgroups: “Free and Reduced Lunch” and “Students with disabilities”* 

Our Free and Reduced Students scores increased from 82.5% to 87.1% 

Our Students with Disabilities Increased tremendously from 66% ti 85%. 


State Math Assessment 3rd-5th grade scores for the purpose of determining annual progress, program evaluation, and needs assessment. 

Scholastic Math Inventory grades 2-5 

Everyday Count Calendar Math Assessments in K-1. 

Kindergarten Final Quarter Checklist (Kindergarten) 

End of Year Benchmark Test (First grade) 



Description 

Timeline 

Person(s) 

Responsible 

Resources 

1st Grade will use Unit Test results to guide instruction according to student 

deficiencies. 8/12-5/13 

Classroom 

teachers 

Problem

Kindergarten will utilize a math proficiency checklist to guide instruction to improve 

student deficiencies. 8/12-5/13 

Solving Strategies poster & grade level 

Problem Solving books (located in the 

library) 

Everyday Mathematics lessons and online 

tools 

Everyday Math lessons & manupiulatives 

kits 

Grades K-5 will utilize grade level benchmark tests as outlined in the curriculum maps 

for each grade level. 9/12-5/13 Math Coordinator 

SMI Trained Teachers 

Scholastic Math Inventory will be utilized to monitor progress of students struggling 

with mathematics concepts. 9/12-5/13 Quantiles.com 

Vocabulary posters 

1. Utilize Problem Solving Strategies such as: 8/12-5/13 

act out/ or use objects, brainstorm, 

make a picture or diagram, make it simpler, 

use or make a table, use logical reasoning, 

make an organized list, work backwards, 

guess and check, use or look for a pattern 

2. Utilize Graphic Organizers to solve problems such as: 8/12-5/13 

Function Machine, Number Line 

Part/Total Model Number Grid 

Array T-chart 

3. Utilize Hands-on manipulatives and make available to students 

Classroom 

teachers 

Classroom 

teachers 

Classroom 

teachers 

Math VocabWebsites 

Email 

Fusion Pages 

9/12-5/13 

4. Regularly adjust math instruction based on state math assessment results and 

student SMI quantiles. 

All teachers 

5. Teachers will regularly use multiple response questions in their instruction in order 

to prepare students for common core math assessments. 8/12-5/13 All teachers 

Additional Strategies for specific Subgroups 

1. Utilize common plan time to discuss and plan interventions for struggling students 9/12-5/13 

2. Designate more building para-professional support to student contact time with our 

struggling students. 8/12-5/13 

3. Improve communication to parents about our struggling students by meeting with 

them frequently and providing them resources to help their children succeed. 

4. Use research based strategies in the IR classroom and the implementation of 

inclusionary model of “classroom within a classroom”. 8/12-5/13 

Reg Ed 

teachers 

Interrelated 

teachers 

Principal 

Paraprofessionals 

Principal 

Classroom teacher, Classroom teacher 

Interrelated teacher 

Classroom teacher 

Paraprofessionals 


Classroom teacher 

Paraprofessional 


Parents

5. Increase student inclusion time so that students could be taught on grade level 

standards with their peers. 8/12-5/13 Building staff 

Everyday Math curriculumEveryday Math 

curriculum 

Student Improvement Plans (Best Practices) are developed for students that score 

below the state math standards or show severe deficiencies. 

9/2012-ongoing 

Building staff 

/ Manipulatives 

Skill development and tutoring is provided for students’ one on one or in small groups 

through one or more of the following: general education teachers, IR 

teacher/paraprofessionals, regular education paraprofessionals, support staff, parent 

and community volunteers. 9/2012-5/2013 volunteers Instructional Coordinator for Math 

Students identified as most at risk are given the opportunity to participate in afterschool 

math tutoring weekly. (pending parental consent) 10/2012-5/2013 Building staff Individual Teacher resources 


Parents & Community Members 

State Standards (flip 

Charts) 

Compass Learning 

(Odyssey) 

SMI quantile results 

Quantiles.com 



Goals for ALL Staff K- 

5 


Strategies 

Timeline 

Person(s) 

Responsible 

ResourcesEvaluation 


Teachers will become familiar 

with Common Core Standards. 

Staff , District Inservice, 

Internet 

Ongoing 

Internet, Teachers, District 

Staff 

Internet 


SMI 

Quantiles. 

com Attendance at 

Math in-service 

Coordinators 

Staff will become familiar with 

the content on Quantiles.com 

and begin utilization of these 

tools based on student need. 

District Inservice, Staff 

Inservices 9/2012-2/2013 

Classroom Teacher, 

Interrelated Teacher , 


SMI Trained 

teachers 

Math 

Coordinators 

Teachers will be introduced to 

Kahn Academy or other 

resources to learn how to 

teach common core fraction 

skills. Staff Meetings, PLC weekly Math team Internet 


Teachers will train parents on 

the various technology aspects 

available to them at home. 

Teachers will also explain the 

assessment process and tools 

used in the process. Structured Collaboration 8/30/2012 Building staff 

Curriculum & 

Websites 

Attendance at 

In-services 

Staff Meeting 

attendance 

Handouts for 

parents and 

Parent 

Education Night

Staff will interpret, analyze and 

use SMI data to guide student 

instruction. 

Structured Collaboration, 

Hands on Training using real 

data 

9/2012- 

ongoing as 

needed 


SMI 

Quantiles. 

com 

SMI Trained 

Staff 

Math 

Coordinators 

SMI results 

Small group 

lessons 

Classroom 

Lessons 

Impact Level: 




math have improved as 

evidenced by formative and 

summative assessments. 

Staff Inservices 

Collect a quarterly student 

sample or a written 

lesson/situation/summary 

demonstrating instruction 

aimed towards addressing 

grade level deficits. 

8/2012-5/2013 

Quarterly 


SMI results 

State test 

results 

KCA sample 

questions 

Websites 

Kansas State 

Math 

Assessment 

percentage of 

students 

reaching 

proficiency 

standard or 

above.


Language Arts Improvement Plan - Park Hill 

Grades K - 5 




IMPROVED LANGUAGE ARTS TARGET COMMITTEE MEMBERS 

Jason Watkins (principal), Sheryl Nedrow (K), Malynda Mayes (1st), Darcy Alexander (2nd), Dawn Pickens (2nd), Erika Forrester (3rd ), 

Mandy Williams (5th), Sandra Geschwentner (Reading Specialist), Tracie VanHoutan (4th), Tammy Lockwood (4th), Marcie Altman (School 

Improvement Chairperson) 

CURRENT 

LEVEL OF 

PERFORMANCE 

Kansas State Reading Assessment Spring 2012 

Currently 91% of third graders scored meets standard or above 

Targeted Indicators from the State Reading Assessment Spring 2012: 

R.3.1.4.8 

R.3.1.4.10 

R.3.1.3.2 

78.3% AVG 

Score 

74.6% AVG 

Score 

73.1% AVG 

Score 

Currently 95.5% of fourth graders scored meets standard or above 


R.4.2.1.3 

R.4.1.4.8 

81.7% AVG 

Score 

81.3% AVG 

Score 

R.4.1.4.9 

78.6 AVG Score 

Currently 91.1% of fifth graders scored meets standard or above 


R.5.2.1.2 

R.5.1.4.9 

R.5.2.1.3 

Kansas State Writing 

Assessment 2009 

79.9% AVG 

Score 

75.5% AVG 

Score 

72.6% AVG 

Score 

66% at or 

above Meeting 

Standards 

Park Hill’s Subgroups: “Free and Reduced Lunch” and “Students with disabilities”* 

Our Free and Reduced Students decreased slightly from 87.5% to 83.9%. 

Our Students with disabilities increased from 75% to 80%. 

** 2009-10 First year Park Hill had subgroups. 

Park Hill Elementary School 


GRADES K-5 

ACADEMIC YEAR 2010-2011


Third Grade: 

R.3.1.4.8 The student comprehends a variety of texts (narrative, expository, technical, and persuasive). 

R.3.1.4.10: Retells main ideas or events as well as supporting details in narrative and expository texts. 

R.3.1.3.2 determines the meaning of unknown words or phrases using context clues (e.g., definitions, restatements, examples, 

descriptions) from sentences or paragraphs. 

Fourth Grade: 

R.4.1.4.9: Retells main idea (Summarize) 

R.4.2.1.3 identifies or describes the major conflict in a story and how it is resolved. 

R.4.1.4.8 links causes and effects in appropriate-level narrative and expository texts. 

Fifth Grade: 

R.5.1.4.9 retells main ideas or events as well as supporting details in appropriate-level narrative, expository, technical, and persuasive texts. 

R.5.2.1.3: Identifies and describes the major conflict in a story and major events related to the conflict (e.g. problem or conflict, climax, 

resolution). 

R.5.2.1.2: Setting and Importance to story line 

READING GOALS: 1. By 2013, 3rd, 4th and 5th grade students in all groups will show improvement in all areas of 

performance on the Kansas State Reading Assessment, and will continue to meet or exceed AYP goals. The 

specific state assessment goal is that 91.9% of students will perform at or above the proficient level at all grade 

levels in which the assessment is given. 

2. All student groups will be represented in these gains and in particular there will be improvement on retell/main idea 

and major conflict. 

3.No student will score in the Academic Warning level of proficiency for Spring 2012 Kansas State Reading 

Assessment. 

WRITING GOAL: By 2013, 67% of student body will meet standard (67%) or above on the state writing assessment using the 6-Trait writing 

process 


• K-5 DIBELsNext administered at least three times a year and will be used to monitor and adjust instruction. 

• State Reading Assessment is administered at grades 3-5 and will be used to monitor and adjust instruction. 

• Scholastic Reading Inventory administered (3 times a year) for 2-5 and (2 times a year ) for first grade beginning second semester. 

• Scott Foresman Baseline (K-5) and End of Year Assessment (given to grades K-5) 

• District Benchmark Assessments (Quaterly: By grade level using the unit tests in the Scott Foresman series) 

• State Writing Assessment 


At Grades K-5: 

The DIBELsNext will be used to monitor performance in reading. 

Grades 2-5: 

The Scholastic Reading Inventory will be given (3 times a year) for 2-5 to monitor and determine instructional reading levels. First Grade will 

administer (2 times a year) beginning second semester. 

Grades K-5 

Scott Foresman beginning of the year assessment and end of year assessment to monitor performance in reading. 

Students will be assessed to determine progress toward grade appropriate goals aligned with the writing goals described above every nine 

weeks. Results of the assessments will be used to gauge progress, adjust instruction, and to determine necessary ongoing, job embedded 

staff development. 


Description 

Timeline 

Person(s) 

Responsible 

Resources 

1. Utilize the use of Graphic Organizers for identify main ideas and supporting details used at appropriate grade levels. 

8/12 - ongoing Building Staff Scott Foresman Reading Series 

2. Differentiated instruction using small group activities such as leveled readers and skill based activities. 8/12 - ongoing Building Staff Curriculum Materials 

3. Utilizing a graphic organizer for story mapping that will include character, setting, problem and solution. 8/12 - ongoing Building Staff 

Teacher Resource Materials, 

FCRR, and mClass 

4. Utilize common plan time to discuss and plan interventions struggling students. 8/12 - ongoing Building Staff Interrelated Staff 

5. Designated more building para-professional support to student contact time with our struggling students. 8/12 - ongoing Building Staff Artifacts: 

6. Improve communication to parents about our struggling students by meeting with them frequently and providing them resources to 

help their children succeed. 8/12 - ongoing Building Staff 

1. Scott Foresman Main Idea 

Graphic Organizer (one per nine 

weeks period). 

7. Using research based strategies and the implementation of an inclusion model in the IR classroom (sub-groups). 

8/12 - ongoing 


Collected by each grade level 

and given to QPA chair 

8. Increased student inclusion time so that students could be taught on grade level standards with their peers (sub-groups). 8/12 - ongoing Building Staff Foresman Reading Program 

9. Student Improvement Plans (Best Practices) are developed for students that score below the state reading standards 08/12 – 

ongoing Building Staff --Sidewalks for Tier II and Tier III 

10.Tier II (K-5) and Tier III (K-3) Strategies used with our identified high risk students 

08/12 – 

ongoing 

Reading 

Specialists 

--Teacher Resources 

11. Tier I – Classroom Reading Instruction 

08/12 – 

ongoing 

Classroom 

Teachers 

--Team Collaboration 

12. Intervention skill development is provided for students (one to one or small group) through: general education teacher; inter-related 

teacher/para; general education para; support staff; community volunteers. 

08/12 – 

ongoing Building Staff 

Instructional Coordinator for 

Reading 

13. Students will practice the steps in the writing process through the use of weekly writing prompts guided by the Scot Foresmand series for 08/12 - Classroom 

each grade level. 

ongoing Teachers 

Classroom 

14. Teachers will present students with weekly writing opportunities/prompts to strengthen organization, comma, and content scores. 08/12- ongoing Teachers 

Classroom 

15. Studnets will be introduced to age appropriate state writing assessment vocabulary. 08/12- ongoing Teachers 

Classroom 

16. Student writings will be scored using a grade appropriate six trait writing rubric, which reflects state writing expectations. 08/12- ongoing Teachers 

Classroom 

17. Students will be introduced to a variety of graphic organziers to assist in idea development. 08/12- ongoing Teachers 

Classroom 

18. Students will use Odyssey Writing to practice 6-trait writing skills. 08/12- ongoing Teachers 

RESULTS-BASED STAFF DEVELOPMENT PLAN

Staff Development Goals for ALL Staff K-5 Staff Development Strategies Timeline 


Person(s) 

Responsible Resources Evaluation 

Knowledge 

Level: 

Teachers will be attend 

training on how to use Words 

Their Way to improve writing 08/12-ongoing 

Staff will be trained to use Words Their Way skills. 

Building Staff Pat Knott Attendance at training. 

Staff will know and understand how to use 

graphic organizers to improve main idea 

and details, story mapping (character, 

setting, problem and solution), and 

differentiated instruction. 

Teachers will become knowledgeable of the 

expectations for the 5th grade writing 

assessment. 

Staff awareness of Common Core 

standards. 


Teachers will be instructed 

how to differentiate instruction 

during late start activities and 

team plan time. 

08/12-ongoing 


District/ school level meetings 

Staff inservice/trainings 

Grade level meetings, in 

services 

Fall 2012- 

ongoing 

Fall 2012- 

ongoing 

writing 

committee 

5th grade 

teachers 


and district 

curriculum 

coordinator 

Scott Foresman reading series 

Building in-services 

District in-services 

Curriculum maps 

Teacher resources 

Other professional educators. 

Weekly team plan time 

District instructional reading 

coordinator 

Kansas State Department of 

Education 5th grade teachers 

LA Curriculum Coordinator 

Scott Foresman Writing 

Materials k-5 classroom 

teachers FCRR.org 

Common Core standards 

"Attendance at in-services 

PDC plans 

Classroom implementation of 

modified rubrics and expectations 

vertically aligned grade level writing 

rubrics state writing assessments 

Attendance at in-services and/or 

grade level meetings 

Benchmark Assessments 

Discussion at team plan and late 

starts 

Staff will consistently use graphic 

organizers and differentiated learning 

strategies to facilitate students’ learning. 

Teachers will develop vertically aligned 6 

Trait writing rubrics for each grade level 

based on state expectations for 5th grade 

Impact Level: 

Apply grade level reading 

strategies to classroom 

instruction using the Scott 

Foresman Reading Street 

Curriculum 

Staff Inservice/trainings 

grade level collaboration 

"Building In-services 

District In-services 

Current Curriculum maps 




08/12-ongoing 

Building Staff " 




Scott Foresman writing 

Spring 2012- 

materials K-5 classroom 

ongoing all K-5 staff teachers 


Story Map Graphic Organizer 

Small group lesson plan 

Scott Foresman Main Idea Graphic 

Organizer 

Classroom implementation of 

modified rubrics and expectations 

vertically aligned grade level writing 

rubrics state writing assessments 

Teachers will be able to demonstrate that 

the students’ knowledge and skills related 

to reading comprehension have improved 

as evidenced by formative and summative 

assessments. 

Teachers will be able to demonstrate that 

students knowledge and skill related to 

writing have improved as evidenced by 

formative and summative assessments. 

Analysis of Formative 

Assessments to adjust 

instruction. 

(SRI 2nd-5th 

DIBELS 3 times/year) 

Collaborative analysis of 

summative assessments to 

determine changes needed to 

overall reading program. 

(State Reading Assessment) 

periodic grade level meetings 

to share students writing 

performances 

SRI and DIBELS data. 

Staff Meetings 

Late Start and Team 

Collaboration 

08/12-ongoing 

Building Staff State Reading Assessment 




Scott Foresman writing 

Quarterly and 

materials K-5 classroom 

annually Staff K-5 teachers 

Kansas State Reading Assessment 

(Percentage of students at or 

above state standard, average 

scores on low indicators assessed 

for growth and Standard of 

Excellence criteria met) 

Students quarterly writing 

benchmark activities and writing 

assessment state assessent 

scores

Pleasantview Reading 

Pleasantview Elementary 


Reading Target 

Grades K-5 



Name of School Pleasantview Elementary Grade Span 


Approval 


Emaleigh Brown (KDG)* Jessica Pignataro (2 nd ) *BIT Member 

Brenna Brownlee (1 st )** Yvonne Rothe (Principal)* **Chairman 

Rocky Curtis (5 th ) 

Amanda Tingle (Reading) 

Susan Hearn (Music) 

Marjie Warkentine (Literacy Coach)* 

Korte Maupin (4 th ) 

CURRENT LEVEL OF PERFORMANCE ON STATE READING ASSESSMENT – 2011-2012 

All Students Academic Warning Approaching Standards Meets Standards Exceeds Standards Exemplary 

3rd Grade 4.3% 26.1% 19.6% 23.9% 26.1% 

4th Grade 12.2% 4.9% 36.6% 17.1% 29.3% 

5th Grade 2.4% 7.1% 14.3% 35.7% 40.5% 

1


Hardest indicators by grade on 2012 State Reading Assessments 

• Third Grade: 1.4.10 – (66.7%) Retells main ideas or events as well as supporting details in narrative and expository texts. 

• Fourth Grade: 1.4.9 – (68.1%) Retells main ideas or events as well as supporting details in appropriate-level narrative, expository and technical 

texts. 

• Fifth Grade: 2.1.2 – (73.8%) Identifies and describes the setting (e.g. environment, time and date or year, historical period, situation, place) and 

explains the importance of the setting to the story or literary text. 

READING GOALS* based on weaknesses identified in the Needs Assessment: 







3. Teachers will become more knowledgeable on Kansas Common Core Standards in reading and language arts. 

4. Teachers will become more knowledgeable on the four ways the state will be looking at assessment results: improving achievement 

(Assessment Performance Index-API), increasing growth, decreasing gap, and reducing non-proficient scores. Annual Measurable Objectives 

(AMO’s) will be set. 

STATE STANDARDS AND INDICATORS ADDRESSED 

GRADES K-5 


See standards listed above which have been identified by grade level and will be addressed at the appropriate grade levels. 

SUMMATIVE ASSESSMENTS OF STUDENTS’ACHIEVEMENT AT THE CONCLUSION OF EACH SCHOOL YEAR AND AT 

THE CONCLUSION OF THE SCHOOL IMPROVEMENT CYCLE: 

2


• Scott Foresman Comprehensive End of Year Benchmark Assessment (Grades K-5) 

• State Reading Assessment administered in March or April (Grades 3-5) 


Students will be assessed to determine progress toward grade appropriate goals aligned with the reading goals described above. Results of the 

assessments will be used to gauge progress, adjust instruction, and to determine necessary ongoing, job-embedded staff development. 

Description 

Timeline 

Grades K-5 

• The DIBELS Next will be used to monitor performance in reading. 

• Progress monitoring will be done every two weeks for student at risk. 

August through May 

Grades K-5 Reading Assessment: 

• The Scott Foresman Reading Street Baseline Reading test will be used at the beginning of the year for 

grouping data and adjustment in instruction. 

• Scott Foresman Reading Street Unit Benchmark Tests will be given 5-6 times per year depending on grade 

level. 

Grades 1-5 

• The Scholastic Reading Inventory will be given to grades 2 nd -5 th three times a year and twice a year for first 

grade to determine instructional reading levels. 

Grades 3-5 

• KCA formative reading tests are administered in grades 3-5 (fall-mid year). These may not be available this 

year, due to changes to current tests. 

Grades K-5 

• Writing Grades on Derby Public Schools progress reports. 

• Writing Probes given quarterly. 

3


Reading Readiness (K-1) 

SELECTED STUDENT LEARNING STRATEGIES FOR GRADES K-5 


Responsible 

Flexible Small Group Instruction with Differentiated Reading Instruction (K-5) 

• small group instruction to facilitate meeting each student’s needs 

• appropriate-level instruction for students, as determined by assessment 

• utilize Daily 5 model 

Language Foundations (2) 

Take Flight Reading Instruction (2-5) 

RAVE-O Instruction for students struggling with vocabulary and comprehension 

Framing Your Thoughts Writing Instruction (K-5) 

4 

Resources 

August - May Building Staff Instructional 


Language Arts 

Literacy Coach & 

Reading Teachers 

Reading Readiness 

Materials 


Reading Materials 

Take Flight Materials 

Daily 5 Resources 

RAVE-O Materials 

Collaboration Time 

Information provided to staff to have a better understanding of the Kansas 

Common Core Standards and new testing expectations. 

Additional Support for K-5 students identified as below appropriate levels on state reading standards (based on analysis of multiple 

formative assessments.) 

Description Timeline Person(s) Resources 

Responsible 

• Student Improvement Plans are developed for students that are below September - May Building Staff Leveled Books 

proficient on the State Reading Assessment and/or are working below 

grade level on grade level curriculum. 


• After school tutoring provided for struggling students. 

• Tier II and Tier III intervention is provided by reading specialists. Take 

Literacy Coach 

Flight instruction is given as a Tier III intervention based on student 

need. 


• Speech Language Pathologist (SLP) & English Language Learner (ELL) 

Reading Series & 

teacher provides small group inclusion instruction and pull out 

Sidewalks 

instruction for those students requiring this extra support.




K-5 




reading strategies: 

• Differentiated 

instruction 

• Flexible Small 

Group Instruction 

• Daily Five 

• Reading 

Readiness (K-1) 

• RAVE-O 

(Reading 

Teachers) 

• Take Flight 

(Selected 

Teachers) 

• Language 

Foundations (2 & 

Reading 

Teachers) 

• Framing Your 

Thoughts 

Teachers will become 

familiar with Kansas 

Common Core 

Standards. 



Person(s) 

Strategies 

Responsible 

Differentiated 

Instruction and 

Flexible Small Group 

Instruction 

Resources 

August-May Principal Instructional 

Coordinators & 

Literacy Coach 

Daily 5 website and 

resources 

Evaluation 

Sign In Sheets 

Daily Five August-May Principal District Resources Sign In Sheets 

Reading Readiness August-May Instructional 

Coordinator 

RAVE-O 

(Vocabulary & 

Comprehension) 

Take Flight 

Language 

Foundations 

Kansas Common 

Core Standards 

Framing Your 

Thoughts 


Materials 


August-May Literacy Coach RAVE-O Materials Reading Meeting 

Attendance 

Summer 2012 & 

Throughout the Year 

Assistant 

Superintendent of 

Curriculum & 

Instruction 

Take Flight Materials 

August-May District Reading 

Personnel 

Language Foundation 

Materials 

August-May Principal Kansas Common 


August-May Principal Framing Your 

Thoughts Materials 

Training 

Sign In Sheets & 

Lesson Evaluations 




5



Teachers will 

consistently use the 

following to facilitate 


• Differentiated 

instruction 

• Flexible Small 

Group Instruction 

• Daily Five 

• Reading 

Readiness (K-1) 

• RAVE-O 

(Reading 

Teachers) 

• Take Flight 

(Selected 

Teachers) 

• Language 

Foundations (2 nd ) 

• Framing Your 

Thoughts 

• Kansas Common 



reading instruction 

utilizing flexible 

small groups 

implemented in 

classrooms. 

Daily Five strategies 


classrooms. 

2012-2013 Building Staff Scott Foresman 

materials and district 

resources 

2012-2013 Classroom Teachers Daily 5 website and 

district resources 

Reading Readiness 2012-2013 Kindergarten & 1 st 

Grade Building Staff 


Materials 

RAVE-O 2012-2013 Reading Teachers RAVE-O Materials 

Principal Walk 

Throughs & 

Reflection 


Throughs & 

Reflection 


Throughs & 

Reflection 


Throughs & 

Reflection 

Take Flight 2012-2013 Selected Teachers Take Flight Materials Sign in Sheets & 

Lesson Evaluations 

Language 

Foundations 

Framing Your 

Thoughts 

Teachers will begin 

to use Common Core 

Standards when 

teaching in the 

classroom. 

2012-2013 Second Grade & 


Language 

Foundations 

Materials 

2012-2013 Building Staff Framing Your 

Thoughts 

2012-2013 Building Staff Information from 

District and KSDE 


Throughs & 

Reflection 


Throughs & 

Reflection 


Throughs & 

Reflection 

6





K-5 


Strategies 

Timeline 

Impact Level: 





related to reading and 

writing have 

improved as 

evidenced by 

formative and 

summative 

assessments. 


instruction 


Instruction 

Daily Five 


RAVE-O 

Take Flight 

Framing Your 

Thoughts 


Objectives are set and 

met or exceeded. 

Person(s) 

Responsible 

Resources 

September - May Building Staff Time for 

Collaborative 

Analysis of 

Formative Data 

Reading Resources 

Writing Resources 

Evaluation 


administered and 

analyzed throughout 

the school year 

including: 


Reading Assessments 

DIBELS Next 

State Reading 

Assessment 


Inventory 

Writing Report Card 

Grades 

Writing Probes 


Objectives are met. 

7

Pleasantview Math 



Math Target 

Grades K-5 



Name of School Pleasantview Grade Span 


Approval 


David Colvin (Special Education)* Becky Oldham (KDG) *BIT Member 

Kristi Lampkin (1 st ) Charity Rash (3 rd ) **Chairman 

Alice Linnebur (5 th ) 

Yvonne Rothe (Principal)* 

David Moore (Physical Education) 

Michelle Sweat (Reading) 

Pat Morrison (4 th )** 

2011-2012 

CURRENT LEVEL OF PERFORMANCE ON MATH STATE ASSESSMENTS 

All Students Academic Warning Approaching Standards Meets Standards Exceeds Standards Exemplary 

3rd Grade 6.5% 21.7% 30.4% 23.9% 17.4% 

4th Grade 12.2% 7.3% 34.1% 29.3% 17.1% 

5th Grade 4.9% 0% 34.1% 17.1% 43.9% 

1


Three lowest indicators by grade on 2012 State Math Assessments 

Third Grade: 

1.4.A1 Solves one-step real-world addition or subtraction problems with: a) whole numbers from 0 through 10,000; b) monetary amounts using 

dollar and cents notion through $500.00. (Average Score 70.2) 

Fourth Grade: 

2.3.A1 Represents and describes mathematical relationships between whole numbers from 0 through 1,000 using concrete objects, pictures, written 

descriptions, symbols, equations, tables, and graphs. (Average Score 61.8) 

Fifth Grade 

1.3.K2 Estimates using whole numbers, fractions, decimals, and money. (Average Score 66.5) 

MATH GOALS* based on weaknesses identified in the Needs Assessment: 







3. Teachers will become more knowledgeable on Kansas Common Core Standards in math. 

4. Teachers will become more knowledgeable on the four ways the state will be looking at assessment results: improving achievement 

(Assessment Performance Index-API), increasing growth, decreasing gap, and reducing non-proficient scores. Annual Measurable Objectives 

(AMO’s) will be set. 

Connection to State Standards 


STATE STANDARDS AND INDICATORS ADDRESSED 

GRADES K-5 


See standards listed above which have been identified by grade level and will be addressed at the appropriate grade levels. 

2


(SUMMATIVE ASSESSMENTS OF STUDENTS’ACHIEVEMENT AT THE CONCLUSION OF EACH SCHOOL YEAR AND AT THE 

CONCLUSION OF THE SCHOOL IMPROVEMENT CYCLE: 

• State Math Assessment administered in March or April (Grades 3-5) 


Students will be assessed to determine progress toward grade appropriate goals aligned with the math goals described above every nine weeks. 

Results of the assessments will be used to gauge progress, adjust instruction, and to determine necessary ongoing staff development. 

Description 

Timeline 

Grades 2-5 

• The Scholastic Math Inventory will be given to grades 2 nd -5 th three times a year to determine instructional 

levels. 

August through May 

Grades K-5 

• Progress report measures at each grade level to monitor and adjust instruction 

Grades 3-5 

• KCA Formative Tests will be given mid-year to analyze data & help drive remedial instruction. These may 

not be available this year, due to changes to current tests. 

SELECTED STUDENT LEARNING STRATEGIES FOR GRADES K-5 


Resources 

Responsible 

• Differentiated Instruction 

August - May Building Staff Everyday Math 

Series 

• Flexible Small Group Instruction 

• Everyday Counts Calendar Math (K-5) 

• 4 Step Problem Solving - Identify the problem, plan, solve, and look 

back. 

• Daily Math Fact Practice 

• Daily opportunity for real world problem solving emphasizing estimation 

and measurement in addition to current math instruction. This has 

continually been a low indicator. 


Coordinator 

Teacher Resources 

3





Responsible 

Resources 

• Student Improvement Plans are developed for students that are below 

proficient on the State Math Assessment and/or are working below grade 

level on grade level curriculum. 

• After school tutoring provided for struggling students. 

• Tier II and Tier III intervention is provided by the class room teacher 

and/or special education teacher 

September - May Building Staff Everyday Math 

Math Resources 


Coordinator 

• Manipulatives, hands on materials, are utilized to introduce, explain, 

reteach and enhance math concepts. 

4



for ALL Staff K-5 



and understand how 

to use the 4 step 

problem solver, math 

facts practice, real 

world problem 

solving, differentiated 

instruction, flexible 

small group 

instruction, Everyday 

Counts calendar math 

and correct math 

vocabulary. 

Teachers will also 

become familiar with 

the Kansas Common 

Core Standards. 


Strategies 

Review 4-Step 

problem solving. 

Math facts practice 

ideas shared at Late 

Start. 

Real world problem 

solving emphasizing 

estimation and 

measurement 


Instruction & 


Instruction 

Everyday Counts 

Calendar Math 



2012-2013 Teachers Every Day Math 

Daily Math 

Daily Problem 

Solving 

2012-2013 Principal & Teachers Every Day Math 

Teacher Created 

Materials 

2012-2013 Building Staff Everyday Math 


Materials 

2012-2013 Building Staff Building & District 

Resources 

2012-2013 Teachers Everyday Counts 

Calendar Math 

Sign In Sheet 

Sign In Sheet 

Sign In Sheet 

Sign In Sheet 

Sign In Sheet 

Review math 

vocabulary 


Resources 

Sign In Sheet 

Information provided 

on Kansas Common 

Core Standards. 

