Manhattan-Ogden USD 383
Manhattan, Kansas
The mission of the Manhattan-Ogden School District is to educate each student to
be a contributing citizen in a changing, diverse society.
Board of Education Meeting Agenda
November 9, 2016
Robinson Education Center
Kirmser Conference Room
2031 Poyntz
5:30 p.m.
5:30
Special Meeting – Site Council Reports
1.0
Roll Call
2.0
Amanda Arnold Elementary School (Larry Liotta – page 2)
6:00
3.0
Frank V. Bergman Elementary School (Lori Martin – page 14)
6:30
4.0
Theodore Roosevelt Elementary School (Andrea Tiede – page 31)
7:00
Break
7:10
5.0
Manhattan High School (Greg Hoyt – page 44)
7:40
6.0
Dwight D. Eisenhower Middle School (Tracy Newell – page 56)
8:10
7.0
Susan B. Anthony Middle School (Vickie Kline – page 66)
8:40
Adjourn
Appendix A:
Parent –Teacher Conference Participation – Fall 2016 (page 76)
1
ITEM 2.0
Manhattan-Ogden USD 383
Manhattan, Kansas
School Site Council Board Report Organizer (2016-17)
Building: Amanda Arnold Elementary
Demographics:
 Enrollment
 Minority %
 Low SES %
 Parent Conference Attendance %
 Students With Disabilities %
 Gifted Education %
 Student Mobility %
 Military Dependent Children %
573 (PreK – 6)
33%
19%
98%
20%
5%
15.5%
20%
Student Achievement Trends:

Kansas State Assessments - Grade 3-6 Attached: Language Arts/Math had fewer students in
level 2, more students in level 4.

Measures of Academic Progress - Grade 1-6 Attached (Analysis Below): Met or exceeded
projected growth in reading and math grade 1-6. All grades met or exceeded the expected
growth measure in reading. Four grades exceeded the expected growth in math.