2012-2013 Building & District 

Staff 

State Resources 

Sign In Sheet 

5




Teachers Goals for will ALL Staff 

consistently K-5 use the 

following to facilitate 

student learning. 

- Four Step Problem 

Solving 

- Math Fact Practice 

- Real World 

Problem Solving 

- Differentiated 

Instruction & 


Instruction 

- Everyday Counts 

Calendar Math 

- Use Correct Math 

Vocabulary 

Four Staff Step Development Problem 

Solving Strategies 


2012-2013 Timeline Building Person(s) Staff Responsible Building Resources & District Principal Evaluation Walkthroughs 

Resources 

& Reflection 

Math Fact Practice 2012-2013 Building Staff Building & District 

Resources 

Read World Problem 

Solving 


instruction utilizing 

flexible small groups 


classrooms. 

Use Everyday Counts 

Calendar Math Daily. 

Use Correct Math 

Vocabulary 

Teachers will begin to 

use the Kansas 

Common Core 

Standards. 


Resources 

2012-2013 Building Staff Workshops 

Collaboration Time 

Building Resources 

2012-2013 Building Staff Everyday Math 


Resources 

District Resources 


Resources 

2012-2013 Building Staff Building, District & 

State Resources 

Principal Walkthroughs 

& Reflection 


& Reflection 

PDC Points 


& Reflection 

Principal 

Walkthroughs & 

Reflection 

Principal 


Reflection 

Principal 


Reflection 

- Begin to Use 

Kansas Common 


6


Impact Level: 





related to math 

understanding 

improved as 

evidenced by 

formative and 

summative 

assessments. 

Four Step Problem 

Solving 

Math Fact Practice 

Real World Problem 

Solving 


Instruction 


Instruction 

Everyday Counts 

Calendar Math 

Correct Math 

Vocabulary 

2012-2013 Building Staff Time for 

Collaborative 

Analysis of 

Formative & 

Summative Data 

Math Resources 


administered and 

analyzed throughout 

the school year 

including: 

State Math 

Assessment 


Inventory 

Everyday Math 

Assessments 

District Level 

Progress Report 

Assessments 

Kansas Common 


7


Math AND Science Improvement Plan - Swaney Elementary 

Grades K - 5 


Date Submitted: 9-30-12 

IMPROVED MATH and SCIENCE TARGET COMMITTEE MEMBERS: 

Scott May, Principal; Jamie Razey, 5th grade; CO-CHAIR; Janice Williams, 4th grade; CO-CHAIR; Tracy Melzer, 3rd grade; Kimberly Downs, Kindergarten; Robin Vincent, 1st 

grade; Kim Matthews, ECSE; Diana Lanzrath, 1st grade; Erin Pierce, 3rd grade. 

Current Level of Performance 

MATH: 

1. 93.33% of all students met or exceeded standards on the Kansas State Math Assessment. 

2. 95.83% of 3rd grade students met or exceeded standards on Kansas State Math Assessment. 

3. 88.63% of 4th grade students met or exceeded standards on Kansas State Math Assessment. 

4. 95.34% of 5th grade students met or exceeded standards on Kansas State Math Assessment. 

5. 91.55% of our free and reduced students met or exceeded standards on Kansas State Math Assessment. 

6. 90.91% of female students met or exceeded standards on Kansas State Math Assessment. 

7. 95.65% of male students met or exceeded standards on Kansas State Math Assessment. 

8. 88.89% of students with disabilities met or exceeded standards on Kansas State Math Assessment. 

9. 100% of ELL students met or exceeded standards on Kansas State Math Assessment. 

SCIENCE: 

1. 95.45% of all students met or exceeded standards on the Kansas State Science Assessment. 

2. 95.45% of our free and reduced students met or exceeded standards on Kansas State Science Assessment. 

3. 90% of female students met or exceeded standards on Kansas State Science Assessment. 

4. 100% of male students met or exceeded standards on Kansas State Science Assessment. 

5. 80% of students with disabilities met or exceeded standards on Kansas State Science Assessment. 

6. 66.67% of ELL students met or exceeded standards on Kansas State Science Assessment. 

IMPROVED MATH AND SCIENCE GOALS* based on weakness identified on surveys: 


1. By 2013, all students and subgroups will improve their performance on the Kansas Math Assessment by 2.67%. This will bring the overall student score to 96% achievement, 

which is 0.4 percentage points above Adequate Yearly Progress (AYP). 

2. By 2013, all students and subgroups will achieve 100% proficient or better on the Kansas Science Assessment, and each indicator will be met with a 70% correct or better 

level. 

STATE STANDARDS AND BENCHMARKS ADDRESSED (three lowest indicators) Grades 3-5



Grades K - 5 


Math Identified Lowest Indicators: 

3rd Grade: 

1. 1.1.K4: Determines the value of mixed coins and bills with a total value of $50 or less. 

2. 1.4.A1: Solves one-step real world addition or subtraction problems. 

3. 3.2.K2: Reads and tells time to the minute using analog and digital clocks. 

4th Grade: 

1. 3.2.A2: Estimates to check whether or not measurements and calculations in real world problems are reasonable. 

2. 2.3.A1: Represents and describes mathematical relationships between whole numbers using graphs, tables, or objects. 

3. 1.4.A.1: Solve 1 and 2-step real world problems with money amounts using addition, subtraction, and multiplication 

5th Grade: 

1. 3.3.K3: Recognizes 3 dimensional figures from various perspectives. 

2. 1.3.A4: Determines of real-world problem calls for exact or approximate answer using whole numbers. 

3. 1.3.K2: Uses various estimation strategies to estimate whole numbers, quantities from 0 to 100,000; fractions great than or equal to 0 (including mixed numbers); decimals 

greater than or equal to 0 through hundreths place; and monetary amounts to $10,000 and explains how various strategies are used 

Science Identified Lowest Indicators 

1. S.4.2.1.3 Observes and records how one object interacts with another object. 

2. S.4.1.1.2 Plans and conducts a simple investigation. 

3. S.4.3.2.1 Compares, contrasts, and asks questions about life cycles of various organisms. 


Students will be assessed to determine progress toward grade-appropriate goals aligned with the math and science goals described each nine weeks. Results of the 

assessments will be used to gauge progress, adjust instruction, and to determine necessary on-going job-embedded staff development. 



1. Continue to implement school-wide key mathematical/science term list with focus 8/2012-5/2013 All staff Everyday Math Materials 

on teachers promoting/utilizing word appropriate for the grade level weekly 

F.O.S.S./ Delta Science 

2. School-wide implementation of Everyday Math, FOSS, Delta Science programs 8/2012-5/2013 All staff 

Everyday Math Materials 

FOSS, Delta Science 

3. School-wide implementation of Everyday Counts Calendar Math 8/2012-5/2013 All staff Everyday Counts Calendar Math 

4. Ensure that Everyday Math Homelinks and Studylinks are sent as homework 8/2012-5/2013 All staff Everyday Math Materials 

to reinforce math concept taught that day. 

5. Conduct a Math and Literacy Night for Parents to assist with becoming familiar 8/2012-5/2013 All staff Everyday Math Materials 

with Math curriculum and Math activities that can be done at home 

6. Provide pacing guide that provides concepts and general date taught to specials 8/2012-5/2013 Classroom Teachers Everyday Math Materials 

teachers (music, art, library, PE) 


7. Intense focus/practice of tested indicators at grade levels participating in the 8/2012-5/2013 Intermediate Staff CETE results 

Kansas State Math and Science Assessments 

Formative Testing 

8. Daily practice of sample tested items at grade levels participating in the Kansas 8/2012-5/2013 Intermediate Staff KANed/CETE Website 

State Math Assessments 


9. Provide after school tutoring targeting the lowest achievers K-5 in math 10/2012-5/2013 Tutoring Staff Everyday Math Materials 

from January through state assessments (will focus on standards) 10/2012-5/2013 Tutoring Staff Everyday Math Materials

10. Utilize volunteers to assist low achievers in the classroom by working with them 

one-on-one. 8/2012-5/2013 Parent Volunteers Everyday Math Materials 

11. Provide guidance and training to school staff regarding transition to Common 8/2012-5/2013 All staff Common Core Standards 


Everyday Math Materials 

FOSS/Delta Science 

12. Utilize exit cards to check learning of students are they leave the classroom 8/2012-5/2013 All staff 

13. Practice test taking strategies to assist with the Kansas State Math and 

Science 

Assessment (read, reread, highlighting, striking out) 8/2012-5/2013 All staff Swaney Staff 

14. Implement and use of Extra Math Boxes aligned to state standards in grades 

2-5 8/2012-5/2013 Staff grades 2-5 USD260 Math Webpage 

15. Implement the use of a daily math practice to assist with problem solving 8/2012-5/2013 All staff Arithmetic Developed Daily Math 

Daily Problem Solvers 

16. Analyze flexible classroom groups on a periodic basis utilizing SMI data 8/2012-5/2013 All staff Scholastic Math Inventory 

17. Students with special needs will be provided para support as needed. 8/2012-5/2013 Certified Special Ed staff Various 

18. Specialist staff will be utilized to enhance instruction for below level students 8/2012-5/2013 Principal, Classroom teachers, Various 

Specialist teachers 

19. Student Improvement Plans will be utilized to focus on students individualized 

needs 8/2012-5/2013 

Principal, Classroom teachers, 

Specialist teachers 

Various 

20. Math multiplication timed tests will be utilized in grades 3-5 to aid in student 

mastery of multiplication facts through 12 8/2012-5/2013 Intermediate Staff Various Timed Tests 

21. Basic Math Knowledge quizzes will be utilized in the intermediate grades prior 

to state assessments to focus students on math vocabulary relevant on state 

assessment 8/2012-5/2013 Intermediate Staff 

Basic Math Knowledge Quiz 

Material 

22. Students will utilize technology to complete math games and fact practice on an 

ongoing basis. 8/2012-5/2013 All staff Everyday Math Online 






understand key math and 

science terms. Staff will be 

taught to implement Everyday 

Math along with Everyday 

Counts Calendar Math. 

Teachers will prepare for a 

Parent Math and Literacy Night 



Grades K - 5 


Monitor implementation and 

continually update school-wide 

math and science vocabulary 

ensuring appropriate for grade 

level. Words will be reviewed 

weekly in each classroom. 8/2012-5/2013 

Math/Science 

Committee, Classroom 

Teachers 

Everyday Math Materials, 

School-wide Math Vocabulary 

Materials, FOSS, Delta Science 

Building Improvement Team and 

Math/Science Committee 

Discussions 

Review Math/Science 

Curriculum at grade level 

meetings. 8/2012-5/2013 James Morgan 

Everyday Math Materials, 


Grade level discussions



Grades K - 5 


Prepare and Organize Math and 

Literacy Night 8/2012-5/2013 

Math Committee, 

Classroom Teachers Everyday Math Materials Parental Attendance 

Math/Science School Imp. Plan 

will be reviewed quarterly with 

staff at Late Start 8/2012-5/2013 

Math/Science 

Committee, Classroom 

Teachers, Principal 

School Imp. Plan 

State Assessments and 

observerable implementation 



Everyday Math, Everyday 

Counts, FOSS, and Delta 

Science curriculum and hold a 

Math and Literacy Night. 

Use of Everyday Math, FOSS, 

and Delta Science curriculum 8/2012-5/2013 All teachers 

James Morgan, Everyday Math 

Materials, FOSS, Delta Science 

Grade Level Curriculum Map 

Curriculum Map and Benchmark 

Tests 

Use of Everyday Counts 

Calendar Math 8/2012-5/2013 All teachers 

James Morgan, Everyday 

Counts Calendar Math Materials 

Curriculum Map and Benchmark 

Tests 

Hold Math and Literacy Night 8/2012-5/2013 

Math Committee, all 

teachers Everyday Math Materials Parental Attendance 

Daily Practice of assessed items 8/2012-5/2013 

Intermediate Staff 

KANed Website, CETE Website, 


Formative Test results 

Teachers expectation via 

Structured Walk Throughs 

Impact Level: 


demonstrate that the students' 


math and science have 



assessments. 

Progress Report Data, State 

Intense focus and practice of 

assessed items 8/2012-5/2013 Intermediate Staff 

Formative Tests, SMI Test 

Results 


walk-throughs 8/2012-5/2013 PK-5 Structured Walk Throughs 

Analysis of 3rd-5th grade math 

assessment results,4th grade 

science assessment results, and 


instruction at staff meetings 

Scholastic 

Math Inventory 

Grades 1-5 

2012-2013, 

Kansas State 

Math 

Assessment 

Grades 3-5, 

Kansas State 

Science 

Assessment 

grade 4, Spring 

2013 

All Staff 

State Math Assessment for 3rd- 

5th Grade, State Science 

Assessment for 4th Grade. 

Percentage of students at or 

above "Meets Standard" 

Structured Walk Through Data 

by administrator. 

State Math Assessment for 3rd- 

5th and State Science 

Assessment for 4th Grade 

disaggregated by race, SES, 

ELL, Disability;



Grades K - 5 


Analysis of formative 

assessments conducted at late 

start meetings 

Begin 9/2012- 

5/2013 All teachers 

Progress Report Data, State 

Formative Tests, SMI Test 

Results 

Percentage of students at or 

above "Meets Standard"


Language Arts Improvement Plan - Swaney Elementary 

Grades K - 5 




Scott May, Principal, Kim McCracken, At- Risk/ Co-Chair, Annie Henderson, 2nd Grade Teacher/ Co-Chair, Tonya Davis, 4th Grade Teacher, Shelley Minnick, 1st Grade 

Teacher, Jennifer Baugh, Reading Specialist, Angie Massie, Reading Specialist, Amber Mitchell, SLP, Gail Ferguson, SPED , Linda Forfia, Media Specialist, Laura Smith, 

SLP 


Reading 







88.7% of students on free or reduced lunch meet or exceed standards on the Kansas State Reading Assessment. 

85.2% of student with disabilities meet or exceed standards on the Kansas State Reading Assessment. 

87.5% of ELL students meet or exceed standards on the Kansas State Reading Assessment. 

Writing - baseline data will be collected using the 2012 State Writing Assessment 

Baseline data will be collected based upon the 2012-2013 State Writing Assessment. 67% meets standards or above. 

IMPROVED READING AND WRITING GOALS* based on weakness identified on surveys: 


1. By 2013, all students and subgroups (free and reduced lunch 91.9%) will improve their performance on the Kansas State Reading Assessment by 3.1%. This will bring the 

overall student score to 95% achievement, which is over 3.1 percentage points above Adequate Yearly Progress (AYP). In 2013, students will continue to meet or exceed AYP. 

2. By 2013, all students and subgroups will score a meets standard or above on the State Writing Assessment. 67% or above. 

3. By 2013, K-2 will give The Core Phonics Screener to determine areas of strength and weaknesses to differentiate instruction to teach our students and meet their needs. 

4. By 2013, K-5 will administer initial placement test and implement Words Thier Way strategies. 

STATE STANDARDS AND BENCHMARKS ADDRESSED (three lowest indicators) GRADES K-5



Grades K - 5 


Third Grade 

Standard 1.4.10 (72.3%) 

Reading: The student reads and comprehends text across the curriculum. 

Benchmark 4: The student comprehends a variety of text (narrative, expository, technical, persuasive). 

• Indicator 10: retells main ideas or events as well as supporting details in narrative and expository text 

Standard 1.4.2 (81.8%) 

Benchmark 4: The student comprehends a variety of text. 

• Indicator 2: understand the purpose of text features. 

Standard 1.3.2 (77.7%) 


Benchmark 3: The student expands vocabulary. 

• Indicator 2: The student determines the meaning of unknown words or phrases using context clues. 

Fourth Grade 

Standard 1.4.9 (75%) 


Benchmark 4: generates a response logically, inferential, and critical thinking questions before, during and after reading. 

Indicator: 9. retells main ideas or events as well as supporting details in appropriate-level narrative, expository, and technical text. 

Standard 1.4.7 (82.1%) 


Benchmark 4: comprehends a variety of text. 

Indicator: 7: compares and contrasts information. 

Standard 2.1.2 (80.5%) 

Literature: The student responds to a variety of text. 

Benchmark 1: The student uses literary concepts to interpret and respond to text. 

Indicator 2: identifies or describes the setting. 

Fifth Grade 

Standard 1.4.11 (76.4%) 

Reading; The student reads and comprehends text across the curriculum. 

Benchmark 4: The student comprehends a variety of texts (narrative, expository, technical, and persuasive). 

Indicator 11: identifies authors purpose. 

Standard 2.1.2 (75.7%) 

Literature: the student responds to a variety of text. 

Benchmark 1: The student uses literacy concepts to interpret and respond to text. 

Indicator: 2: identifies and describes the setting (e.g., environment, time of day or year, historical period, situation, place) and explains the importance of the 

setting to the story or literary text. 

Standard 2.1.3 (69.4%) 

Literature; The student responds to a variety of text. 

Benchmark 1: The student uses literacy concepts to interpret and respond to text. 

Indicator 3: identifies and describes the major conflict in a story and major events related to the conflict (e.g., problem or conflict, climax, resolution). 


FORMATIVE ASSESSMENTS





1. The Three-Tier Reading Model continues to be implemented in 2012-2013. This 

model will include the Take Flight Program for selected Tier III students. 2012-2013 Reading Specialists Take Flight by Scottish Rite 



Teachers 


3. Teacher will utilize strategies from the Daily 5 2012-2013 Classroom Teachers Daily 5 




strategies, and recognizing text structure. 2012-2013 Classroom Teachers 



5. Parent Involvement: Math/Literacy night to educate parents concerning gradelevel 

curriculum, Parent Teacher Confrences, parent volunteers, social media. 2012-2013 All Staff Communication/Skylert 



school one to two times per week. State assessments and standards will be 

stressed during these sessions. 2012-2013 Teachers(tutors) Compass Learning/Odyssey 

7. Text Types: Students will check out books (narrative, expository, persuasive, 

and technical) Authors purpose will be emphasized. 2012-2013 All Staff Media Center 

8. Vocabulary Development: Instructional terms are emphasized consistently 

across the curriculum: Words of the Week announce during Rise and Shine 

Monday mornings. Vocabulary list provided to all teachers. 2012-2013 All Staff 

Words of Week and Vocabulary 

Lists 

9. Accelerated Reader Program. Students read books and take short 

comprehension questions to check for understanding. Teachers will set goals with 

students for points, genres, and level of books. 2012-2013 All Staff Accelerated Reader Program 




student to monitor skills and abilities 2012-2013 Classroom Teachers 

12. Implement Words Thier Way Stratagies K-5 2012-2013 All Staff Words Their Way- ESC Staff 









Grades K - 5 









other staff members, district 

personnel, and funds for 

conference fees. 

Student data-Reading Logs






Grades K - 5 



participation in GEI meetings. 2012-2013 

General Education 

Intervention Team 

General Education Intervention 

Team 

Number of students in GEI and 

referrals to special education. 

Teachers increase knowledge 

on Words Thier Way K-5 

Teachers will receive 

training/coaching in Words Their 

Way 2012-2013 General Education ESC-STaff Late Start Dates 



Reading Model. 2012-2013 All Staff Reading Specialist Student data-Reading Logs 



Development for Tier III Teacher 2012-2013 

Kim McCracken 

Angie Massie 

Jennifer Baugh Take Flight Training Student data- Reading Logs 


strategies to teach the 

writing process. 



Common Core Vocabulary, 

State Assessment Writing 

System 2012-2013 All Staff ESC- Staff, Swaney Staff 



process. 2012-2013 All Staff General Intervention Team 

State Writing Process/information 

shared during Late Start 


Refferals 

Teachers will apply guided 

reading/Daily 5 strategies the 

classroom 


during Late Start 2012-2013 

Teachers 

Principal 

Daily 

Students data and State 

Assessment Test 



Impact Level: 

Feedback from administrator 

walk-throughs 2012-2013 PK-5 Structured Walk-Throughs 

Structured Walk-Through Data by 


Teachers will be able to demonstrate that the students’ knowledge 

and skills related to the components of reading have improved as 

evidenced by formative and summative 

Kansas State 

Reading 

Assessment— 

Grades 3-5 

Spring 2013 

Scholastic 

Reading 

Inventory 

Grades 1-5 

2012-2013 

Regular Education 

Staff, Special Education 

Staff, Support Staff 





assessments 


Grades 1-5 Scholastic Reading Inventory Lexile Scores 



race, SES, ELL, Disability.



Grades K - 5 


All Staff, Support Staff Dibels/Progress Monitoring Dibels Scores 

Core Phonics 

Screener All Staff, Support Staff Core Phonics Screener Core Phonics Scores


Reading Target – Tanglewood Elementary 

Grades K-5 


USD 


260 

Tanglewood Elementary 

Building Grade 

Span 


Approval 


David Dunn (4) Ruth Ann Lay (Speech) Laura Jones/Judy Sasser (Tiered Rdg) 

Lanie Hladik (Kdg) Kathy Rundell* (1 st ) Carla Schartz (2 nd ) 

Sarah Arthur (5 th ) Mary Sites (Principal)* Bill Rea* (3 rd ) 

*BIT Member 

Kansas State Reading Assessment History: 94.7% at standard or above for 2012 

K-5 Date Submitted September 2012 

2012 Grade Level Totals 


Third Grade: 1.4.10 Retells main ideas or events as well as supporting details in narrative & expository texts. 73.1% correct (+ 3% increase from 2011) 

Fourth Grade: 1.4.9 Retells main ideas or events as well as supporting details in appropriate-level texts. 80.7% correct. (+ 4.7% increase from 2011) 

Fifth Grade: 2.1.3 Identifies and describes the major conflict in a story & major events related to the conflict. 73.3% correct. (+ 4 increase from 2011) 

READING GOALS* based on weakness identified on the state assessment: 







3. Teachers will become more knowledgeable on KS Common Core Standards in reading/language arts. 



5. All students will be reading on grade level by third grade (district goal).


GRADES K-5 





State Reading Assessment 3 rd - 5 th Grade Scores (for the purpose of determining annual progress, program evaluation, and needs assessment). NEW Annual 

Measurable Objectives (AMO’s) established. 

Scott Foresman Comprehensive End of Year Reading Assessment (given to Grades 1-5) 



Students will be assessed to determine progress toward grade appropriate goals aligned with the reading goals described above every nine weeks. Results of 


Description 

At Grades K-5: 

The DIBELS will be used to monitor performance in reading. Two-week progress monitoring for those at-risk. 

Grades K-1 

For students new to Tanglewood, the PAST will be given to determine instructional reading levels. 

Grades 2-5: 

The Johns Basic Reading Inventory and the SRI will be given to new students who enroll after the first month of school to determine 


Grades 2-5: 

The Scholastic Reading Inventory will be given to grades 2 nd – 5th three times a year and twice a year for first grade, to determine 


Grades 3-5: 

KCA Formative reading tests are administered in grades 3-5 (fall – mid year). These may not be available this year, due to changes to 

current tests. More to come on this. 

Timeline 




1. Nonlinguistic Representations (graphic organizers) assist students with understanding and 

comprehending various types of text. 

2. Guided Reading provides support for individual reading needs of students, assists in 

monitoring and adjusting instruction to support reading skills of individual students. 

3. Integrated study and discussion of our lowest indicators (see above). 

4. Various presentations, workshops, webinars, etc. will take place to have a better 

understanding of the KS Common Core Standards and new testing expectations. 

5. Various research-based approaches to help students with their individual specific needs. 

6. Various diagnostic tests will also be administered to determine those needs. 

Ongoing 

Ongoing 

Ongoing 

Throughout year 

Ongoing 

Ongoing 

Responsible 




Instructional 

Coordinator 


 

 

 

 

 

 

Resources 


Reading 

Johns 

“Improving 

Reading” 

Teacher 

Collaboration 

(sharing of 

nonlinguistic 

representations) 

Inst. 

Coordinators 

Teacher 

Resources 


library




Responsible 

Student Improvement Plans are developed for students that are below the state reading standards Fall 2012 – ongoing Building Staff 






Reading specialists provide additional instruction to students that are performing below grade 

level in their classrooms. 

Speech Language Pathologist (SLP) & ELL teacher provides small group inclusion instruction 

and some pull-out instruction for those students requiring extra support. 

The 3-Tier Reading Model implements three levels of reading intervention: primary, secondary 

and tertiary to ensure that students’ reading needs are addressed. TAKE FLIGHT reading 

program for those students deemed “high at-risk”. 

Guided & FLEXIBLE reading groups based on reading lexile reading levels & data analysis. 









Community 

Volunteers 


teachers 

Reading Specialists 

SLP 

ELL Teacher 

Staff/Rdg. Specialists 


 

 

 

 

 

 

 

Resources 


Reading 

Johns 

“Improving 

Reading” 

Teacher 

Resource 


as books, 


games, 


Professional 


Instructional 

Coordinators 

Tiered Reading 

Specialists 


library 

Bookmarks are sent home for grades 3-5. Students read the story over the weekend and have 3 

main questions to answer and vocabulary words on their bookmark. Bookmark is signed by 

parents. 

Fall 2012/ongoing 


Listen to audio versions of weekly stories. 

Book baskets in lunchroom for use during lunch 



Parents/Paras/Staff 

Donations from 

classrooms/grants/ 

book fair

Reading 


for ALL Staff 

K-5 


Strategies 






strategies: 

Nonlinguistic 

Representations (Graphic 

Organizers) , differentiated 

reading instruction and 

integrated discussion and 

study of text structures 





use differentiated reading 

instruction, nonlinguistic 


organizers) and integrated 

discussion and study of text 

structures to facilitate 


Nonlinguistic 

Representations inservice 


classroom. 

Differentiated reading 

instruction. 





Teachers use 

nonlinguistic 

representations to 


learning. 

Teachers use 






Coordinator 







Training: Sept. & Oct. 12 USD 260 Instructional Workshops/Inservices 

Coordinator 




Training: Oct. 12 Robin Folkerts 


(curriculum coordinator) Staff Collaboration 





Use: ongoing 




Staff Meeting 







Use: ongoing 

Staff Meeting 










“Odyssey Learning 

Compass” Software 

Lexia Learning Program 

DIBELS instructional 

features 

Attendance at 



Inservice) 

Attendance at 



Inservice) 

Attendance at 



Inservice) 





meetings. 



Meetings.

Reading 


for ALL Staff 

K-5 


Strategies 








Use: ongoing 

Staff Meeting 


Ongoing 








Meetings 

Impact Level: 




skills related to reading 




assessments. 




classroom. 



instruction. 


nonlinguistic 


organizers 




indicators. 








Time for 




results. 




Inservices 


classrooms. 






reading 

comprehension 

assessments 

DIBELS 

Johns Basic Reading 

Inventory 


Assessment 


Inventory 



or exceeded. 


state. 


support. 




established.


Math Target – Tanglewood Elementary 

Grades K-5 


USD 


260 


Building Grade 

Span 


Approval 


Jeannie Haag (4) Ruth Ann Lay (Speech) Shari Hooper (ID) Gaye Dyer (3 rd ) 

Stacy Canfield (Kdg) Shelley Addis* (1 st ) Danelle Johnson (2 nd ) Bev Kilian (Art) 

Kim Antal (5 th ) Mary Sites (Principal)* Venice Sherman* (EC) Kendra Sweet (GTC) 

*BIT Member 

Kansas State Math Assessment History: 96.1 % at standard or above for 2012 

K-5 Date Submitted September 2012 

2012 Grade Level Totals 


Third Grade: 1.4.A1 Number & Computation: Solves one-step real-world addition or subtraction problems…82.3% correct. (+ 2.2 % increase from 2011) 

Fourth Grade: 2.3.A1 Represents and describes mathematical relationships between whole numbers from 0 through 1,000 using concrete objects, pictures, written 

descriptions, symbols, equations, tables, and graphs. 70.9% correct. (- 6.6% decrease from 2011) 

Fifth Grade: 3.3.K3 Recognizes three-dimensional figures (rectangular prisms, cylinders, cones, spheres, triangular prisms, rectangular pyramids) from various 

perspectives (top, bottom, side, corners. 63.2% correct. (cannot compare/was not a low indicator in 2011) 








3. Teachers will become more knowledgeable on KS Common Core Standards in mathematics. 


API), increasing growth, decreasing gap, and reducing non-proficient scores. Annual Measurable Objectives (AMO’s) will be set.


GRADES K-5 





State Math Assessment 3 rd - 5 th Grade Scores (for the purpose of determining annual progress, program evaluation, and needs assessment) 



Students will be assessed to determine progress toward grade appropriate goals aligned with the math goals described above every nine weeks. Results of 


Description 

Quarterly Progress Reports measure progress at each grade level. We will monitor & adjust instruction as needed. 

K - 5 Number and Computation 

K - 5 Algebra 

K - 5 Geometry 

K - 5 Data 

Scholastic Math Inventory will be given 3X per year. 

Timeline 

September through May 

Sept. – January – May 

KCA Formative Tests will be given mid-year to analyze data & help drive remedial instruction. These may not be available this year, due 

to changes to current tests. More to come on this. 

Nov/Dec - February

Math 

SELECTED STUDENT LEARNING STRATEGIES FOR GRADES __K-5_________ 


1. 4 Step Problem Solving--identify the problem, plan, solve, and look back 

Sept. 2012- ongoing 

Responsible 


Resources 


2. Nonlinguistic Representations (Graphic Organizers)--used to organize data 

3. Specific strategies integrated into math lessons to address low indicators (above) 

Sept. 2012 - ongoing 

Sept. 2012 – ongoing 



District Instructional 


Staff Ideas 




Responsible 

Math data (areas of concern) are shared with entire staff for immediate attention. 

Fall 2012 - ongoing Building Staff 

Teacher Resources 

Resources 

Manipulatives 

Student Improvement Plans are developed for students that score below the state math standards, 

and for students who are below grade level. 

Sept. 2012 -ongoing 


Current research based 

curriculum 


education paras, support staff, parent and community volunteers. After school tutoring is also 

provided. 

Manipulatives are hands on materials utilized to introduce, explain, reteach and enhance math 

concepts. 

Students identified as most at risk (grades 1-5) are given the opportunity to participate in afterschool 

tutoring once a week. (pending parental consent) 

Opportunities for real world problem solving (emphasizing estimation and measurement) 

are presented to students DAILY in addition to the measuring opportunities currently 

provided during math instruction (has continually been a low indicator). 

Sept. 2012-ongoing 

Aug. 2012-ongoing 

Oct. 2012– April 

2013 

Aug. 2012-May 2013 



Selected Bldg. 

Staff 





Classroom 

newsletters--to 

communicate to 

parents skills being 

covered and ideas for 

home 

Team Collaboration 

Based on data from past three years, students in 1 st – 4 th will integrate into their normal day, 

many additional opportunities for telling time (i.e. “verbal” opportunities for sharing/modeling 

the correct time, etc.). 

Professional development/building team collaboration to review & discuss low math indicators, 

discussing strategies to implement as well. 

Aug 2012-May 2013 

Fall 2012 


Staff, Principal, 

IC 

State standard flipcharts 

Compass Learning

Math 


for ALL Staff ________ 


Strategies 


Timeline 

Person(s) 

Responsible 

Resources 

Evaluation 



understand the math 

strategies: 

4-step problem solving 

Graphic Organizers 





use problem solving & 

graphic organizers 

to facilitate students’ 

learning (including 

estimation and measurement) 

4-step problem solving 


inservice 



Teachers use of 4-step 

problem solving with 

students with grade level 

curriculum. 

Teachers use of graphic 

organizers with students 

as a part of math. 




classroom. 

Ongoing introduction & 

dialogue in staff meetings & 

grade level collaboration. 

Advanced Training when 

low indicator training occurs. 

Ongoing introduction & 

dialogue in staff meetings & 

grade level collaboration. 

Advanced Training when 

low indicator training occurs. 

Fall 2012 & ongoing 

USE - Ongoing 

Late Start 


Ongoing 

USE - Ongoing 

Late Start 


Ongoing 








Principal, IC’s, and 

staff 



Staff & district 

support 



District curriculum maps 


District resource materials 






KSDE, Asst. Super. Of Curr. 

& Instr. 



communities) to make 

adjustments to 


ongoing data. 








communities) to make 

adjustments to 


ongoing data. 






KSDE resource and district 

information 



PDC 



PDC 

Attendance at various learning 

opportunities. 


3 rd – 5th grade state 


discussion at staff 

meetings. 

benchmark activities 


3 rd - 5 th grade state math 

assessment discussion at staff 

meetings. 

benchmark activities 


classrooms.

Math 



for ALL Staff 


Strategies 

Timeline 

Person(s) 

Responsible 

Resources 

Evaluation 

Impact Level: 




skills related to math have 



assessments. 

Student use of 4-step 

problem solving and the 

collaborative analysis of 


data to adjust instruction. 

Student use of graphic 

organizers and the 

collaborative analysis of 


data to adjust instruction. 


Objectives are set and met or 

exceeded. 



To be determined by state. 



Staff, district, 

state support. 


Team planning 



student usage 


District Curriculum Maps 


Team planning 



student usage 


District Curriculum Maps 

KSDE resources and district 

information. 


Assessment---growth on 

annual measurable 

objectives (AMO’s) 


Assessment---growth on 

annual measurable 

objectives (AMO’s) 


established.


Math Improvement Plan - Wineteer Elementary 

Grades K - 5 


Date 

Submitted: 9 28 2012 Date of Local Board Approval: 

IMPROVED MATH TARGET COMMITTEE MEMBERS 


83.5 of all students meet or exceed standards on the Kansas State Math Assessment. 

78.5 of 3rd grade students that meet or exceed standards on the Kansas State Math Assessment 

80 of 4th grade students that meet or exceed standards on the Kansas State Math Assessment 

90 of 5th grade students that meet or exceed standards on the Kansas State Math Assessment 

of female students meet or exceed standards on the Kansas Math Assessment. 

of male students meet or exceed standards on the Kansas State Math Assessment 

of students on free or reduced lunch meet or exceed standards on the Kansas State Math Assessment. 

of student with disabilities meet or exceed standards on the Kansas State Math Assessment. 

of ELL students meet or exceed standards on the Kansas State Math Assessment. 

Math goal for the year: 1. Wineteer will meet or exceed the state goal of AYP. The specific state assessment goal is that 91.1% of students meet the standard level on the 

Kansas State Math Assessment 

Third Grade: **3.1.4.A1 (75%) Solve one-step real-world addition or subtraction problems with a). whole numbers 0 through 10,000: b). monetary amounts using dollar and cents 

notation through $500.00, 3.3.2.A1 (82.6%) Solves real-world problems by applying appropriate measurements: a). length to the nearest inch, foot, or yard; b). length to the 

nearest centimeter or meter; c). number or days in a week; 3.1.1.K4 (82.7%) Determines the value of mixed coins and bills with a total value of $50 or less. Fourth Grade: 

4.2.3.A1 (63.8%) Represents and describes mathematical relationships between whole number from 0 through 1,000 using concrete objects, pictures, written descriptions, 

symbols, equations, tables, and graphs. 4.3.2.A2 (68.3%) Estimates to check whether or not measurements and calculations for length, width, weight, volume, temperature, time 

and perimeter in real world problems are reasonable. **4.1.4.A1 (71.4%) solves one-and two-step real-world problems with one or two operations using these computational 

procedures (add, subtract, multiply). Fifth Grade: 5.1.3.A4 (66.1%) Determines if a real world problem calls for an exact or approximate answer using whole number from 0- 

100,000 and performs the appropriate computation using various computational methods. 5.3.2.A1 (68%) Solves real-world problems by applying appropriate measurements and 

measurement formulas ($). ** 5.1.4.A1 (69.2%) Solves one- and two-step real world problems using these computational procedures a). adds and subtracts b). multiplies c). 

divides whole numbers through a 2 digit divisor and a 4 digit dividend e). adds and subtracts decimals from thousands place through hundredths place. 


Quarterly mid-progress and progress reports 


Students will be assessed to determine progress toward grade-appropriate goals aligned with the mathematics goals described about every nine weeks. Results of the 

assessments will be used to gauge progress, adjust instruction, and to determine necessary ongoing, job-embedded staff development.



Tier I Strategies: Use of EM curriculum, and other supplemental materials that 

focus on the low indicators 2012-2013 Classroom Teachers 



Technology: The use of EM Games and other iPad apps that provided extended 

practice of skills, CETE Test Builder 2012-2013 Classroom Teachers 



The use of Kagan strategies to introduce and review math skills with students 2012-2013 All Staff Kagan resources/ongoing training 

Tutoring providing to students scoring low on state assessment 2012-2013 Teachers(tutors) 



Student Improvement Plans are developed for students that score below the state 

math standards, and for students who are below grade level 2012-2013 Building Staff GEI Team 

Students identified with the most risk are given the opportunity to participate in 

school math lab daily 2012-2013 At Risk Math Specialist 

Quarterly Progress Reports from 

Classroom/At Risk Math 

Specialist, Kansas Assessment 

Scores 





Teachers will include activities 

and strategies from the Kagan 

curriculum to engage students in 

new math concepts and review 


understand the math strategies 

Observation of lessons and ongoing 

training 2012-2013 Building Staff 



and use curriculum maps. 2012-2013 

At Risk Math Specialist 

and Building Staff 

Kagan Training Guide and 

materials. 








Observation of strategies 

implemented and feedback 

provided by trainer 

Student data/My Learning Plan 

Application Level:


strategies to facilitate students' 

learning 

Everyday Math Curriculum will 

spiral (review) back to covered 

skills that we low indicators, 

Kagan strategies for math skills 2012-2013 

Classroom Teachers/At- 

Risk Math Specialist 

Everyday Math, Benchmarks, 

Assessments 

Teachers will apply strategies in 

the Kagan training that will 

impact students learning in math 



ClassroomTeachers/ 

Principal 

Kagan Trainers/Resources 

Students data and State 

Assessment Test 

Impact Level: 




the components of math have 



assessment, and quarterly 

benchmark testing 





Scholastic 

Math Inventory 

Grades 1-5 

2012-2013 

Kansas State 

Math 

Assessment— 

Grades 3-5 

Spring 2013 


in Grades 2-5 

Grades 1-5 

2012-2013 Special Education Staff 

Kansas State 

Math 

Assessment— 

Grades 3-5 

Spring 2013 

Current Curriculum, CETE Test 

Builder, Multiple Publishers and 

educational companies for 

supplemental materials, Kagan 

Resources/Training 

Kansas State Math Assessment 

(3,4,5), benchmark testing, SMI 

assessment (2-5) CBM (K-1), 

Progress Report quarterly (K-5)

Date 

Submitted: 


Language Arts Improvement Plan - Wineteer Elementary 

Grades K - 5 




Kellie Mize, Daina Blencoe, Amy Heiberger, Kimber Stucky, Vana Hartley, Joyce Ensor, Sharon Atherton, Leslie Lindstrom, Misty Powell, Marie Grosser 



87% of 3rd grade students that meet or exceed standards on the Kansas State Reading Assessment 


91% of 5th grade students that meet or exceed standards on the Kansas State Reading Assessment 



89.2% of students on free or reduced lunch meet or exceed standards on the Kansas State Reading Assessment. 

72% 3rd graders proficent and above in the area of organization 

85% 3rd grades proficent and above in the area of sentence Fluency 

Language Arts goal for the year: Reading- Wineteer Elementary student will achieve over 90.1% on the Kansas State Reading assessment. Writing goal 80% of students will 

be at proficient and above in the area of Organization. 


R.3.1.4.10- retalls main idea or events as well as supporting derails in narrative and expository texts. R.3.1.3.2-determines the meaning os unknown words or phrases using 

context clues (e.g., definitions, restatements, examples, descriptions) from sentences or paragraphs. R.5.2.1.3- identifies and describes the major conflict in a story and major 

events related to conflict (e.g., problem or conflict, climax, resolution). 







Take Flight 2012-2013 Reading Specialists/SPED Take Flight by Scottish Rite

School-wide reading program will take place during the 2012 -2013 school year. 2012-2013 

Media/ Technology 

Specialist/Classroom Teachers 

Teachers will help students use the following research-based strategies to increase 

comprehension: meta-cognition strategies, graphic and semantic organizers, 

answering and generating questions, summarizing, test-taking strategies, and 

recognizing text structure. 2012-2013 Classroom Teachers 




Parent Involvement: Math/Literacy night to educate parents concerning grade-level 

curriculum, Parent Teacher Conferences, parent volunteers, Take Flight Parent 

night. 2012-2013 All Staff Communication/Skylert 

Tutoring: Teachers choose students based on data/ teacher recommendation that 

would benefit from additional math and/or reading assistance to work within a small 

group setting after school one to two times per week. State assessments and 

standards will be stressed during these session. 2012-2013 Teachers(tutors) Compass Learning/Odyssey 

Vocabulary Development: Instructional terms are emphasized consistently across 

the curriculum. Vocabulary list provided to all teachers. 2012-2013 All Staff 

Words of Week, Vocabulary 

Lists, Word Walls 

Implementation of classroom libraries, book boxes etc... for students in the 


Teachers will utilize Kagan cooperative learning stuctures through out the school 

day. 2012-2013 All Staff 

Kagan 

materials/Training/Coach/Weekly 

PD exposure 

Student conferencing, and progress monitoring by the teachers with each student 

to monitor skills and abilities 2012-2013 

Supplemental instruction for low indicator 1.4.5: The student uses information from 

the text to make inferences and draw conclusions. 2012-2013 



Specialists 


Specialists 









Teachers and Reading 

Specialists 

Grade levels meet 1 time per 







DIBELS/SRI 

1. Benchmark Comprehension 

materials coresponding with 

inferencing/drawing conclusions 

lesson guides located in Reading 

First Resource Room. 2. Literacy 

First comprehension packets for 

inferences/drawing conclusions. 

Student data-Reading Logs 





participation in SIP and GEI 

meetings. 2012-2013 

Teachers, Specialists 

and SIP team 

SIP team, grade level meetings, 

SPED cooperation relative to 

SPED data. 

Number of students who have 

SIPs or GEIs and referrals to 

special education. 

Teachers will participate in 

Kagan structure training 


during Late Start and Kagan 

Coaching 2012-2013 Teachers and Coaches 

Kagan mainipulatives, books, 

music, posters, coaches and 

manuels 

Students engagement in 

classroom.



Reading Model. 




Teachers and Reading 

Specialists 

Grade levels meet 1 time per 







Student data-Reading Logs 



Development for Tier III Teacher 2012-2013 Reading Specialists Take Flight Training Student data- Reading Logs 





process. 2012-2013 All staff members General Intervention Team 


Refferals 

Teachers will apply Kagan 

strategies in the classroom 



Teachers 

Principal Daily Students engagement 



Impact Level: 


walk-throughs 2012-2013 PK-5 Structured Walk Throughs 

Structured Walk Through Data by 








assessments. 





Scholastic 

Reading 

Inventory 

Grades 1-5 

2012-2013 

Kansas State 

Reading 

Assessment— 

Grades 3-5 

Spring 2013 

DIBELS 

All Staff 





assessments 



race and SES.

TO: 

FROM: 

  


Building Principals 



  

  

October 3, 2012 

  

SUBJECT: 

Report on Culture Activities in Buildings 

Research has shown that culture and climate in a building are important in terms of the 

learning that is able to take place in a school. Schools are developing an intentional focus on 

cultivating relationships and providing great customer service in schools as the foundational 

piece for making a difference. Our schools are working on the three Rs of rigor, relevance 

and relationships in addition with the traditional ones. Each building principal will discuss 

their building culture goal. 





Culture Improvement Plan - Wineteer Elementary 

Grades K - 5 



IMPROVED CULTURE TARGET COMMITTEE MEMBERS 

Staff Retention 

Staff Attendance 

is the average 

2011- 

of all certified 

of all classified 

days missed for 

12 74.00% staff returned 71% staff returned 6.8 certified staff 273 

2012- 

2013 NA 


staff returned 

NA 


staff returned 

NA 



certified staff 


NA 

is the total 

number of 

days missed 

by certified 

staff not 

including PD 9.43 

is the total 

number of 

days missed 

by certified 

staff 

NA 



classified staff in 

2011-12 150 




2011-12 NA 

is the total 

number of days 

missed by 


2011-12 

is the total 

number of days 

missed by 


2011-12 

2011- 

12 94.80% 

Student Attendance & Tardiness 

is the 

attendance rate 1846% 

is the 

attendance rate 

Yearly Total- 

Tardies 34 

Student Suspensions 

is the number of 

is the number 

OSS days 8 of ISS days 


is the number 

OSS days 

of ISS days 

Wellness 

Survey 

results Miles Walked 40,283.00 

Minutes 

Walked 2,417,001.00 

2011-2012 

(Students) 

Survey results 

When I am at 

this school I feel 

safe 68% 

Custodial 

Ratings 

2011- 

12 98.33% 

Culture goals for the year: District wide universal expectations,school-wide Kagan strategies, classroom and team building will be used to enhance school culture. Absenteeism and tardiness will decrease by 5%. By implementing the district wide universal 

expectations (school-wide behavior plan) and think sheets, we plan to decrease ISS and OSS days by 10% by the end of 

the school year. 

STATE STANDARDS AND BENCHMARKS ADDRESSED (three lowest indicators) GRADES K-5

Third grade: Fourth Grade: Fifth Grade 





Physical Activity 2012-13 

Ensure school wide compliance with district wellness policy as it pertains to physical activity. Students are not to be denied access to participate in 

PE class or recess time for any reason. Alternative assignments, as long as they include physical activity, are acceptable. 2012-13 

Biggest Loser 2012-13 

Walking path and at-home physical activity minutes 2012-13 

School wide field day 2012-13 

Fitness Club 2012-13 

Nutrition education in PE 

Nutrition/Health Education to parents and staff through newsletters, morning annoncements, and friday focus 2012-13 

Continued participation in the Food 4 Kids backpack program 2012-13 

Kansas Kid's Fitness day. 

Initiate small group activities promoting healthy choices (i.e. substance abuse, life skills, impulse control, anger 2012-13 

management, empathy skills, etc.) 

Distribution of personal hygiene and dental products to students 2012-13 

Dental screenings 2012-13 

Health screenings 2012-13 

Second Step 2012-13 

Nurse, Health Aide, PE Teacher' 

and Wineteer staff 











Nurse, Nurse Aid, Classroom 

teachers & Social Worker 

CULTURE (from the 2011-2012 WES Culture School Improvement) 

Specific Strategies for Targeted Goal: 

Tier Model for Behavior Fall 2012/ongoing Committee/Principal Surveys, Committee Members, 

Student Ambassadors Fall 2012/ongoing Committee/Principal Principal, Skyward Training for 

Schoolwide Behavior Expectations Fall 2012/ongoing Committee/Principal Data Mining, MTSS 

Monthly Data and Feedback about Progress Fall 2012/ongoing Committee/Principal 

Representatives/Training 

Teaching universal expecations district wide Fall 2012/ongoing All Wineteer Staff 

Use of think sheets building wide (problem solving tool) 

Fall 

2012/ongoing 

All Wineteer Staff 

Use of universal expecations posters and videos building wide 

Fall 

2012/ongoing 


Wineteer Pride Tuesdays (Blue Tuesdays) and Green Pride Fridays 

Fall 

2012/ongoing 


Additional strategies in place to enhance climate/culture at Wineteer 

All newsletters on school’s webpage beginning fall 2012. 

Bullying Policy/Rubric in place 

Weekly Tick Tock Tuesday Meetings 

Corby's Corner Staff Notes 

Building-Wide Pride Committee (And accompanying activties) 

Thoughtful Thunderbird Notes for Staff 

Birthday recognition for students 

Kagan Classroom Building Activities 

School-wide/community activities that enhance school climate such as: End of Year Celebration, Field Day, PTO Activities, Cookie Bookie, etc. 




Weekly 



Daily 


Fall 2012/ongoing

Student Ambassadors activities and mentoring program 


State Assessment Kickoff Celebration Spring 2013 

Fifth Grade Leadership Workshop 9/21/2012 

Pride Committee Staff Activities 

Fall 2012/Ongoing 

Kagan Team Building Late Start Activity to Build Staff Morale 


Perfect Attendance award at the end of the year. May 2012 

Quarterly attendance awards (acknowledging zero tardies) 

Ongoing 

Tier system of instruction for transparency and accountability 

Ongoing 

Continue traditions unique to Wineteer 

Ongoing 

Daily Communication from Mr. Corby as needed 

Ongoing 



Goals for ALL Staff K-5 Staff Development Strategies Timeline Person(s) Responsible Resources Evaluation 



understand the districtwide 

Principal, BIT, Culture/Wellness Surveys, Committee 

Office contacts, 

suspensions and 

discipline policy Posters & Universal Expectation 

Committee, Pride Committee, Members, Principal, referrals, increased trust 

(universal expectations) Videos 


Wineteer Staff 

Social Worker 

in the building 


Student Ambassadors, 

All Wineteer Staff will Thoughtful Thunderbird Notes, 

implement and use the Kagan team & classroom 

district-wide universal building, walkthroughs, Kagan 

expectations 

Structures 

Impact Level: 

Decrease in office 

contacts, and in 

suspended days for 

students 

Parent communication, tiered 

behavior model 



Principal, BIT, Culture/Wellness 

Committee, Pride Committee, 


Principal, BIT, Culture/Wellness 

Committee, Pride Committee, 


Surveys, Committee 

Members, Principal, 

Social Worker 

Surveys, Committee 

Members, Principal, 

Social Worker 

Skyward Training for 

Data Mining, MTSS 

Representatives/Training 



referrals, increased trust 

in the building 

Monthly data on office 

contacts and suspended 

days


Improved School Climate & Culture – Tanglewood Elementary 

Grades K-5 



USD 260 Date Submitted September 2012 



Span 


Approval 

IMPROVED CLIMATE & CULTURE TARGET COMMITTEE MEMBERS: 

Janny Baldwin* (Kdg) Angela Bott (1 st ) Anita Anderson* (2 nd ) 

Todd Roberts (3 rd ) Eric Seyb* (4 th ) Kristin Wolke (5 th ) 

Heidi Richert (Music) Connie Underwood (IR) Renee Charrier (Medi) 

Ron Meisch (PE) 

*BIT Member and Committee Chair 

Mary Sites (Principal) 


SURVEY RESULTS 

Student Survey Results from 2011-12. Our two lowest areas (when combining “yes” & “sometimes” responses) on the student survey were: “I have choices in what I learn”, 84.5%. “I am 

challenged by the work my teacher asks me to do”, 91.8%. 

ATTENDANCE RATE TARDY RATE (unexcused) STAFF RETENTION (cert. & class.) 

2012 = 97.2% 2012 = 1,127 tardies 2012 = 44/50 = 88% (incl. 3 in-district moves) 

2011 = 97.1% 2011 = 971 tardies 2011 = 48/50** = 96% 

2010 = 96.6% 2010 = 1558 tardies 2010 = 49/57 = 86% 

**Changed to counting only those based at TWD at 

least ½ time, no retirees are counted, nor forced 

district moves. 2011 reflects a more accurate retention 

rate. 

SUSPENSIONS STAFF ATTENDANCE CUSTODIAL/BLDG CLEANLINESS 

2012 = 6 OSS 2012 = 165.50 (cert)/210.5 (class) = 376 days total 2011-12 = 98% rating 

2011 = 4 OSS 2011 = 289.5 days (46 people included cert/class) 2010-11 (No data provided) 

2010 = 7 OSS 2010 = 150.5 days (certified only) 2009-10 = 98.3% rating 

2009 = 134 days 

CONFERENCE PARTICIPATION % BULLYING # INCIDENTS BULLY SURVEY (NOT BULLED AT SCHOOL) 

2011/12 = Fall 98% - Spring 97% 2012 = 16 (9 verbal/7 phys) 2012 – 3 rd grade: 56%, 4 th grade: 74%, 5 th gr. 71% 

2010/11 = Fall 99% - Spring 98.9% 2011 = 12 (6 verbal/6 phys) Location for bullying: playground (3 rd – 5 th ) 

2009/10 – Fall 97% - Spring 97% 2010 = 31 (13 verbal/9 phys/9 threat) 

WELLNESS DATA 

WELLNESS DATA (continued) 

2012 = 57 students in Derby High Five Run 2012 = Derby Walks: 15 participants/46,389 minutes 

2011 = 44 students in Derby High Five Run (first year for this program) 

2010 = 45 students in Derby High Five Run 

2012 = 93 participants in Running Club 

2011 = 103 participants in Running Club 

2010 = 77 participants in Running Club

IMPROVED CULTURE/CLIMATE GOALS* based on weakness identified on above data: 


Goals: 

1. Based on increase in tardies, we want to continue to work on reducing the number of tardies. Goal: For 2012-13, we want to have fewer than 1,000 tardies. 

2. Based on bullying data, we would like to implement the KIDZWORLD “character ed” program. We would like to set a goal for the next survey to have 100% at 

each grade level for the “not bullied at school” answer. 

3. Looking at our wellness data, we would like to increase our Derby Walks minutes to 100,000 minutes for the 2012-13 year. Tanglewood would like to have the 

highest minutes logged in Derby, winning the Rock River Rapids prize from the DRC.

SELECTED STRATEGIES FOR GRADES ____K-5_______ 


Specific Strategies for Targeted Goals: 

1. TARDIES 

School wide incentive program to decrease absences/tardies. 

- Visible tally chart for students/parents to view (and physically move when tardy) 

- Monthly updates regarding tardy totals to parents via Skylerts. 

- Quarterly reward for students with perfect attendance and fewer than two tardies. 


Responsible 

Staff, students, 

parents 

Resources 

Tally chart, Derby 

Alerts 

2. BULLYING 

- Weekly bullying meetings continue. 

- Kidzworld “Character Ed” assembly (Sept – “Respect/Bullying”: Jan. – “Determination” 


Sept. 26, 2012 

Jan. 3, 2013 

Principal/Staff 

Kidsworldgang 

Kidsworldgang 

Bullying Committee 

Kidzworldgang 

Kidsworldgang 

3. WELLNESS 

- Derby Walks log sheets will be sent to parents via Skylerts. 

- Students will maintain a SCHOOL log sheet for the exercise completed at school. Teachers 

will be modeling how a student logs in their time, and these will be kept at school and turned 

into the office when completed. 

- DRC prize winners, for meeting required exercise goals, will be recognized on the morning 

announcements. 


Principal/Staff 

Staff, students, 

parents, DRC 

MANY “climate/culture” activities/strategies are currently in place that enhance the school’s 

climate. The only strategies listed here, are those that will help support the goals set for the 

2012-13 school year.


for ALL Staff 

K-5 


Strategies 




Committee will share new 

goal, & survey data results 

with staff and gather their 

input. 

Ongoing presentations made 

at staff meetings to review 

survey results (staff, student, 

parent, bullying). 

September 2012 -ongoing 

Improved Climate/Culture 

Committee 

Principal 

Surveys 

Committee Members 

Principal 

Teacher Understanding 


Teachers will integrate 

strategies in daily classroom 

activities. 

- Tardy discussions. 

- Bullying meetings. 

- Modeling of logging 

minutes exercised. 

- KIDZWORLD 

presentations, followed 

by classroom 

discussions. 

September 2012-ongoing 

Sept 2012 & Jan. 2013 

Staff Members 

Principal 

Staff Members 

Principal 

KIDZWORLD 

DRC 

- Bully meeting 

dates/topics shared on 

Google document. 

- Derbywalks log-in 

sheets given to DRC. 

- Assemblies conducted 

for KIDZWORLD. 

Impact Level: 

The number of 

tardies/absences for the 

school-wide population 

during the school year 

will be less than 1,000. 

Student Incentives 

By end of year, 2013. 

Staff, students, parents 

Principal 

Staff 

Number of 

tardies/absences decreases 

Positive climate survey 

results will continue to 

improve. 

Bullying, wellness, tardy 

strategies implemented as 

shown above. 

As surveys are completed 

throughout year. 

Staff, students 

Staff, district support with 

surveys 

All survey results will 

continue to improve. 

We will reach the goal 

(set above) for minutes 

exercised during the 

school year (100,000)+. 

Mr. Meisch share info at 

staff meeting regarding 

log-ins and motivation for 

students. 

Goal reached by end of 

May 2013. 

Staff, students, parents 

Staff, parents, students, 

DRC.


CULTURE AND CLIMATE Plan - Swaney Elementary 

Grades K - 5 



CULTURE AND CLIMATE (CULTURE/HEALTH & WELLNESS/BULLY) COMMITTEE MEMBERS 

Brad Pendrak, PE; Shannon Townsend, Music; Ashley Schmidt, Kindergarten; Gail Fergusen, Early Childhood; Laura Smith, SLP; Tonya Davis, 4th Grade; Scott May, Principal. 


Health/Wellness Data Bully Data Culture/Climate Data 

2011-2012 Bully Incident Report for 2011-2012 Student Survey Results From 2011-2012 

Year- 4670 Total Number of Incidents- 5 Our lowest areas on the student survey were: 

Monthly - 518 avg. Verbal Incidents-5 I feel I belong 55.8% 

Daily - 26 Non-Verbal - 0 Students are friendly 45.7% 

2010-2011 Physical-3 

Students are teated with 

respect 

45% 

Year - 5260 Threat to another student-2 Fun Learning 59% 

Monthly - 584 avg. Student Bully Survey 2011-2012 Parent Survey Results from 2010-2011 

Daily - 29 

**Top 4 identified locations where bullying takes place- 5th grade only 

Student Attendance Rate Playground 42% Staff Survey 2009-2010 

2007- 94.9% 2008- 94.7% 

2009-95% 2010- 95% 

2011- 98% 

Hallway 20% 

Our two lowest areas on the parent survey were: “I am involved with school activities on 

a regular basis”, and “I have used the school’s website”. Four (4) parents responded 

that those areas “Do not meet expectations”. Over all survey was very positive. 

Recent staff survey showed 100% satisfaction in every area but one, with that one 

scoring 96.8% satisfaction (following through on things we commit to). 

Tardies In the classroom with an adult present 11% Student Survey 2008-09 

2008- 1749 2009- 1032 2010- 

1222 2011- 1119 

In the classroom without an adult 11% 

In the survey area, “I have fun learning”, 45.8% responded yes. 

Suspensions (iss) Bully Incident Report for 2010-2011 In the survey area, “I have choices in what I learn”, 31% responded yes. 

2008- 10.5 2009- 9 

In the survey area, “I am challenged by the work my teacher asks me to do”, 22.7% 

Total Number of Incidents 17 

2010 - 9.5 2011- 6.5 

responded yes. 

Suspensions (oss) Verbal Incidents 5 Custodial Ratings 

2008- 6.5 2009- 8 2010- 

6.5 2011- 4 

Non-Verbal 0 2011-2012 95.5% average 

Staff Attendance Physical 5 

2010-2011 Certified Staff- 314.37 Threat to another student 7 

2011-2012 Certified Staff- 232 Student Bully Survey 2010-2011 


2010-2011- 89% Playground 57% 

2011-2012-96% Hallway 17% 

Workmans Compensation Claims In the classroom with an adult present 12% 

2006-2007 2 claims 

2007-2008 0 claims 

2008-2009 1 claim 

2009-2010 1 claim 

2010-2011 4 claims 

2011-2012 8 claims 

**Top 4 identified locations where bullying takes place- 5th grade only 

In classroom with out and adult present 17%

Activity Partipation 

31 students in running club in 

spring 2012 

3 students ran Derby High Five in 

2012 

All students participated in Swaney 

walk-a-thon 2007-2011 

K-Fit 

Percentage 5th grade students 

achieving the Healthy Fitness Zone 

in 2012 

Aerobic Capacity 79% 

Curl Ups 88% 

Push Ups 70% 

Flexibility 64% 

Body Mass Index 74% 

Derby Walks Progam 

Participation- 2 

Total Minutes - 8990 

**Special Note: 2008-2009 Student population was 316 with 133 students 

completing the survey. 

2009-2010 Student population was 302 with 114 students completing the 

survey. 

2010-2011 Student population is 322 (as of September 20, 2010) with an 

estimated 133 students completing the survey in mid-October. 

2011-2012 Student Population is (as of September 20, 2011) with an 

estimated students completing the survery in mid-October. 

IMPROVED CULTURE/HEALTH & WELLNESS/BULLY) GOALS* based on weakness identified on surveys: 


Goals: 

1. Bully Prevention Goal: Decrease the amount of office referalls through the implementation of the Conscious Discipline program. (measured by office referrals, in school suspensions, out of school 

suspensions) 

2. Culture and Climate Goal: Improve the culture and climate of the school by implementing the Conscious Discipline program with 100% of classroom teachers implementing 70% of the skills 

presented during training. (measured by tardies, student, parent and staff surveys) 

3. Health and Wellness Goal: Increase the number of student participation in the Derby Walks program. 

SELECTED STRATEGIES FOR GRADES K-5 

Description 

Activity Timeline Person (s) Responsible Resources 

School Wide Dismissal Plan August-May Staff All Staff, District Staff 

Concious Disipline Training for 

Certified and Classified Staff on 

monthly basis 

Skylert Derby Walks Information 

and Log Sheets Monthly 



Grades K - 5 


August-May (monthly) 

Kim Downs, Shelley Minnick, 

Jamie Razey 

Conscious Discipline: Website, Videos, purchased 

resources 

August-May (monthly) Scott May, Brad Pendrack Skyward Skylert System, Derby Rec. Commission



Grades K - 5 



Staff Development Goals for ALL 

Staff K - 5 

Staff Development Strategies Timeline Evaluation 


All Staff will know and understand 

the impact that culture has on 

student achievement and how 1. Teachers will be trained in Conscious Discipline and Bully Prevention 

September 2012 

Survey Teachers, Administrator Observation 

positive behavior supports and strategies. 

(New Teachers) 

attendance support culture and 

climate. 

Staff will know and understand the 

2. Rise and Shine Committee will organize and implement Rise and Shine 

Health and Wellness policy set forth 

weekly 

by the district. 

2012-2013 School Year Classroom Participation 

Staff will know and understand the 

Conscious Discipline classroom 

management program. 