Other Measures - Kindergarten Checklist, DIBELS
Measurement of Academic Progress Average RIT Gains
1st Grade
2nd Grade
3rd Grade
4th Grade
5th Grade
6th Grade
Reading
24
12
12
7
5
7
Projected Growth
16.9
12.3
8.7
6.4
5.0
3.9
Math
24
19
12
9
11.0
11.0
New or Innovative Clubs:
EDL – 4 days a week, 30-40 students, grades 3-6
Holiday Gift Shop – Grade 5 project based learning economics unit
KSTL Competition – 6th Grade Technology Club
Math Counts – 6th Grade Math team
Art Enrichment – Grades 5-6
Military Lunch Groups
Leadership Groups – Grade 5
Girls on the Run
I-CAN Club – Grades 5-6, student initiated
New or Innovative Programs:
Summer Program
Schools of Hope – Community Volunteers
2
Projected Growth
14.1
11.5
10.8
8.0
6.0
6.0
Adopt a School – Ft. Riley Soldier
Academic Mentoring Program – KSU Students
1 to 1 iPad initiative – Grade 6, 3 Carts of iPad Airs
Canvas Pilot - Learning Management System, first semester
STEM Activities – District Teachers Chris Herald, Duke Harrmon
.5 ESOL Teacher
Spelling City
MTSS Planning Year
Target Donors Choose Health and Wellness Grant: Fitbits and Garmin fitness trackers
School Improvement Plan Priorities
Reading Informational TextTeachers will focus on reading strategies for vocabulary acquisition and use at their grade levels.
Student achievement will improve by the expected growth measure on spring MAP assessments.
Teachers will focus on grade level appropriate geometry. Achievement will be measured by spring MAP
assessments.
Resources Needed to Support Improvement Priorities:
Continued collaboration time
Math Enrichment
Technology including: iPads, projectors
Paraprofessionals, At-Risk tutors (adequate funding)
EDL-Extended Day Learning
Building Diversity Initiatives:
Hiring Practices
Military Groups
Student Council: Emergency Shelter
Humane Society
Bread Basket
6 Pillar Assemblies (mascot)
Wonder Workshop – Richard Pitts
Cultural Kalidescope
Parent Involvement Plans Linked to Student Achievement:
Site Council/PTO (Dillons, Target)
Parent Teacher Conferences (98% attendance)
Teacher Websites
School Facebook Page (Lost and Found, Hoop Holler and Shoot video, community outreach)
District Webpage
Infinite Campus (parent portal)
School/Classroom Newsletters
School Newsletter - Advocate
Strategies for Seeking Economic Efficiencies (including overtime reduction):
Building wide recycling program
A/C, Heat setbacks
TimeClock Plus
Pupil to Teacher Ratio
Panda Preschool
3
Before and after school Childcare Program
Limited Overtime
Strategies for utilizing the district website and social media to reach current parents/students,
future parents/students, faculty/staff, and community stakeholders:
Infinite Campus parent messenger
E-Notification
Compass Learning Odyssey
Amanda Arnold Website, Facebook
PTO Directory
Paper and Electronic Advocates
Teacher Websites, Blogs
School provided planners
Phone calls, e-mails, texts
Digital school sign
4
Amanda Arnold Elementary School
Student Profile: September 20, 2016
Total Enrollment: 573
2016
42
76
65
77
80
83
81
42 69
573
No. Of Students
Preschool
100
Kdg
Grade 1
80 2
Grade
Grade 3
Grade 4
60
Grade 5
Grade 6
40
Grade Level
83
80
77
76
81
69
65
20
0
Preschool
Kdg
Grade 1
Grade 2
Grade 3
49%
Grade 5
294
279
573
Female
51%
Regular
Education
80%
Ethnicity
Ethnicity
African Am
Asian
Hispanic
White
Two or Mo
White
Other66%
Lunch Support
Two or More
Other African
Races
1% American
8%
5%
Asian
30
9%
53
60
377
48
5
573
Lunch Support
Full Cost
Reduced
Free
Hispanic
11%
Full Cost
81%
Note: "Other" category includes American Indian and
As of September 20, 2016 there are 23 Active ESOL Students.
Data Source: Infinite Campus
Grade 6
Special Education Enrollment
Special Education Enrollment
459
Regular Ed
Special
114
Special
Ed
Education
573
20%
Gender
Gender
Female
Male
Male
Grade 4
5
Reduced
7%
Free
12%
465
41
67
573
Amanda Arnold Elementary
2016 Kansas Assessment Results: English Language Arts
Grades 3-6
Percent of 2015 (N=261) 2016 (N=284)
Level 1
5.7
7.4
50.0
Level 2
29.9
27.5
Level 3
45.6
38.4
Level 4
17.6
26.8
Percentage of Students
Scoring in Each Category
40.0
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=261)
5.7
29.9
45.6
17.6
2016 (N=284)
7.4
27.5
38.4
26.8
Grade 3
Percentage of Students
Scoring in Each Category
Grade 3
50.0
Percent of 2015 (N=69) 2016 (N=72)
Level 1
8.7
6.7
Level 2
36.2
23.6
40.0 30.4
Level 3
36.1
Level 4
24.6
33.3
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=69)
8.7
36.2
30.4
24.6
2016 (N=72)
6.7
23.6
36.1
33.3
6 Accountability Population; October 5, 2016
Data source: KSDE Academic Measures of Student Success (AMOSS)
Amanda Arnold Elementary
2016 Kansas Assessment Results: English Language Arts
Percentage of Students
Scoring in Each Category
Grade 4
Percent of 2015 (N=63) 2016 (N=77)
Level 1
2.6
60.0 1.6
Level 2
19.0
31.2
Level 3
54.0
45.5
Level 4
20.8
50.020.6
Grade 4
40.0
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=63)
1.6
19.0
54.0
20.6
2016 (N=77)
2.6
31.2
45.5
20.8
Grade 5
50.0
Percentage of Students
Scoring in Each Category
Grade 5
Percent of 2015 (N=68) 2016 (N=67)
40.0
Level 1
4.4
6.0
Level 2
32.4
28.4
Level 3
41.2
28.4
30.0 22.1
Level 4
37.3
20.0
10.0
0.0
2015 (N=68)
Level 1
4.4
Level 2
32.4
Level 3
41.2
Level 4
22.1
2016 (N=67)
6.0
28.4
28.4
37.3
7 Accountability Population; October 5, 2016
Data source: KSDE Academic Measures of Student Success (AMOSS)
Amanda Arnold Elementary
2016 Kansas Assessment Results: English Language Arts
Grade 6
Percentage of Students
Scoring in Each Category
Grade 6
Percent of 2015 (N=61)
2016 (N=68)
60.0
Level 1
8.2
14.7
Level 2
31.1
26.5
50.059.0
Level 3
42.6
Level 4
1.6
16.2
40.0
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
2015 (N=61)
8.2
31.1
59.0
Level 4
1.6
2016 (N=68)
14.7
26.5
42.6
16.2
8 Accountability Population; October 5, 2016
Data source: KSDE Academic Measures of Student Success (AMOSS)
Amanda Arnold Elementary
2016 Kansas Assessment Results: Math
Percentage of Students
Scoring in Each Category
Percent of 2015 (N=262) 2016 (N=285)
Level 1
6.1
7.7
Level 2
40.5
33.3
Level 3
32.6
50.0 34.4
Level 4
17.9
26.3
Grades 3-6
40.0
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=262)
6.1
40.5
34.4
17.9
2016 (N=285)
7.7
33.3
32.6
26.3
Grade 3
Percentage of Students
Scoring in Each Category
Grade 3
Percent of 201560.0
(N=69) 2016 (N=72)
Level 1
7.2
2.8
Level 2
24.6
27.8
Level 3
31.9
50.0 52.2
Level 4
15.9
37.5
40.0
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=69)
7.2
24.6
52.2
15.9
2016 (N=72)
2.8
27.8
31.9
37.5
9 Accountability Population; October 5, 2016
Data source: KSDE Academic Measures of Student Success (AMOSS)
Amanda Arnold Elementary
2016 Kansas Assessment Results: Math
Percentage of Students
Scoring in Each Category
Grade 4
Percent of 2015 (N=63) 2016 (N=77)
60.0 1.6
Level 1
5.2
Level 2
52.4
35.1
Level 3
22.2
41.6
50.0
Level 4
19.0
18.2
Grade 4
40.0
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=63)
1.6
52.4
22.2
19.0
2016 (N=77)
5.2
35.1
41.6
18.2
Grade 5
50.0
Percentage of Students
Scoring in Each Category
Grade 5
Percent of 2015 (N=68) 2016 (N=67)
40.0
Level 1
8.8
9.0
Level 2
45.6
47.8
Level 3
25.0
19.4
Level 4
23.9
30.0 20.6
20.0
10.0
0.0
2015 (N=68)
Level 1
8.8
Level 2
45.6
Level 3
25.0
Level 4
20.6
2016 (N=67)
9.0
47.8
19.4
23.9
10 Accountability Population; October 5, 2016
Data source: KSDE Academic Measures of Student Success (AMOSS)
Amanda Arnold Elementary
2016 Kansas Assessment Results: Math
Grade 6
Percentage of Students
Scoring in Each Category
Grade 6
Percent of 201550.0
(N=62) 2016 (N=69)
Level 1
6.5
14.5
Level 2
40.3
23.2
Level 3
37.1
36.2
40.0 16.1
Level 4
26.1
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
2015 (N=62)
6.5
40.3
37.1
Level 4
16.1
2016 (N=69)
14.5
23.2
36.2
26.1
11 Accountability Population; October 5, 2016
Data source: KSDE Academic Measures of Student Success (AMOSS)
Amanda Arnold Elementary School
2015-2016 Measures of Academic Progress (MAP) Average RIT* Scores
Average RIT Score
Reading
Grade Level
1st
240
2nd
3rd
230
4th
5th
220
6th
Reading
Fall 2015 Spring 2016
Average RIT Score by Grade Level
167
191
191
203
199
211
208
215
216
221
220
227
210
200
190
180
170
160
150
Fall 2015
Spring 2016
1st
167
191
2nd
191
203
3rd
199
211
4th
208
215
5th
216
221
6th
220
227
5th
219
230
6th
225
236
Math
Average RIT Score by Grade Level
240
230
Average RIT Score
220
Mathematics
210
1st
2nd
200
3rd
190
4th
5th
180
6th
Fall 2015 Spring 2016
170
194
195
214
198
210
210
219
219
230
225
236
170
160
150
Fall 2015
Spring 2016
1st
170
194
2nd
195
214
3rd
198
210
4th
210
219
*RIT: An equal-interval scales used to chart student academic progress over time.
Source: NWEA Reports, Retrieved October 5, 2015
12
Amanda Arnold Elementary School
Measures of Academic Progress (MAP)
Percent of Students Meeting Fall 2015-Spring 2016 Growth Projections
Percent of Students Meeting Reading Growth Projections
by Grade Level
Reading
Percent of Students
Grade LevPercent
100
1st
83
2nd
55
3rd
64
80
4th
56
5th
50
6th
71
60
40
20
0
Percent
1st
83
Percent of Students
Math
Grade LevPercent
100
1st
72
2nd
86
3rd
49
80
4th
33
5th
60
60
6th
71
2nd
55
3rd
64
4th
56
5th
50
6th
71
Percent of Students Meeting Math Growth Projections
by Grade Level
40
20
0
Percent
1st
72
2nd
86
3rd
49
4th
33
5th
60
Growth projections are based on the 2015 NWEA norms study, and vary by starting RIT and grade.
50% represents typical, expected growth for students within a grade level.
Source: NWEA Reports, Retrieved October 5, 2016
13
6th
71
ITEM 3.0
Manhattan-Ogden USD 383
Manhattan, Kansas
School Site Council Board Report Organizer (2016-17)
Building: Frank V. Bergman Elementary
Demographics:
 Enrollment
 Minority %
 Low SES %
 Parent Conference Attendance %
 Students With Disabilities %
 Gifted Education %
 Student Mobility %
 Military Dependent Children %
499
36%
42%
98%
24%
5%
10%
7%
Student Achievement Trends:
State Assessment Scores tell us:
 100% of Bergman students in grade 3-6, including those in our Life Skills Program, participated
in the State Assessments, including Life Skills students who take the Dynamic Learning Maps
Alternate Assessments.
 Bergman State Assessment Results were higher in Reading than in Math.
On the 2016 State ELA Assessment:
 Bergman students exceeded the state averages in all grade levels tested.
 Bergman students exceeded district averages in two out of the four grade levels tested.
 School wide there was a 6% increase in Bergman students scoring at the top performance level.
 86% of Bergman students in grade 3-6 were defined as performing at or above grade level.
 63% of Bergman students in grades 3-6 are defined as College or Career Ready in ELA.
 Bergman fifth grade students demonstrated the highest level of performance.
 Bergman 2016-17 fourth graders demonstrated a need for intervention in ELA as evidenced in
the grade three Spring of 2016 data. This information is included in our school’s Integrated
Improvement Plan.
 Caution should be used in comparing ELA scores from 2015 to 2016, as the 2016 scores have
the Multi-Disciplinary Performance Task (MDPT) embedded in the results.
On the 2016 State Math Assessment:
 Bergman students exceeded the state averages in all grade levels tested.
 Bergman students exceeded district averages in three out of the four grade levels tested.
 School wide there was a 4% increase in Bergman students performing at the top performance
level.
 83% of Bergman students were defined as performing at or above grade level.
 58% of Bergman students in grades 3-6 are defined as College or Career Ready in Math.
 Bergman sixth grade students demonstrated the highest level of performance in Math.
 Based on this, as well as classroom measures, the Bergman fourth graders demonstrated the
greatest need for intervention in Math.
Measures of Academic Performance (MAP) Scores Tell Us:
 All Bergman students in grades 1-6, except those in our Life Skills program, participated in the
MAP.
 Bergman students demonstrated strong growth in both Reading and in Math.
 There was more growth measured on behalf of Bergman students in Math than in Reading.
14
On the Reading MAP
 Bergman students made strong gains in Reading when compared to the NWEA “End of Year
Status Norms” (RIT Values),
 Bergman students exceeded grade level expectations for Reading in first, third, fourth, fifth, and
sixth grades.
 Bergman students in second grade missed the growth projection goal by just 2%.
 Bergman first graders made the made the greatest gains in Reading.
 While the Bergman sixth graders made our lowest level of gains in reading, this group had the
lowest number of students qualifying for reading interventions.
 This tells us that our Reading intervention supports are effective.
On the Math MAP
 Bergman students made strong gains in Math when compared to the NWEA “End of Year Status
Norms” (RIT Values),
 Bergman students exceeded grade level expectations for Math in first, second, fourth, fifth, and
sixth grades.
 In the fall the highest percentage of students needing support in Math were third graders.
 Bergman second graders made the made the greatest gains in Math.
 While the Bergman sixth graders made our lowest level of gains in Math, this group had the
lowest number of students qualifying for Math interventions.
 This tells us that our Math intervention supports are effective.
New or Innovative Programs and Instructional Methods:
Bergman Dolphins are Reaching for the STARS By Implementing New and Innovative Programs
The Bergman Marina …A Safe Harbor for Early Learning
In response to an increasing number of early learners both at Bergman and across our school district, this
summer Bergman added the Marina. This mobile unit houses two classrooms for kindergarten students.
Our teachers worked collaboratively over the summer to design a learning environment that is tailored to
the needs of our littlest learners, and students feel special to be able to be part of the cozy child centered
learning environment.
The Bergman MTSS (Multi-Tier System of Supports) Leadership Team
Bergman has joined with our school district to embrace and implement the MTSS model. Recognizing
that as we transition to this model, teacher leadership will be critical to the success of the program, the
Bergman team has been participating in special training called: “Leading Together: Building an Adult
Community in Schools.” This program includes five mini-retreats throughout the school year, allowing the
team members to grow in their communication skills and relational trust, two elements essential to the
implementation of MTSS and all other school improvement efforts.
The Bergman Golden Dolphin and Bergman Teacher of Excellence Awards
With the goal of affirming and inspiring outstanding professional performance, every month the Bergman
Instructional Team Meetings begin with the presentation of the Bergman Golden Dolphin and Excellence
in Teaching Awards. The Golden Dolphin is a brass dolphin statue that is passed on from one colleague
to the next. The Bergman Excellence in Teaching Award is selected by the principal based on formal and
walk through observations of outstanding researched based instructional practices. This award is cosponsored by the K- State Credit Union and includes a reserved parking spot for the month, two movie
tickets and a $25.00 Gift Card.
Second Generation BERGMAN BLAST
Twenty-six percent of Bergman Dolphins participate in our Community Learning Center BLAST
(Bergman Learning in After School Time.) In the spring of 2016 Bergman was one of the few schools
across the State of Kansas to receive KSDE’s second generation of Community Learning Center funding.
KSDE grant readers informed us that this was because of the positive results we were able to document
and the innovative parent education component to our program we call Bergman Project PLAY (Parents
Learning Alongside Youth.) Project PLAY allows Bergman parents to participate in learning
15
experiences through our partnerships with The USD #383 Adult Learning Center, Kansas State Credit
Union, Via Christi Hospital, Hy-Vee Grocery Store, and our Bergman Social Worker Leslie Wohler.
BLAST continues to offer services to students and families from 7:00 am until 6:00 pm. It follows a club
format, and the clubs are custom designed around our students’ needs as measured through our
assessments. There is a strong emphasis in BLAST on STEM activities in support of Kansas College and
Career Ready Standards. Our KSDE program evaluation ranked BERGMAN BLAST as a, “Superior
Extended Day Program.” Further, the evaluator defined BLAST as, “A creative and highly effective
program which not only provides a safe place for students before and after school, but also enriches their
lives through engaging academic activities.”
Bergman Summer Program: Summer BLAST Under the Sea
Over the summer Bergman was fortunate to experience some major facility renovations. Thus we were
unable to open our building for a summer program. However, this did not stop us from honoring our
commitment to our families to provide a safe and academically focused setting for our students.
The team at Northview kindly partnered with Bergman to join forces in offering “Summer BLAST:
Adventures Under the Sea.” Through this successful collaboration, one hundred sixty-six Bergman and
Northview students joined in the fun of learning about underwater life with field trips to the Kansas City
Aquarium, Science City, The Kansas Children’s Discovery Center and to the Seth Child Cinema to watch
“Finding Dory.”
Bergman Girls on the Run and Dudes on the Move
Recognizing the impact of exercise on wellness and its ability to increase focus and academic
achievement, Bergman has expanded the opportunity for physical activity for our students. We started by
first by becoming a “Girls on the Run” school and offered the program as a club after school. Because of
the popularity of “Girls on the Run,” Bergman now has two GOTR Teams “Team Joy” and “Team Spirit”
who train twice a week after school. Further, the day starts with a good run for the members of “Dudes on
the Move,” a running club that targets those students who have goals for increased focus and stamina.
We are collecting data and finding a positive impact on increasing achievement, while reducing
behavioral and focus concerns.
Bergman Faculty Fitness and Fun
Building on the positive effects of the exercise programs for our students, the Bergman staff has the
opportunity to participate in Bergman Faculty Fitness and Fun. Kindergarten teacher Katie Larson is a
certified Zumba instructor. Members of our instructional team gather twice a week after school, enhancing
both physical fitness and staff morale.
Bergman Student Passports
Bergman teachers are very committed to analyzing student assessment results and addressing identified
strengths and needs with our strong repertoire of instructional strategies and resources. Thus when the
time comes for a student to move from one grade to another, it only makes sense to keep track of our
teachers’ research relative to the students’ learning and what methods work best for the children. To track
this effort, we use the Bergman Student Passports. At the end of every year, passports are developed for
every Bergman student, which travels to the students’ next teachers, enabling a smoother transition for
the children.
The Bergman “Reading Counts” Reading Program
Based on the research that tells us that the more a child reads, the more fluently he or she will read and
comprehend, the Bergman PTO partners with our Reading Workshop program to offer the Bergman
Reading Counts Reading Program. Student first participate in the Scholastic Reading Inventory to
identify their Lexile Levels. Students then select books from the Bergman library labeled with the Lexile
Levels that reflect the students’ measured reading levels. (Many of these books and the SRI Assessment
Suite are all funded by the Bergman PTO.) Students then take Reading Counts computerized
comprehension tests over these books to earn points. As student progress through the achievement
levels, they are rewarded with free books, purchased through the Bergman Book Fair, to add to their
personal libraries. Last year 1.022 books were earned by our Bergman students and 80,000 books were
checked out of the Bergman Library.
16
Bergman Parent and Teacher Input Forms and Class Rosters
Recognizing parents as the first and most important teachers of their children, they are encouraged to
complete a Bergman Parent Input Form during the spring of each school year. These forms allow parents
to share their ideas for their child’s classroom placement for the next year. Then in May, this information
is merged with teacher input to create our class rosters for the next school year. This allows us to present
each teacher with both their class lists and Student Passports as they depart for summer; therefore,
allowing them to use the summer months to tailor plans for the next year around the needs of their
forthcoming students.
Bergman Schools of Hope
Bergman is proud to have been the very first “School of Hope” in the Midwest. Due to the positive impact
this program has at our school, we continue to offer “Schools of Hope” by partnering with the Riley
County Volunteer Program, Kansas State University and the Manhattan Chamber of Commerce. This
year we have also welcomed Mortenson Construction as a key community partner who is underwriting
many of the expenses associated with this program. This mentoring program pairs students with caring
adult volunteers from our community. Volunteers are screened through the KBI and trained by the
Schools of Hope director. As the program has continued at our school, the service scope of the “Schools
of Hope” has been expanded. In response to our mentors requesting to continue to work with “their kids”
for more than one year, we now have some pairs that have been together for several years. As a result,
some powerful inter-generational mentoring relationships have been created at our school.
Bergman Project SAFE and Bergman Pride Patrol
Bergman Project SAFE is the Bergman Positive Behavior Management Program which embraces the Six
Pillars of Character and the best practices from the Olweus and Second Step Bully Prevention and
Conflict Resolution programs. Further, embracing the research on Positive Behavioral Support, our
school family has added the Bergman Pride Patrol. Pride Patrol is a leadership opportunity, underwritten
by United Bank and Trust and HCI Hospitality, that rewards students for showing good character and also
allows students to take on leadership roles within our school.
Professional Development Partnership School with K-State
Through our partnership with the Kansas State University College of Education, Bergman is a learning lab
for approximately 100 pre-service teachers each year. These students include classroom aides, block
students, internships, and career consulting. These future teachers allow us to have more adults in
service to our students, while bringing new ideas and strategies to our school. This year to increase cost
efficiencies, our .5 Clinical Instructor is being shared with Marlatt Elementary.
Partnership with the Kansas State Athletics
Bergman Elementary is an active participant in K-State’s “Cats in the Classroom” program. Every
semester about 40 student athletes come to Bergman to volunteer in the classroom, at recess, and in the
cafeteria. Further, through the “Career Cats” program, our principal serves as a mentor for future teachers
who are also Kansas State Athletes. This year we expanded our partnership to include “Breakfast at
Bergman with Wildcat Basketball Buddies.” To encourage good nutrition, every Monday ten members
of the Kansas State Women’s Basketball team and their coaches join us to serve breakfast and dine with
our students.
Dolphin Friday Chess Fests
With an emphasis on higher level thinking, Bergman students are invited to participate in Chess
Tournaments each Friday over the lunch hour in the Bergman Library Media Center. This new opportunity
is a partnership between our Math Enrichment and Gifted and Talented teachers. Students are coached
by both teachers and parent volunteers and are eager to host a District Chess Fest in the spring.
Bergman “FLU”ency Program
Based on the research that tells us that regular attendance is a factor in student success, Bergman has
adopted a new parent communication tool called The Bergman “FLU”ency Program. This program,
sponsored by the Kinsa Corporation, provides parents with a free app and thermometer probe for their
Smartphones. This allows parents to take their child’s temperature, share their child’s current health
status, and learn about other health challenges in the Bergman School Family. This project, led by our
School Nurse Nicole Morgan, has been a successful tool in helping parents answer that age old question,
“How sick is too sick to come to school?” Forty-three percent of Bergman families are already
17
participating and have provided very positive feedback about the help they have received in making
decisions about their child’s health.
School Improvement Plan Priorities:
Bergman Dolphins are Reaching for the STARS By Identifying and Activating School Improvement
Plan Priorities
The Bergman theme for our professional development is “Advancing our Instruction by Building our
Capacity.” To accomplish this, we will aspire to the following goals and action plans:
The Bergman Professional Development Guiding Focus 2016-2017:
Through the work in the Kansas Education Systems Accreditation 5 R’s, we will improve student success
by advancing and adjusting our instruction in response to professional feedback, collaborative inquiry,
reflective-based action and student data. During the 2016-2017 school year, we will move from the “No
Evidence” column to the “Implementing” column of the KESA Five R’s Rubric.
The Bergman Building Goal Statement for Math:
During the 2016-2017 school year, on the Kansas State Math Assessment, we will increase overall
student success in grades 3-6, as measured by increased student performance in levels three and four.
We will also increase the number of students meeting their projected growth bands on the MAP Math
assessment.
The Bergman Math Action Steps:
Teachers will participate in professional development opportunities at the building level throughout the
year. Professional Development will include, but is not limited to collaborating and communicating about;
student data review, lesson/program reflections, conference/workshop reflections, and teacher
collaboration and feedback and new learning by math practitioners in the field.
The Bergman Goal Statement for English Language Arts:
During the 2016-2017 school year, on the Kansas State English Language Arts Assessment, we will
increase overall student success in grades 3-6, as measured by increased student performance in levels
three and four. We will also increase the number of students meeting their projected growth bands on the
MAP Reading assessment.
Building Level Action Steps:
Teachers will participate in professional development opportunities at the building level throughout the
year. Professional Development will include, but is not limited to collaborating and communicating about:
student data, lesson/program reflections, conference/workshop reflections, and teacher collaboration and
feedback, and new learning by English Language Arts practitioners in the field.
Resources Needed to Support Improvement Priorities:
The Bergman Dolphins are Reaching for the STARS By Identifying Resources Needed to Achieve
our School Improvement Priorities
The Dolphins express our gratitude for:
 The Dolphin Instructional Team expresses great appreciation for the increased time for
professional learning and collaboration. This time has been well utilized to expand our
professional initiatives, particularly our use of Multi -Tiered System of Supports (MTSS.)
 We are also most grateful for the addition of our mobile unit we call the Marina. This has allowed
us to reduce our pupil teacher ratio in Kindergarten and first grade, while increasing the
instructional space for our Life Skills program.
 The Dolphins say many thanks for our new gym floor which increases student safety, and our
new restroom floors which have increased sanitation at our school.
 The wonderful support for our school demonstrated by the Bergman Site Council and PTO.
Ways we ask for the help of our Board of Education and community:
 As our district and community grows, so grows our school. The enrollment at Bergman has
increased each year, resulting in our school being at its designed capacity. While the mobile unit
18