Through Conscious Discipline, 

Staff will work with the 

parents/students/other staff to 

improve the climate to enhance 

student learning. 

Swaney Staff and students will 

participate in health and wellness 

activities throughout the school 

year. 

3. Staff will attend team-building activities. 2012-2013 School Year Teacher Participation 

4. Staff will do a book study on Conscious Discipline 2012-2013 School Year Planned Late Start Training Dates 

5. Staff will be aware and knowledgeable of the District Attendance Policy 2012-2013 School Year 

6. Staff will be given information on alternative classroom rewards, as well 

as the Health Tip Newsletters. 

1. Teachers will identify bully behaviors and utilize the rubrics in class 

meetings. 

2. Students and Staff will perform and participate in Rise and Shine 

Assemblies weekly on Monday 

2012-2013 School Year Weekly class meeting logs 

2012-2013 School Year Staff/Student Rise and Shine Sign Up Sheet 

3. Staff will participate in team building activities 2012-2013 School Year 

4. Classified and Certified Meetings on Conscious Discipline 2012-2013 School Year Decreased office referals 

5. Implement Attendance Tardy Policy with Fidelity 2012-2013 School Year Decreased tardies 

6. Provide information on "Derby Walks" program and set up walking 

courses outside and inside the building. 

2012-2013 School Year Number of students/families participating 



Feed back from administrator walk-throughs Fall 2012 – Spring 2013 Structured Walk Through Data by administrator. 

Impact Level: 

Staff/Student/Parents will 

experience a positive culture and 

climate and actively participate and 

contribute to the culture and climate 

of the school. 

1. Number of bullying incidents will decrease 2012-2013 School Year Incidents entered in Skyward



Grades K - 5 


2. Students/Staff are encouraged to perform at Rise and Shine 

Assemblies. 

2012-2013 School Year Rise and Shine Sign Up Sheet 

3. Staff will be visibly more unified. 2012-2013 School Year 

4. Staff will see a decrease in office referrals and decrease in negitive 

behavior 

2012-2013 School Year Decreased office referals 

5. Purchase a visible clock parents and students to display in front of 

building 

2012-2013 School Year Decreased tardies

Pleasantview School Culture 


School Culture – Pleasantview Elementary 

Grades K-5 


USD 260 Building Grade 

Date Submitted 10/1/12 



Span K-5 Date of Local Board 

Approval 

SCHOOL CULTURE COMMITTEE MEMBERS: 

Jan Bolick (Art) Kelli Pankratz (Speech) *BIT Member 

Allison Hesterman* (1 st ) Jennifer Periman* (Reading) **Chairman 

Nicole Hubbard (2 nd ) 

Yvonne Rothe* (Principal) 

Kim McDaniel** (Kindergarten) Nicole Yarnell (3 rd ) 

SURVEY RESULTS 

Student Survey given in 2011 showed: 

• 61.7% of students felt that they belonged at school. (Up 2.5%) 

• 75.4% of students like their school. (Up 3.1%) 

• 46.8% of students felt recognized for good work. (Up 6.5%) 

CURRENT LEVEL OF PERFORMANCE ON SURVEY RESULTS: 

Parent Survey given in 2010 showed: 

• 91% of parents said they were involved with school activities on a regular basis. 

• 91% of parents have used the school website. 

• 96% of parents knew how to locate resources to help their child learn. 

Staff Survey given in 2009 showed: 

• I like working in this school. 75.9% Meets Expectations 

• There is a culture of respect at this school among students, staff and administration. 58.6% Meets expectations 

• The principal fosters constructive dialogue. 55.2% Meets Expectations 

1


ATTENDANCE RATE TARDY RATE (All Tardies) STAFF RETENTION (Certified & Classified) 

2011-2012 = 97.5% 2012-2013 = 245 (August & September) 2012 = 37/42 = 88%* 

2010-2011 = 96.7% 2011-2012 = 1,179 Tardies 2011 = 38/42 = 90%* 

2009-2010 = 96.3% *Counting only those based at PLV at 

least ½ time, no retirees are counted, nor forced 

district moves. 

SUSPENSIONS STAFF ABSENCES PARENT PARTICIPATION AT CONFERENCES 

2011-2012 = 5 OSS 2011-2012 = 192 Certified, 111 Classified, 303 Total Days 2011-2012 Fall 100%, Spring 99% 

2010-2012 = 9 OSS 2011-2012 Parent Communication Day 85% 

2012-2013 Parent Communication Day 99.5% 

BULLYING INCIDENTS 

BULLY PREVENTION SURVEY (Reported Not Bullied) DERBY WALKS PARTICIPATION 

2011-2012 = 36 2011-2012 – 3 rd 36%, 4 th 32% & 5 th 67% 2011-2012 – Did not participate as a school. 

2010-2011 = 26 

2009-2010 = 51 

RUNNING CLUB PARTICIPATION 

STUDENT ENGAGEMENT (Gathered Using Principal Walk Through Data) 

2011-2012 – Did not have a running club. 2012-2013 = 

Derby High Five Run 

2011-2012 – Did not participate as a school 

IMPROVED SCHOOL CULTURE GOALS* based on weakness identified on surveys: 


1. By August 2013, students and families will be more connected to school resulting in reduced absenteeism, tardies, and improved 

behavior. 

2. By October 2013, the number of students who report being bullied at school will be lowered by 10%. 

3. By August 2013, the number of students who participate in Derby Walks and Running Club will increase by 25 students. 

2




Responsible 

Resources 

New strategies to increase student connectedness: 

• Increase the use of technology in classrooms to improve student 

engagement. 

• Provide information to parents regarding student absenteeism and tardies 

including monthly updates regarding tardy totals. 

• Quarterly reward for students with perfect attendance. 

New strategies to decrease bullying: 

• Updated bully prevention rubric. 

• Updated bully reporting forms. 

• Implement “Don’t be a bully bird, be a peaceful panda!” theme with 

related activities. 

August – May 

September – May 


Principal 

Bully Prevention 

Committee 

Technology 

Support 


Resources 

Running Club 

Supplies 

New strategies to improve health and wellness in our students: 

• Schedule recess times before lunch to increase the amount of healthy 

food and drink the students consume. 

• Begin a running club for third through fifth grade students. 

• Log student participation minutes for Derby Walks. 


Principal 

Running Club 

Sponsors 



for ALL Staff 

K-5 


Strategies 




Committee will share 

new goals and data 

with staff and gather 

their input. 

Periodic presentations at 

staff meetings to review 

current data regarding 

school culture. 

New staff will be trained 

in bully prevention. 

August - May Principal Technology 

Bully Prevention Survey 

Bully Prevention Training 

Sign in Sheet 

3




Strategies 


Building staff will use our 

new strategies to increase 

student engagement, 

reduce absenteeism, 

reduce the number of 

tardies, decrease bullying 

and increase student 

wellness. 

Increase the use of 

technology focusing on 

the creative level. 

Provide information to 

parents regarding 

absenteeism and tardies 

and their effect on student 

learning. 

Quarterly reward for 

students with perfect 

attendance. 

Update bully prevention 

rubric and reporting 

forms. 

Implement new bully 

prevention theme. 


August - May 


September 

October – May 


Principal & Social 

Worker 

Principal 


Committee 


Committee 

School Culture Literature 

Updated Technology 

Attendance Incentives 

Attendance Information 

for Parents 

Running Club Supplies 


and Reflection 

Parent Attendance at 

Conferences 

Improved Attendance and 

Reduced Number of 

Tardies 

Number of Write Ups, 

ISS and OSS days 

Reduced number of 

bullying incidents 

Number of students 

participating in Running 

Club and Derby Walks. 

Change lunch and recess 

schedule. 

August 

Principal 

Begin running club. 

March – May 

Running Club Sponsors 

Log minutes for Derby 

Walks. 

October – May 


4



for ALL Staff 

K-5 

Impact Level: 


Strategies 





school culture at 

Pleasantview has 

improved. 

School Culture data will 

be analyzed throughout 

the year. 

Increased student 

engagement in the 

classroom 

Student attendance will 

improve. 

Number of tardies will 

decrease 

October – May Building Staff Survey Data 

School Culture Literature 

Survey Results 

Attendance & Tardy Data 

Parent Participation at 

Conference 

Principal Walkthrough 

Data 

Number of bullying 

incidents will decrease 

Student wellness will 

increase. 

5


Culture Improvement Plan - Park Hill 

Grades K - 5 





Jason Watkins (Principal), Amanda Williams ((5th), Sherri Sweet (I.R.), Sandra Geschwentner (R.Specialist), Beth Kerr (SLP), Mary Lynn Blacklock (music), 

Alison Beckwith (Kind), Patty Simon (2nd), Kim Vortherm (SLC), Linda Russell (R. Specialist) 



is the total days 



missed for 

2011-12 96.00% staff returned 82% staff returned 440 certified staff 


2010-11 88.00% staff returned 88% 


2009-10 96% staff returned 85% 

Student Attendance 


staff returned 465 


staff returned 479 

is the 

2011-12 

attendance 

97.40% rate 

District 

94% Percentage 23 

is the 

attendance 

District 

2010-11 97.50% rate 93% Percentage 21 

2009-20012 

Custodial 

Rating 

Averages 95 out 100 possible 

points 

Participation in school by students, parents, staff, and 

community: 


missed for 



missed for 


Student Suspensions 


is the number 



is the number 


2010-11 2011-12 2012-13 

Parent 

Teacher 

Conferences 

Parent 

Communication 

Day 96% 

Parent 

Education 

113 family 

NIght 

representatives 

Other activities during the year we don't take attendance but 

have a strong turnout are Bingo/Chili Cookoff Night, Family Fun 

Night, Movie Niight, Ice Cream Socials 

SURVEYS 

2011-12 Staff Survey 




According to building morale survey 82.9% 

reported building morale had improved 

According to building morale survey 73%% 


According to building morale survey 72.7% 


According to building morale survey 50%% 

reported building morale needed to improve

BULLY DATA 

% reported % reported 

being Left out physically 

by peers bullied 

% reported 

having things 

taken away 

% reported 

being 

verbally 

bullied 

2011-12 Bully Survey 29% 13% 14% 40% 

2010-11 Bully Survey 26% 18% 9% 40% 

WELLNESS DATA 

2011-12 

2010-11 

2009-10 

Wellness 

Survey 

Wellness 

Survey 

Wellness 

Survey 

95% Student 

active more 

than 3 days 

out of school 

71% 

Students 

active more 

than 3 days 

out of school 

71% 

Students 

active more 

than 3 days 

out of school 

PTO Walk-athon 



100% 

participation 

100% 

participation 

100% 

participation 

Running 

Club 40 Members Field Day 100% Body Venture 

Set for Jan. 30th 

2013 Derby High 5 12 Runners 

Running 

Club 36 Members Field Day 100% Derby High 5 26 Runners 

Running 

Club 30 Members Field Day 100% Derby High 5 22 Runners 

IMPROVED CULTURE AND CLIMATE GOAL:Based on weaknesses identified in surveys: 1. On the 

January staff morale survey, 95% of the staff will report an improvement in staff morale from the 

previous year. 2. Weekly bully meetings focus on what is considered bullying according to Olweus 

and we will decrease all bullying incidences by 10%. 3. Staff and student participation in healthy 

activities will increase 10%. 

SELECTED STRATEGIES FOR GRADES 

K - 5 


Bullying Policy/Rubric in place 

as needed 

District/Building Policy/ Bully 

Books and videos in the 

professional library, 

District Staff:OT, PT, APE 

PTO, Parents, Community 

members 

ESC staff 

Staff Members 

Weekly Bullying meeting which address other “cultural” 

issues within the classroom. Weekly Classroom Teacher 

Classroom Teacher 

Staff Interest Survey 

Staff Members 

Disability Day 

Annually 

Special Education Staff + PE 

Teacher

Student Leadership Food Drive Annually Student Leadership 

Rise and Shine (Character Kid and Volunteer Recognition) Weekly Teachers/Principal/Students 

Caught Being Good 

Parent Nights (academic and theme related) 

School Spirit Activities 

Building Personnel 

Building Personnel 

PTO Fun Nights/Activities Annually PTO and Staff 

Derby Fire Safety Smoke House Annually Derby Fire Department 

D.A.R.E. Program 

weekly 8 

weeks 

Derby Police Department 

Resource Officer 

Regular Volunteer Opportunities Daily Staff 

Volunteer Appreciation Activity including personal Thank 

You’s and/or invitations from teachers Annually Staff /Students 

School Clubs for students 

Weekly/MonthlyStaff 

Birthday Breakfasts for Staff members Monthly Staff 

Staff Socials/Fun Nights – survey shows we need more! Monthly Teachers/Parents 

Parent Conferences Bi-Annually Staff 

Helping Hand Committee 

as needs 

occur 

Staff 

Staff 

Welcome Cards to New Staff 

As needed 

Staff 

Beginning of 

Custodial Appreciation 

the year 

Staff 

Staff Massages during Testing Time 

February 

Staff 

Parent Education Night August Staff 


STAFF 

DEVELOPMENT 

GOALS FOR ALL 

STAFF K-5 

STAFF 

DEVELOPMENT 

STRATEGIES 

TIMELINE 

PERSON'S 

RESPONSIBLE RESOURCES EVALUTAION 


Share culture plan with staff 

members. 

10/23,25/2012-1st Quarter 

Conferences 

Culture Committee, Teachers, 

PTO 

Building improvement plan , 

Parent Survey, Administrator’s 

Survey, Staff Survey 

Oral and written feedback to 

Culture Committee. 


Class meetings and parent 

conferences/newsletters. 

Implemented throughout 

year, parent conferences. 

Culture Committee 

Administration 

Regular review of comments 

administration. 

Weekly recognition of 

volunteers at Rise and Shine Began in October of 2009 

Teachers/Staff/Administration/students 

Parent feedback to teachers and 


Institute bi-annual fun 

activities for staff. 

Began October 2007 till 

present Staff Attendance at events

Impact Level: 

Baseline Data will show 

100% of the families at Park 

Hill spent volunteering or 

participating in school or PTO 

sponsored activities 

(excluding conferences). September 2010 -May 2011 Staff, PTO Data logs Participation logs, PTO data 

Attendance at Park Hill Staff 

socials will show 100% of 

Park Hill staff participated in 

one or more social events. 

Monthly October 2010-May 

2011 Staff Interest Inventory Staff Survey 

Annual Culture/Climate 

survey on effectiveness of 

culture and climate goal. January 2012 

Jason Watkins, Gena Crowdis, 

Mary Lynn Blacklock, Amanda 

Williams Survey Monkey Staff Survey



Culture Improvement Plan - Oaklawn Elementary 

Grades K - 5 




Cindy Blasi, Jaime Johnston, Tammie Middendorf, Lisa Westmoreland, Kelsey Bristow, Jeanie McEntire, Carrie Branson, Tom Romenius, Kelly Bielefeld, Bev Zuba 


2011-12 90.63% 

2010-11 93.75% 

2011-12 94.80% 




of all classified staff 


staff returned 85% returned 7 certified staff 196 


of all classified staff 

staff returned 80% returned 

NA 




NA 


is the total 

number of 

days 

missed by 

certified 

staff 7 

is the total 

number of 

days 

missed by 

certified 

staff 

NA 




2011-12 92.5 




2010-11 NA 

Student Attendance & Tardiness Student Suspensions Building Cleanliness 

is the percentage of 

is the 

students who 

is the 

attendance 

completed the tardy 


number of 

rate 45% plan 32 OSS days 41 ISS days 8/2012 99 

2010-11 94.20% 

2009-10 93.70% 

Survey 

results - 

Student 

Student 

results 

from 2010- 

11(4th & 

5th grade) 

is the 

attendance 

rate 42% 

is the 

attendance 

rate 67% 

41% of 

students 

reported 

feeling safe 

at home. 


students who 


plan 41 


students who 


plan 15 

11% of 

students 

reported 

feeling safe 32% of students 

in their reported being 

neighborhood. bullied often. 

18% of 

students 

reported 

feeling 

stressed 

most of the 

time. 

is the 


OSS days 

number of 

12 ISS days 9/2012 98 

is the 


number of 

OSS days 26 ISS days 

59% of students 

reported being 

physically active 

3 or more days 

per week. 

64% of 

students 

reprted they 

like being 

physically 

active. 

is the total 

number of 

days missed 

by classified 

staff in 2011- 

12 

is the total 

number of 

days missed 

by classified 

staff in 2010- 

11

Survey 

results - 

Parents 

Survey 

results - 

Staff 

Parent 

results 

from 2010- 

11 

Staff 

results 

from 2009- 

10 

96.7% of 

students 

believe their 

family wants 

the to do well 

in school 

(2008) 

"Our school 

functions well 

as a team." 

55% of our 

staff totally 

agree or 

somewhat 

agree 

93.2% of 

students 

believe their 

teacher is a 

good 

teacher 

50% staff 

report "the 

staff in this 

school trust 

each other" 

94.6% of student are 

confident their 

teacher believes 

they can learn 

31.6% staff report 

“We are effectively 

moving students 

toward meeting 

district academic 

goals.” 

50.5% of 

students feel 

they are 

being 

challenged in 

the 

classroom 

the majority 

of the time 

31.6% staff 

report “Our 

staff has a 

voice in 

decision 

making" 

54.9% of 

student feel that 

students are 

friendly 

“sometimes” at 

school 

31.6% staff 

report “As a 

staff, we follow 

through on 

things we 

commit to.” 

54.4% of 

students feel 

as though 

they are 

treated 

“fairly” on 

the 

playground 

31.6% 

report 

“There is a 

culture of 

respect at 

our school.” 

57.6% of 

students 

feel as 

though 

they are 

treated 

“with 

respect 

Building 

wide 

survey 

completed 

August 

2012 

Derby 

Walks 

Program 

2012 

Building Wide Positive Behavior Plan 

Universal 

Expectaion 

Boot 

Camp 

77% of 

teachers liked 

the idea 

Building Wide 

Classroom Behavior 

Chart (guitar) 

41% like this 

idea; 45% 

are unsure 

63 student 293, 273 

data not 

participates minutes 

2 staff participates given 

Results from Student Bully Survey Administered in Fall of 2011 

• I was bullied by being left out of things on purpose or completely ignored. - 43% 

Marked YES 

• I was bullied and called mean names, made fun of or teased in a hurtful way. – 

40% Marked YES 

• I was bullied by other students telling lies or spreading rumors about me. – 40% 

Marked YES 

like the 

direction the 

building is 

headed with 

positive 

school wide 

behavior 

45% feel 

we are 

moving in 

the right 

direction 

ASSESSMENT TOOLS - FORMATIVE ASSESSMENTS 

The Olweus Bullying Prevention survey is administered each fall to 3rd-5th grade students. During the 2010-2011 School Year students will be taking this 

in October. 

Continued survey information will be collected for data from students, parents, and staff. The data demonstrating success for each of the goals is outlines 

below. 

CULTURE AND CLIMATE GOALS FOR 2012-13

School 

goals: 

1. Oaklawn will have 80% of staff 

participate in the 'Oaklawn get fit' 

program. 

2. Oaklawn continue to implement a school-wide behavior plan. 

The next steps will be to maintain what was started in 2011-12 and 

add to the plan for this year. Oaklawn will implement a schoolwide 

positive reinforcement plan. Our goal is to decrease office 

contacts by 20% from the prior year and to decrease number of 

days students are suspended (in our out of school) by 50%. 

3. Oaklawn staff will increase the 

number of staff who "Strongly 

agree" or "Somewhat agree" with 

the statement, "Our school 

functions well as a team." from 55% 

to 90% by the end of the school 

year. 

4. For 2011 -12, we would like to 

recognize the following improvements: 

Reduce the number of students who are 

excluded by 20% 

Data Percentage of Paticipants Decrease in office contacts, and in suspended days for students Staff survey Bullying Survey 


School Wide Wellness (Climate) 

Description 

Timeline 

Person(s) 

Responsible 

Nurse, Health 

Ensure school wide compliance with district wellness policy as it pertains to physical activity. Students are not to be denied access to 

participate in PE class or recess time for any reason. Alternative assignments, as long as they include physical activity, are acceptable. 


Aide, PE Teacher, 

Principal, and CIS 

Strive to provide Banana Bikes for 3rd-5th grade students. Fall 2012/ongoing CIS, 

Pool School ("Unsinkables") for 2nd grade Fall 2012/ongoing DRC 

Nutrition education in PE Fall 2012/ongoing PE Teacher 

Nutrition/Health Education to parents and staff through newsletters, morning announcements, and weekly memo 


CIS, Secretary, 

Principal 

Continued participation in the Food 4 Kids backpack program 


Nurse, Nurse Aid, 

CIS, Classroom 

teachers, Social 

Worker, & Grace 

Med. 

Continue Gym and Swim after school swimming program Fall 2012/ongoing CIS 

Initiate small group activities promoting healthy choices (i.e. substance abuse, life skills, impulse control, anger management, empathy 

skills, etc.) Wellness group during primetime. 


CIS, School Social 

Worker 

Distribution of personal hygiene and dental products to students 


School Nurse, 

Health Aide, CIS 

Dental screenings 


Grace Med. & 

School Nurse 

Health screenings Fall 2012/ongoing PE Teacher 

Late Start on Wellness/ Fitness education 


Wellness 

Committee 

Late Start Yoga/ Tai Chi/ Various exercises with students Fall 2012/ongoing CIS 

Kansas Kid's Fitness day. Fall 2012/ongoing PE Teacher 

Friday Focus Staff Notes 

Oaklawn Get Fit Program-- will consist of staff tracking their daily exercise, recognition will be given every month October 2012- May 2013 

Wellness 

Committee, CIS 

Healthy treats in lounge provided by wellness committe every 9 weeks 


Wellness 

Committee, CIS 

Begin partnership with Oaklawn recreation Center- information about center to be given to staff 


Wellness 

Committee 

School Wide Behavior (Bullying and Culture) 


Tier Model for Behavior Fall 2012/ongoing Behavior Team

Student Ambassadors Fall 2012/ongoing Behavior Team 

Schoolwide Behavior Expectations Fall 2012/ongoing Behavior Team 

Monthly Data and Feedback about Progress Fall 2012/ongoing Behavior Team 

teaching universal expecations building wide (boot camp) Fall 2012/ongoing Behavior Team 

use of think sheets building wide (problem solving tool) Fall 2012/ongoing Behavior Team 

use of universal expecations posters and videos building wide Fall 2012/ongoing Behavior Team 

Communities In Schools lunch bunch groups Fall 2012/ongoing Behavior Team 

use of building wide behavior classroom management system (guitar chart) Fall 2012/ongoing Behavior Team 

Additional strategies in place to enhance climate/culture at Oaklawn Fall 2012/ongoing Behavior Team 

All newsletters on school’s webpage beginning fall 2011. Fall 2012/ongoing Behavior Team 

Bullying Policy/Rubric in place Fall 2012/ongoing Behavior Team 

Weekly class council meeting – 2nd step curriculum taught Fall 2012/ongoing Behavior Team 

Friday Focus Staff Notes Weekly Behavior Team 

Positive Principal Notes for Teachers and Staff Fall 2012/ongoing Principal 

Positive Principal/Staff Notes for Students Fall 2012/ongoing Behavior Team 

Birthday recognition student Daily Behavior Team 

Daily Classroom Recognition/Praise Fall 2012/ongoing Behavior Team 

School-wide/community activities that enhance school climate such as: Beginning and End of Year Celebration, Field Day, carnival, 

Cookie Bookie, etc. Fall 2012/ongoing Behavior Team 

Student Ambassadors activities and mentoring program Fall 2012/ongoing Behavior Team 

State Assessment Kickoff Celebration Spring 2012 Behavior Team 

Recognition of Participants completing the Derby Library Summer Reading Program September 2012 Behavior Team 

Planned Informal Quarterly Social Activity involving all staff members Ongoing Behavior Team 

Late Start Activity to Build Staff Morale – Ongoing Behavior Team 

Perfect Attendance award at the end of the year. May 2013 Behavior Team 

Quarterly attendance awards (acknowledging zero tardies) Ongoing Behavior Team 

Tier system of instruction for transparency and accountability Ongoing Behavior Team 

Continue traditions unique to the school such as Harvest Dinner, Christmas Movie, Field Day, 5th Grade party, etc. Ongoing Behavior Team 

Internal Communication – Daily memo and Friday Focus Ongoing Principal 

School-wide Bullying Prevention Policy Ongoing Principal 

Documentation/Rubrics/Behavior Processing Reflection Sheets 

Ongoing 

School Social 

Worker/Principal 

Positive Progress Awards for students Ongoing Teachers 

Bullying prevention training for new certified and classified staff members. Ongoing Behavior Team 

Bullying Prevention Committee Meetings (Quarterly) Ongoing Behavior Team 

Data collected for each bullying incident & reviewed yearly. Ongoing Principal 




K-5 




school-wide 

discipline policy 


Strategies Timeline Person(s) Responsible Resources Evaluation 

Late start meetings to 

develop play 

Plan in place and teachers and 

paras aware by Spring of 12 

Principal, BIT, and Bully 

Committee 

Surveys, 

Committee 

Members, 

Principal, Colvin 

text "7 Ways to 

Developing a 

School-wide 

Discipline Model" 



referrals, increased 

trust in the building

Staff will be 

knowledgeable of 

the building and 

district policies 

regarding bullying 


Teachers will apply 

the concepts and 

policies in both Tier I 

(classroom) and Tier 

2 (reinforcement) 


Staff will implement 

the bullying policies 

and procedures 

Impact Level: 

Teachers will hold weekly 

class council meeting to 

discuss various bullying 

topics 

New staff will take the 

Olweus online training 

Class Council, positive 

principal notes, daily 

classroom 

recognition/praise, 

walkthroughs, Student 

Ambassadors 

Grade Level Collaboration, 

Second Step Curriculum 

Class Council 

Teachers will 

implement the 

school-wide behavior 

plan with over 90% Parent communicaiton, 

fidelity 

tiered behavior model 

Impact Level: The 

percentage of 

students being 

negatively impacted 

by bullying behaviors 

within the school will 

decrease to meet 

building goals 

Training on de-escalation 

of student situation 

Behavior Tier (MTSS) 

Model 

Weekly 

Ongoing 


Committee 


Committee 

Plan in place in 2012; continued 

planning and implementation in 

2013 Staff Members, Principal 

Ongoing 

Weekly 

Plan in place in 2012; continued 

planning and implementation in 

2013 

Ongoing 

Bullying Prevention 

Committee, All Staff 

All Classroom teacher as 

supported by the principal and 

support staff 

Staff Members, Principal, 

Bully and BIT Teams 

Behavior (culture) team; 

principal; all classroom 

teachers 

Surveys, 

Committee 

Members, 



Developing a 

School-wide 

Discipline Model" 

Olweus Materials, 

Second Step 

Curriculum; http: 



referrals, increased 

trust in the building 

Observe a decrease in 

the number of bullying 

incidents per 

classroom-per survey 

in October 

Observe a decrease in 

the number of students 

moving into Tier 3. 

Total Bullying Incident 

//pathwayscourses.samhsa.gov/bully/bully_1_pg1.htm 

Report 

Olweus Materials, Total Bullying Incident 

www.stopbullying. Report; Survey results 

com, books from 3rd-5th grade 

Surveys, 

Committee 

Members, 



Developing a 

School-wide 

Discipline Model", 

Skyward Training 

for Data Mining, 

MTSS Training for 

Committee 

Olweus materials 

Online Materials 

Committee 

Actions 

Teaching 

materials focused 

on bully 

prevention 

Monthly data on office 

contacts and 

suspended days 

Survey results from 

Fall 2009 and 2010 will 

indicate level of impact 

among students 

The log maintained in 

the office of class 

council summaries will 

provide evidence that 

weekly meeting have 

occurred.


Improved School Climate & Culture – El Paso Elementary 

Grades K-5 




Span 


Approval 

IMPROVED CLIMATE & CULTURE TARGET COMMITTEE MEMBERS: 

USD 260 Date Submitted October 2012 


Jason Thomas-P.E. Teacher Cindy Wichman-5 th Grade Teacher Janice Cole- Reading Specialist 

Lisa Ryan- 1 st Grade Teacher Elizabeth Hodge- KDG Teacher Krista McClain-2 nd Grade Teacher 

Linda Griffin- 5 th Grade Teacher Mindy Oppriecht-3 rd Grade Teacher Stephanie Quick-4 th Grade Teacher 

SURVEY RESULTS: 


ATTENDANCE RATE TARDY RATE STAFF RETENTION 

2012 = 95.7% 2012 = 1544 tardies 2012 = 86% 

2011 = 96.2% 2011 = 1513 tardies 2011 = 94% 

2010 = 95.6% 2010 = 1485 tardies 2010 = 97% 

SUSPENSIONS STAFF ATTENDANCE (certified) CUSTODIAL/BLDG CLEANLINESS 

2012 = 15 OSS 2012 = 366 days 2012=89% 

2011 = 14 OSS 2011 = 420 days 2011= 97% 

2010 = 27 OSS 2010 = 91% 

CONFERENCE PARTICIPATION % 

2011/12 = 98% Bully Survey 

2010/11 = 97% 2011-2012 Teachers try to put a stop to bullying 65% 

WELLNESS DATA 

2012 = Derby Walks: 5 students (12,292 min.) 

(first year for this program)

IMPROVED CULTURE/CLIMATE GOALS* based on weakness identified on above data: 


Goals: 

Increase the percentage of students responding yes to the survey areas: I am challenged by the work my teacher asks me to do; I have choices in what I learn.” 

Increase trust among staff 

Increase the number of students who believe that staff at school try to put a stop to bullying 

Increase the number of students who participate in the Derby Walks Program Baseline: 5 students (12,292 minutes) Goal: 100 students 

Parent Survey (*2013-2014) 

In the survey area, “I have used the school’s website”. Baseline: 89.2 Goal: 100% 

Student Survey (*2011-2012) 

In the survey area, “I have choices in what I learn”, Baseline: 40% Goal: 90%. 

In the survey area, “I am challenged by the work my teacher asks me to do” Baseline: 25% Goal: 90% 

Staff Survey (*2012-2013) 

Staff in this school trust one another. Baseline: 63% Goal: 90% 

Bully Survey (yearly) 

Students who believe that staff try to put a stop to bullying Baseline: 65% Goal: 100% 

*Year survey will be taken again 


SELECTED STRATEGIES FOR GRADES ____K-5_______ 


Responsible 

Resources 

Encourage/allow creativity in lessons/thinking outside the box 

Implement Cougar Kudos for all staff (staff will write Kudos to staff every week) 


Committee/Principal 

Cougar Kudo Cut 

outs 

Discussion will be held at class meetings with regard to bully incidents and staff involvement, 

Bullying policy/Rubric in place, Bully Walk 

Staff 

Bully Rubrics 

Derby Walks sheets will include minutes at school as well as at home. Forms will be sent home 

monthly through Skylert. Recognition of participating students. 

Derby Walks Forms 

Technology presentation to new parents – Parent Communication Night 

Power point and info. 

about website


for ALL Staff 

K-5 


Strategies 





understand the results of the 

parent, staff, and student 

surveys. Committee will 

share new goal with staff and 

gather their input. 