is a good start in addressing this issue, an increase in permanent instructional space is a true
need for our school.
With student safety as a top priority, and an increasing number of tornadoes in our area, we ask
that the BOE give consideration to the addition of a storm shelter at Bergman.
As the district’s school with the highest percentage of students served in our ESOL program, we
ask that support for ESOL Certification for our teachers, as well an increased focus in providing
the support staff needed as we teach these students and are of service to their families.
Building Diversity Initiatives:
Bergman Dolphins are Reaching for the STARS By Celebrating our Diversity
This year Bergman experienced a 28% increase in the number of active ESOL students. We are now of
service to sixty-eight students that are English Language Learners, with twenty-five languages spoken in
the homes of our students. It is important to note that this number tells us that Bergman has the highest
number of elementary students in our district that are English Language Learners, more ELL’s than the
total at both Anthony and Eisenhower Middle Schools, and only three less that the total ELL’s at
Manhattan High School. Further, as the host site for our district’s Life Skills Program, Bergman students
are educated in a culture where we live and learn alongside others who may not look, learn, or live in the
same ways.
Simply stated, honoring diversity is the way we operate at Bergman. You cannot teach or replicate these
experiences through a textbook, a field trip or an assembly. Because of these experiences our students
are better prepared to function successfully in the “real world,” adding value to the Bergman experience.
Thus we refer to these experiences as “Bergman’s Valued Added Curriculum.”
Efforts in place to support the diverse needs of the Bergman School Family include:
 Celebrating how we are more alike than different, we have Bergman School Family Traditions
including our School Family Sing Alongs, School Family Reunion, and School Family Pride Patrol
Assemblies.
 Providing translators to 26 of our families during Parent Teacher Conferences and at enrollment.
 Adding three part-time ESOL aides to work at our school during ELS instructional time.
 Providing annual Cultural Kaleidoscope programs on international settings such as Australia,
Ireland, and the Ukraine.
 Placing as emphasis on the Six Pillars of Character through Bergman Project S.A.F.E. and the
Bergman Pride Patrol.
 Offering the F.I.S.H. Friends Support Group for students with Families In Separate Households.
 Providing the Super Soldiers Support Group Partnering Students with Deployed Parents with Fort
Riley Soldiers.
 Holding weekly Second Step and Social Skills Groups facilitated by our School Social Worker.
 Targeting ESOL endorsement when selecting teachers and employing six bi-lingual staff
members.
 Offering Project PLAY classes focusing on English classes for Bergman Parents.
 Sharing of multicultural recipes through our Be Well Bergman Parent and Community Nutrition
Education Classes.
 Using multi-language forms and letters.
 Dedicating Title One Funds to support our ESOL teacher with aides and instructional resources.
 Increasing Bi-Lingual Literature in the Bergman Library and PTO Book Fair.
 Including many of the students in our Life Skills program in both academic and specials classes
with their peers.
Parent Involvement Plans Linked to Student Achievement:
Bergman Dolphins are Reaching for the STARS By Fostering Parent and Community Involvement
to Increase Student Achievement
An active PTO and Site Council provide a high level of parent involvement at Bergman. Our common
goal is to make Bergman an extension of our students’ homes. Thus anyone who learns and/or works at
Bergman becomes part of the Dolphin School Family!
19
Teacher and staff driven Parent Outreach Activities include:
 Bergman “Project PLAY” (Parents Learning Alongside Youth).
 The “Be Well Bergman” Family Wellness Program.
 The Bergman School Family Reunion Prior to opening day.
 The “Tears and Cheers Coffee” to welcome Kindergarten families on opening day.
 Parent Education Nights such as “Family Math Nights” and “Family Literacy Nights.”
 Classroom Parent Orientation Meetings hosted by every classroom teacher.
 The daily use of our “Purple Folders” and Student Planners for Home/School Communication.
Activities sponsored by the Bergman PTO and Site Council include:
 Funding our new copy machine.
 Funding two laptop labs.
 Funding four water bottle filling stations.
 Funding Student Planners for students in grades four through six.
 Holding the Bergman Back to School Carnival.
 Hosting PTO luncheons for staff on opening day and during conferences.
 Offering the Monday Morning Work Group to assist teachers with clerical tasks.
 Providing volunteers for special activities such as Field Day and School Picture Day.
 Offering the Bergman Teacher Reimbursement Program ($100 annually per teacher.)
 Honoring our staff with retirement receptions.
 Coordinating the Second Grade Bike Safety Rodeo.
 Hosting monthly hospitality functions for all Bergman staff.
 Underwriting the Bergman Reading Counts Program.
 Providing childcare for Bergman Parent-Teacher Conferences.
 Funding Bergman assemblies that focus on our school’s goals.
Strategies for Seeking Economic Efficiencies (including overtime reduction):
Bergman Dolphins are Reaching for the STARS By Working Together to Achieve Economic
Efficiencies
When economic times get tight, there are two ways to close the “resource gap.” You can either cut
spending or find other ways to generate income and resources. At Bergman we do both.
At Bergman we save money by:
 Monitoring Kronos for overtime.
 Using staggered shifts for office professionals.
 Allocating paper and office supplies with care.
 Replacing paper usage with technology.
 Utilizing in house trouble shooting prior to calling repair service providers.
 Sharing a Clinical Instructor with Marlatt Elementary.
At Bergman we generate revenue by:
 Writing state grants totaling $750,000.
 Writing local grants totaling $60,000.
 Welcoming parent donations of money, supplies, and labor.
 Forming effective partnerships with local community agencies that yield in kind resources.
Bergman Community Partnerships include:
Dillon’s, Dr. Tara Hake, The People’s State Bank, Pizza Ranch, Dr. Jon Brott, Freddy’s Frozen Custard,
Chipotle, The Bergman Grandparent Coalition, Kansas State University, Job Corp, MATC, Papa John’s,
Panera Bread, Olive Garden, Texas Road House, Tindall Orthodontics, Mr. Goodcent’s Fresh Subs and
Pastas, The Home Depot, Chili’s, The Harvesters, Manhattan Community Foundation, The Peine
Foundation, Riley County Police Department, Manhattan Fire Department, The YES Fund, Fort Riley 4th
Brigade, Kansas State Credit Union, Target, Best Buy, Staples, Leukemia and Lymphoma Society,
McAllister’s Deli, Pizza Hut, Applebee’s, Chick-fil-A, Harvesters International, , Which Wich, The Beach
Museum, The Manhattan Arts Commission, The Manhattan Optimist Club, The Daughters of the
20
American Revolution, The Manhattan Pubic Library, The Martin Luther King Jr. Day Committee,
Schwan’s, The Riley County Volunteer Program, Bellus Beauty Academy, Sunflower Bank, and United
Bank and Trust, and HCI Hospitality.
Strategies for utilizing the district website and social media to reach current parents/students,
future parents/students, faculty/staff, and community stakeholders:
Bergman Dolphins are Reaching for the STARS By Utilizing Technology and Social Media to
Communicate with Families and Stakeholders
As our busy culture streamlines communication through the use of social media, our Bergman School
Family seeks to stay connected by using BOTH tech-based and traditional modes of communication.
It is important to note that the team at Bergman strives to balance the type of communication that is best
for the type of message that needs to be conveyed. We have all made a pact that if and when information
needs to be shared that may evoke an emotional response, it is best to use telephone or face to face
communication. Conversely, when timeliness and efficiency are the priorities of the message, technology
is a great way for us to spread the word to the Dolphin Family.
Examples of our communication tools include, but are not limited to:
 The Bergman Marque
 Bergman teacher and classroom Blogs, Twitter, and Instagram Accounts
 Face Timing and Skyping to conference with parents unable to travel to school for meetings and
events
 The use of Class Dojo to track and communicate behavior progress
 The use of Infinite Campus Parent Messenger
 The use of Compass Odyssey to extend learning both at school and home
 The Bergman Website linked to the District Website
 Emergency Alerts via Text Messaging
 Monthly paper and electronic copies of the school and classroom newsletters
 The Dolphin Dispatch (the Bergman newsletter) linked to the Bergman Website
 The Bergman PTO Facebook Page
 Remind 101
 The Bergman BLAST Facebook Page
 Individualized web-based Bergman Yearbooks
 Web-based school fundraisers to reduce door-to-door sales
 Class Skyping with active duty military parents
 The use of Skype in the staff interview process
 Regular use of Daily Student Planners and Bergman Purple Home-School Folders
 Frequent phone calls and emails to share good news from school
 The use of Google DOCS for collaborative planning and communication
 The use of electronic sign-ups and evites for Parent Engagement Activities
21
Frank Bergman Elementary School
Student Profile: September 20, 2016
Total Enrollment: 499
2016
No. Of Students
Preschool
100
Kdg
Grade 1
80 2
Grade
Grade 3
Grade 4
60
Grade 5
Grade 6
40
Grade Level
79
71
79
73
75
73
65
63
499
75
73
71
73
65
63
Grade 5
Grade 6
20
0
Kdg
Grade 1
Grade 2
Grade 3
Special Education Enrollment
Gender
Gender
Female
Male Male
52%
Grade 4
Special Education Enrollment
378
Regular Ed
Special
121
Special
Ed
Education
24%
499
242
257
499
Female
48%
Regular
Education
76%
Lunch Support
Ethnicity
Ethnicity
Asian
African Am
Hispanic
Two or Mo
White
Other White
64%
Other
1%
26
17
92
41
319
4
499
Asian
5%
African
American
3%
Free
32%
Hispanic
19%
Two or More
Races
8%
Note: "Other" category includes American Indian and Native
Hawaiian
As of September 20, 2016 there are 68 Active ESOL Students.
Data Source: Infinite Campus
22
Lunch Support
Full Cost
Reduced
Free
Reduced
10%
288
53
158
499
Full Cost
58%
Frank Bergman Elementary
2016 Kansas Assessment Results: English Language Arts
Grades 3-6
Percent of 2015 (N=251) 2016 (N=255)
Level 1
12.7
14.5
50.0
Level 2
26.7
22.7
Level 3
46.6
42.0
Level 4
13.9
20.8
Percentage of Students
Scoring in Each Category
40.0
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=251)
12.7
26.7
46.6
13.9
2016 (N=255)
14.5
22.7
42.0
20.8
Grade 3
Percentage of Students
Scoring in Each Category
Grade 3
50.0
Percent of 2015 (N=64) 2016 (N=70)
Level 1
15.6
18.6
Level 2
25.6
27.1
40.0
Level 3
48.4
28.6
Level 4
9.4
25.7
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
2015 (N=64)
15.6
25.6
48.4
Level 4
9.4
2016 (N=70)
18.6
27.1
28.6
25.7
23 Accountability Population; October 6, 2016
Data source: KSDE Academic Measures of Student Success (AMOSS)
Frank Bergman Elementary
2016 Kansas Assessment Results: English Language Arts
Percentage of Students
Scoring in Each Category
Grade 4
Percent of 2015 (N=61) 2016 (N=65)
Level 1
6.6
13.8
Level 2
26.2
60.027.9
Level 3
55.7
47.7
Level 4
9.8
12.3
Grade 4
50.0
40.0
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
2015 (N=61)
6.6
27.9
55.7
Level 4
9.8
2016 (N=65)
13.8
26.2
47.7
12.3
Grade 5
60.0
Percentage of Students
Scoring in Each Category
Grade 5
Percent of 2015 (N=59) 2016 (N=60)
50.0 11.9
Level 1
15.0
Level 2
18.6
15.0
Level 3
35.6
50.0
40.0
Level 4
33.9
20.0
30.0
20.0
10.0
0.0
2015 (N=59)
Level 1
11.9
Level 2
18.6
Level 3
35.6
Level 4
33.9
2016 (N=60)
15.0
15.0
50.0
20.0
24 Accountability Population; October 6, 2016
Data source: KSDE Academic Measures of Student Success (AMOSS)
Frank Bergman Elementary
2016 Kansas Assessment Results: English Language Arts
Grade 6
Percentage of Students
Scoring in Each Category
Grade 6
Percent of 2015 (N=67)
2016 (N=60)
50.0
Level 1
16.4
10.0
Level 2
32.8
21.7
Level 3
46.3
43.3
40.0
Level 4
4.5
25.0
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
2015 (N=67)
16.4
32.8
46.3
Level 4
4.5
2016 (N=60)
10.0
21.7
43.3
25.0
25 Accountability Population; October 6, 2016
Data source: KSDE Academic Measures of Student Success (AMOSS)
Frank Bergman Elementary
2016 Kansas Assessment Results: Math
Percentage of Students
Scoring in Each Category
Percent of 2015 (N=250) 2016 (N=257)
Level 1
10.4
17.1
Level 2
36.8
24.9
Level 3
37.4
40.0 36.4
Level 4
16.4
20.6
Grades 3-6
30.0
20.0
0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=250)
10.4
36.8
36.4
0
16.4
2016 (N=257)
17.1
24.9
37.4
20.6
Grade 3
Percentage of Students
Scoring in Each Category
Grade 3
Percent of 201540.0
(N=63) 2016 (N=70)
Level 1
12.7
20.0
Level 2
38.1
20.0
Level 3
38.1
35.7
Level 4
24.3
30.0 11.1
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=63)
12.7
38.1
38.1
11.1
2016 (N=70)
20.0
20.0
35.7
24.3
26 Accountability Population; October 6, 2016
Data source: KSDE Academic Measures of Student Success (AMOSS)
Frank Bergman Elementary
2016 Kansas Assessment Results: Math
Percentage of Students
Scoring in Each Category
Grade 4
Percent of 2015 (N=61) 2016 (N=67)
Level 1
14.9
60.0 4.9
Level 2
32.8
38.8
Level 3
54.1
37.3
Level 4
9.0
50.0 8.2
Grade 4
40.0
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=61)
4.9
32.8
54.1
8.2
2016 (N=67)
14.9
38.8
37.3
9.0
Grade 5
50.0
Percentage of Students
Scoring in Each Category
Grade 5
Percent of 2015 (N=59) 2016 (N=60)
40.0 10.2
Level 1
21.7
Level 2
33.9
23.3
Level 3
30.5
40.0
Level 4
15.0
30.0 25.4
20.0
10.0
0.0
2015 (N=59)
Level 1
10.2
Level 2
33.9
Level 3
30.5
Level 4
25.4
2016 (N=60)
21.7
23.3
40.0
15.0
27 Accountability Population; October 6, 2016
Data source: KSDE Academic Measures of Student Success (AMOSS)
Frank Bergman Elementary
2016 Kansas Assessment Results: Math
Grade 6
Percentage of Students
Scoring in Each Category
Grade 6
Percent of 2015 (N=67) 2016 (N=60)
50.0
Level 1
13.4
11.7
Level 2
41.8
16.7
Level 3
23.9
36.7
40.0 20.9
Level 4
35.0
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=67)
13.4
41.8
23.9
20.9
2016 (N=60)
11.7
16.7
36.7
35.0
28 Accountability Population; October 6, 2016
Data source: KSDE Academic Measures of Student Success (AMOSS)
Frank Bergman Elementary School
2015-2016 Measures of Academic Progress (MAP) Average RIT* Scores
Average RIT Score
Reading
Grade Level
1st
240
2nd
3rd
230
4th
5th
220
6th
Reading
Fall 2015Average
SpringRIT
2016
Score by Grade Level
170
188
188
199
195
205
201
209
210
219
221
225
210
200
190
180
170
160
150
Fall 2015
Spring 2016
1st
170
188
2nd
188
199
3rd
195
205
4th
201
209
5th
210
219
6th
221
225
5th
216
228
6th
228
237
Math
Average RIT Score by Grade Level
240
230
Average RIT Score
220
Mathematics
210
1st
2nd
200
3rd
4th
190
5th
6th
180
Fall 2015 Spring 2016
172
193
191
207
196
206
205
216
216
228
228
237
170
160
150
Fall 2015
Spring 2016
1st
172
193
2nd
191
207
3rd
196
206
4th
205
216
*RIT: An equal-interval scales used to chart student academic progress over time.
Source: NWEA Reports, Retrieved October 5, 2016
29
Frank Bergman Elementary School
Measures of Academic Progress (MAP)
Percent of Students Meeting Fall 2015-Spring 2016 Growth Projections
Percent of Students
Reading
Grade LevPercent
100
1st
61
2nd
48
3rd
53
80
4th
59
5th
69
6th
59
60
Percent of Students Meeting Reading Growth Projections
by Grade Level
40
20
0
Percent
1st
61
Percent of Students
Math
Grade100
LevPercent
1st
66
2nd
70
3rd
24
80
4th
52
5th
63
60
6th
69
2nd
48
3rd
53
4th
59
5th
69
6th
59
Percent of Students Meeting Math Growth Projections
by Grade Level
40
20
0
Percent
1st
66
2nd
70
3rd
24
4th
52
5th
63
Growth projections are based on the 2015 NWEA norms study, and vary by starting RIT score and grade.
50% represents typical, expected growth for students within a grade level.
Source: NWEA Reports, Retrieved October 5, 2016
30
6th
69
ITEM 4.0
Manhattan-Ogden USD 383
Manhattan, Kansas
School Site Council Board Report Organizer (2016-2017)
Building: Theodore Roosevelt Elementary
Demographics:
 Enrollment
 Minority %
 Low SES %
 Parent Conference Attendance %
 Students With Disabilities %
 Gifted Education %
 Student Mobility %
 Military Dependent Children %
346
34%
39%
99%
23%
6%
11%
8%
Student Achievement Trends:

Kansas State Assessments
o Data attached

Measures of Academic Progress
o Data attached

Other Measures
o
o
o
o
o
o
o
o
DIBELS (K-6), Dolch words, Daze
Kindergarten Checklists
Read Naturally/Fluency probes
Classroom checklists
Assessments from curriculum
Progress Monitoring
 P.A.S.T
 QPS
ELPA21
Preschool
 My Igdis
New or Innovative Programs and Instructional Methods:
 KRR
o We are currently in our 4th year of our Kansas Reading Roadmap program. We no
longer receive professional development through KRR, but we will continue
incorporating interventions through MTSS as part of the district implementation. Our
after school interventions continue and our coordinator is seen as a very important
member of our team.
 21st Century CLC grant
o TR and Boys & Girls Club were the recipients of our 2 nd 21st century grant. We are
fortunate to have a strong partnership with Boys & Girls Club. Thank you to Junnae
Campbell for her efforts in writing the grant and her continued support of our TR
community. This is a 5 year grant that will support our before and after school
programs, academic interventions, and STEM activities during club time. There is
also a parent support component that will continue from previous years.
 MTSS
o K-3 grade classes are currently receiving 90 minutes of core reading
 Tier 2 students receive an additional 30 minutes 5 days per week.
 Tier 3 students receive an additional 60 minutes 5 days per week.
31
o







4-6 grade classes are currently receiving 60 minutes of core reading
 Tier 2 students receive an additional 30 minutes 5 days per week.
 Tier 3 students receive an additional 45 minutes 5 days per week.
o Progress monitoring
 In addition to additional support during the day, students are being progress
monitored on specific skills either weekly or every other week to make sure
they are making adequate progress.
Walk to Intervention
o We utilize our PAST/QPS data to determine appropriate groups based on specific
skills. We meet as a data team to establish groups and then focus our instruction so
we can be deliberate with what we are teaching. Our goal is to maximize this
intensive time to make the most growth possible.
o Our special education team, title team, computer lab aide, parent volunteers, Boys &
Girls club staff, classroom teachers, ESOL staff, and our librarian work together to
differentiate skill groups during our reading instruction.
o For Tier 2/3 interventions: we researched and purchased a new curriculum to support
our Tier 2 and 3 students. It was an investment of both money and time that filled a
need in our building. Teachers are seeing students respond well during intervention
time.
Teddy Bear Preschool
o We are fortunate to host a preschool program at Theodore Roosevelt. We are in our
5th year and there are many great things happening with our little friends. I am
grateful that our district is committed to providing high quality early childhood
experiences to children in our community and looking at ways to expand these
opportunities.
Summer Programs in cooperation with Boys & Girls Club
o Theodore Roosevelt and Bluemont BGC clubs teamed up to deliver our Summer
Academy for approximately 50 students who qualified to receive 6 weeks of
additional instruction. We were able to host a summer feeding site as well, which is
a great support within our community.
Health and Wellness initiative
o Music and Movement
 We are currently planning our next music and movement night. This is a
great family activity and we have high attendance.
o Fall Festival: bringing the farm to families. We had our festival out at A&H farms.
Families had a great time and enjoyed some quality TR time!
Online Registration
o What a HUGE difference this made for our community! Our office staff was able to
work through beginning of the year enrollment in record time and keep tabs on
numbers for class sizes so we could make informed decisions in a timely manner.
ESOL program
o A big thank you to Emily Cherms and Teaching & Learning for their support on
getting an ESOL teacher hired for our school. Sheree Lambert joined our team right
before school started and hit the ground running. She is eager to learn as much as
she can to support our students. This is a critical position that was approved very
late and my hope is we can keep this position funded as we look at future years.
This benefits TR and the ESOL program.
K-State Partnership
o We are grateful to have KSU students back in our building this year. Last year, due
to restructuring and budget cuts, TR and Marlatt did not have KSU student teachers
or blocks (we did get a few Block C groups in the spring.) This was a missing
component for us last year. It took the flexibility of the existing clinical supervisors to
cover in our building.
School Improvement Plan Priorities:
 Build in regular collaboration time for grade level teams that include building interventionists.
 Extended Day Learning
 Continued development and support for our ESOL program
32
 We continue to pursue opportunities to help with the technology in our building. We are
increasing the number of IPAD carts with a goal of one per grade level. Unfortunately, our
laptop carts are not as usable due to the amount of time needed to get them up and going.
Teachers are monitoring and submitting work orders to collaborate with our IT department to
fix items that need addressed. Unfortunately, the laptops are taking so long to get up and
running that they are not seen as a great resource in the classroom. I appreciate the
continued support of our IT department as we move forward with technology issues.
 Continued MTSS implementation
 Continued implementation of building wide positive behavior support system
Resources Needed to Support Improvement Priorities:
 We need a diagnostic tool for math to help put students in skill groups for interventions and to
monitor their progress.
 A progress-monitoring tool that supports reading, math, and behavior.
 The current calendar includes PD and collaboration in full day chunks instead of early release.
This has been helpful to create a meaningful amount of time for teachers to work together.
Building Diversity Initiatives:
 Student Leadership groups
 Lunch groups/peer groups
 Weekly character education lessons through 2 nd step
 Support from translators to help us build relationships with our families
o Dual language forms
o Provide translators during parent teacher conferences or other meetings
 After school choir
 Back snacks for students to take home over the weekend
 Helping families access resources through the FIT closet
 Character education assemblies: shifting to 3 Be awards.
 Weekly Golden Awards for positive behavior in PE, Music, Math Enrichment, Art, Lunchroom, and
overall SUPER LEADERS
 Focus on 3 Be’s (common expectations)
o Be Respectful
o Be Responsible
o Be Your Best Self
 Optimist Youth of the Month
Parent Involvement Plans Linked to Student Achievement:
 L.I.F.E. (Formally knows as F.A.S.T.)
 Community events through PTO and school based
 Family nights
 Opportunities for new families to meet established families at the beginning of the year.
 PTO meetings
 Site Council meetings
 Parent/teacher conferences 2 times per year, and meetings with families as needed
Strategies for Seeking Economic Efficiencies (including overtime reduction):
 Monitor overtime
o A report regarding overtime provided by Lew Faust is very helpful so we can target areas
that may need improvement. At TR, we are currently at NO overtime in our building.
 PTO support
o Our goal is to purchase an IPAD cart per grade level moving forward. This is a very
expensive project that will take time to accomplish.
 Fundraiser through the Manhattan-Ogden Foundation
 Reducing paper copies as much as possible
o Sending one note per family vs. one per student
33
o
o