Teachers will integrate 


activities. 

Presentations made at staff 

meeting to review survey 

results. 

Weekly Bullying Meeting. 

Cougar Kudos 

September 2012 ongoing 

September 2012-ongoing 

Improved Climate/Culture 

Committee 

Staff Members 

Principal 

Surveys 


Principal 

Bully Rubrics/Olweus Bully 

Program 

Kudo Cut-outs 


Power point 

Teacher Understanding 


Impact Level: 

Staff students and parents 

will recognize the impact 

of providing a positive 

culture. 

Student/Staff Incentives 

Olweus Training 

Fall 2012-ongoing Staff Staff meetings 



Staff will implement and 

encourage the Derby 

Walks program 

Staff will consistently use 

anti-bullying strategies to 

facilitate a safe learning 

environment. 

Late Start discussions 

Communication with 

parents 

Olweus Materials 

Kudos Cut-outs


Improved School Climate & Culture – Derby Hills Elementary 

Grades K-5 


USD 260 Building K-5 

Date Submitted October 1, 2012 


Derby Hills Elementary 

Grade Span 


Approval 

SCHOOL CLIMATE AND CULTURE TARGET COMMITTEE MEMBERS: 

Debbie Sanders (chair), Bobbi Baalmann, Patrice Dixon, Amanda Elder, Jill Licht, Julie McComas, Elaine Miller, Aimee Sanderson, Don Shirley, 

Becki Ward 

CURRENT LEVEL OF PERFORMANCE ON SURVEY RESULTS: 

Certified Staff School Culture Survey 2012 (Latest Survey Given By Derby Hills) 

On the latest staff survey, 75% of our staff reported that they trust one another. (Up from 67% - Goal was 100%) 

Student School Culture Survey 2012 (Latest Survey Given By Derby Hills) 

On the latest student survey, 95% of the students reported they feel safe at school. (Up from 87% - Goal was 100%) 

Parent School Culture Survey 2012 (Latest Survey Given By Derby Hills) 

On the latest parent survey, 100% of the parents reported their child feels safe at school. (Up from 85% - Goal was 100%) 

On the latest parent survey, 100% of the parents reported they felt safe approaching Derby Hills staff at school. 

Bullying Prevention Student Survey Spring 2012 (Latest Survey Given by Derby Hills) 

On the latest student survey, 96% of the students reported they had helped in a bullying situation or hadn’t observed bullying. (Goal was 85%) 

On the latest student survey, 43% of the students reported they had been bullied at least once at school. (Goal was 25%) 

On the latest student survey, 73% of the students reported teachers almost always help in a bullying situation (Goal was 100%) 

Wellness 

Participation in the Derby High Five Fun Run increased to 72 participants. (Goal was 70 participants.) Winner in 2009, 2010, 2011, & 2012. 

Participation in the Derby Hills Running Club was 47 participants. (Goal was 60 participants.) Went from 6 classes to 5 classes in 4 th & 5 th grades. 

Participation in the Derby Walks Fitness Program was 7 students – 12,592 minutes walked.  

Attendance Rate Tardy Rate Staff Retention 

2012 - 97.0 2012 – 1,865 2012 - 40/46 87% (4 positions were eliminated) 

2011 - 97.3 2011 - 1,432 2011 - 46/48 96% 

2010 - 96.7 2010 - 1,590 (implemented new rules) 2010 - 41/45 91 

Suspensions Staff Attendance Building Cleanliness 

2012 - 22 OSS 2012 - 288 cert., 193 class. days leave used 2012 – 99% 

2011 - 8 OSS 2011 - 192.5 cert., 156.5 class. days leave used 2011 - 97% 

2010 - 11 OSS 2010 - 227 cert. 167 class. days leave used 2010 - 98% 

IMPROVED CULTURE/CLIMATE GOALS* based on weakness identified on surveys: 

Must be specific, measurable attainable, based on needs, and fit within a specified time frame. 

During the 2012-13 school year, tardies will be reduced by 20%. 

By Spring 2013, no more than 25% of the students will report they have been bullied at least once at school. 

By Spring 2013, at least 50% of our staff and students will participate in the Derby Walks program. 

In the Spring 2013 Derby High Five Fun Run Derby Hills participation will be the highest in the district again.



Responsible 

Resources 

Make appropriate contact with parents and guardians regarding excessive 

tardiness. 

Aug. 2012 – May 

2013 

Principal, social 

worker, secretary 

District Policy 

Provide weekly recognition of classes with 0 tardies. 

Oct. 2013 – May 

2013 

Teachers, 

Principal 

Use Bullying Policy/Rubric to address bullying issues. 

Use Derby Hills Touchstone as a daily guide for student and staff behavior. 

Use POPS (Power of Positive Students) program will to recognize behaviors 

described in the Derby Hills Touchstone. 

Implement Conscious Discipline skills with students, staff and parents. 

A Safe Place will be used in each classroom to teach students self-calming 

strategies. 

Teach students and staff assertive language to help avoid being bullied. 

Ongoing 

Ongoing 

Ongoing 

Ongoing 

Ongoing 

Oct. 2012-May 

2013 

Staff 

Staff 

Staff 

Staff 

Staff 

School Culture 

Team, staff 

Olweus Program 

“Building an 

Intentional 

School Culture” 

“Conscious 

Discipline” 

PE teacher will jump-start the Derby Walks Program with grades 3-5. 

Sept. 2013 

Mr. Shirley 

DRC program 

Reminders and recognition for participation in the program will be given on 

morning announcements. 

Sept. 2013 – May, 

2013 

Mrs. Sanders 

Continue Derby Hills Running Club in the spring in preparation for Derby High 

Five Run. 

Ongoing 

Mr. Shirley


for ALL Staff 

K-5 



Person(s) 

Strategies 

Responsible 

Resources 

Evaluation 


Teachers will identify 

school culture and bullying 

prevention needs and 

investigate positive methods 

to improve school 

atmosphere. 

*Presentations made 

at staff meeting to 

review survey results 

*Conscious 

Discipline Training 

through videos 

*Teach assertiveness 

skills 

Sept. 2012 – May, 

2013 

School 

Climate/Culture 

Committee 

Staff 

Surveys 


Principal 

Conscious Discipline 

materials 

Teacher 

Understanding 


The importance of 

punctuality will be stressed 

with students. 

Teachers will implement 


activities to improve school 

culture and decrease 

bullying behaviors. 

Staff will encourage 

students and each other to 

participate in the Derby 

Walks Program. 

*Class Meetings 

*Daily Classroom 

Recognition/Praise 

*Conscious 

Discipline Training 

Sept. 2012 – May 

2013 

Staff Members 

Principal 

Olweus program 


Materials 

Future Survey 

Results

Impact Level: 

Derby Hills staff will 

effectively use positive 

strategies to work and learn 

together in a bully-free, 

school family environment. 

Students will realize the 

importance of punctuality 

and arrive at school on time. 

Olweus Training for 

new staff members 


Training for all staff 

members 

Ongoing 

Ongoing 

Staff 

Principal 

District Strategic Plan 

USD260 Mission 

Statement 

Olweus Training 


Surveys for Students, 

Staff, and Parents 

Teacher Self- 

Assessments 

Teacher Evaluations 

Discipline Records 

Tardy Records 

Derby Hills staff and 

students will realize the 

importance of physical 

activity as a healthy 

lifestyle. 

Results of Derby 

Walks program


Culture and Climate Plan (Culture, Bully Prevention, Wellness) - Cooper Elementary 

Grades K - 5 



CULTURE AND CLIMATE (CULTURE/HEALTH & WELLNESS/BULLY) COMMITTEE MEMBERS 

Vince Evans, Principal; Mandy Klingsick, School Nurse; Amanda Day, PE Teacher; Ragan Snyder, Social Worker 


Health/Wellness Data Bully Data Culture/Climate Data 

Wellness Data from 2011-2012 Bully Incident Report for 2011-2012 Student Survey Results from 2011-2012 

Staff Participation in Wellness Activities 

Total number of incidents recorded by teachers: 

Our largest "no" response was 9.9%. Some assorted 

responses: 

Biggest Loser Contest: 14 staff members Physical: 30 When I am at school I feel I belong. 

Walk Across Kansas: 23 staff members Verbal: 30 -Yes (64.6%), -Sometimes (32.9%), -No (2.5%) 

When I am at school I feel safe. 

Health Room Visits -Yes (81.3%), -Sometimes (18.8%), -No (0.0%) 

2008-2009: 4,098 Student Bully Survey 2011-2012 I like this school. 

2009-2010: 3,068 Top 4 identified locations where bullying takes place -Yes (77.5%), -Sometimes (20.0%), -No (2.5%) 

2010-2011: 4,876 Playground I have freedom at school. 

2011-2012: 5,045 Hallway -Yes (55.6%), -Sometimes (34.6%), -No (9.9%) 

In the classroom with an adult present 

My teacher cares about me. 

Attendance Rate In classroom without an adult present -Yes (90.2%), -Sometimes (9.8%), -No (0.0%) 

2008-2009: 95.0% My principal cares about me. 

2009-2010: 94.2% -Yes (88.8%), -Sometimes (11.3%), -No (0.0%) 

2010-2011: 94.3% 

2011-2012: 95.7% Parent Survey Results from 2010-2011 

96% of the responses submitted ranked our school as 

"meets expectations." 

Staff Survey 2009-2010 

Staff survey showed levels of satisfaction of 90% and above 

for staff in all areas. 

Custodial/Building Cleanliness 

Consistently rating over 95% with our most recent rating 

being 97%. 

In School Suspensions 

2008-2009: 57

2009-2010: 26 

2010-2011: 47 

2011-2012: 21 

Out of School Suspension 

2008-2009: 10 

2009-2010: 6 

2010-2011: 1 

2011-2012: 6 

IMPROVED CULTURE AND CLIMATE (CULTURE/HEALTH & WELLNESS/BULLY) GOALS* based on weakness 

identified on surveys: 


Goals: 

1. Increased staff involvement in wellness activities 

2. Decrease the amount of bullying incidents. (measured by office referrals, in school suspensions, out of school suspensions, bully survey results and bullying rubrics) 

3. Attendance percentages will increase, staff survey results will remain above the 90% satisfaction range, and baseline quantitative data for behavioral incidents will be 

collected. 


Description 


Staff Development Goals for ALL Staff K - 5 Staff Development Strategies Timeline Evaluation 


Staff will know and understand the benefits of daily 

physical activity. 

Fit Friday Emails 

1st Friday of each month, 

starting January 2012 Emails 


Staff will participate in various wellness activities 

being offered throughout the school year. Biggest Loser Contest November 2012-May 2013 Staff participation in activities 

Walk Across America 

My Fitness Pal 

Impact Level: 

Staff will experience positive benefits of activly 

participating physical activity. 

Increased number of staff participating in wellness 

activities November 2012-May 2013 Staff participation in activities 

Knowledge Level:

Staff will demonstrate an understanding of bullying 

behaviors, how to intervene and how to decrease 

bullying incidents. 


Staff will consistently use knowledge of strategies 

on how to intervene in and decrease bullying 

behaviors. 

Impact Level: 

Staff will confidently demonstrate the knowledge of 

strategies on how to intervene in and decrease 

bullying behaviors 


Staff will demonstrate an understanding of 

improved behavioral practices and how they can 

improve our building culture. 


new staff member online trainings, staff powerpoints, 

resources and materials available, Second Step 

Curriculum 

Teachers will hold weekly class meetings to discuss 

bullying topics, expectations shared at Rise and Shine, 

postive recognition from staff 

Grade level collaboration, Second Step Curriculum, 

Class meetings 

Monthly conscious discipline meetings, collaborative 

documents, instructional videos, CDs and a voluntary 

book study. 

Ongoing 

Ongoing 

Ongoing 

Ongoing 

Staff will consistently use knowledge/information of 

how to improve culture. Weekly class meetings. Ongoing 

Impact Level: 

Additional group discussions and applications of 

information gained to fine tune procedures for 

Staff will consistently use knowledge/information of increasing parent involvement. Our techniques and 

how to improve culture and share out with other volunteer services will be shared with other schools to 

schools. 

foster additional ideas. 

Ongoing 

Feedback from staff, and 

students, online student 

survey, training for new staff 

Decreased office referrals 

and bullying incidents 

total bullying incident reports, 

and questions on 3-5 survey 

Improved attendance and 

reduced behavioral incidents. 

Trainings from social worker 

on proper use of curriculum 

and regular updates through 

committee meetings. 

Total volunteers and 

frequency will be compared 

from this year to previous to 

make sure we are still 

improving.

To: 

  




  

  


  

From: 

Subject: 

Charlene Laramore, Assistant Superintendent for Curriculum/Instruction, Don 

Adkisson, Director of Finance, Dr. Doug Anderson, Director of Special Services. 

Enrollment Update/Demographics 

Enrollment (Head Count) 

The enrollment count (as of September 20) for the 2012-13 school year shows the district 

with an increase in students from last year. The increase is evident in all grades K-8. In 

addition, we have 68 (headcount not full time equivalent) virtual students. The audited head 

count from last year includes 339 from St. Mary’s and Faith Lutheran and this year the 

unaudited head count includes 353. 

Headcounts 

   Audited Head Count 2011‐2012     

Unaudited 2012‐2013    Change from last year  

Elementary Schools                       3,264                       3424    160  

Sixth Grade Center                                511                             555    44  

Derby Middle School                             965                           1032    67  

Derby High School                           1,876                     1865    (11)  

Preschool Special Ed            100                   95    (5)  

Nongraded                   1       1         0       

Total 9/20            6717           6971  

Four Year Old –At Risk                         28                                 50         

               

The increase could result in the budget for this year being based on the current FTE. Each 

increase in FTE will gain the district $3,838 in the budget for FY13. The majority of the 

additional headcount will be partial FTE students. It also appears that the district’s at-risk 



  

FTE should be higher than in FY12. It is not known what funding will be made available for 

statewide FTE increases or if other funding changes will be made. 

Demographics 

Additional student demographic information in this report includes free and reduced numbers 

and percentages for each building, English Language Learners (ELL), special education 

students and homeless students. 

Free and Reduced- 

Each year, through our Local Consolidated Plan (LCP), we are asked to supply numbers to 

the state department on our free and reduced lunch applications. These numbers are used 

to determine the amount of Title 1 monies that are given to us from the Federal government. 

The numbers have continued to rise in the district. Attached you will find this year’s numbers 

along with some history. 

English Language Learners (ELL) 

Each year students who indicate on the Home Language Survey that a language other than 

English is spoken in the home are tested by September 20. Students whose score indicate 

that they need additional assistance in learning English are given time with one of our thirteen 

ELL teachers. Attached you will find this year’s number along with some history. 

At the beginning of last year, the Derby Public School district had identified and was serving 

712 English language learners (ELL). This year the school district has a record number of 

755 ELL students aged 3 to 21. However, this number has historically grown at least 25 

students district wide over the course of the school year. The teachers are required to 

screen, and create Individual Learning Plans on English Language Learner students. These 

plans are now required to be monitored every 9 weeks. On top of monitoring the ELL 

students in the regular education classes, the ELL teachers are facilitating reading tier 

classes to help improve ELL students reading skills, and inclusion services. The state has 

released new recommendations of suggested ELL contact time as one hour of service per 

day. 

On the chart listed below is the historical data of the ELL program for the Derby Public School 

district. In 2004, the district only had 3 endorsed ELL teachers. In 2006, the federal 

guidelines change on identification of English Language Learners, which lead to the sharp 

spike in 560 ELL students. Since then we have had a steady increase of ELL students. This 

steady increase also matches the nationwide increase of grown ELL population. 



  

Special Education 

At the beginning of the 2011-12 school year there were 996 students with disabilities 

(excluding gifted) enrolled in Derby Public Schools. This year there are 1,028 students with 

disabilities (see chart below) even though the total number of exceptional students is lower 

(1288 students) than the same point in time last year (1311 students). Also, the number of 

students with more intense support needs (i.e. students with autism, intellectual disabilities, 

multiple disabilities, emotional disabilities) is slightly higher this year with 161 students being 

served under those labels versus 158 in the 2011-12 school year. The difference in the total 

number of exceptional students this year is accounted for in the area of gifted services with a 

total of 315 served under that label in 2011-12 versus 260 this year. 

To illustrate the impact that a slight variation in enrollment numbers has on service 

requirements, the number of special education pullout minutes reflected on individual 

education programs (IEPs) was calculated for teachers of the gifted, functional, and resource 

classrooms at the elementary level. In this review the teacher of the gifted had a total of 523 

pullout minutes, the resource room teacher had 1386 pullout minutes, and the functional 

teacher had 2912 pullout minutes per day for the students on their caseloads. Based on 

these averages the increase in the number of students with disabilities (32) results in an 

additional 4,298 service minutes per day. 



  

10/1/12  LD  OH  AM  ED  DD  SL  ID  MD  HI  TB  VI  OI  GI  Total  

Swaney  8  2  9     25  24  9  1  1           7  86  

El Paso  19  2  2  1  8  27                    7  66  

Oaklawn  18  1     1  16  20  1                 1  58  

Tanglewood  10  5  1     15  31  7                 12  81  

Cooper  16  3     1  3  14                    2  39  

Pleasantview  12     1  1  3  22                    3  42  

Park Hill  13  5  9     4  34  3  1              8  77  

Derby Hills  9  8  2     15  22              1     6  63  

Wineteer  19  3  7  1  29  24                    6  89  

SGC  38  7  6  1     10  1     1           24  88  

DMS  64  20  4  2     8  7     1           56  162  

DHS  129  43  11  10     7  27  8  2  1  1  1  124  364  

DELL        3           5  9                 17  

St M/ FL  6  1        1  21                    4  33  



  

Private PS                 9                       9  

Tri‐City  1  3  1  8                 1           13  

Total  362  103  56  26  119  273  60  19  5  2  2  1  260  1288  

Homeless 

Under the McKinney-Vento Homeless Assistance Act, schools must identify children and 

youth in homeless situations and provide appropriate services. The definition of homeless 

under this act includes any individuals, “who lack a fixed, regular, and adequate nighttime 

residence and includes: children and youth who are sharing the housing of other persons due 

to loss of housing, economic hardship, or a similar reason; are living in a motel, trailer park, 

or camp ground due to lack of alternative accommodations…” Students who meet the criteria 

are provided immediate enrollment in school, even when students lack paperwork normally 

required for enrollment, such as school records, proof of guardianship, a birth certificate, 

immunization or other health records, and proof of residence. 

Last year Derby Public Schools met the Kansas average for the number of students who 

qualified for McKinney-Vento services with 106 in part due to the number of families 

displaced by the Oaklawn tornado. However, in 2012 prior to the tornado the number of 

students who qualified had already reached 67. In response to the increase in demand the 

special services coordinator created McKinney-Vento forms in Skyward so that building 

personnel could record the information needed and services could begin more promptly. 

The number of families who qualify for McKinney-Vento services is increasing in Derby (see 

below). Because Derby providers have been conscientious about the McKinney-Vento 

requirement since it was enacted, this increase does not appear to be the result of staff doing 

a better job of identifying individuals who qualify, or families being more aware of the service 

options under the act. This is a result of the difficult economic times. 



  

The number of students who qualify for McKinney-Vento services below is based on the end 

of the year total. The 2013 number reflects the total number of students who qualify for 

services at this time. Identified students remains eligible for the entire school year and this 

year we are starting at a number previously found at the end of the year. 

● 2009 – 44 

● 2010 – 35 

● 2011 – 36 

● 2012 – 106 

● 2013 – 36 (number to date) 





  

  

  

                  October 3, 2012  

TO:     Board of Education  

  

FROM:   

SUBJECT:    

Dr. Charlene Laramore, Assistant Superintendent Curriculum and Instruction, Tim     

Hamlin, Derby High School Principal.  

Success 101 – A 9 th  grade transition course; Course and Materials Selection  

  

A committee was assembled to review materials and make a recommendation.   Those  

individuals are:  

• Tim Hamblin  

• Chris Foster  

• Michael Packaard  

• Jennifer Ghram  

• Brett Flory  

• Monica Swift  

  

  

• Michele Guiol  

• Amanda Torbett  

• Robert Rhodes  

• Carrie Sharpe  

• Sabrina Garding 

Materials reviewed for recommendation:  

Career Choices curriculum from Academic Innovations  

Type of certificate endorsement required:  General    

SCED Number:  22‐151  Career Exploration  

Grade level:  9            Length of Class:  Year‐long  

Proposed beginning date:  Fall Semester, 2013‐14; pilot class, Spring 2013  

Required/Elective: Required (Freshmen)  

Prerequisite: None   

Replace an existing course:  no  

Target audience:  All Freshmen Students   



  

Anticipated enrollment per semester:  Approximately 650 students, more if enrollment  

continues to increase at the current rate.  We believe we would need roughly 26 sections,  

as the class size should not be more than 26.  

Proposed Budget to Start Class:    

Classroom sets of the Career Choices text (hardbound)   $34.95  x  300 = $10,485  

Classroom sets of Career Choices Possibilities anthology       

*Career Choices Workbook/My10yearPlan.com    

$12.95  x  300 =  $3,885  

$14.95  x  550 =  $8222.50  

*Lifestyle Math            $9.95    x  550  =  $5472.50  

My10yearPlan Activation fee (first year only)    $99.00   x    1    =     $ 99  

  

Training (on‐site) for teachers        $85.00 x  10    =    $ 850  

The estimated sub total would be     $29,014.00  

Shipping and handling  (8% of items shipped)        

  

The estimated cost would be $29,014.00 plus shipping and handling  

  *These are consumables per student  

  

Proposed Yearly Budget:     

*Career Choices Workbook and seat license for My10yearPlan.com  

(Good for all four years a student is at DHS)   

$14.95 x 550 (course enrollment)  

*Lifestyle Math          $9.95   x 550 (course enrollment)  

      Sub total      $24.90 x course enrollment  

My10yearPlan Maintenance fee for DHS    $29.00/year  

  *These are consumables per student  

  

Funding 

General Fund or student fee for course.    

  

In future years, additional staff may be considered.  

  

Justification of Need 

  



  

The Accreditation Team; District Strategic Planning Committee; Derby High students and  

parents, staff; Derby Chamber of Commerce and members of the Derby Community have all  

expressed the need for a freshmen transition class at DHS.   

  

Students who are adequately prepared for college would be more successful on state  

assessments, college entry tests, in the post‐secondary classroom or certification program,  

and for any challenge beyond high school.  The curriculum taught in this class does not  

duplicate that of any other course.  Its goal is to improve the overall understanding of the  

future for each individual student, regardless of his or her path – be it a four‐year  

university setting or continuing education in a technical school or other setting.  

The students who take this course will become better readers, writers, orators, and  

analytical thinkers.  They will be exposed to financial literacy ‐ the actual costs of further  

education, daily living (rent/mortgage, food costs, utilities, etc.) and how to budget for  

these.  One of their biggest concerns is that students are unprepared for post‐secondary  

education and life beyond high school.  As a result, the visiting team strongly recommended  

that we find ways to increase the numbers of students achieving above “proficient” as well  

as to continue to increase the academic achievements of those students already performing  

at high levels.  

  

• Trends indicate that the majority of college freshmen are not ready for the rigors of  

college‐level reading and writing.  Students need to develop the habits of a mind  

prepared for higher education, problem‐solving and communication skills.   

• Currently, one in four college freshmen drop out, and 54% of those entering college  

fail to obtain a degree within 6 years.   

• Today, 20% of 26‐year‐olds live at home or are not economically independent of  

their parents. Addressing the issue as it relates to economic self‐sufficiency requires  

students to understand the necessity for a career focus.    

• By incorporating 21 st  Century Learning techniques into this course, our students  

will be better able to expand on two of the main skills required for the U.S.  

workforce:  complex communication and expert thinking.  

• This course will help in increased high school graduation rates.  

• Financial literacy through Lifestyle Math and existing financial literacy software.  

  

Brief Description of Course: Career Choices & the online 10‐year plan is  

an interdisciplinary curriculum that engages students and teachers in an interactive  

learning process, helping them develop the knowledge, skills, and attitudes needed to  

successfully:  

• Examine their own lives  

• Explore and evaluate a wide range of education and career options, and  

• Make reasoned and researched goals for their future.  



  

Ideal for 9th‐grade students, this semester or yearlong course Freshman Transition course  

facilitates the in‐depth exploration of three fundamental questions:  

  

1. Who am I 

2. What do I want 

3. How do I get it  

  

These questions drive the academically integrated curriculum, making it relevant, rigorous,  

and relationship‐rich. The course culminates with students developing an individualized,  

online, 10‐year plan that motivates them to envision a self‐sufficient, productive life  

beyond high school, college or post‐secondary training.  

  

To maintain student motivation and direction, the online 10‐year plan becomes a common  

planning tool used throughout each student’s time in high school. Students revisit and  

update their 10‐year plans in academic classes during their 10th, 11th, and 12th‐grade  

years. Instructors use the 10‐year plans for advisory and academic coaching functions,  

particularly when student's educational effort does not match their lifestyle expectations.  

  

Career Choices and the 10‐year Plan align to The George Washington University’s Freshman  

Transition Initiative whole‐school redesign model and Course Standards for Freshman  

Transition Classes, as well as the U.S. Department of Education’s recommendations for  

successful dropout prevention programs.  

  

Major Course Outcomes and Instructional Objectives:  Career Choices was created so  

you can help all students develop a personalized, career‐inclusive 10‐year educational plan.  

As they work through the chapters, students learn a self‐discovery and planning process  

that culminates with a plan to:   

• Make high school graduation a reality.   

• Enter and complete college or post secondary education or training, which will help  

them transition into a productive and self‐sufficient adulthood.  

Career Choices is a curriculum designed to address career and life planning, topics of  

concern to all young people. It demonstrates the relevance of education, thus motivating  

teens to: apply themselves to their studies; help adolescents establish and consolidate  

identity; foster ambitious yet realistic career plans; and teach the skills and attitudes  

necessary for success at home and on the job in the 21st century.   

  

The curriculum meets these admittedly ambitious goals by focusing on a topic of infinite  

interest to teens: themselves. The engaging text takes students through a sequential series  

of activities that help them uncover the traits, interests, and other characteristics that make  

them unique and valuable. Armed with this information, they move through another series  

of exercises that helps them decide what they want from their lives. They begin to  

understand how education relates to a satisfying future lifestyle. Next, students gain skills  



  

and attitudes necessary to the attainment of their goals. Finally, they develop a ten‐year  

plan, outlining step by step how they intend to achieve the job‐‐the life‐‐of their dreams.  

    

Course Outcomes: 

It is important that all students have the skills and information necessary to  

change direction when they are forced or want to change careers. If they  

learn the process using the real‐world research and decision‐making  

applications readily available on U.S. Department of Labor‐sponsored  

websites (rather than relying on lab‐based software programs that are  

unavailable once they graduate), they'll have the confidence to plot their own  

productive work‐life course. They'll be empowered with the skills to manage  

their own career trajectory after they leave school and will not have to rely  

on tools that "magically" come up with a career choice or direction once a  

survey is completed.  

  

Instructional Objectives: 

‐ Upon completion of the class, 100% of students will have raised or  

affirmed their career goals and expectations as demonstrated by pre‐ and  

post‐surveys.   

‐ Upon completion of the class, 100% of students who, at the beginning of  

the class, had not planned any further education or training after high  

school will have been exposed to and be aware that secondary education  

in some fashion is required.   

‐ Upon completion of the class, 100% of the students in the course will  

have examined and possibly changed their attitude toward academic  

subjects and, therefore, increased their performance, as evaluated by pre  

and post survey of their other teachers.  

‐ Upon completion of the class, each student will have a realistic  

educational and career plan for the next ten years. They will also be able  

to demonstrate the goal setting, analytical, and decision‐making skills  

necessary to adapt that plan as they mature.  

‐ Upon completion of this class, all females will be able to articulate, in a  

quantitative way, why becoming a teen parent is not a good plan. Females  

who were ambivalent about teen pregnancy at the beginning of the  

course will have a strong opinion and attitude against teen parenting.  

‐ Students completing this course will be less likely to drop out of high  

school. This will be demonstrated by decreasing the drop out rate.  

‐ Test scores within academic subjects will increase.   

‐ In post‐class surveys, graduates' parents will report a positive impact on  

their child due to this classroom experience (baseline data collected the  

first year).  



  

Classroom space: The classrooms used would be the existing classrooms of the teachers of  

Success 101 OR satellite classrooms for several teachers (possibly O‐8, O‐12, P‐7, F‐22), P8  

(Chris Foster), F‐22 (Brett Flory), F‐20 (Mike Packard) with field trips and possible usage  

of computer labs Q‐15, F‐15, D‐2, C‐10.  

  

Text and supplementary supplies:  As previously stated, the students will be using  

multiple sources, however a classroom set of hardbound text will be purchased for each  

room and the workbooks (Career Choices and Lifestyle Math) will be purchased through  

the $10 fee collected from each student or a special fund if they are on free/reduced‐lunch.  

  

Hardware and software: An LCD projector (air ware), Smart Board (if possible), desktop  

computer, and a district MacBook will help facilitate delivery of instruction.  There are  

several computer labs near‐by available for student use.  Existing financial literacy  

software can also be used, but not currently loaded.  Ideally, each Success 101 student  

would have their own iPad.  

  

Section IV: Anticipated Impact to Overall School Program  

  

Career Choices has been used for over 20 years by more than 4,800 schools and has proven  

to be a valuable tool in decreasing dropout rates and improving students’ readiness for 

college. You can read about studies involving Career Choices and success stories from  

schools that have implemented Career Choices programs at  

http://www.whatworkscareerchoices.com.  

  

Will additional instructional and/or support staff be required Perhaps in the future,  

additional instructors will be needed ‐ particularly if enrollment continues to increase.  We  

would also need to ensure proper training and continuing training for all teachers. 

  

What classes might experience a reduction in enrollment    It is unknown what classes  

would experience a reduction in enrollment.  

  

Section V: Routing and Approval  

  

  

  

_________________________________________________  ________________________________________________  

Requesting Staff                           Date     Department Chair                           Date  

  

  

_________________________________________________  ________________________________________________  

Vocational/Instructional Coord   Date      Principal                                         Date  

  

  

________________________________________________   ________________________________________________  

Director Curriculum & Inst.       Date      Board of Education                     Date  

  



  

  

  

Result of Board of Education action & Date:_____________________________________________  



Heather Bohaty  

Assistant Superintendent  

Human Resources  

hbohaty@usd260.com  

  


To: 

From: 

Subject: 



Job Descriptions 

The following are job descriptions that have been modified for your review: 

JD 103 

JD 103b 

JD 131 

JD 132 

JD 133 

JD 134 

JD 135 

Director of Special Services 

Coordinator of Special Services 

Gifted Facilitator 

Occupational Therapist 

Special Education School Social Worker 

School Nurse 

Educational Audiologist 

New language is indicated in red font and language being proposed for removal has a 

strikethrough. If acceptable, we would plan to bring these back at the second Board of 

Education meeting in October as an action item. 

120 E. Washington, Derby, KS   67037 • (316) 788‐8415 • www.derbyschools.com • fax (316) 788‐8417  

Administrative Center

JD103 


Job Description 

Purpose: 

Responsible to: 

Salary: 

The Director of Special Services provides leadership to coordinate 

and supervise the effective delivery of Special Education services and 

provides oversight for services regulated under the McKinney-Vento 

Homeless Act, and Section 504 of the Rehabilitation Act. To 

accomplish these tasks, the Director of Special Services must work 

closely with the community, staff, and administration of USD 260 

Derby Public Schools. 

Assistant Superintendent for Human Resources 

Annual Contract 

Date: January October 200512 

Qualifications: 

1. Education Specialist degree from an accredited college/university is preferred. 

However, a 

2. Masters of Education degree from an accredited college/university is required. 

23. Three years certified administrative experience. 

34. Current Kansas State Teaching Certificate license in Director of Special Education 

or District Leadership endorsement in Special Education and Director of Special 

Education endorsement or District Leadership License on file in the Central Office. 

5. Desire Commitment to continue career improvement development and life-long 

learning. 

Essential Functions: 

1. Knowledge, Skill and Abilities 

1. a. Provide professional leadership in organizing, administering, supervising, and 

evaluating the effective delivery of Special Education services, Section 

504/American Disabilities Act (ADA) services, McKinney-Vento Homeless Act, 

and student health services. 

2. b. Establish an optimum learning environment within the Special Services 

department. 

3. c. Ensure that all Special Services programs and activities conform to federal, state 

and district guidelines. 

4. d. Communicate effectively with all members of the Special Services department. 

5. e. Work effectively with community organizations. 

6. f. React to change productively and handle other tasks as assigned. 

7. g. Support the value of an education. 

8. h. Support the philosophy and mission of the Special Services department and the 

school district.

9. g. Provide direct supervision to the Coordinator of Special Services and oversee 

the essential functions and general responsibilities of the Coordinator of Special 

Services. 

10. h. Assist the Director of Student Learning Assistant Superintendent of Curriculum 

and Instruction with the development and implementation of the district’s 

counseling curriculum. 

11. i. Assist the Director of Student Learning Assistant Superintendent of Curriculum 

and Instruction with the development and implementation of effective researchbased 

instructional practices for special education teachers, related service 

providers, and paraprofessionals. 

12. j. Assist the Assistant Superintendent/Human Resources with the implementation 

of the American disabilities Act (ADA). 

k. Comply with all district policies, rules and regulations. 

2. Physical Requirements/Environmental Conditions: 

1. a. Requires prolonged sitting or standing. 

2. b. Requires occasional stooping, bending and reaching. 

3. c. Requires some the ability to occasionally travel. 

4. d. Must be able to work in noisy and crowded environments. 

e. Requires regular attendance and/or physical presence at the job. 

General Responsibilities: 

1. Oversee the general operation of the Special Services programs for the district. 

2. Administer the policies, rules and regulations of the Board of Education. 

3. Provide leadership, information and recommendations to assist the Board of 

Education in making prudent decisions regarding the operation and management of 

the Special Services programs. 

4. Oversee coordination of shared program responsibilities and liaison with schools and 

other agencies. 

5. Represent the school district in contacts with local, state and federal agencies in 

matters pertaining to Special Education, Section 504/American Disabilities Act (ADA), 

McKinney-Vento Homeless Act, and student health services. 

6. Supervise the development and administration of the annual Special Services budget. 

7. Recommend the use of funds for emergency purposes that have not been specifically 

identified in the budget. 

8. Develop a functioning educational philosophy consistent with the values of the 

community, teachers, school administration, and Board of Education. 

9. Communicate openly and effectively with students, community, staff, and 


10. Promote an informed, working relationship between the Special Services department 

and its patrons. 

11. Advocate acceptance of, and provision of services for, handicapped children students 

with disabilities. 

12. Consult with parents, teachers and administrators in matters pertaining to the 

education of exceptional children. 

13. Develop an atmosphere of respect, interest and enthusiasm within the Special 

Services department. 

14. Recognize and encourage outstanding performance by persons within the Special 

Services program.

15. Authorize all final Special Services employee recommendations to the Board of 

Education. 

16. Provide leadership in planning and organizing staff development activities designed to 

promote more effective leadership, improve communication and upgrade instruction. 

17. Help to Ddevelop a comprehensive curriculum and program of services that is aligned 

to state/national standards and a scope of services that help make the curriculum 

accessible to all students, in cooperation with staff and district administration. 

18. Establish a comprehensive program for the to evaluatione and guide improvement 

efforts for of the operations of the Special Services department. 

19. Review and approve referrals to special education, Section 504/American Disabilities 

Act (ADA), McKinney-Vento Homeless Act, and Homebound programs. 

20. Provide Coordinate safe and efficient transportation for students served by the 

Special Services program. 

21. Comply with legal and regulatory requirements of the various governmental agencies. 

22. Prepare all reports and application renewals as required by granting agencies. 

23. Keep abreast of new information, innovative ideas and techniques that target 

students with exceptionalities. 

24. Adhere to all Special Services district cooperative health and safety policies. including 

all precautions of the Bloodborne Pathogens Exposure Control Plan. 

25. Perform all duties required by state and federal statues and by Board of Education 

policy and action. 

26. Other duties as assigned by the supervisor, superintendent or the Board of 

Education.

JD103 



Purpose: 


Salary: 

The Director of Special Services provides leadership to coordinate 

and supervise the effective delivery of Special Education services and 

provides oversight for services regulated under the McKinney-Vento 

Homeless Act, and Section 504 of the Rehabilitation Act. To 

accomplish these tasks, the Director of Special Services must work 

closely with the community, staff, and administration of Derby Public 

Schools. 

Assistant Superintendent for Human Resources 


Date: October 2012 


1. Education Specialist degree from an accredited college/university is preferred. 

2. Masters of Education degree from an accredited college/university is required. 

3. Three years certified administrative experience. 

4. Current Kansas State license in Director of Special Education or District Leadership 

endorsement on file in the Central Office. 

5. Commitment to career development and life-long learning. 



a. Provide professional leadership in organizing, administering, supervising, and 

evaluating the effective delivery of Special Education services, Section 

504/American Disabilities Act (ADA) services, McKinney-Vento Homeless Act, 

and student health services. 

b. Establish an optimum learning environment within the Special Services 

department. 

c. Ensure that all Special Services programs and activities conform to federal, state 

and district guidelines. 

d. Communicate effectively with all members of the Special Services department. 

e. Work effectively with community organizations. 

f. React to change productively and handle other tasks as assigned. 

g. Support the value of an education. 

h. Support the philosophy and mission of the Special Services department and the 

school district. 

g. Provide direct supervision to the Coordinator of Special Services and oversee 

the essential functions and general responsibilities of the Coordinator of Special 

Services. 

h. Assist the Assistant Superintendent of Curriculum and Instruction with the 

development and implementation of the district’s counseling curriculum.

i. Assist the Assistant Superintendent of Curriculum and Instruction with the 

development and implementation of effective research-based instructional 

practices for special education teachers, related service providers, and 

paraprofessionals. 

j. Assist the Assistant Superintendent/Human Resources with the implementation 

of the American disabilities Act (ADA). 



a. Requires prolonged sitting or standing. 

b. Requires occasional stooping, bending and reaching. 

c. Requires the ability to occasionally travel. 

d. Must be able to work in noisy and crowded environments. 



1. Oversee the general operation of the Special Services programs for the district. 


3. Provide leadership, information and recommendations to assist the Board of 

Education in making prudent decisions regarding the operation and 

management of the Special Services programs. 

4. Oversee coordination of shared program responsibilities and liaison with schools 

and other agencies. 


matters pertaining to Special Education, Section 504/American Disabilities Act 

(ADA), McKinney-Vento Homeless Act, and student health services. 

6. Supervise the development and administration of the annual Special Services 

budget. 

7. Recommend the use of funds for emergency purposes that have not been 

specifically identified in the budget. 


community, teachers, school administration, and Board of Education. 

9. Communicate openly and effectively with students, community, staff, and 


10. Promote an informed, working relationship between the Special Services 

department and its patrons. 

11. Advocate acceptance of, and provision of services for, students with disabilities. 





14. Recognize and encourage outstanding performance by persons within the 

Special Services program. 

15. Authorize all final Special Services employee recommendations to the Board of 

Education. 

16. Provide leadership in planning and organizing staff development activities 

designed to promote more effective leadership, improve communication and 

upgrade instruction.

17. Help to develop a comprehensive curriculum that is aligned to state/national 

standards and a scope of services that help make the curriculum accessible to 

all students, in cooperation with staff and district administration. 

18. Establish a comprehensive program to evaluate and guide improvement efforts 

for the operations of the Special Services department. 

19. Review and approve referrals to special education, Section 504/American 

Disabilities Act (ADA), McKinney-Vento Homeless Act, and Homebound 

programs. 

20. Coordinate safe and efficient transportation for students served by the Special 

Services program. 

21. Comply with legal and regulatory requirements of the various governmental 

agencies. 



students with exceptionalities. 

24. Adhere to all district health and safety policies. 

25. Perform all duties required by state and federal statues and by Board of 

Education policy and action. 


Education.



JD103b 

Purpose: 


Salary: 

The Coordinator of Special Services provides leadership to 

coordinate and supervise the effective delivery of special education, 

Section 504 and ADA services. To accomplish these tasks, the 

Coordinator of Special Services must work closely with the 

community, staff and administration of USD 260 Derby Public 


Director of Special Services and Assistant Superintendent for 



Date: May 2008 October 2012 


1. Appropriate license from Kansas State Department of Education. Current 

Kansas standard license, PreK-12, a District School Administration or District 

Leadership endorsement is preferred. 

2. A minimum of three years of related leadership experience in special education, 

preferred. 

3. Desire to continue Commitment to career improvement development and lifelong 

learning. 



1. a. Provide professional leadership in organizing, administering, supervising, 

2. and evaluating the effective delivery of Special Education, Section 504, 

3. ADA, and Transition services. 

2. b. Provide professional leadership in organizing, administering, supervising, 

3. and evaluating the effective delivery of Student Health Services. 

4. c. Provide professional leadership in organizing, administering, supervising, 

5. and evaluating the district’s Bloodborne Pathogens Exposure Control plan. 

6. d. Establish an optimum learning environment within the Special Services 

7. department. 

8. e. Ensure that all Special Education, Section 504 and ADA programs and 

9. activities conform to federal, state and district guidelines (compliance 

10. monitoring). 

6. f. Communicate effectively with all members of the Special Services, Human 

Resources and Curriculum and Instruction departments. 

7. g. Work effectively with community organizations. 

8. h. React to change productively and handle other tasks as assigned.

9. i. Support the value of an education. 

10. j. Support the philosophy and mission of the Special Services department 

and the school district. 




2. b. Requires occasional stooping, bending and reaching. 

3. c. Requires some the ability to occasionally travel. 

4. d. Must be able to work in noisy and crowded environments. 



1. Assist the Director of Special Services in overseeing the Special Education 

program for the district. 

2. Supervise Organize the district’s Extended School Year (ESY) program. 

3. Assist the Director of Special Services and Assistant Superintendent of Human 

Resources in the overseeing of Section 504 and ADA programs for the district. 


Resources in the overseeing of the Student Health Services and coordinating the 

district’s Bloodborne Pathogens Exposure Control plan. 

5. Assist the Assistant Superintendent of Human Resources with the management 

of the district’s Crisis Plan. 



matters pertaining to Special Education, Section 504 and ADA. 


community, teachers, school administration and Board of Education. 

9. Communicate openly and effectively with students, community, staff and 



department, building principals and their respective patrons. 

11. Advocate acceptance of, and provision of services for, handicapped children 

students with disabilities. 





14. Assist the Special Services Director and the Assistant Superintendent of Human 

Resources in providing leadership, planning and organizing staff development 

activities designed to promote more effective leadership, improve 

communication, and upgrade instruction. 

15. Assist the Special Services Director and Assistant Superintendent of Curriculum 

and district instructional coordinators in the development and implementation of a 

special needs curriculum that is in compliance with state and local curriculum

outcomes aligned with state/national standards and contains the 

accommodations/modifications required so that all students can access it. 

16. Establish a comprehensive program for the evaluation and improvement of 

special education, Section 504 and transition services within the district. 

17. Assist the Special Services Director in managing referrals for evaluations. 

18. Provide Help coordinate safe and efficient transportation for students served by 

Special Education and Section 504. 


agencies. 



exceptional students. 

22. Adhere to all Special Services cooperative district health and safety policies 

including all precautions of the Bloodborne Pathogens Exposure Control Plan. 

23. Perform all duties required by state and federal statutes and by Board of 



Education.



JD103b 

Purpose: 


Salary: 

The Coordinator of Special Services provides leadership to 

coordinate and supervise the effective delivery of special education, 

Section 504 and ADA services. To accomplish these tasks, the 

Coordinator of Special Services must work closely with the 

community, staff and administration of Derby Public Schools. 

Director of Special Services and Assistant Superintendent for 





1. Current Kansas standard license, PreK-12, a District School Administration or 

District Leadership endorsement is preferred. 

2. A minimum of three years of related leadership experience in special education, 

preferred. 




a. Provide professional leadership in organizing, administering, supervising, 

and evaluating the effective delivery of Special Education, Section 504, 

ADA, and Transition services. 

b. Provide professional leadership in organizing, administering, supervising, 

and evaluating the effective delivery of Student Health Services. 

c. Provide professional leadership in organizing, administering, supervising, 

and evaluating the district’s Bloodborne Pathogens Exposure Control plan. 

d. Establish an optimum learning environment within the Special Services 

department. 

e. Ensure that all Special Education, Section 504 and ADA programs and 

activities conform to federal, state and district guidelines (compliance 

monitoring). 

f. Communicate effectively with all members of the Special Services, Human 

Resources and Curriculum and Instruction departments. 

g. Work effectively with community organizations. 

h. React to change productively and handle other tasks as assigned. 

i. Support the value of an education. 

j. Support the philosophy and mission of the Special Services department 

and the school district.




b. Requires occasional stooping, bending and reaching. 

c. Requires the ability to occasionally travel. 

d. Must be able to work in noisy and crowded environments. 



1. Assist the Director of Special Services in overseeing the Special Education 

program for the district. 

2. Organize the district’s Extended School Year (ESY) program. 


Resources in the overseeing of Section 504 and ADA programs for the district. 


Resources in the overseeing of the Student Health Services and coordinating the 

district’s Bloodborne Pathogens Exposure Control plan. 

5. Assist the Assistant Superintendent of Human Resources with the management 

of the district’s Crisis Plan. 



matters pertaining to Special Education, Section 504 and ADA. 


community, teachers, school administration and Board of Education. 

9. Communicate openly and effectively with students, community, staff and 



department, building principals and their respective patrons. 

11. Advocate acceptance of, and provision of services for, students with disabilities. 





14. Assist the Special Services Director and the Assistant Superintendent of Human 

Resources in providing leadership, planning and organizing staff development 

activities designed to promote more effective leadership, improve 

communication, and upgrade instruction. 

15. Assist the Special Services Director and Assistant Superintendent of Curriculum 

and district instructional coordinators in the development and implementation of a 

curriculum that is aligned with state/national standards and contains the 

accommodations/modifications required so that all students can access it. 

16. Establish a comprehensive program for the evaluation and improvement of 

special education, Section 504 and transition services within the district. 

17. Assist the Special Services Director in managing referrals for evaluations. 

18. Help coordinate safe and efficient transportation for students served by Special 

Education and Section 504.


agencies. 





23. Perform all duties required by state and federal statutes and by Board of 



Education.

Gifted Instructor/Consultant Facilitator 


JD131 

Purpose: 


Salary: 

The Gifted Instructor/Consultant Facilitator creates a positive 

learning environment to facilitate enhance the personal, social and 

intellectual development of students. In order to respond to the 

individual needs and abilities of students, the Gifted 

Instructor/Consultant Facilitator must work closely with the staff and 

administration of USD 260 Derby Public Schools. 

Director of Special Education Services and Principal(s) 


Date: October 1996 October 2012 


1. Bachelors degree from an accredited college/university. 

2 Current Kansas State Teaching Certificate License in Gifted and Talented on file 

in the Central Office. 

3. Desire to continue career improvement. 



1. a. Facilitate the personal, social and intellectual development of students. 

2. b. Establish a positive learning environment and respond to the individual 

needs of students. 

3. c. Ensure that all activities conform to district guidelines. 

4. d. Communicate effectively with all members of the school district and 

community. 


6. f. Appropriately operate all equipment as required. 

7. g. React to change productively and handle other tasks as assigned. 

8. h. Support the value of an education. 

9. i. Support the philosophy and mission of the school district. 

j. Comply with all district policies, rules and regulations. 



2. b. Occasionally requires the ability to physical exertion to manually move, lift, 

carry, pull or push heavy objects or materials. 

3. c. Occasionally requires the ability to stooping, bending and reaching.

4. d. Requires some the ability to occasionally travel. 

5. e. Must be able to work indoors and outdoors year-round. 

6. f. Must be able to work in noisy and crowded environments. 

g. Requires regular attendance and/or physical presence at the job. 


1. Assist in the early recognition and prevention of educational problems. 

2. Participate as a team member in the comprehensive evaluation, review and 

re-evaluation processes. 

3. Coordinate the development of student’s Individual Education Plan (IEP)’s. 

4. Plan and implement effective lessons based on a student’s IEP’s, using time, 

materials and resources effectively and efficiently. 

5. Supervise Special Education paraprofessionals as appropriate. 

6. Work to Pprovide the student instruction in the least restrictive environment for all 

IEP goals. 

7. Adhere to required program guidelines as defined by the Kansas Plan for Special 

Education. 

8. Monitor student progress and make informed, timely educational decisions. 

9. Motivate students through effective communication and evaluative feedback. 

10. Display a thorough knowledge of curriculum and subject matter. 

11. Demonstrate awareness of the needs of students and provide for individual 

differences. 

12. Set high expectations for student achievement and behavior. 

13. Demonstrate effective interpersonal relationships with others. 

14. Establish and maintain a positive climate for learning through appropriate 

classroom management and interprofessional collaboration. 

15. Maintain current curriculum and instructional practices. 

16. Consult with parents, teachers, administrators and others concerning the needs 

of students and special services that are available. 

17. Refer Provide appropriate information to students and their families to 

appropriate regarding community agencies and services available to them. 

18. Cooperate with agencies serving students and their families. 

19. Assist teachers in the development and implementation of curriculum 

modifications and appropriate classroom strategies. 

20. Assist with public awareness activities that lead to a better understanding of the 

needs of exceptional children. 

21. Assist students in developing feelings of self-worth. 

22. Order and maintain an adequate inventory of materials and supplies. 

23. Maintain appropriate, confidential records and provide timely reports. 



25. See that school district policies are observed during all activities. 

26.25. Obtain advance approval for all special activities and expenditures. 

27.26. Adhere to all district health and safety policies including all precautions of the 

Bloodborne Pathogens Exposure Control Plan. 

28.27. Other duties as assigned by the Director of Special Education Services and

JD131.WPD 

principal which are consistent with the general requirements and qualifications for 

the position.

Gifted Facilitator 


JD131 

Purpose: 


Salary: 

The Gifted Facilitator creates a positive learning environment to 

enhance the personal, social and intellectual development of 

students. In order to respond to the individual needs and abilities of 

students, the Gifted Facilitator must work closely with the staff and 

administration of Derby Public Schools. 

Director of Special Services and Principal(s) 





2 Current Kansas State Teaching License in Gifted on file in the Central Office. 




a. Facilitate the personal, social and intellectual development of students. 

b. Establish a positive learning environment and respond to the individual 


c. Ensure that all activities conform to district guidelines. 

d. Communicate effectively with all members of the school district and 

community. 


f. Appropriately operate all equipment as required. 

g. React to change productively and handle other tasks as assigned. 

h. Support the value of an education. 

i. Support the philosophy and mission of the school district. 




b. Occasionally requires the ability to manually move, lift, carry, pull or push 

heavy objects or materials. 

c. Occasionally requires the ability to stoop, bend and reach. 

d. Requires the ability to occasionally travel. 

e. Must be able to work indoors and outdoors year-round.

f. Must be able to work in noisy and crowded environments. 




2. Participate as a team member in the comprehensive evaluation, review and 


3. Coordinate the development of student’s Individual Education Plan (IEP). 

4. Plan and implement effective lessons based on a student’s IEP, using time, 

materials and resources effectively and efficiently. 

5. Supervise Special Education paraprofessionals as appropriate. 

6. Work to provide instruction in the least restrictive environment for all IEP goals. 


Education. 



10. Display a thorough knowledge of curriculum and subject matter. 


differences. 

12. Set high expectations for student achievement and behavior. 




15. Maintain current curriculum and instructional practices. 



17. Provide appropriate information to students and families regarding community 

agencies and services available to them. 



modifications and appropriate classroom strategies. 



21. Assist students in developing feelings of self-worth. 


23. Maintain appropriate, confidential records and provide timely reports. 



25. Obtain advance approval for all special activities and expenditures. 


27. Other duties as assigned by the Director of Special Services and principal which 

are consistent with the general requirements and qualifications for the position.



JD132 

Purpose: 


Salary: 

The Occupational Therapist (OT) assists students in gaining 

functional independence to so that they can more completely 

benefit from the educational environment. In order to respond to 

the individual needs abilities of students, the Occupational 

Therapist must work closely with the staff and administration of 

school district USD 260 Derby Public Schools. 

Director of Special Education Services 


Date: October 1996 2012 



2. Current Occupational Therapist Certificate on file in the Central Office. 

3. Valid Kansas driver's license. 




1. a. Assist students in gaining functional independence to so that they can 

more completely benefit from the educational environment. 





community. 








1. a. Requires the ability to sit and/or stand for prolonged periods sitting or 

standing. 

2. b. Occasionally requires the ability to physical exertion to manually move, lift, 

carry, pull or push heavy objects or materials.

3. c. Occasionally requires the ability to stooping, bending and reaching. 

4. d. Requires extensive use of hands. 

5. e. Requires some the ability to occasionally travel. 

6. f. Must be able to work with a diverse student population in noisy and 

crowded environments. 



1. Assist in the early recognition and prevention of educational concerns. 

2. Conduct occupational therapy evaluations to determine the need for clinical OT 

as a related services. 

3. Participate as a team member in the comprehensive evaluation, review and reevaluation 

processes. 

4. Participate in the development of student’s Individual Education Plan (IEP's). 



Education. 

7. Consult with parents, teachers administrators and others concerning the needs of 

students and special services that are available. 


accommodations/modifications and appropriate classroom strategies. 

9. Refer Provide appropriate information to students and their families to 

appropriate regarding community agencies and services available to them. 


11. Plan and implement effective occupational therapy interventions based on the 

student’s IEP's. 



differences. 

14. Set high expectations for student achievements and behavior. 




17. Plan and implement transitional programs strategies for students when 

appropriate who are exiting services, moving to a new location, or participating in 

novel activities. 

18. Assist students in developing feelings of self-worth and in making social 

adjustments that permit them to cope with disabilities. 

19. Maintain appropriate confidential records and provide timely reports. 





exceptional children. 


24.23. Obtain advance prior approval for all special activities and expenditures. 

25.24. Adhere to all district health and safety policies including all precautions of the 

Bloodborne Pathogens Exposure Control Plan.

26.25. Other duties as assigned by the Director of Special Education Services which are 

consistent with the general requirements and qualifications for the position. 

JD132.WPD



JD132 

Purpose: 


Salary: 

The Occupational Therapist (OT) assists students in gaining 

functional independence so that they can more completely benefit 

from the educational environment. In order to respond to the 

individual needs abilities of students, the Occupational Therapist 

must work closely with the staff and administration of Derby Public 







2. Current Occupational Therapist Certificate on file in the Central Office. 

3. Valid Kansas driver's license. 




a. Assist students in gaining functional independence so that they can more 

completely benefit from the educational environment. 





community. 








a. Requires the ability to sit and/or stand for prolonged periods. 

b. Occasionally requires the ability to move, lift, carry, pull or push heavy 

objects or materials. 

c. Occasionally requires the ability to stoop, bend and reach.

d. Requires extensive use of hands. 

e. Requires the ability to occasionally travel. 




1. Assist in the early recognition and prevention of educational concerns. 

2. Conduct occupational therapy evaluations to determine the need for OT as a 

related service. 

3. Participate as a team member in the comprehensive evaluation, review and reevaluation 

processes. 

4. Participate in the development of student’s Individual Education Plan (IEP). 



Education. 

7. Consult with parents, teachers administrators and others concerning the needs of 

students and special services that are available. 


accommodations/modifications and appropriate classroom strategies. 

9. Provide appropriate information to students and families regarding community 

agencies and services available to them. 


11. Plan and implement effective occupational therapy interventions based on the 

student’s IEP. 



differences. 

14. Set high expectations for student achievements and behavior. 




17. Plan and implement transition strategies for students who are exiting services, 

moving to a new location, or participating in novel activities. 








exceptional children. 

23. Obtain prior approval for all special activities and expenditures. 


25. Other duties as assigned by the Director of Special Services which are 

consistent with the general requirements and qualifications for the position.



JD133 

Purpose: 


Salary: 

The School Social Worker helps students attain an optimum level of 

personal and social adjustment. In order to respond to the 

individual needs and abilities of students, the School Social Worker 

must work closely with the staff and administration of USD 260 


Director of Special Education Services and Principal 


Date: November 1999 October 2012 


1. High School diploma or equivalent. 

2.1. Masters of Social Work or Specialist Clinical Social Worker degree from an 

accredited college/university is required. 

3.2. Current Kansas State Social Worker Certificate and valid license issued by the 

Behavioral Sciences Regulatory Board on file in the Central Office. 

4.3. Desire to continue career improvement. Commitment to career development and 

life-long learning. 



1. a. Help students attain an optimum level of personal and social adjustment. 

2. b. Consult with parents, teachers, administrators, and supporting agencies 

concerning the needs and abilities of students. 

3. c. Ensure that all activities conform to district and cooperative guidelines. 

4. d. Communicate effectively with all members of the school district, 

cooperative and community. 








1. a. Requires the ability to sit and/or stand for prolonged periods sitting or 

standing.

2. b. Occasionally requires physical exertion to manually the ability to move, lift, 


3. c. Occasionally requires the ability to stoop, bend and reach. 


5. e. Requires the ability to occasionally some travel. 

6. Must work indoors and outdoors year round. 






3. Participate as a team member in comprehensive evaluation, review and 


4. Participate in the development of the student’s Individual Education Plan (IEP’s). 

5. Consult with students regarding their learning and behavioral support needs 

problems and counsel them as necessary. 

6. Refer students and their families to appropriate community agencies and 

services. 



8. Assist teachers in the development and implementation of appropriate classroom 

behavioral support strategies and social skills instruction. 



10. Make classroom presentations to promote social and emotional wellbeing. 

11. Assist with the integration inclusion of Special Education exceptional students 

into the regular general education classroom. 




15. Keep abreast of new information, innovative ideas, and techniques. 


17. Obtain advance prior approval for all special activities and expenditures. 

18. Adhere to all district and cooperative health and safety policies including all 

precautions of the Bloodborne Pathogens Exposure Control Plan. 

19. Other duties as assigned by the Director of Special Education Services which are 

consistent with the general requirements and qualifications for the position. 

JD133.WPD



JD133 

Purpose: 


Salary: 

The School Social Worker helps students attain an optimum level of 

personal and social adjustment. In order to respond to the 

individual needs and abilities of students, the School Social Worker 

must work closely with the staff and administration of Derby Public 


Director of Special Services and Principal 




1. Masters of Social Work or Specialist Clinical Social Worker degree from an 

accredited college/university is required. 

2. Current and valid license issued by the Behavioral Sciences Regulatory Board on 

file in the Central Office. 




a. Help students attain an optimum level of personal and social adjustment. 

b. Consult with parents, teachers, administrators, and supporting agencies 

concerning the needs and abilities of students. 

c. Ensure that all activities conform to district and cooperative guidelines. 

d. Communicate effectively with all members of the school district, and 

community. 











c. Occasionally requires the ability to stoop, bend and reach.



f. Must work indoors and outdoors year round. 

g. Must be able to work in noisy and crowded environments. 

h. Requires regular attendance and/or physical presence at the job. 




3. Participate as a team member in comprehensive evaluation, review and 


4. Participate in the development of the student’s Individual Education Plan. 

5. Consult with students regarding their learning and behavioral support needs and 

counsel them as necessary. 

6. Refer students and their families to appropriate community agencies and 

services. 



8. Assist teachers in the development and implementation of appropriate classroom 

behavioral support strategies and social skills instruction. 



10. Make classroom presentations to promote social and emotional wellbeing. 

11. Assist with the inclusion of exceptional students into the regular general 

education classroom. 




15. Keep abreast of new information, innovative ideas, and techniques. 




19. Other duties as assigned by the Director of Special Services which are consistent 

with the general requirements and qualifications for the position.

School Nurse 


JD134 

Purpose: 


Salary: 

The school nurse helps students attain an optimum level of 

physical, social and emotional health. In order to coordinate 

a comprehensive student health program, the school nurse 

must work closely with the staff and administration of USD 

260 Derby Public Schools. 

Building Administrator Principal and the Director of Student 

Special services. 


Date: October 1996 October 2012 


1. High school diploma or equivalent. 

2.1 Current Kansas Board of Nursing License (Registered Nurse) or BSN in 

nursing. 

3. Diploma, A.D. or BSN in nursing. 

4.2. CPR certified. 

5.3. One-year experience as registered nurse, preferred. 

6.4. Certified in Audio logical screening (willing to secure certificate after hiring). 



1. a. Help students attain an optimum level of physical, social and emotional 

health. 

2. b. Establish and maintain a comprehensive health program for students and 

employees of the school district. 

3. c. Ensure all activities conform to school district guidelines. 

4. d. Communicate effectively with all members of the school district. 


6. f. React to change productively and handle other tasks as assigned. 

7. g. Appropriately operate all equipment as required. 



j. Comply with all district policies, rules and regulations.


1. a. Requires the ability to sit and/or stand for prolonged periods sitting 

or standing. 

2. b. Occasionally requires physical exertion to manually the ability to 

move, lift, carry, pull or push heavy objects or materials. 

3. c. Occasionally requires the ability to stooping, bending and reaching. 


5. e. Requires the ability to occasionally some travel. 

6. Must work indoors and outdoors year round. 




1. Establish and maintain a comprehensive health program for students and 


2. Conduct student health appraisals including: 

a. Nursing assessments. 

b. Vision screenings. 

c. Hearing screenings. 

d. Weighing and measuring. 

e. Follow-up of problems noted. 

f. Consultation with teachers and parents regarding health 

problems. 

3. Coordinate a program of communicable disease control based on 

Kansas’s immunization laws to include: 

a. Maintaining immunization records for each student. 

b. Communicating with parents regarding immunization 

requirements. 

4. Coordinate a comprehensive program of caring for students who are 

injured or who become ill at school. 

5. Provide faculty and staff with first-aid training and supplies as appropriate 

or as needed. 

6. Provide emergency care for accidents and sudden illness of pupils until 

parents assume responsibility. 

7. Notify parents and building administrators regarding children who are 

severely ill or injured. 

8. Report school accidents to the Director of Operations. 

9. Enforce and monitor medication guidelines. 

10. Coordinate and supervise a comprehensive program of dental health 

education.

11. Encourage parents to provide their children with annual dental check-ups. 

12. Request assistance for dentally indigent children. 

13. 12. Coordinate and supervise a comprehensive program of health education. 

14. Encourage periodic health examinations for all children. 

15. 13. Confer with parents and community agencies concerning the health of 

children following confidentially guidelines. 

16. Assist in planning health curriculum and instructional materials. 

17.14. Counsel with teachers, students and parents concerning children’s 

individual health problems concerns and formulate a plan for facilitating 

adequate attendance for these students. 

18. Demonstrate awareness of the needs of students and provide for 

individual differences. 

19. 15. Assist in referral and planning programs for exceptional children. 

20. 16. Assist students in developing feelings of self-worth and in making social 


21. 17.Maintain a cumulative health record for each student, recording all data 

pertinent to the child’s health. 

22. 18.Submit accurate and timely reports as required by various health 

agencies. 

23. 19. Immediately report to the director any safety hazards or unsanitary 

conditions observed in the school environment. 

24. 20. Order and maintain all supplies for the health service program. 

25. 21. Supervise staff members as assigned. 

26. 22. See that school district policies are observed during all activities. 

27. 23. Obtain advance prior approval for all special activities and expenditures. 

28. 24. Keep abreast of new information, innovative ideas and techniques. 

29. Adhere to all district health and safety policies including all precautions of 

the Bloodborne Pathogens Exposure Control Plan. 

30. Other duties as assigned by the Director of Human Resources. 

31. Demonstrate the ability to apply the components necessary for mental 

health assessment. 

32. 25.Delegate nursing tasks to appropriate district employees as approved by 

State Board of Nursing to include teaching, supervising, documentation, 

medication delivery, and care plans. 


33. 27.Other duties as assigned by the principal, and the Assistant 

Superintendent for Human Resources, Director of Special Services and 

building principal which are consistent with the general requirements and 

qualifications for the position.

School Nurse 


JD134 

Purpose: 


Salary: 

The school nurse helps students attain an optimum level of 

physical, social and emotional health. In order to coordinate 

a comprehensive student health program, the school nurse 

must work closely with the staff and administration of Derby 

Public Schools. 

Building Administrator Principal and the Director of 

Special services. 




1. Current Kansas Board of Nursing License (Registered Nurse) or BSN in 

nursing. 

2. CPR certified. 

3. One-year experience as registered nurse, preferred. 

4. Certified in Audio logical screening (willing to secure certificate after 

hiring). 



a. Help students attain an optimum level of physical, social and 

emotional health. 

b. Establish and maintain a comprehensive health program for 

students and employees of the school district. 

c. Ensure all activities conform to school district guidelines. 

d. Communicate effectively with all members of the school district. 


f. React to change productively and handle other tasks as assigned. 

g. Appropriately operate all equipment as required. 





a. Requires the ability to sit and/or stand for prolonged periods.

. Occasionally requires the ability to move, lift, carry, pull or push 

heavy objects or materials. 







1. Establish and maintain a comprehensive health program for students and 


2. Conduct student health appraisals including: 

a. Nursing assessments. 

b. Vision screenings. 

c. Hearing screenings. 

d. Weighing and measuring. 

e. Follow-up of problems noted. 

f. Consultation with teachers and parents regarding health 

problems. 

3. Coordinate a program of communicable disease control based on 

Kansas’s immunization laws to include: 

a. Maintaining immunization records for each student. 

b. Communicating with parents regarding immunization requirements. 

4. Coordinate a comprehensive program of caring for students who are 

injured or who become ill at school. 

5. Provide faculty and staff with first-aid training and supplies as appropriate 

or as needed. 

6. Provide emergency care for accidents and sudden illness of pupils until 

parents assume responsibility. 

7. Notify parents and building administrators regarding children who are 

severely ill or injured. 

8. Report school accidents to the Director of Operations. 

9. Enforce and monitor medication guidelines. 

10. Coordinate and supervise a comprehensive program of dental health 

education. 

11. Encourage parents to provide their children with annual dental check-ups. 

12. Coordinate and supervise a comprehensive program of health education. 

13. Confer with parents and community agencies concerning the health of 

children following confidentially guidelines. 

14. Counsel with teachers, students and parents concerning children’s 

individual health concerns and formulate a plan for facilitating adequate 

attendance for these students. 

15. Assist in referral and planning programs for exceptional children. 


adjustments that permit them to cope with disabilities.

17. Maintain a cumulative health record for each student, recording all data 

pertinent to the child’s health. 

18. Submit accurate and timely reports as required by various health 

agencies. 

19. Immediately report to the director any safety hazards or unsanitary 

conditions observed in the school environment. 

20. Order and maintain all supplies for the health service program. 

21. Supervise staff members as assigned. 



24. Keep abreast of new information, innovative ideas and techniques. 

25. Delegate nursing tasks to appropriate district employees as approved by 

State Board of Nursing to include teaching, supervising, documentation, 

medication delivery, and care plans. 


27. Other duties as assigned by the principal, Assistant Superintendent for 

Human Resources, Director of Special Services and building principal 

which are consistent with the general requirements and qualifications for 

the position.



JD135 

Purpose: 


Salary: 

The Audiologist provides hearing auditory evaluations and 

consultation services to surrounding districts to help facilitate the 

personal, social and intellectual development of students. In order 

to respond to the individual needs and abilities of students, the 

Audiologist must work closely with the staff and administration of 

the school district USD 260 Derby Public Schools. 

Director of Special Education Services 


Date: November 1996 October 2012 


1. High school diploma or equivalent. 

2.1. Masters degree from an accredited college/university. 

3. Current Kansas State Teaching Certificate with audiologist endorsement on file 

in the Central Office. 

4.2. A current and valid audiologist license from the Kansas Department of Health 

and Environment Health Occupations Credentialing on file in the Central Office. 

4.3. Desire Commitment to continue career improvement development and life-long 

learning. 



1. a. Provide hearing auditory evaluation and consultation services to facilitate 

the personal, social and intellectual development of students. 





community. 








1. a. Requires the ability to sit and/or stand for prolonged periods sitting or

standing. 

2. b. Occasionally requires physical exertion to manually the ability to move, lift, 


3. c. Occasionally requires the ability to stoop, bend and reach. 

5. d. Requires the ability to occasionally some travel. 

6. e. Must be able to work in noisy and crowded environments. 

f. Requires regular attendance and/or physical presence at the job. 


1. Provide diagnostic and evaluation services: 

a. to students who fail hearing screenings.; 

b. to students who cannot participate in routine screening procedures; 

c. to students with known hearing impairments to monitor the status of the loss; 

d. to students who are not making satisfactory progress in their educational 

programs; 

e. to students who are being considered for special programming; 

f. in vocational programs to determine need for hearing conservation measures; 

and 

g. to determine the need for, and appropriateness of, personal amplification 

devices; 

2. Consult with parents and school personnel concerning the needs of hearing-impaired 

students who are deaf/hard of hearing. 


accommodations/modifications, assistive technology, and appropriate classroom 

strategies for students who are deaf/hard of hearing. 

4. Encourage school personnel to accept an active role in the educational program of 

students with hearing problems who are deaf or hard of hearing. 


Education. 

6. Disseminate information concerning services available for the hearing impaired 

students who are deaf/hard of hearing, advancements in the field of hearing loss 

and the need for hearing conservation practices. 


8. Provide individual assistance to hearing students with who have communication 

or educational deficits cognitive disabilities. 



10. Participate in area child find clinics. 

11. Participate in school and community awareness programs regarding hearing 

disorders deaf/hard of hearing disabilities in children. 

12. Assist in providing inservice training for individuals whom will providers who 

conduct hearing auditory screenings. 

13. Assist in providing inservice training in for the use and maintenance of classroom 

and individual amplification systems. 

14. Assist in implementing hearing conservation measures in vocational programs. 

15. Prepare reports, records, and materials requested by the Director and the State 

Board of Education. 

16. Supervise staff members as assigned.

17. Obtain advance prior approval for all special activities and expenditures. 

18. Adhere to all district health and safety policies. including all precautions of the 

Bloodborne Pathogens Exposure Control Plan. 

20. Other duties as assigned by the principal or Director of Special Education 

Services which are consistent with the general requirements and qualifications 

for the position. 

JD135.WPD



JD135 

Purpose: 


Salary: 

The Audiologist provides auditory evaluations and consultation 

services to surrounding districts to help facilitate the personal, 

social and intellectual development of students. In order to 

respond to the individual needs and abilities of students, the 

Audiologist must work closely with the staff and administration of 






1. Masters degree from an accredited college/university. 

2. A current and valid audiologist license from the Kansas Department of Health 

and Environment Health Occupations Credentialing on file in the Central Office. 




a. Provide auditory evaluation and consultation services to facilitate the 

personal, social and intellectual development of students. 





community. 












d. Requires the ability to occasionally travel.

e. Must be able to work in noisy and crowded environments. 

f. Requires regular attendance and/or physical presence at the job. 


1. Provide diagnostic and evaluation services: 

a. to students who fail hearing screenings; 

b. to students who cannot participate in routine screening procedures; 

c. to students with known hearing impairments to monitor the status of the loss; 

d. to students who are not making satisfactory progress in their educational 

programs; 

e. to students who are being considered for special programming; 

f. in vocational programs to determine need for hearing conservation measures; 

and 

g. to determine the need for, and appropriateness of, personal amplification 

devices; 

2. Consult with parents and school personnel concerning the needs of students who are 

deaf/hard of hearing. 


accommodations/modifications, assistive technology, and appropriate classroom 

strategies for students who are deaf/hard of hearing. 

4. Encourage school personnel to accept an active role in the educational program of 

students who are deaf or hard of hearing. 


Education. 

6. Disseminate information concerning services available for students who are 

deaf/hard of hearing, advancements in the field of hearing loss and the need for 

hearing conservation practices. 


8. Provide individual assistance to hearing students who have communication or 

cognitive disabilities. 



10. Participate in area child find clinics. 

11. Participate in school and community awareness programs regarding deaf/hard of 

hearing disabilities in children. 

12. Assist in providing inservice training for providers who conduct auditory 

screenings. 

13. Assist in providing inservice training for the use and maintenance of classroom 

and individual amplification systems. 

14. Assist in implementing hearing conservation measures in vocational programs. 

15. Prepare reports, records, and materials requested by the Director and the State 

Board of Education. 

16. Supervise staff members as assigned. 



20. Other duties as assigned by the principal or Director of Special Services which 

are consistent with the general requirements and qualifications for the position.

2012-2013 Site Council Members 

Wineteer Elementary 

Site Council Information 

Name 

Principal Teacher 

other 

School 

Personnel Parent 

1 Clint Corby X ccorby@usd260.com 

Business/ 

Community 

Leader Email Address Date Time Location 

2 Misty Powell SE mpowell@usd260.com 1 10/9/2012 6:00:00 Media Center 

3 Melissa Young x myoung@usd260.com 2 12/11/2012 6:00:00 Media center 

4 Marie Grosser x mgrosser@usd260.com 3 2/5/2012 6:00:00 Media center 

5 Emily Noe x enoe@usd260.com 4 5/14/2012 6:00:00 Media center 

6 Rael Hodgson x rael.hodgson.gavr@statefarm.com 

7 Traci Teachout boxersrkul@gmail.com 

8 

9 

10 Tabatha Roberts x mrs.tabatha-roberts@hotmail.com 

11 Rachelle Benson x rkcampbell@hotmail.com 

12 Stephanie McClendon x stephaniemcclendon@yahoo.com 

13 Shelley Ramsey x sramsey@mid-cont-ortho.com 

14 Faith Gifford x gifford@cox.net 

15 

16 

17 

18 

19 

20 

Use to Signify Category 

Special Education Rep - Use 

X 

SE




Name 


other 

School 


1 Mary Sites X msites@usd260.com 

Business/ 

Community 


2 Janny Baldwin X jbaldwin@usd260.com 1 9/20/2012 15:45:00 library 

3 Anita Anderson X adanderson@usd260.com 2 11/15/2012 15:45:00 library 

4 Cindy Gadd X cgadd@usd260.com 3 1/17/2013 15:45:00 library 

5 Kristin Wolke x kwolke@usd260.com 4 3/28/2013 15:45:00 library 

6 Venice Sherman (Chair) X vsherman@usd260.com 

7 Martha Lawson X X mlawson@usd260.com 

8 Kathy Rundell x krundell@usd260.com 

9 Bill Rea x wrea@usd260.com 

10 Eric Seyb X eseyb@usd260.com 

11 Carrie Fry X carri@derbylibrary.com 

12 Tom Snodgrass x tsnodgrass@usd260.com 

13 Judy Sasser x jsasser@usd260.com 

14 Traci Rothert x x trothert@usd260.com 

15 Cyndi Pearce SE tcaaps@swbell.net 

16 Sarah Carruthers X scarruthers@usd259.net 

17 Angie Weber x 4asw28@cox.net 

18 

19 

20 



X 

SE


Swaney Elementary 


Name 


other 

School 


1 Byrne, Robin x robinkaay@aol.com 

Business/ 

Community 


2 Lane, Suzanne SE suzanne1@gmail.com 1 10/2/2012 5:30:00 Library 

3 May, Scott x smay@usd260.com 2 12/4/2012 5:30:00 Library 

4 Penrose, Stacy x sspenrose@yahoo.com 3 2/5/2013 5:30:00 Library 

5 Richardson, Cindy x Cindy Richardson"


Derby Sixth Grade Center 


Name 

other 

School 

Principal Teacher Personnel Parent 

1 Jeff Smith x jesmith@usd260.com 

Business/ 

Community 


2 Di Neff x x dneff@usd260.com 1 9/13/2012 7:00:00 Media Center 

3 Sally Stevens x sstevens@usd260.com 2 12/6/2012 7:00:00 Media Center 

4 Julie Haffner SE jhaffner@usd260.com 3 2/7/2013 7:00:00 Media Center 

5 Lisa Nelson x x lisa@derbyrec.com 4 4/11/2013 7:00:00 Media Center 

6 Charrisma Albright x ccalbright@gmail.com 

7 Holly Duff x hollyduff@gmail.com 

8 Faith Gifford x gifford@cox.net 

9 Nicole Leatherwood x nicole1797@gmail.com 

10 Kensie Cornell x kenzcornell@gmail.com 

11 Makayla Nasser-Welch x mak21@live.com 

12 Jen Caughron SE jcaughron@keycentrik.com 

13 Lisa Westmoreland x kirkbwest@sbcglobal.net 

14 

15 

16 

17 

18 

19 

20 



X 

SE




Name 


Other 

School 


1 Yvonne Rothe X yrothe@usd260.com 

Business/ 

Community 


2 Kristi Lampkin X klampkin@usd260.com 1 9/25/2012 6:30:00 Library 

3 Emaleigh Brown X ebrown@usd260.com 2 11/27/2012 6:30:00 Library 

4 Erica Smith X emsmith@usd260.com 3 1/29/2013 6:30:00 Library 

5 Kristy Bansemer X kristybansemer@gmail.com 4 3/26/2013 6:30:00 Library 

6 Brandon Bansemer X brandonbansemer@gmail.com 

7 Lisa Atcheson X lisaatcheson@yahoo.com 

8 Ron Brown X rbrown29@cox.net 

9 Jennifer Hoppock X jennhoppock@yahoo.com 

10 Dana Minihan X dgminihan@yahoo.com 

11 Jessica McColm SE ajmccolm@cox.net 

12 Bethany Johnson X greg-beth@sbcglobal.net 

13 Elizabeth Jones X ejones411@cox.net 

14 

15 

16 

17 

18 

19 

20 



X 

SE


Park Hill Elementary 


Name 

PrincipalTeacher 

other 

School 


1 Jason Watkins X jwatkins@usd260.com 

Business/ 

Community 


2 Sheryl Nedrow X snedrow@usd260.com 1 9/13/2012 6:30 PM Park Hill Library 

3 Mindy Mayes X mmayes@usd260.com 2 11/1/2012 6:30 PM Park Hill Library 

4 Darcy Alexander X dalexander@usd260.com 3 1/10/2013 6:30 PM Park Hill Library 

5 Marcie Altman X maltman@usd260.com 4 4/11/2013 6:30 PM Park Hill Library 

6 Tammy Lockwood X tlockwood@usd260.com 

7 Cherith Mock X cmock@usd260.com 

Mary Lynn Blacklock X mblacklock@usd260.com 

8 Dr. Marty Turner X mturnermd@yahoo.com 

9 Amy DeVault X adevault@me.com 

10 Vanessa Cornwell SE vanessacornwell@hotmail.com 

11 Jenise Cross X jcross@usd260.com 

Kay Khanu X bettythebrit@swbell.net 

12 Gaby Burdick X BURDICK_AE@YAHOO.COM 

13 Tina Prunier X tjprunier@cox.net 

14 Dynaa Gallegos X dynaag@woodlawnumc.net 

15 

16 

17 

18 

19 

20 



X 

SE


Oaklawn Elementary 


Name 


other 

School 


1 Kelly Bielefeld X kbielefeld@usd260.com 

Business/ 

Community 


2 Lisa Westmoreland x lwestmor@usd260.com 1 9/10/2012 4:00:00 Oaklawn Library 

3 Jessica Arthur x jarthur@usd260.com 2 11/13/2012 4:00:00 Oaklawn Library 

4 Stacey Clough x sclough@usd260.com 3 1/14/2013 4:00:00 Oaklawn Library 

5 Dana Swink x dswink@usd260.com 4 3/11/2013 4:00:00 Oaklawn Library 

6 Kari Nolan x knolan@usd260.com 

7 Julie Bright x jbright@usd260.com 

8 Mary Ging SE mging@usd260.com 

9 Andree Sisco x asisco@usd260.com 

10 Geraldine Flaharty x geraldine.flaharty@house.ks.gov 

11 Shelly Keith x hrtbrkr921@aol.com 

12 

13 

14 

15 

16 

17 

18 

19 

20 



X 

SE

Sept 




Name 


other 

School 


1 Melissa Turner X mturner@usd260.com 

Business/ 

Community 


2 Mindy Brown X mbrown@usd260.com 1 9/10 4:00:00 EP Library 

3 Amy Shifflett X ashifflett@usd260.com 2 11/5 4:00:00 EP Library 

4 Dana McCreath X dmccreat@usd260.com 3 2/11 4:00:00 EP Library 

5 Linda Griffin X lgriffin@usd260.com 4 4/22 4:00:00 EP Library 

6 Connie Hartman SPED chartman@usd260.com 

7 Joel Addis SPED jaddis@usd260.com 

8 Kim Wilson X kwilson@usd260.com 

9 Mark Wilson X 

10 Charissima Albright X 

11 Phitsy Palivan SPED 

12 Teal Palivan SPED 

13 Andrea Banning X 

14 Tom Brosius X 

15 Rhonda Brosius X 

16 Karla Black X 

17 

18 

19 

20 



X 

SE


Derby Middle School 


Name 


other 

School 

Personnel 

Parent 

1 Clint Shipley x cshipley@usd260.com 

Business/ 

Community 


2 Matt Joyce SE SE mjoyce@usd260.com 1 9.18.12 6:00:00 Media Center 

3 Lisa Nelson x x lisa@derbyrec.com 2 11.20.12 6:00:00 Media Center 

4 Kristin Wells x kwells@usd260.com 3 2.19.13 6:00:00 Media Center 

5 Laura McFarren x lmfarren@usd260.com 4 4.16.13 6:00:00 Media Center 

6 Marlene Meckenstock x mmeckenstock@usd260.com 

7 Alan Kooser x rkooser@yahoo.com. 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 

19 

20 



X 

SE


Derby High School 


Name 


other 

School 

Personnel 

Parent 

1 Kim Case SE kcase@eastminster.org 

Business/ 

Community 


2 Robin Groskurth x x rgroskurth@usd260.com 1 9/11/2012 5:00:00 DHS 

3 Shannon Boone x x 2 10/22/2012 5:00:00 DHS 

4 Gregory Hills x 3 2/11/2013 5:00:00 DHS 

5 Tim Hamblin x thamblin@usd260.com 4 4/8/2013 5:00:00 DHS 

6 Michael Dillard x x mdillard@usd260.com 

7 Sheela Sherod 

8 Rebecca Snodgrass x rsnodgrass@usd259.net 

9 Shelli Adams x shelliadams@derbyweb.com 

10 Matthew Joyce x mjoyce@usd260.com 

11 Amy Jansen 

12 

13 

14 

15 

16 

17 

18 

19 

20 



X 

SE


Derby Hills Elementary 


Name 


other 

School 

Personnel 

Parent 

1 Anderson, Malena x mjanderson2003@gmail.com 

2 Griffitt, Scott x scottgriffitt@yahoo.com 

Business/ 

Community 


3 Hansen, Angelina x mongoang@yahoo.com 1 9/18/2012 6:30 PM library 

4 Hedden, Emily x x ehedden@usd260.com 2 11/6/2012 6:30 PM library 

5 Hoffman, Kelly x khoffman@usd260.com 3 2/5/2012 6:30 PM library 

6 Kooser, Shonda x x SHONDAK@DERBYFCC.ORG 4 4/9/2012 6:30 PM library 

7 Lackman, Calah x x calahblaire@hotmail.com 

8 Lawson, Misty x mrlawson@usd260.com 

9 Minnis, Laura x x lminnis2@cox.net 

10 Ray, Tiffany x teamray89@sbcglobal.net 

11 Sanders, Debbie x dsanders@usd260.com 

12 Struve, Emily and Dennis x estruve29@gmail.com 

13 Swanson, Becky x x bswanson@usd260.com 

14 Thatcher, John x jthatcher1@msn.com 

15 White, Deanna x deannamorrow78@yahoo.com 

16 

17 

18 

19 

20 

20 



X 

SE


Cooper 


Name 


other 

School 

Personnel 

Parent 

1 Vince Evans X vevans@usd260.com 

Business/ 

Community 


2 Andi Icenhour X aicenhour@usd260.com 1 9/4/2012 5:00:00 Reading Portable 

3 Andrea Locke X alocke@usd260.com 2 11/6/2012 5:00:00 Reading Portable 

4 Maria Cranford SE kasper20032004@yahoo.com 3 1/8/2013 5:00:00 Reading Portable 

5 Don Winton X dwinton@cox.net 4 3/5/2013 5:00:00 Reading Portable 

6 Ragan Snyder X rsnyder@usd260.com 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 

19 

20 



X 

SE

  

To: 

  




  

  

September 19, 2012 

  

From: 

Subject: 

Charlene Laramore, Assistant Superintendent for Curriculum/Instruction, Don 

Adkisson, Director of Finance, Drew Lane, Director of Technology 

Registration Gateway 

Registration Gateway is a software program that integrates into Skyward, our student information 

system. Registration Gateway offloads the management, upgrade and maintenance of an additional 

server or servers that must also be subject to the rigors of being highly available. Since we could have 

patrons trying to use this service on a 24/7 basis, having the server housed in our data center poses the 

risk of it having a problem at a time when no one is available for troubleshooting. It should be noted 

that the 24/7 aspect of the service is that the hosting datacenter is monitored around the clock for 

system outages and irregularities. However, when it comes to user/patron support, the district is still 

responsible for that and patrons would only have access to support during those hours that the district 

has people on the clock. That being said, Registration Gateway provided repeated assurances that this 

system has suffered minimal outages since it was deployed and that there is nearly zero call for support 

for the system itself from patrons trying to use it. The system is highly intuitive and generally does not 

require much intervention on the part of support personnel to make it functional for patrons. This is 

one of the most distinct advantages of purchasing Software as a Service (SaaS). We've recently done 

this with our library catalog system (SIRSI) and it's been a great success. 

Registration Gateway also digitizes those remaining pieces of the enrollment process for the district 

and then transfers that data directly into Skyward without additional manual manipulation by staff on 

this end. This will reduce the potential for erroneous data being input by district personnel as they 

attempt to transfer information from printed or hand-written documents into the Skyward system. Any 

errors that enter the system would be those placed by the persons actually completing the online 

process. While we could not ever eliminate all errors, we could definitely reduce the number of errors. 

At least those made by district personnel in this transfer process we do now. 

Data will be stored in the Skyward system itself as well as in the data center for Registration Gateway. 

Having these data in two places also reduces the chances of a catastrophic data loss from having it only 

in a single place. 

Funding for this purchase will come from the Contingency Reserve fund. 



SRC SOLUTIONS, INC. 

Derby Public Schools 

Registration Gateway 

Prepared by: Bill Mers 

Regional Sales Manager 

(440) 785-1956 

bmers@src-solutions.com 

SRC-SOLUTIONS INCORPORATED AGREEMENT FOR REGISTRATION 

GATEWAY IMPLEMENTATION, CONSULTING, SERVICES AND SUPPORT

Table of Contents 

1. GENERAL DESCRIPTION OF SYSTEM .............................................................................. 2 

2. PROJECT DELIVERABLES .............................................................................................. 4 

3. CLIENT RESPONSIBILITIES ............................................................................................. 5 

4. SOFTWARE SUPPORT .................................................................................................... 7 

5. PROJECT DELIVERY AND PROJECT COMPLETION CRITERIA.......................................... 11 

7. PRICING AND PAYMENT ............................................................................................... 12 

8. GENERAL TERMS AND CONDITIONS ............................................................................. 14 

9. RIGHTS AND INTELLECTUAL PROPERTY ....................................................................... 14 

10. OTHER ........................................................................................................................ 15 

11. ENTIRE AGREEMENT ................................................................................................... 15 

12. SEVERABILITY ............................................................................................................. 15

Name 

Title 

For SRC Solutions: Project Contact: Billing Contact: 

Mr. Russell Kopy 

CEO 

Name 

Title 

Charlene Laramore 


Curriculum/Instruction 

Name 

Title 

Company SRC-Solutions, Inc. Company Derby Public Schools Company 

Address 4647 Saucon Creek Rd, Suite Address 120 East Washington Address 

100, Center Valley, PA 18034 

Derby, KS 67037 

Telephone (888) 262 – 9830 Telephone (316) 788-8434 Telephone 

Fax (888) 761-7969 Fax Fax 

E-Mail rkopy@src-solutions.com E-Mail claramore@usd260.com E-Mail 

This AGREEMENT is entered into on October 1 st 2012 between SRC-Solutions Inc. (SRC) and the Derby 

Public Schools (CLIENT). The services to be provided under this Agreement include installation, set 

up, configuration and support of the Registration Gateway system. 

1. GENERAL DESCRIPTION OF SYSTEM 

When a school uses SRC’s Registration Gateway system, guardians will be invited to access online 

registration via the school’s web site or one of several workstations or kiosks (optional) located 

strategically throughout the district. The guardian will then enter all the data required by the 

department and review and acknowledge all of the department policies the administration wishes to 

highlight. When all the information is collected, a checklist of necessary supporting documentation is 

provided. SRC’s Registration Gateway system then utilizes the information presented to determine 

what appointments will be required for the student and schedule times for each of them with the 

appropriate district employee. Usually, the first of these appointments will be to finalize registration 

with a registrar. Once registration is complete, any number of additional appointments can be 

scheduled including English as Second Language (ESL), IEP, medical review or placement testing. 

Upon the finalization of registration, the guardian will be presented with the data entered for review 

and offered the opportunity to make any necessary changes. At the same time, the registrar will add 

data required by the school and evaluate all the necessary supporting documentation. Registration 

Gateway then facilitates scanning of the supporting documentation into Xerox DocuShare and executes 

a standard document naming convention. The registrar will be given the option of providing trailing 

documents containing Xerox DataGlyph technology (sophisticated 3D bar coding) or selecting from a 

list of standardized placeholders for missing documentation. These documents containing DataGlyphs 

or placeholders allow an automated tracking system for any forms or documentation still needed from 

the guardian. An automated messaging system can be integrated to contact the guardian periodically 

saving valuable time and ensuring complete compliance by the school. 

Documents are created within the student file to accommodate any need the school may have. These 

documents have routing options to allow distribution/notification to any licensed DocuShare user 

inside the school and are given security access based on the needs of each user. 

As registrations are completed using the Registration Gateway system, student data will be uploaded 

into the Skyward database using a direct integration routine developed and maintained by Skyward. 

DESCRIPTION OF SERVICES 

1. Our service includes our following standard forms package. These forms are housed in 

DocuShare with appropriate permissions on each document. In addition, SRC’s designers will 

build data fields from up to two additional forms into the package. 

Student enrollment form, including 

o Student demographics

o Ethnic/race survey 

o Guardian demographics 

o Sibling demographics 

o Emergency contact information 

o Social restrictions 

Employment/migrant Survey 

Home Language Survey 

Health History survey 

2. Our service includes the generation of our standard Free and Reduced Priced Lunch (FRPL) 

form and data collection wizard pages. 

3. Design process includes, depending on timeline chosen, one or two review periods. District 

stakeholders have an opportunity to review the design, enter test students, and work with the 

system and request adjustments from your Project Sponsor. All stakeholders are encouraged to 

participate since design changes will not be made after the close of the last review period. 

4. The DocuShare work under this agreement is for purposes of supporting Registration Gateway 

functionality. SRC has a DocuShare consulting process and can provide guidance and services in 

support of other paperless processes that the district may wish to implement. Any such services 

would be provided under a separate agreement. 

5. Registration Gateway can accommodate translations in languages that read left to right. We 

recommend that you only use languages supported as a standard part of the windows operating 

system. If the district chooses to translate into languages not supported, the district is 

responsible for providing the appropriate fonts to SRC and for handling installation of fonts on 

district computers. Further, please understand that if users view the translated text on a 

computer on which these languages are not enabled and for which fonts are not installed, the 

text will not present properly. 

6. We map data to all of the standard Skyward fields. See Appendix 2 for the complete list.

2. PROJECT DELIVERABLES 

Based on your requirements, SRC Solutions will implement an end-to-end solution including the 

following deliverables: 

1. Virtual Consulting Services to plan and implement a Registration Gateway System including: 

i. Initial project definition and detail requirements session. 

ii. DocuShare install and configuration 

1. Educational Server License install 

2. Setup for one hundred (100) Standard Education Users 

3. Support for one (1) year 

4. Setting up of initial document hierarchy for RG 

2. Virtual services to install and configure the Registration Gateway platform 

i. Hosted Registration Gateway license for 6,500 students. Includes the following: 

1. New student registration web portal 

2. Student information update web portal 

ii. Database install and configuration 

iii. Integrate Registration Gateway with Skyward® 

iv. Conveyor installation and configuration 

v. Assist CLIENT in setting up PC peripheral components at one location. (SRC will 

train the IT staff during this time to configure workstations at additional District 

buildings) 

vi. Professional text translation for the following languages: 

1. Spanish 

2. Vietnamese 

3. Lao 

vii. One year license for SRC’s web based reporting tool 

3. Administrator and user training 

i. One (1) day of virtual training for Registration Gateway 

ii. Four (4) hours of virtual DocuShare training for users and admins 

iii. Two (2) hours of training on the web reporting tool 

4. Project Management

3. CLIENT RESPONSIBILITIES 

1. GENERAL 

 

A single point-of-contact, typically a Project Sponsor, to arrange: 

o A qualified technical liaison with supporting backup personnel in case primary 

contact is unavailable. 

o An administrative liaison that is intimately familiar with the registration process and 

has the authority to act as an agent of change. 

o An individual responsible to carry-out future training needs. We employ a “train the 

trainer” approach to ensure that all registration personnel have access to district 

personnel knowledgeable in all aspects of the registration process. 

o Employees to assist SRC Solutions, as necessary, inclusive of the following: 

o IT Personnel 

• System Administrators 

• Network Administrators 

• SIS specialists 

o Registration Personnel 

• Registrars 

• Administrative Personnel 

• Health Care Personnel 

• Business Office Personnel 

o Qualified personnel to participate in the project as Project Team members 

2. CLIENT TECHNICAL RESPONSIBILITIES: 

 

 

 

 

 

 

 

 

 

 

Facilitate placing the Registration Gateway link on client website 

All hardware, equipment and connectivity required to run the proposed solution include 

domain names as may be required unless a hosted solution is selected. No hardware or 

software is provided by SRC other than as specified within this Agreement. 

Provision of secure remote access to servers/infrastructure for SRC-Solutions personnel 

Facilitation of the server and client hardware/software installations 

Installation of workstations as desired 

Physical power and network connections to install servers, client workstations and/or 

kiosks, as necessary 

The ongoing backup and maintenance of the system and the data stored within. Backup to 

tape systems is recommended and backup procedures are documented in the system 

documentation. 

Remote access through VPN to perform the following as needed: 

• EIP (should the school own EIP enabled Xerox devices) installation 

• Installation of hardware and software drivers 

Facilitate system testing of data integration with the SIS. Best practice is to verify data 

flow into a test SIS environment that is identical to CLIENTS production SIS environment. 

When CLIENT is not able to provide a test environment, SRC will populate test students 

following a standard naming convention and/or a using a block of SIS numbers and district 

will be responsible from removing these test students from the SIS. 

CLIENT recognizes that there are many factors wholly outside the control of SRC-Solutions 

which have the potential to affect system resource requirements. These factors include 

patterns of system usage by parents and administrators, timing of the registration process, 

use by system users of audio and/or video streaming features, use of color imaging, 

network traffic on Clients network other than for registration purposes and other factors 

known and unknown. CLIENT is solely responsible for ensuring that its technical 

infrastructure, servers, network and communications bandwidth have the necessary speed

and capacity to accommodate online web based registration of the district’s student 

population. 

CLIENT shall be responsible for thoroughly testing the Registration Gateway application 

after SRC’s work is completed. In the event that CLIENT identifies problems or ways in 

which the Registration Gateway application does not perform in compliance with the 

planned functionality, CLIENT shall notify SRC in writing. This notification shall include 

sufficient information for SRC to replicate any such problem identified by CLIENT. 

No less than weekly, CLIENT shall run a complete backup of the RG application and data 

using scripts provided by SRC prior to first live operation of the website. CLIENT shall 

confirm prior to first live operation of the website that it is able to restore the RG 

application and data from its copies of the backup. SRC will provide assistance with this as 

requested by CLIENT. It is required that all such backups be stored at an off-site facility. 

3. CLIENT ADMINSTRATIVE RESPONSIBILITIES: 

 

 

 

 

 

 

 

 

 

 

 

 

A telephone that the SRC Solutions Team can use to communicate internally and externally 

(cellular phone service may not be reliable at all locations) 

A network connection with Ethernet hookup that the SRC Solutions Team can use to print 

comments, reports, or access internal resources (as granted) 

Paid access to parking, if required 

Ability to provide access to buildings and rooms as needed to include temporary security 

badges or assistance from staff 

This Agreement does not include services to develop any additional documentation beyond 

the process mapping done during the planning phase of the project. CLIENT shall be 

responsible for publishing whatever documentation may be required to support its internal 

operations. 

Provide a complete outline or process map of the current registration process and all forms 

used during the registration process. 

Identify the key individuals from the above list of people needed for the project. 

Select from timeline options the one that best meets your needs and which reflects your 

staff’s availability to participate in the design process. 

Assign staff resources to be available to meet target dates on the agreed upon timeline. If 

client does not meet agreed upon target dates on timeline, project may be put on hold and 

will be rescheduled when resources of both SRC and client are available. 

Assign sufficient testers of various types to fully test the prototype after it is developed in 

draft form. Assign one individual to review and approve all changes requested to the 

prototype and to submit via email to SRC Solutions. 

Ensure that all relevant staff members actively participate in the design process meetings 

in order for the system to completely meet the needs of all users. 

Registration Gateway’s foreign text translation service includes translation of all the data 

collection fields and includes applying the District provided policies, procedures and other 

terms and conditions (translated by district personnel) to the interface.

4. SOFTWARE SUPPORT 

SRC will establish and maintain an organization and process to provide support for the Software 

to CLIENT. Support shall include (i) diagnosis of problems or performance deficiencies of the 

Registration Gateway Software and (ii) a resolution of the problem or performance deficiencies 

of the Software. SRC will provide telephone software support on a business day basis. Business 

day is defined as 8:00 AM through 5:00 PM eastern standard time, excluding holidays and 

weekends. 

SRC will use its best efforts to cure, as described below, reported and reproducible errors in 

the Software. SRC utilizes the following four (4) severity levels to categorize reported 

problems: 

SEVERITY 1 CRITICAL BUSINESS IMPACT 

The impact of the reported deficiency is such that the CLIENT is unable to either use the 

Software or reasonably continue work using the Software. SRC will commence work on resolving 

the deficiency within one (1) hour of notification and will engage staff during business hours 

until an acceptable resolution is achieved. 

SEVERITY 2 SIGNIFICANT BUSINESS IMPACT 

Important features of the Software are not working properly and there are no acceptable, 

alternative solutions. While other areas of the Software are not impacted, the reported 

deficiency has created a significant, negative impact on the CLIENT's productivity or service 

level. SRC will commence work on resolving the deficiency within four (4) hours of notification 

and will engage staff during business hours until an acceptable resolution is achieved. 

SEVERITY 3 SOME BUSINESS IMPACT 

Important features of the Software are unavailable, but an alternative solution is available or 

non-essential features of the Software are unavailable with no alternative solution. The CLIENT 

impact, regardless of product usage, is minimal loss of operational functionality or 

implementation resources. SRC will commence work on resolving the deficiency within one (1) 

business day of notification and will engage staff during business hours until an acceptable 

resolution is achieved. 

SEVERITY 4 MINIMAL BUSINESS IMPACT 

CLIENT submits a Software information request, software enhancement or documentation 

clarification which has no operational impact. The implementation or use of the Software by 

the CLIENT is continuing and there is no negative impact on productivity. SRC will provide an 

initial response regarding the request within one (1) business week. 

The Registration Gateway product is supported for the following software environments 

Software 

Version 

Apache 2.2 

Tomcat 5.5 

MySQL 5.1 

Windows Server 

2008 R2 

Windows 7 

IE 

7,8,9 (Compatibility view must be 

enabled)

Workstation Components 

Scanner driver/OneTouch 4.6 

Driver’s License/Passport scanner 9.50 

Driver/SDK 

Version 

With the exception of security patches and routine updates, LICENSEE shall not upgrade to new 

releases of the above products without first confirming with SRC that such upgrades are supported. 

Registration Gateway utilizes DocuShare as the Enterprise Content Management (ECM) system. 

Software maintenance for Registration Gateway and DocuShare are included in the annual license fee. 

1. The installation of a service pack or software release may alter any customization. 

2. The system should NOT be upgraded under any circumstances until SRC Solutions has tested, 

validated, and is ready to migrate or facilitate migration of the customization(s).

5. PROJECT DELIVERY AND PROJECT COMPLETION CRITERIA 

The project will be delivered on a mutually agreeable schedule to be developed by SRC-Solutions and 

CLIENT project management. This timeframe is typically 90-100 days for completion from the point at 

which the project timeline is agreed to with CLIENT during the initial project planning workshop. The 

timeframe estimates included in the detailed project plan will be contingent upon the active 

participation in the design, deployment and training process by the CLIENT. We have established 

project completion criteria for purposes of determining the end of the deployment phase of the 

project. At that time system is fully installed and ready for CLIENT use. The project completion 

criteria is met when SRC’s project manager notifies CLIENT project management that all deliverables 

as specified in Section 2 above have been completed. At that time CLIENT is transitioned to SRC's 

support organization and all remaining fees are invoiced. 

5.1 Listed below is a sample Registration Gateway Project Plan: 

Task Name 

Preparation 

Registration Gateway Design 

Review and Document Customer documents and process 

Gather detail regarding destination database to be populated with RG 

Data 

Gather detail regarding External Notification System 

Layout design in a process map 

Gain approval/sign-off from customer on process design 

Registration Gateway Configuration 

Complete First Draft Registration Gateway Design 

Customer Review of first draft Registration Gateway Design 

Complete updates to design from above review 

Give customer access to staging site for testing and review. (Customer will 

provide list of any additional changes) 

Complete updates to design from customer acceptance testing 

Customer Process Acceptance 

DocuShare Design 

Gather and document detail regarding DocuShare file structure 

Gather and document detail regarding Document security needs 

Gather and document detail regarding Document notifications 

Customer approval and sign off on DocuShare Structure Documentation 

DocuShare Configuration 

Complete First Draft DocuShare Design 

Customer Review DocuShare Design 

Customer Process Acceptance 

Installation 

Deliver Server Specs 

Procure Hardware 

Procure MSSQL 

Resource 

SRC 

SRC, Customer (Registrar) 


SRC 


SRC 


SRC 


SRC 






SRC 



SRC 

Customer (IT) 

SRC

Setup OS and Network Servers 

Setup OS and Network Workstations 

Complete Registration Gateway prerequisite information document 

(passwords, URLs etc) 

Install Registration Gateway 

Server 

Application Server 

Java (EE SDK) 

Tomcat 

Apache 

Apache open SSL or Mod SSL 

Flex SDK 

Java Image IO (1_1 and 1_0_01) 

Database Server 

MySQL Essentials & GUI Tools 

Development Environment 

Eclipse 

MySQL Connector 

Test 

Conveyor 

Install 

Customize conveyor script 

Test 

EIP 

Install EIP Server 

Configure and Test EIP on MFDs 

Install AA 

Install and Test Script 

RG workstations 

RG workstations 

Install Webcam 

Setup Signature Pad 

Install License Scanner 

Add to trusted Sites in IE 

Setup Scanner 

Test 

Integration with external notification system (time dependent on system) 

Testing and Troubleshoot overall system 

Training - layout TBD 

Customer (IT) 

Customer (IT) 

Customer (IT) 

SRC 

SRC 

SRC 

SRC 

SRC 

SRC 

SRC 

SRC 

SRC 

SRC 

SRC 

SRC 

SRC 

SRC 

SRC 

SRC 

SRC 

SRC 

SRC 

SRC 

SRC 

SRC 

SRC 

SRC 

SRC,Customer

6. PROJECT CHANGE REQUEST 

1. Definition 

A Project Change Request (PCR) is a document requesting that this agreement be modified, 

changed, expanded, or extended. The PCR will identify and describe any change, the rationale 

for the change, and the effect any necessary changes may have on the project including but 

not limited to timeline, investment, technology, or quality. 

a. Process 

i. Commencement: During the performance of this agreement, if SRC Solutions or 

CLIENT discover information that would indicate the need for or benefit of any 

material change(s) to the scope of the project set forth in this agreement, SRC 

Solutions or CLIENT will develop a draft PCR and submit the draft PCR to the 

other parties. SRC Solutions will use commercially reasonable efforts to develop 

prices, schedule(s), methodologies, use of related technologies, and other terms 

consistent with the terms of this agreement, as available and/or applicable. 

ii. Review: Upon submission to the other party, all parties will review the draft 

PCR together and will either (i) approve, (ii) reject, or (iii) authorize further 

investigation to be made. 

iii. Further Investigation: As part of an agreed-upon investigation process, SRC 

Solutions, Inc., may specify reasonable charges for such investigation, as 

required. If the investigation is then authorized, all party’s designated contact 

persons will sign the draft PCR, which will constitute approval for the 

investigation charges to be billed to CLIENT by SRC Solutions. The investigation 

will determine the impact the draft PCR will have on price, schedule, and any 

other terms and conditions that would need to be added or modified in this 

SSOW by means of the PCR. 

iv. Acceptance and Implementation: The final PCR must be signed by SRC 

Solutions and Client in order to authorize implementation of the agreed-upon 

changes by SRC Solutions.

7. PRICING AND PAYMENT 

1. Professional Services - $22,900.00 

i. Remote setup and installation services for a twelve building configuration. Virtual 

training for Registration Gateway via webinar. 

2. DocuShare Content Management Software/Maintenance – $6,250.00 

i. Education Server License - $2,000.00 

ii. One hundred (100) Standard Educational Users – $3,000.00 

iii. One (1) year of DocuShare support - $1,250.00 

3. Discounted Registration Gateway Annual License Fees for year 1 - $10,034.38 

i. District elects not to use Surety AbsoluteProof – includes credit 

4. Registration Gateway Annual License Fees for year 2 - $20,068.75 


5. Registration Gateway Annual License Fees for year 3 - $20,068.75 


6. Registration Gateway Reporting Tool Annual License Fee - $375.00 

7. Annual Hosting 

i. Year 1 - $3,750.00 

ii. Year 2 - $7,500.00 

iii. Year 3 - $7,500.00 

8. Payment Terms for items 1-7 

i. Professional Services 

 

 

40% of Professional Services ($9,160.00) is due on contract signing to 

initiate the project. Fees for managed hosting services ($3,750.00) are due 

when the software is loaded on servers to initiate project activities. 

The balance of 60% ($13,740.00) is due upon notification that the 

Registration Engine has been installed on client’s servers and the 

Registration Gateway design, RG Registrar training and configuration of the 

Registration Gateway system are complete. 

ii. Registration Gateway Annual License Fee for year 1 

 

 

Of the $10,034.38 annual license fee for RG, 80% ($8,000.00) of 

Registration Gateway’s license fees are due upon notification that the 

Registration Gateway component is installed, fully configured and ready for 

use by CLIENT. This is the annual license activation and renewal date for 

RG. 

The remaining 20% ($2,034.38) is due upon notification that the 

Information Update process is fully configured and ready for use by CLIENT

except that the remaining 20% shall become due and payable 90 days after 

the Registration Gateway annual license activation date in the event that 

CLIENT has not by that time implemented the Information Update process. 

iii. 

DocuShare Content Management Software/Maintenance & RG Reporting Tool 

Fees for DocuShare ($6,250.00) and fees for the RG reporting tool ($375.00) 

are due on the annual license activation date for RG. 

ANNUAL FEES FOR YEAR 2 

$29,193.75 (Year 2 Registration Gateway License, RG Report Tool, Hosting and 

DocuShare maintenance) is due on the second anniversary of the annual license 

activation date. 

ANNUAL FEES FOR YEAR 3 

$29,193.75 (Year 3 Registration Gateway License, RG Report Tool, Hosting and 

DocuShare maintenance) is due on the third anniversary of the annual license activation 

date. 

The Registration Gateway license fee is valid (fixed) for three years and is due on the 

anniversary of the annual license activation date. The DocuShare license fees are 

subject to change periodically based on Xerox policy. This happens infrequently. 

For any additional services which CLIENT may request and approve, all charges are 

payable by CLIENT as a net amount due within 30 days of the date of invoice. CLIENT 

shall not be responsible for additional charges unless such services or products are 

authorized in writing in advance by CLIENT.

8. GENERAL TERMS AND CONDITIONS 

Neither party will be liable to the other for any indirect, special, incidental, or consequential 

damages. The laws of the state of Pennsylvania will govern this agreement. 

Notices. All notices related to this Agreement shall be in writing and sent by certified first-class 

postage pre-paid US Mail, hand delivery or nationally recognized overnight courier service to: 

Name 

Title 

For SRC Solutions: Project Contact: Billing Contact: 

Mr. Russell Kopy 

CEO 

Name 

Title 

Charlene Laramore 


Curriculum/Instruction 

Name 

Title 

Company SRC-Solutions, Inc. Company Derby Public Schools Company 

Address 4647 Saucon Creek Rd, Suite Address 120 East Washington Address 

100, Center Valley, PA 18034 


Telephone (888) 262 – 9830 Telephone (316) 788-8434 Telephone 

Fax (888) 761-7969 Fax Fax 

E-Mail rkopy@src-solutions.com E-Mail claramore@usd260.com E-Mail 

8.1 Unforeseen circumstances. Circumstances encountered during the performance of these 

services that warrant additional time or expense could cause SRC to be unable to deliver the 

services within the above estimates. SRC will endeavor to notify the CLIENT of any such 

circumstances as they are assessed. 

8.2 Resources: During the course of delivering these services to the CLIENT, SRC may use either 

employees or contract personnel on this project. 

8.3 Delays: Delays that prevent SRC consultants from continuing work may result in the project 

being put on hold at the CLIENT. A project that has been put on hold will need to be 

rescheduled based on the availability of SRC consultants. A project that has been put on hold 

may be subject to a rate increase if the hold(s) extend the project beyond the original scheduled 

completion date. 

8.4 Project Start Date. This project shall be scheduled for start and/or completion dates once SRC 

has received a signed copy of this Agreement. Once the start and/or end dates are mutually 

agreed upon, resources will be allocated. 

9. RIGHTS AND INTELLECTUAL PROPERTY 

During the course of this Agreement SRC will have access to and become familiar with various 

confidential and proprietary information owned by CLIENT. SRC agrees to obtain a standard 

confidentiality agreement for its employees and subcontractors assigned to work on CLIENT’s project 

under this Agreement. All files, records, computer information and equipment, CLIENT information, 

documents, drawings, specifications, pricing information and similar items relating to the business of 

CLIENT shall remain the exclusive property of CLIENT. Furthermore, all software developed under this 

Agreement, if any, shall be considered works made for hire and shall become the exclusive property of 

CLIENT upon full payment for all services rendered by SRC.

10. OTHER 

During the term of this Agreement and for two years following its expiration or termination, Derby 

Public School Districts’ MIS Department or SRC shall not (a) offer employment directly or indirectly to 

any employee of the other party, (b) attempt to directly or indirectly induce any employee of the 

other to terminate his or her employment, or (c) offer employment directly or indirectly to a former 

employee of the other for the twelve (12) month period immediately following the former employee’s 

termination. In the event of breach of this section, the breaching party shall, within 15 days of such 

breach, pay damages in the amount of $35,000 to the other party. 

11. ENTIRE AGREEMENT 

This Agreement contains the entire agreement of the parties with respect to the subject matter 

hereof and supersedes any prior or contemporaneous written or oral agreements of the parties 

concerning such subject matter. No amendment to this Agreement shall be effective unless set forth 

in writing and signed by both parties. 

12. SEVERABILITY 

If any provision of this Agreement is held to be invalid, illegal or unenforceable, such provision will be 

severed and the remainder of the Agreement will remain in full force and effect. 

INTENDING TO BE LEGALLY BOUND: 


By:________________________________ 

CLIENT 

Title: 

___________________________________ 

Date 

By:_________________________________ 


Title: 

___________________________________ 

Date


SOFTWARE LICENSE AGREEMENT 

LICENSOR: 

SRC-Solutions, Inc. 

414 E. Drinker St. Suite 202 

Dunmore, PA 18512 

570-558-5990 

LICENSEE: 


120 East Washington 


SRC Solutions Inc. (SRC) by its execution of this license agreement (AGREEMENT) grants to 

LICENSEE and the LICENSEE accepts on the following terms and conditions, a non-transferable and 

non-exclusive license to use the computer software programs listed in Appendix I of this AGREEMENT 

on LICENSEE’s computer systems. This license includes the right to use any related written materials 

for the licensed software programs which may be provided by SRC. The licensed software programs 

and related written materials are hereinafter collectively referred to as “Licensed Systems”. 

I. LICENSE OF SRC APPLICATION SOFTWARE PROGRAMS 

A. The license granted under this AGREEMENT authorizes the LICENSEE to possess and use 

solely for its own use copies of the Licensed Systems on computers owned by LICENSEE. 

B. The license fees for the Licensed Systems are specified in Appendix I of this AGREEMENT, 

and the validity of this license is contingent upon the payment of the specified fees to SRC 

Solutions Inc. 

C. LICENSEE recognizes that the Licensed Systems are confidential and trade secret property 

owned by SRC. LICENSEE, its agents, employees, and representatives shall not disclose in 

whole or in part to any third parties, any Licensed Systems which are provided by SRC under 

this AGREEMENT. Any Licensed Systems which are provided by SRC may be copied by 

LICENSEE for back-up purposes only and LICENSEE shall not otherwise print, copy, or 

duplicate the Licensed Systems. 

D. LICENSEE agrees not to provide or otherwise make available any Licensed Systems, or 

associated information in any form to any person other than LICENSEE or SRC employees 

without prior written consent from SRC. LICENSEE will take reasonable steps to protect the 

security of the Licensed Systems and will inform all employees, agents and representatives 

who utilize the Licensed Systems of this requirement.

II. 

SOFTWARE CUSTOMIZATION SERVICES 

Under a separate agreement, SRC may provide installation services, training and 

technical assistance in the operation and use of the Licensed Systems. LICENSEE 

is under no obligation to acquire these services. 

III. 

WARRANTEE 

A. SRC warrants that it has the authority to grant the license provided herein and that the use of 

the Licensed Systems by LICENSEE will not violate or infringe any patent, copyright or other 

proprietary right of any third person. 

B. SRC warrants that the Licensed System will function as demonstrated to LICENSEE. At 

LICENSEE’s option, LICENSEE may contract with SRC for ongoing software maintenance 

and support. 

IV. 

PAYMENT TERMS 

A. LICENSEE agrees to pay SRC the license fee charges as set forth in Appendix I. 

B. All taxes other than sales tax for the Commonwealth of Pennsylvania associated with the sale 

of these systems to LICENSEE shall be the sole responsibility of the LICENSEE. SRC only 

collects taxes for Pennsylvania. 

V. LICENSEE RESPONSIBILITIES 

A. LICENSEE shall be exclusively responsible for acquiring the necessary training in the use 

and operation of the Licensed System. 

B. LICENSEE will be responsible for the costs of travel, lodging and related expenses (if any) for 

training and support requested by LICENSEE and provided by SRC. Unless separately 

provided for under a services agreement. 

VI. 

Term 

The term of this agreement is three (3) years and the Registration Gateway license fees are fixed 

for that period of time.

VII. 

GENERAL TERMS AND CONDITIONS 

A. This AGREEMENT and the use of the Licensed Systems may not be assigned, sub-licensed 

or otherwise transferred by the LICENSEE to any other person or entity without the prior 

written consent of SRC. 

B. If any of the provisions of this AGREEMENT are invalid under any applicable statute or rule of 

law they are deemed to be omitted. 

C. This AGREEMENT will be interpreted and construed in accordance with the laws 

of the Commonwealth of Pennsylvania, USA. 

D. Our liability to each other under this services agreement and license agreement is limited to 

the sum of all payments to be made under these agreements in the year during which any 

such liability was incurred. 

VIII. 

Limited Warranty 

Licensor makes no warranties of any kind including but not limited to the implied warranties of 

merchantability and of fitness for a particular purpose beyond the specifications outlined in this 

document. In no event shall either party be liable to the other for indirect, consequential, 

incidental, punitive or special damages, even if apprised of their possibility, whether arising due to 

the breach of any obligations set forth in this document, tortuous conduct (including negligence), 

or arising due to any other theory. 

IX. 

ATTACHMENTS 

Appendix I – Licensed Systems 

Agreement is made this _____ day of __________, 2012. 

In witness whereof and intending to be legally bound, the parties have caused this AGREEMENT to be 

signed by its duly authorized officers. 

For LICENSEE: 

For SRC Solutions Inc.: 

Russell P. Kopy 

President

SRC Solutions, Inc. 

APPENDIX I 

Derby Public School District 

Term 

The term of this license agreement is three (3) years effective as of the date of installation of this 

product. The annual license fee specified below is fixed for the first 36 months of this term. 

Description of Licensed System 

Registration Gateway from SRC Solutions, Inc. simplifies the K-12 student registration process 

through a Web-enabled, user-friendly wizard. The software creates a well-orchestrated process 

between guardians, school registrars, supporting and trailing documents, signatures, scanning, 

security and digital notary. At the end of the registration process, Registration Gateway will upload a 

file into Skyward®. All student files will be permanently archived inside a secure repository and are 

digitally locked down on an individual basis so only qualified people can view the information. 

Annual Software License Fee for Registration Gateway 

Year 1 - $10,034.38, Year 2 - $20,068.75, Year 3 - $20,068.75 

Annual Support for DocuShare 

$1,250.00 

Annual Software Hosting Fee 

Year 1 - $3,750.00, Year 2 - $7,500.00, Year 3 - $7,500.00 

Annual Software License Fee for RG Report Tool 

$375.00

SRC Solutions, Inc. 

APPENDIX II 

Derby Public School District 

Below is the list of Skyward® data fields that map to Registration Gateway 

Skyward Data Field Description 

Date of Entry 

District Date of Entry 

Entry Code 

School 

Last Name 

First Name 

Middle Name 

Suffix 

SSN (PEIMS ID some states) 

Grade 

Date of Birth 

Gender 

Birth Certificate Yes/No 

ethnicity y/n 

race y/n 

race y/n 

race y/n 

race y/n 

race y/n 

primary race 

Language 

Language 

Birth State 

Birth Country 

Birth City 

Student Email address 

Comments on New Student 

Enrollment 


Enrollment 


Enrollment 

Sample RG text for field 

Date student will be starting school 

District Date of Entry 

Entry Code 

School student will be attending 

Student FN 

Student MN 

Student LN 

Suffix 

SSN or PEIMS ID 

Grade (integration calculates expected 

grad year from this) 

Date of birth 

Gender 

Birth Certificate: Provided, Needed 

Is the student Hispanic/Latino 

Description of race 





What is/was the student's first language 

Language spoken in the home - the same 

answer will populate for both guardian 

households 

State of Birth 

Country of Birth 

City of Birth 

Last school attended (should change this to 

ask for Name of last school addended) 

City of Previous School 

State of Previous School

Last Name 

First Name 

Suffix 

Prefix 

Gender 

Relationship 

Primary Phone 

Cell 

Work 

Occupation 

Employer 

Email address 

Address Street Number 

Address Street Direction 

Address Street Name 

Address PO Box 

Address City 

Address Apt Type 

Address State 

Address Zip Code 

Address Apt Number 

Last Name 

First Name 

Prefix 

Suffix 





Address State 



Address City 


Primary Phone 

Cell 

Email address 

Relationship 

Work 

Occupation 

Parent/Guardian Last Name 

Parent/Guardian First Name 

Suffix 

Gender 

Relationship to the Student 

Primarly Phone Number 

Cell Phone Number 

Work Phone Number 

Occupation 

Employer 

Email Address 

Street Number 

Street Direction 

Street Name 

PO Box Number 

City 

Type of Unit 

State 

Zip Code 

Unit Number or Apartment/Lot Number 

Second Legal Guardian Last Name - First 

Name 

Second Legal Guardian First Name or First 

Name 

Suffix 

Home Phone Number 

Cell Phone Number 

Email Address 

Relationship 

Work Phone Number

Employer 

Last Name 

First Name 

Prefix 

Suffix 





Address State 



Address City 


Primary Phone 

Cell 

Email address 

Relationship 

Work 

Occupation 

Employer 

Last Name 

First Name 

Prefix 

Suffix 





Address State 



Address City 


Primary Phone 

Cell 

Email address 

Relationship 

Work 

Occupation 

Employer 

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Physician 

Dentist 

Hospital 

contact name 

contact name 

relationship 

Phone 

Work Phone 

Cell Phone 

address 

city 

State 

zip 

contact name 

contact name 

relationship 

Phone 

Work Phone 

Cell Phone 

address 

city 

State 

zip 

contact name 

contact name 

relationship 

Phone 

Work Phone 

Cell Phone 

address 

city 

State 

zip 

contact name 

contact name 

relationship 

Phone 

Work Phone 

Cell Phone 

address 

Family Physician 

Family Dentist 

In the event that the emergency or 

alternate contact cannot be reached, what 

hospital would you like your child sent to 

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city 

State 

zip 

contact name 

contact name 

relationship 

Phone 

Work Phone 

Cell Phone 

address 

city 

State 

zip 

contact name 

contact name 

relationship 

Phone 

Work Phone 

Cell Phone 

address 

city 

State 

zip 

State of birth 

US entry date - if not born in US 

State Entry - If not born in the state 

If the answer to the question on the 

right is Yes the four fields below 

should be entered as comments in 

student notes as parental consent, 

description 'Do Not Release' 

These answers are placed in Skyward 

Notes 


Notes 


Notes 


Notes 

If the answer to this is Yes the one 

field below should be entered as 

comments in student notes as parental 

consent, description 'Court Order' 

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Would you like to place an individual on the 

Do Not Release list for this student 

First Name 

Last Name 

First Name 

Last Name


Notes 

If the answer to this is Yes the three 

fields below should be entered as 

comments in student notes as Busing, 

description 'Busing' 


Notes 


Notes 


Notes 

If the answer to this is Yes the nine 

fields below should be entered as 

comments in student notes as Health 

Records, description 'Health Records' 


Notes 


Notes 


Notes 


Notes 


Notes 


Notes 


Notes 


Notes 

stateaid 

District of Residence 

Insurance 

If this is no it will create the student in 

an inactive status. Even if they already 

exist 

If yes to NonPFA Court Order, "Please 

specify" 

Does this student qualify or require special 

busing 

What type of busing does the student 

need 

Please specify (if Other is chosen above) 

Day Care Center 

Does the student have allergies, illnesses, 

disabilities or conditions 

Please select 

Please specify 

Please specify the allergy 


Please select 

Please specify 



State Aid Code: 

Will default unless this field is populated 

Will Default unless this field is populated 

Medical Insurance Carrier: 

Is this student registering for the current 

school year





  


TO: 

FROM: 


Tom Snodgrass 

SUBJECT: DHS Auditorium Sound System Bids 

I recommend that the USD 260 Board of Education accept the low bid of 

$55,311.00 from Sound Products Inc. for the purchase and installation of sound 

system upgrades in the Derby High School auditorium. A synopsis of bids follows: 

Vendor 

Bid 

Sound Products Inc. $55,311.00 

Electronic Contracting Co. $56,419.28 

McClelland Sound Inc. $62,857.12 

Ford Audio-Visual Systems $70,355.11 

The low bid is $19,689 less than budgeted in the FY13 Capital Outlay Plan for 

infrastructure. 


Operations Center

DERBY USD 260 - Derby Public Schools

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