Combining our newsletter with our monthly menu
Teachers are utilizing more and more technology, which reduces the amount of paper
used in our building.
Making mindful purchases that benefit our school community.
Strategies for utilizing the district website and social media to reach current parents/students,
future parents/students, faculty/staff, and community stakeholders:
 Continue sending E-messages to our school community
 PTO also sends a duplicate message to parents to support communication.
 TR PTO Facebook page was re-named Theodore Roosevelt Elementary and we are
promoting what is happening during the day and PTO activities as well. Whitney George has
been adding different activities that kids are doing at school.
34
Theodore Roosevelt Elementary School
Student Profile: September 20, 2016
Total Enrollment: 346
No. Of Students
Preschool
60
Kdg
Grade 1
50
Grade 2
Grade 3
40
Grade 4
Grade 5
30 6
Grade
Grade Level
42
45
47
47
42
52
44
35
34
346
52
47
45
47
44
35
34
Grade 5
Grade 6
20
10
0
Preschool
Kdg
Grade 1
Grade 2
Grade 3
Special Education Enrollment
Gender
Gender
Female
Male Male
54%
Grade 4
Special Education Enrollment
266
Regular Ed
Special
80
Special
Ed
Education
346
23%
159
187
346
Female
46%
Regular
Education
77%
Lunch Support
Ethnicity
Other
3%
Ethnicity
Asian
African Am
Hispanic
Two or Mo
White
Other
White
66%
30
55
21
230
10
346
African
American
9%
Free
30%
Hispanic
16%
Two or More
Races
6%
Reduced
9%
Note: "Other" category includes American Indian, Asian, and
Native Hawaiian
As of September 20, 2016 there are 17 Active ESOL Students.
Data Source: Infinite Campus
Lunch Support
Full Cost
Reduced
Free
35
210
32
104
346
Full Cost
61%
Theodore Roosevelt Elementary
2016 Kansas Assessment Results: English Language Arts
Grades 3-6
Percent of 2015 (N=126) 2016 (N=134)
Level 1
6.3
5.2
50.0
Level 2
31.0
38.1
Level 3
42.1
32.1
Level 4
20.6
24.6
Percentage of Students
Scoring in Each Category
40.0
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=126)
6.3
31.0
42.1
20.6
2016 (N=134)
5.2
38.1
32.1
24.6
Grade 3
Percentage of Students
Scoring in Each Category
Grade 3
50.0
Percent of 2015 (N=35) 2016 (N=40)
Level 1
5.7
2.5
Level 2
25.7
40.0
40.0 34.3
Level 3
20.0
Level 4
34.3
37.5
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=35)
5.7
25.7
34.3
34.3
2016 (N=40)
2.5
40.0
20.0
37.5
36 Accountability Population; October 10, 2016
Data source: KSDE Academic Measures of Student Success (AMOSS)
Theodore Roosevelt Elementary
2016 Kansas Assessment Results: English Language Arts
Percentage of Students
Scoring in Each Category
Grade 4
Percent of 2015 (N=34) 2016 (N=31)
Level 1
0.0
3.2
60.029.4
Level 2
29.0
Level 3
52.9
38.7
Level 4
17.6
29.0
Grade 4
50.0
40.0
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=34)
0.0
29.4
52.9
17.6
2016 (N=31)
3.2
29.0
38.7
29.0
Grade 5
60.0
Percentage of Students
Scoring in Each Category
Grade 5
Percent of 2015 (N=32) 2016 (N=33)
50.0 6.3
Level 1
9.1
Level 2
40.6
39.4
Level 3
31.3
33.3
40.0
Level 4
21.9
18.2
30.0
20.0
10.0
0.0
2015 (N=32)
Level 1
6.3
Level 2
40.6
Level 3
31.3
Level 4
21.9
2016 (N=33)
9.1
39.4
33.3
18.2
37 Accountability Population; October 10, 2016
Data source: KSDE Academic Measures of Student Success (AMOSS)
Theodore Roosevelt Elementary
2016 Kansas Assessment Results: English Language Arts
Percentage of Students
Scoring in Each Category
Grade 6
Percent of 2015 (N=25) 2016 (N=30)
Level 1
6.7
60.016.0
Level 2
28.0
43.3
Level 3
52.0
40.0
50.0 4.0
Level 4
10.0
Grade 6
40.0
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=25)
16.0
28.0
52.0
4.0
2016 (N=30)
6.7
43.3
40.0
10.0
38 Accountability Population; October 10, 2016
Data source: KSDE Academic Measures of Student Success (AMOSS)
Theodore Roosevelt Elementary
2016 Kansas Assessment Results: Math
Percentage of Students
Scoring in Each Category
Percent of 2015 (N=124) 2016 (N=134)
Level 1
9.7
11.9
Level 2
39.5
36.6
Level 3
32.1
50.0 29.0
Level 4
21.8
19.4
Grades 3-6
40.0
30.0
2750
3445
2719
5443
14357
0.105957
20.0
14357
10.0
0.0
Level 1
2015 (N=124)
9.7
2016 (N=134)
11.9
1200
4901
3667
Level 2 4465
39.5 14233
0.105101
36.6
Level 3
Level 4
29.0
14233
21.8
32.1
19.4
Grade 3
Percentage of Students
Scoring in Each Category
50.0
Grade 3
Percent of 2015 (N=35) 2016 (N=40)
Level 1
5.7
5.0
Level 2
28.6
17.5
40.0
Level 3
28.6
40.0
Level 4
37.1
37.5
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=35)
5.7
28.6
28.6
37.1
2016 (N=40)
5.0
17.5
40.0
37.5
39 Accountability Population; October 10, 2016
Data source: KSDE Academic Measures of Student Success (AMOSS)
Theodore Roosevelt Elementary
2016 Kansas Assessment Results: Math
Percentage of Students
Scoring in Each Category
Grade 4
Percent of 2015 (N=33) 2016 (N=31)
Level 1
3.0
6.5
50.0
Level 2
39.4
45.2
Level 3
36.4
29.0
Level 4
21.2
19.4
Grade 4
40.0
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=33)
3.0
39.4
36.4
21.2
2016 (N=31)
6.5
45.2
29.0
19.4
Grade 5
60.0
Percentage of Students
Scoring in Each Category
Grade 5
Percent of 2015 (N=32) 2016 (N=33)
50.0
Level 1
15.6
21.2
Level 2
53.1
42.4
Level 3
25.0
27.3
40.0
Level 4
6.3
9.1
30.0
20.0
10.0
0.0
2015 (N=32)
Level 1
15.6
Level 2
53.1
Level 3
25.0
Level 4
6.3
2016 (N=33)
21.2
42.4
27.3
9.1
40 Accountability Population; October 10, 2016
Data source: KSDE Academic Measures of Student Success (AMOSS)
Theodore Roosevelt Elementary
2016 Kansas Assessment Results: Math
Grade 6
Percentage of Students
Scoring in Each Category
Grade 6
Percent of 2015 (N=24) 2016 (N=30)
50.0
Level 1
16.7
16.7
Level 2
37.5
46.7
Level 3
25.0
30.0
40.0 20.8
Level 4
6.7
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=24)
16.7
37.5
25.0
20.8
2016 (N=30)
16.7
46.7
30.0
6.7
41 Accountability Population; October 10, 2016
Data source: KSDE Academic Measures of Student Success (AMOSS)
Theodore Roosevelt Elementary School
2015-2016 Measures of Academic Progress (MAP) Average RIT* Scores
Average RIT Score
Reading
Grade Level
1st
2nd
240
3rd
230
4th
5th
220
6th
Reading
Fall 2015 Spring 2016
Average
RIT
Score
by Grade Level
165
183
186
197
201
209
209
217
210
214
220
224
210
200
190
180
170
160
150
Fall 2015
Spring 2016
1st
165
183
2nd
186
197
3rd
201
209
4th
209
217
5th
210
214
6th
220
224
5th
215
224
6th
222
230
Math
Average RIT Score by Grade Level
240
230
Average RIT Score
220
Mathematics
210
1st
2nd
200
3rd
4th
190
5th
6th
180
Fall 2015 Spring 2016
166
186
189
202
200
213
213
221
215
224
222
230
170
160
150
Fall 2015
Spring 2016
1st
166
186
2nd
189
202
3rd
200
213
4th
213
221
*RIT: An equal-interval scales used to chart student academic progress over time.
Source: NWEA Reports, Retrieved October 5, 2016
42
Theodore Roosevelt Elementary School
Measures of Academic Progress (MAP)
Percent of Students Meeting Fall 2015-Spring 2016 Growth Projections
Percent of Students
Reading
Grade LevPercent
1st
64
100
2nd
46
3rd
54
4th
57
80
5th
47
6th
55
60
Percent of Students Meeting Reading Growth Projections
by Grade Level
40
20
0
Percent
1st
64
Percent of Students
Math
Grade LevPercent
100
1st
58
2nd
48
3rd
56
80
4th
27
5th
50
6th
59
60
2nd
46
3rd
54
4th
57
5th
47
6th
55
Percent of Students Meeting Math Growth Projections
by Grade Level
40
20
0
Percent
1st
58
2nd
48
3rd
56
4th
27
5th
50
*Growth projections are based on the 2015 NWEA norms study, and vary by starting RIT score and grade.
50% represents typical, expected growth for students within a grade level.
Source: NWEA Reports, Retrieved October 5, 2016
43
6th
59
ITEM 5.0
Manhattan-Ogden USD 383
Manhattan, Kansas
School Site Council Board Report Organizer (2016-17)
Building: Manhattan High School
Demographics:
 Enrollment
 Minority %
 Low SES %
 Parent Conference Attendance %
 Students with Disabilities %
 Gifted Education %
 Student Mobility %
 Military Dependent Children %
1694
34%
38%
49.7%
25%
(252 non-GI)
10%
(174)
12%
11%
Student Achievement Trends:

Kansas State Assessments

Measures of Academic Progress

Advanced Placement

ACT
New or Innovative Programs and Instructional Methods:
 New Staff Members
o 20 total new staff members, including 4 internal adjustments
 Vision and Mission
o Staff worked throughout the last school year examining mission statements for
businesses, and then other high schools in and out of the state of Kansas. Through PLT
sessions, teachers dialogued with each other regarding what we want our school to be
for our students. In the end, we collectively arrived at a Vision statement, a Mission
statement, and actions to accomplish our mission.
Vision Statement
Building the foundation for successful citizenship
Mission Statement
The mission of Manhattan High School is to equip all students to become successful,
productive citizens.
To accomplish our mission, we will:
 Provide a safe and secure learning environment.
 Support each student’s social and emotional growth.
 Provide a rigorous curriculum.
 Ensure that each student receives academic support and acquires the
knowledge and skill to be college and career ready.
Vision and Mission should drive every single aspect of what occurs in a school, and we
believe that our mission reflects the direction of the state under our current
Commissioner and is validated through the state outcomes for district accreditation under
the new accreditation system, KESA.
44
 National Math and Science Initiative (NMSI)
USD 383 was approached last fall by the Department of Defense to apply to participate in the
National Math and Science Initiative, a three-year grant aimed at increasing the enrollment in
Advanced Placement courses in English, Math, and Science, particularly for students that
typically do not enroll in these challenging courses. NMSI provides 6 days of intense professional
development for teachers, and three Saturday study sessions in each disciplinary arena for
students. Both students and teachers have incentives to achieve qualifying scores on AP exams.
Additionally, the grant offers $25,000 in equipment and supplies over two years. Dr. Jeanne
Disney serves as the District Administrator for this initiative and without her guidance and
leadership, this effort would not be possible. As a result of this initiative, we will be asking to
expand our AP offerings to include AP Environmental Science.
 MTSS
Manhattan High School is thrilled that USD 383 is participating in the TASN grant to establish a
firm response system that functions systemically. Recognizing that a Tiered System is the best
insurance of student success for all students, we are working diligently at the building level to
educate and inform ourselves, while also having the necessary but critical discussions regarding
our beliefs and responsibilities.
USD 383 MTSS Core Beliefs
Students thrive in a safe, positive, and accepting environment.
Students achieve when decisions are data-driven within a responsive instructional and
intervention system committed to equitable outcomes for all learners.
Students succeed when adults model an authentic, respectful, and honest spirit of collegiality,
collaboration, and celebration.
Students benefit from cooperative efforts between home, school, and the community.
Our Building Leadership Team (BLT) is meeting and will continue to meet parallel with the District
Leadership Team (DLT) as decisions are made and structures built.
 Advisory
With BoE approval, Manhattan High School has initiated a new schedule (modified block) which
has permitted us to create a 95-minute block on Wednesday, of which the first 40 minutes are
used to administer our new advisory program. MHS has 115 advisories which average 15-17
students per faculty advisor. Advisories are organized by grade level, with a few exceptions in the
case of special needs students.
The purpose of advisory is to provide each student with a small, interactive group that meets
regularly for the purpose of forging a positive school climate and an adult advocate who can
assist each student set and strive to reach academic, career, personal, and social success.
The Advisory Program is monitored by a steering committee led by Counselor Tony Wichmann
and composed of counselors, teachers, and administrators that meet weekly to review and plan
for activities.
Online curriculum that is modified to fit our needs is accessed through the University of
Minnesota’s “Ramp Up to Readiness” program. The online platform Naviance is utilized to build
and maintain an Individual Plan of Study for each student.
 Transition to College Algebra Pilot
o In combination with KSDE and MATC, we are one of several schools across the state
piloting a program aimed at preparing students to succeed in College Algebra at the postsecondary level. Mr. Scott Mall is teaching this course, which requires a 3-day seminar
last May, one seminar this fall and another next spring. Thirteen students are enrolled,
and a requirement is students who scored below the Benchmark of 22 on the ACT math
portion. This is a blended course with some work done online and some done in the
class. Currently, students have been very successful with the course.
45
 MATC SB 155 Courses and Concurrent Courses
We are pleased with the strong partnership developing between Manhattan High School and
Manhattan Area Technical College. Currently, we now have 18 concurrent MHS courses in which
students may earn MATC credits. Ten of these courses are tuition free to MHS students through
Senate Bill 155, 7 courses are available for tuition of $300 for three credit hours, and one (CNA)
is at a cost of $160.
By the end of Spring 2016, we had 124 students earn 372 credit hours through MATC. These
credit hours are transferable to any Kansas Board of Regents college or university. By
comparison, in Spring 2015 we had 18 students complete the CNA program and another 20 or so
complete College Algebra (then offered through Kansas State.) The program and partnership with
MATC has grown tremendously.
Senate Bill 155 courses are reimbursable to USD 383, and funds received are channeled directly
back in to the programs to invest in equipment and supplies to further grow the program, and pay
a modest stipend to the MHS instructor.
We will be bringing forth a proposal for board approval to add MATC Accelerated Anatomy and
Physiology, MATC Chemistry, and MATC Computer Assisted Drafting.
This partnership would not be possible with the efforts of Mr. Michael Dorst, Dr. Jeanne Disney,
Ms. Katie Ball, and Ms. Debra Kidd.
 Chik-Fil-A Leadership Academy
Manhattan High School was approached last spring with an offer to establish a local Chik-Fil-A
Leadership Academy sponsored by the local restaurant. Faculty members Darren Allman and
Kristy Nyp have agreed to be faculty sponsors for this leadership initiative involving 12 students
from all grade levels. Students had to formally apply for acceptance, and the group meets once
per month during Advisory time to complete hour long modules on leadership. This national
program is focused on giving to the community, and will culminate with a large, student driven
community service project in the spring. We thank our local Chik-Fil-A store for their sponsorship.
School Improvement Plan Priorities:
New Vision for Kansas Education – “Kansas leads the world in the success of every student.”
What does “success” look like?
“A successful Kansas high school graduate has the academic preparation, cognitive
preparation, technical skills, employability skills and civic engagement to be successful in post-secondary
education, in the attainment of an industry recognized certification or in the workforce, without the need
for remediation.” – Kansans Can webpage, KSDE
Manhattan High School believes that all districts in the state, and therefore all schools in our district, have
been called to examine and reimagine themselves under the 5 R’s of the KESA process:
 Rigor
 Relevance
 Relationships
 Responsive Culture
 Results
We know that Results include:
 Kindergarten Readiness
 Graduation Rates
 Post-secondary Attendance/Completion
 Individual Plans of Study focused on career interest
 Social and Emotional Growth measured locally
Recognizing that not a single outcome endorsed by the state relates to any test score, Manhattan High
School is searching for partnerships in the community to provide internship and apprenticeship
experiences for our students. The Boy Scouts of America has met with MHS staff to initiate the Exploring
46
Posts program, which offers students the opportunity to meet monthly and explore careers in Veterinary
Medicine (through the K-State College of Vet Med), Emergency Response and Law Enforcement through
RCPD, K-State Police, MFD, and Riley County EMS, and Medical Services through Via Christi Hospital
and local physician, dentists, and chiropractors. Furthermore, Michelle Bloodgood (USD383 Human
Resources Department) has reached out to MHS on behalf of the Human Resource Management
Network to expand upon these opportunities for students. Locally, without the involvement of Katie Ball,
Dr. Jeanne Disney, and Debra Kidd this would not be occurring.
MTSS is the framework for living out our School Improvement Priorities, and Advisory is the vehicle to
meet most state outcomes. We recognize and feel that the social and emotional needs of our students
continues to grow in scope and severity. MHS employs one Personal and Social Counselor and one
Social Worker to support 1694 students. We recognize that providing social and emotional care is the
responsibility of all, but we need expertise as well. Therefore, one of many emphases this year is on the
Trauma-Informed classroom.
Resources Needed to Support Improvement Priorities:
 Support for innovation in the classroom and programmatically
 Universal acknowledgement that we are doing more with less
Building Diversity Initiatives:
 Exchange Events
o Luhe International in Beijing
o AFS Argentina
o Germany (Fall 2017)
 Student Groups
o HALO
o BSU
o AFS
o GSA
o Heritage Panel
 Safe Zones
Parent Involvement Plans Linked to Student Achievement:
 Back to School Night at two campuses
 Parent/Teacher Conferences
 Site Council and Booster Club
 Performance and Athletic Parent Groups
 Informational Nights
o Naviance
o Dual/Concurrent Courses/MATC
o FAFSA and Scholarships
o Advanced Placement
Strategies for Seeking Economic Efficiencies (including overtime reduction):
 Lew Faust has been excellent in sending monthly overtime reports
 Over the past three years, $95,030 has been saved in reducing the number of overloads. This
comes with a price as class sizes have grown and offerings shrunk.
 Spring 2015 SB 155 courses placed $63,644 into department accounts
 Spring 2016 SB155 courses placed $85,565 into department accounts
Strategies for utilizing the district website and social media to reach current parents/students,
future parents/students, faculty/staff, and community stakeholders:
 E notifications, IC Messenger, and Facebook are the primary tools for communicating
 Multiple Twitter accounts, MHS thread of #mhsdaily16
47
Manhattan High School
Student Profile: September 20, 2016
Total Enrollment: 1,694
Grade Level
500
Number of Students
446
435
432
381
400
300
200
100
9
0 10
11
12
446
435
4329
381
1694
10
11
Special Education Enrollment
Gender
Gender
Female
MaleMale
51%
12
Special Education Enrollment
Special Ed
1272
Regular
Education
422
Special Ed
25%
1694
822
872
1694
Female
49%
Regular
Education
75%
Lunch Support
Ethnicity
Ethnicity
Two or
Other
More
Asian
Races
African
7%Am
White
Two or Mo
Hispanic
Hispanic
18
13%
70
155
1115
117
219
1694
Other
1%
Free
27%
Asian African
4% American
9%
Lunch Support
Full Cost
1043
Reduced
192
Free
459
1694
Reduced
11%
White
66%
Note: "Other" category includes American Indian
and Pacific Islander
As of September 20, 2016 there are 71 Active ESOL Students.
Data Source: Infinite Campus
48
Full Cost
62%
Manhattan High School
2016 Kansas Assessment Results: English Language Arts
Grade 10
Grade 10
50.0
Percentage of Students
Scoring in Each Category
Percent of 2015 (N=429) 2016 (N=411)
Level 1
19.6
15.6
Level 2
42.9
35.5
40.0
Level 3
33.8
34.5
Level 4
3.7
14.4
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=429)
19.6
42.9
33.8
3.7
2016 (N=411)
15.6
35.5
34.5
14.4
49 Accountability Population; October 13, 2016
Data source: KSDE Academic Measures of Student Success (AMOSS)
Manhattan High School
2016 Kansas Assessment Results: Math
Percentage of Students
Scoring in Each Category
Grade 10
Percent of 2015 (N=431) 2016 (N=414)
Level 1
33.4
27.5
Level 2
29.5
33.6
Level 3
19.3
40.0 23.0
Level 4
14.2
19.6
Grade 10
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=431)
33.4
29.5
23.0
14.2
2016 (N=414)
27.5
33.6
19.3
19.6
50 Accountability Population; October 13, 2016
Data source: KSDE Academic Measures of Student Success (AMOSS)
Manhattan High School
2015-2016 Measures of Academic Progress (MAP) Average RIT* Scores
Reading
Average RIT Score by Grade Level
250
Average RIT Score
Reading
Grade Level
240
9th
10th
Fall 2015 Spring 2016
227
229
234
235
230
220
210
200
Fall 2015
9th
227
10th
234
Spring 2016
229
235
Mathematics
9th
250
10th
Math
Average RIT Score by Grade Level
Fall 2015 Spring 2016
238
242
236
236
Average RIT Score
240
230
220
210
200
Fall 2015
9th
238
10th
236
Spring 2016
242
236
*RIT: An equal-interval scale used to chart student academic progress over time.
Source: NWEA Reports, Retrieved October 5, 2016
51
Manhattan High School
Measures of Academic Progress (MAP)
Percent of Students Meeting Fall 2015-Spring 2016 Growth Projections
Reading
Grade 100
Level
9th
10th
Percent of Students Meeting Reading Growth Projections
by Grade Level
Percent
53
50
Percent of Students
80
60
40
20
0
Percent
9th
53
10th
50
Percent of Students Meeting Math Growth Projections
by Grade Level
Percent of Students
100
80
Mathematics
9th
60
10th
Percent
56
36
40
20
0
Percent
9th
56
10th
36
Growth projections are based on the 2015 NWEA norms study, and vary by starting RIT score and grade.
50% represents typical, expected growth for students within a grade level.
Source: NWEA Reports, Retrieved October 6, 2016
52
Manhattan-Ogden USD 383
Manhattan High School
2015-2016 Advanced Placement Information
Number of Students
Number of MHS Students Enrolled in AP Courses by Academic Year
Academic Number of Students
400
11-12
292
12-13
309
350
13-14
326
300
14-15
317
250
15-16
327
200
150
100
50
0
11-12
292
Number of Students
12-13
309
13-14
326
14-15
317
15-16
327
Number of AP Exams Completed by MHS Students by Academic Year
700
Number of Exams
600
500 of Exams
Academic Number
11-12
558
400
12-13
540
13-14
583
300
14-15
643
200
15-16
604
100
0
Number of Exams
11-12
558
12-13
540
13-14
583
14-15
643
15-16
604
Number of MHS AP Test Scores of 3 and Above By Academic Year
600
Number of Exams
500
400
Academic Number300
of Exams
11-12
387
12-13
379
200
13-14
436
14-15
506
100
15-16
429
0
Number of Exams
11-12
387
12-13
379
13-14
436
Source: CollegeBoard AP Reports, Retrieved October 4, 2016
53
14-15
506
15-16
429
Manhattan-Ogden USD 383
Manhattan High School
Class of 2016
Average ACT Scores
25.0
ACT Scores
English
Math
Reading
Science
Composite
MHS (N=268) ate (N=24,488)
23.3
21.3
23.7
21.5
24.0
24.6
22.5
23.8
21.8
24.0
21.9
23.0
22.0
21.0
20.0
MHS (N=268)
State (N=24,488)
English
23.3
21.3
Math
23.7
21.5
Reading
24.6
22.5
Science
23.8
21.8
Composite
24.0
21.9
MHS ACT Scores-Five Year Trend
25.0
MHS ACT Scores
24.0
23.0
2011-2012
2012-2013
2013-2014
22.0
2014-2015
2015-2016
English
22.5
22.3
22.5
23.1
23.3
Math
Reading Science Composite
22.7
23.5
22.6
22.9
22.6
23.8
23.1
23.1
22.3
23.9
22.9
23.1
23.1
24.5
23.4
23.7
23.7
24.6
23.8
24.0
21.0
20.0
2011-2012
2012-2013
2013-2014
2014-2015
2015-2016
English
22.5
22.3
22.5
23.1
23.3
Math
22.7
22.6
22.3
23.1
23.7
Reading
23.5
23.8
23.9
24.5
24.6
Source: The ACT Profile Report-High School, August 2016
54
Science
22.6
23.1
22.9
23.4
23.8
Composite
22.9
23.1
23.1
23.7
24.0
Manhattan-Ogden USD 383
Ten Year Trend: Average ACT Scores
Academic Year
Total Tested
English
Mathematics
Reading
Science
Composite
Local
State
Local State Local State Local State Local State Local State
2006-2007
320
23,196
22.6
21.4
23.0
21.6
23.7
22.4
22.5
21.7
23.1
21.9
2007-2008
321
23,687
23.0
21.5
23.7
21.8
24.2
22.6
23.0
21.8
23.6
22.0
2008-2009
316
23,147
23.1
21.4
23.6
21.7
24.5
22.4
23.3
21.8
23.7
21.9
2009-2010
343
23,342
23.2
21.4
23.0
21.7
24.2
22.3
22.9
21.9
23.5
22.0
2010-2011
308
23,628
23.2
21.4
23.0
21.8
23.9
22.3
23.1
21.9
23.4
22.0
2011-2012
320
23,907
22.5
21.3
22.7
21.8
23.5
22.3
22.6
21.7
22.9
21.9
2012-2013
321
24,268
22.3
21.2
22.6
21.7
23.8
22.3
23.1
21.7
23.1
21.8
2013-2014
311
23,924
22.5
21.4
22.3
21.7
23.9
22.5
22.9
21.8
23.1
22.0
2014-2015
323
23,708
23.1
21.3
23.1
21.6
24.5
22.4
23.4
21.8
23.7
21.9
2015-2016
268
24,488
23.3
21.3
23.7
21.5
24.6
22.5
23.8
21.8
24.0
21.9
Class of 2016 Average ACT Scores by Race/Ethnicity
Race/Ethnicity
Total Tested
English
Mathematics
Reading
Science
Composite
Local
State
Local State Local State Local State Local State Local State
All Students
268
24,488
23.3
21.3
23.7
21.5
24.6
22.5
23.8
21.8
24.0
21.9
Black/African American
10
1,293
19.4
16.4
19.7
17.6
22.7
18.1
20.5
17.7
20.8
17.6
White
185
16,673
23.3
22.4
23.8
22.2
24.7
23.4
24.1
22.7
24.1
22.8
Hispanic/Latino
31
3,328
20.9
18.0
21.7
19.2
22.4
19.7
21.4
19.5
21.7
19.2
Asian
12
817
29.7
22.1
28.7
24.0
28.0
22.6
28.0
22.6
28.7
23.0
Two or More Races
16
1,284
22.5
20.7
23.1
20.8
24.3
22.1
22.8
21.4
23.3
21.3
No Response/Other
14
1,093
26.4
21.3
26.1
21.2
26.8
22.5
25.4
21.5
26.3
21.8
Source: The ACT Profile Report-High School, August 2016
55
ITEM 6.0
Manhattan-Ogden USD 383
Manhattan, Kansas
School Site Council Board Report Organizer (2016-17)
Building: Dwight D. Eisenhower Middle School
Demographics:








Enrollment
Minority %
Low SES %
Parent Conference Attendance %
Students with Disabilities %
Gifted Education %
Student Mobility %
Military and Civilian DOD Dependent Children %
429
34%
52% (37% Free)
September – 53%;
21%
7.5%
12.1%
12%
*ESOL (29 students)
Student Achievement Trends:
Kansas State Assessments
 8th grade Math Gain – 16.3% increase in Level III, 3.4% increase in Level IV
 7th Grade Math – Slight reduction in Levels I, II, II and 2% increase in Level IV
 7th Grade Language Arts – 5.9% decrease in Level I, 6% increase in Level IV
 8th Grade Language Arts – 3.7% increase in Level IV
Measures of Academic Progress (MAP)
 Math Gain Scores of 5.0 7th grade and 3.0 8th grade
 Reading Gain Scores of 3.0 7th grade and 3.0 8th grade
 Scores used in conjunction with other scores for placement decisions (advanced and supplemental
courses)
 Fall and Winter scores used in developing Tier assignments within MTSS for reading intervention.
Other Measures
 ACT Aspire with support of Deb Mohler (Last Year)
 Project Based Instruction – Observed on many occasions in different content classes
 Teacher developed assessments aligned with KCCRS
 Scholastic Reading Inventory (SRI)
 STAR Reading
 Accelerated Reader (AR)
New or Innovative Programs and Instructional Methods

Eagles of Excellence - Improve school wide culture and student responsibility
o
Students are able to earn Emerald, Gold, or Silver card each quarter which
entitles them to certain rewards and privileges.
o
Slight changes in qualifications – Emerald is 4.0
o
Tardies;
 2013/2014 – 4,670 (414 Students) = 11.28 per Student
 2014/2015 – 4,466 (431 Students) = 10.36 per Student
56
o
 2015/2016 – 3,965 (428 Students) = 9.26 per Student (17.9% Reduction)
Discipline Referrals:

2013/2014 – 534 (414 Students) = 1.29 per Student

2014/2015 – 466 (431 Students) = 1.08 per Student

2015/2016 – 459 (428 Students) = 1.07 per Student (17.1% Reduction)
o
o
o
o












330 students earned a T-Shirt (up from 304)
303 qualified for WOF (up from 251)
193 qualified for Emerald and Gold Gala (up from 157)
Thank Committee: Maddie Tenbrink, Tracie Kazar, Lisa Mechels, Chad Plummer,
Mary Beth Wohlgemuth and Dave Martinez
Continued Extended Day Learning – with support from Teaching and Learning; approximately 3-4
staff, 2-4 KSU tutors daily, with 20-40 students per day depending on the day
Continued the Adopt A School – Formal partnership formed with the First Battalion, Fifth Field
Artillery out of Fort Riley (The 1-5FA known as “Hamilton’s Own”)
Online Elective Pre-Enrollment – Counselor, Angela Bunger, again used enrollment for elective
course choices for 2016-17 school year online by students
“Challenger Project” – spanning two years and hopefully featured this year at Kansas Association
of Music Educators Conference
Student Ambassadors – Mr. Martinez started program last year with approximately 20 students
Military Support Group – our students who have one or more of their parent/s may be serving and
even currently deployed
Model UN Delegations, AMC 8, Scholars Bowl, Science Olympiad
Creating Relationships Every Week (CREW) – Team Building, Community Service, Restorative
Circles, Anger Management, Building Relationships
Utilization of the iPad and laptop carts within a variety of core classes on a daily frequency
Professional Development collaboration with AMS for Professional Development
Utilization of additional PD days from SSRC calendar realignment (from 3 to 5)
Upgrades to building facilities:
 Santa delivered a new Whiteboard to Mrs. White’s classroom
 Two additional projectors purchased and installed
 Seven additional cameras installed (total of 26 in the building)
 Three new refrigerators for our Faculty work rooms
 Gym Floor resurfaced and sealed
 Speed Zone flashing lights will be installed on Walters Dr. (coming soon)
School Improvement Plan Priorities










Full implementation of the Kansas College and Career Ready Standards (KCCRS), formerly known
as CCSS
Department collaboration between Antony Middle School and Eisenhower Middle School; e.g.
Mathematics, English Language Arts, Computer teachers, Physical Education teachers, other
Elective teachers as well as all Core Teachers
Document BASED Question (DBQ) essays in Social Studies
QAR across the building for 2016/2017 school year, once per quarter
Common Assessments for Mathematics
Supporting Reading and Math across the curriculum (MDPT scoring this Spring)
Common writing prompts for English Language Arts
Writing (summarization/citing evidence)
Standards of Mathematical Practice (Perseverance, Abstract & Quantitative Reasoning, Construct
Viable Arguments, Critique the Reasoning of Others, Attend to Precision) *these specific practices
can be applied across the curriculum
One of our greatest challenges at EMS in implementing the SIP across the curriculum is finding
time to coordinate with our elective teachers (who teach 6/7 class periods); this year all elective
teaches have been relieved of Homeroom assignment to allow all elective teachers to meet for
collaboration (45 minutes per day). This was achieved through the work of the SSRC and Priority
to keep going forward.
57
Resources Needed to Support Improvement Priorities



Math Intervention teacher to replace the cut made in 2014/2015 through BAC and to meet MTSS
guidelines of Tier II instruction
Professional Development targeting Student Centered teaching and moving away from Teacher
Centered teaching
Training for eighth grade mathematics teachers for Math in Focus implementation
Building Diversity Initiatives











Curriculum that demonstrate and present diversity throughout building content- music, art, writing,
reading, historical perspectives,
Pepsi and Sonic “Students of the Week”
Red Ribbon Week Fundraiser for Savannah
Red Ribbon Week – all school party
Kiwanis “Student of the Month”
Camp Dewey
Eagle Extravaganza
Olweus Kick-Off
Creating Relationships Every Week (CREW), using the Olweus Bullying Awareness Model
Military Support Groups (Deployed and Non-Deployed)
Vocal and Instrumental music tours to the mall) (orchestra Halloween visits, various schools, etc.
Parent Involvement Plans Linked to Student Achievement









Monthly communication from Principal, Assistant Principal, and a variety of staff. Information
regarding upcoming events, assistance parents can offer their students, good news reports, etc.
Parent and Student Portal
Ongoing communications from staff with parents via email, telephone, and face-to-face
3 Parent/Teacher conference sessions; Parent Portal access and communication
Monthly Site Council and Booster Club Meeting
Camp Dewey for incoming 7th grade and new students to the district and their parents
Back to School Picnic
Parent Guest Speakers and Volunteers for a variety of events and activities
Preliminary Truancy meetings with County Attorney Liaison
Strategies for Seeking Economic Efficiencies






Using resources within the district for Professional Development; utilizing district personnel experts
in a variety of Professional Development
Using the district’s Director of Secondary Education for Professional Development opportunities
Combined Professional Development with AMS – sharing cost of quality presenters
Constantly monitoring class sizes to effectively utilize staff when section totals are extremely low
With the iPad distribution to all certified staff, paperless distribution of documents that were
previously printed on hard copy
District lead initiatives to reduce operating costs; e.g. turning off lights when not in use, lowering
temperature set points,
Strategies for utilizing the district website and social media to reach current parents/students, future
parents/students, faculty/staff, and community stakeholders:



Regular updates on EMS website and IC
EMS Facebook
EMS Twitter
58
Dwight D. Eisenhower Middle School
Student Profile: September 20, 2016
Total Enrollment: 429
Grade Level
230
No. Of Students
220
Grade 7
210
Grade 8
214
215
Grade 7
Grade 8
214
215
200
190
180
Gender
Female
Male
Gender
Male
46%
Special
Education
Enrollment
Special
Education
Enrollment
341
Regular Ed
Special
88
Special Ed
Education
429
230
199
429
21%
Female
54%
Regular
Education
79%
Lunch Support
Ethnicity
Ethnicity
Asian
African Am
Hispanic
Two or Mo
Other
White
White
66%
African
American
9%
40
59
36
13
281
429
Reduced
15%
Lunch
Hispanic
14%
Two or More
Races
8%
Other
3%
Full Cost
48%
Note: "Other" category includes American Indian, Asian,
and Native Hawaiian
As of September 20, 2016 there are 28 Active ESOL Students.
Data Source: Infinite Campus
Support
Full Cost
Reduced
Free
59
Free
37%
206
63
160
429
Dwight D. Eisenhower Middle School
2016 Kansas Assessment Results: English Language Arts
Percent of 2015 (N=409) 2016 (N=413)
Level 1
19.6
17.7
50.0
Level 2
34.7
38.0
Level 3
40.8
34.1
Level 4
4.9
10.2
Grades 7-8
Percentage of Students
Scoring in Each Category
40.0
30.0
0
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=409)
19.6
34.7
40.8
4.9
2016 (N=413)
17.7
38.0
34.1
10.2
Grade 7
Percentage of Students
Scoring in Each Category
Grade 7
60.0
Percent of 2015 (N=216)
2016 (N=214)
Level 1
21.3
15.4
Level 2
23.6
28.5
50.0 50.9
Level 3
44.9
Level 4
4.2
11.2
40.0
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=216)
21.3
23.6
50.9
4.2
2016 (N=214)
15.4
28.5
44.9
11.2
60 Accountability Population; October 13, 2016
Data source: KSDE Annual Measures of Student Success (AMOSS)
Dwight D. Eisenhower Middle School
2016 Kansas Assessment Results: English Language Arts
Percentage of Students
Scoring in Each Category
Grade 8
Percent of 2015 (N=193) 2016 (N=199)
Level 1
17.6
20.1
50.047.2
Level 2
48.2
Level 3
29.5
22.6
Level 4
5.7
9.0
Grade 8
40.0
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=193)
17.6
47.2
29.5
5.7
2016 (N=199)
20.1
48.2
22.6
9.0
61 Accountability Population; October 13, 2016
Data source: KSDE Annual Measures of Student Success (AMOSS)
Dwight D. Eisenhower Middle School
2016 Kansas Assessment Results: Math
Percentage of Students
Scoring in Each Category
Percent of 2015 (N=410) 2016 (N=411)
Level 1
25.4
22.9
Level 2
43.2
35.8
Level 3
31.6
50.0 24.1
Level 4
7.3
9.7
Grades 7-8
40.0
30.0
0
20.0
0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
7.3
9.7
2015 (N=410)
25.4
43.2
0
24.1
2016 (N=411)
22.9
35.8
31.6
Grade 7
Percentage of Students
Scoring in Each Category
Grade 7
Percent of 201550.0
(N=217) 2016 (N=213)
Level 1
11.5
10.8
Level 2
46.1
45.5
Level 3
34.1
33.8
40.0
Level 4
8.3
9.9
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=217)
11.5
46.1
34.1
8.3
2016 (N=213)
10.8
45.5
33.8
9.9
62 Accountability Population; October 13, 2016
Data source: KSDE Annual Measures of Student Success (AMOSS)
Dwight D. Eisenhower Middle School
2016 Kansas Assessment Results: Math
Percentage of Students
Scoring in Each Category
Grade 8
Percent of 2015(N=193) 2016 (N=198)
Level 1
40.9
35.9
50.0 39.9
Level 2
25.3
Level 3
13.0
29.3
Level 4
6.2
9.6
Grade 8
40.0
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015(N=193)
40.9
39.9
13.0
6.2
2016 (N=198)
35.9
25.3
29.3
9.6
63 Accountability Population; October 13, 2016
Data source: KSDE Annual Measures of Student Success (AMOSS)
Dwight D. Eisenhower Middle School
2015-2016 Measures of Academic Progress (MAP) Average RIT* Scores
Reading
Grade Level
7th
240
8th
Reading
Fall 2015Average
SpringRIT
2016
Score by Grade Level
222
225
224
227
Average RIT Score
230
220
210
200
Fall 2015
Spring 2016
7th
222
225
8th
224
227
Math
Average RIT Score by Grade Level
240
Average RIT Score
230
Mathematics
7th
8th
220
Fall 2015 Spring 2016
232
237
235
238
210
200
Fall 2015
Spring 2016
7th
232
237
8th
235
238
*RIT: An equal-interval scale used to chart student academic progress over time.
Source: NWEA Reports, Retrieved October 5, 2016
64
Dwight D. Eisenhower Middle School
Measures of Academic Progress (MAP)
Percent of Students Meeting Fall 2015-Spring 2016 Growth Projections
Reading
Grade LevPercent
7th 100
56
8th
57
Percent of Students Meeting Reading Growth Projections
by Grade Level
Percent of Students
80
60
40
20
0
Percent
7th
56
8th
57
Percent of Students Meeting Math Growth Projections
by Grade Level
Percent of Students
Math 100
Grade LevPercent
7th
43
8th
52
80
60
40
20
0
Percent
7th
43
8th
52
Growth projections are based on the 2015 NWEA norms study, and vary by starting RIT score and grade.
50% represents typical, expected growth for students within a grade level.
Source: NWEA Reports, Retrieved October 5, 2016
65
ITEM 7.0
Manhattan-Ogden USD 383
Manhattan, Kansas
School Site Council Board Report Organizer (2016-17)
Building: Susan B. Anthony Middle School
Demographics:
 Enrollment
 Minority %
 Low SES %
 Parent Conference Attendance %
 Students With Disabilities %
 Gifted Education %
 Student Mobility %
 Military Dependent Children %
446
35%
31%
54%
58%
41%
12.6%
12%
Student Achievement Trends:
Kansas State Assessments
 8th grade ELA – 11.0% increase in Level IV, slight decrease in Level I, II, III
 7th Grade ELA – Reduction in Levels III and IV increase in Levels I & II
 7th Grade Math – Reduction in Levels II, III & IV, increase in Level I
 8th Grade Math – 15.6% increase in Level IV,V decrease in level I and II
Measures of Academic Progress
 Math Gain Scores of 5.0 7th grade and 6.0 8th grade
 Reading Gain Scores of 5.0 7th grade and 4.0 8th grade
 Scores are used in conjunction with other scores for placement decisions (advanced and
supplemental courses)
 Fall and Winter scores used in developing Tier assignments within MTSS for reading intervention
Other Measures
 ACT Aspire with support of Deb Mohler (2015-2016))
 Teacher developed assessments aligned with KCCRS
 Scholastic Reading Inventory (SRI)
 Accelerated Reader (AR)
New or Innovative Programs and Instructional Methods:









Addition and Full Implementation of Spanish classes and Exploring Foreign Language.
Continue Paperless 8th Grade Science Classroom (IPAD cart dedicated to this classroom)
Piloting Canvas (16-17)
Continued Extended Day Learning – with support from Teaching and Learning; approximately 3-4
staff, 2-4 KSU tutors daily, with 20-40 students per day depending on the day
Continued the Adopt A School – Formal partnership formed with Ft. Riley
Continued Online Elective Pre-Enrollment – Counselor, Shelly Ingram for elective course choices
for 2016-17 school year online by students
“Challenger Project” – spanning two years and hopefully featured this year at Kansas Association
of Music Educators Conference
Continued Student Ambassadors- Counselor Shelly Ingram welcoming new students to school
Military Support Group – our students who have one or more of their parent/s may be serving and
even currently deployed
66







Model UN Delegations, AMC 8, Scholars Bowl, Science Olympiad,
Creating Relationships Every Week (CREW) – Team Building, Community Service, Restorative
Circles, Anger Management, Building Relationships
Utilization of the iPad and laptop carts within a variety of core classes on a daily frequency
Professional Development collaboration with EMS for Professional Development
Utilization of additional PD days from SSRC calendar realignment (from 3 to 5)
Upgrades to building facilities: Additional cameras in our school
Additional Clubs initiated by staff and students
School Improvement Plan Priorities:








Full implementation of the Kansas College and Career Ready Standards (KCCRS), formerly
known as CCSS
Department collaboration between Antony Middle School and Eisenhower Middle School; e.g.
Mathematics, English Language Arts, Computer teachers, Physical Education teachers, other
Elective teachers as well as all Core Teachers
Document BASED Question (DBQ) essays in Social Studies
QAR across the building for 2016/2017 school year, once per quarter
Common Assessments for Mathematics, curriculum alignment
Supporting Reading and Math across the curriculum (MDPT scoring building wide)
Common writing prompts for English Language Arts
Writing (summarization/citing evidence)
Resources Needed to Support Improvement Priorities:



Additional Support for interventions as our needs are realized through the development and full
implementation of MTSS. (Level 2- Read 180)
Professional Development targeting Student Centered Learning and moving away from Teacher
Centered teaching.
Training for eighth grade mathematics teachers for Math in Focus implementation.
Building Diversity Initiatives:









Curriculum that demonstrate and present diversity throughout building content- music, art, writing,
reading, historical perspectives,
Red Ribbon Week – all school party
Kiwanis “Student of the Month”
Tornado Transition
Night of the Stars – PRIDE club
Olweus Kick-Off
Creating Relationships Every Week (CREW), using the Olweus Bullying Awareness Model
Military Support Groups (Deployed and Non-Deployed)
Vocal and Instrumental music tours to the mall) (orchestra Halloween visits, various schools, etc.
Parent Involvement Plans Linked to Student Achievement:







Monthly Newsletter from Principal, Assistant Principal, teams and staff members. Information
regarding upcoming events, assistance, resources within the school and community
Weekly E- Notifications and IC Messenger regarding upcoming events
Parent and Student Portal (students taught how to monitor progress and grades)
Ongoing communications from staff with parents via email, telephone, and face-to-face
3 Parent/Teacher conference sessions;
Monthly Site Council and Booster Club Meeting
Tornado Transition for incoming 7th grade and new students to the district and parent meeting
67






Back to School Night- Parent Orientation
Parent Guest Speakers and Volunteers for classes
Preliminary Truancy meetings with County Attorney Liaison
Meeting with Teacher Teams as needed
SIT Team meetings
IEP meetings
Strategies for Seeking Economic Efficiencies (including overtime reduction):





Continual Recycling project funded by AMS Booster Club.
Electricity Reduction of lights, as well as temperatures when building is closed.
Overtime Reduction
Collaboration of Resources with Eisenhower Middle School for Professional Development and
use of experts within our district for professional development.
Teachers actively seeking and receiving grants and funding for projects for materials and
innovative ideas in their classrooms
Strategies for utilizing the district website and social media to reach current parents/students,
future parents/students, faculty/staff, and community stakeholders:





Weekly Messages to parents through Infinite Campus and E-notifications
Active Links for each person to website and course work
Teacher use of GOOGLE Docs,
AMS Facebook
Twitter- by some teachers
68
Susan B. Anthony Middle School
Student Profile: September 20, 2016
Total Enrollment: 446
Grade Level*
280
238
240
No. Of Students
207
200
Grade 7
160 8
Grade
207
238
120
80
40
0
Grade 7
Grade 8
*Total count includes one ninth grade student.
Special
Education
Enrollment
Special
Education
Enrollment
340
Regular Ed
106
Special Ed
Special
446
Education
Gender
Gender
Female
Male
Male
51%
219
227
446
24%
Female
49%
Ethnicity
Ethnicity
Other
Asian
African Am
Hispanic
Two or Mo
White
Other
White
65%
Regular
Education
76%
32 <1%
32
57
34
289
2
446
Asian
Lunch Support
African
American
7%
Hispanic
13%
Two or More
Races
8%
Lunch Support
Full Cost
Reduced
Free
309
34
103
446
Free
23%
Note: "Other" category includes American Indian and
Native Hawaiian
As of September 20, 2016 there are 28 Active ESOL Students.
Demographic information includes students enrolled in Manhattan Virtual Academy.
Data Source: Infinite Campus
69
Reduced
8%
Full Cost
69%
Susan B. Anthony Middle School
2016 Kansas Assessment Results: English Language Arts
Grades 7-8
Percent of 2015 (N=424) 2016 (N=432)
Level 1
10.6
13.4
50.0
Level 2
38.9
36.1
Level 3
44.3
39.4
Level 4
6.1
11.1
Percentage of Students
Scoring in Each Category
40.0
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=424)
10.6
38.9
44.3
6.1
2016 (N=432)
13.4
36.1
39.4
11.1
Grade 7
Percentage of Students
Scoring in Each Category
Grade 7
60.0
Percent of 2015 (N=204) 2016 (N=220)
Level 1
11.3
18.6
Level 2
32.3
50.0 29.4
Level 3
50.5
41.4
Level 4
8.8
7.7
40.0
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=204)
11.3
29.4
50.5
8.8
2016 (N=220)
18.6
32.3
41.4
7.7
70 Accountability Population; October 10, 2016
Data source: KSDE Academic Measures of Student Success (AMOSS)
Susan B. Anthony Middle School
2016 Kansas Assessment Results: English Language Arts
Percentage of Students
Scoring in Each Category
Grade 8
Percent of 2015 (N=220) 2016 (N=212)
Level 1
10.0
8.0
50.0
Level 2
47.7
40.1
Level 3
38.6
37.3
Level 4
3.6
14.6
Grade 8
40.0
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=220)
10.0
47.7
38.6
3.6
2016 (N=212)
8.0
40.1
37.3
14.6
71 Accountability Population; October 10, 2016
Data source: KSDE Academic Measures of Student Success (AMOSS)
Susan B. Anthony Middle School
2016 Kansas Assessment Results: Math
Percentage of Students
Scoring in Each Category
Percent of 2015 (N=425) 2016 (N=437)
Level 1
16.2
16.7
Level 2
41.2
35.5
Level 3
32.3
50.0 33.9
Level 4
8.7
15.6
Grades 7-8
40.0
30.0
20.0
0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=425)
16.2
41.2
33.9
0
8.7
2016 (N=437)
16.7
35.5
32.3
15.6
Grade 7
50.0
Percentage of Students
Scoring in Each Category
Grade 7
Percent of 2015 (N=204) 2016 (N=222)
Level 1
5.4
14.9
40.0
Level 2
44.1
40.5
Level 3
39.2
35.1
Level 4
11.3
9.5
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=204)
5.4
44.1
39.2
11.3
2016 (N=222)
14.9
40.5
35.1
9.5
72 Accountability Population; October 10, 2016
Data source: KSDE Academic Measures of Student Success (AMOSS)
Susan B. Anthony Middle School
2016 Kansas Assessment Results: Math
Percentage of Students
Scoring in Each Category
Grade 8
Percent of 2015 (N=221) 2016 (N=215)
Level 1
26.2
18.6
Level 2
38.5
30.2
60.0
Level 3
29.0
29.3
Level 4
6.3
21.9
Grade 8
50.0
40.0
30.0
20.0
10.0
0.0
Level 1
Level 2
Level 3
Level 4
2015 (N=221)
26.2
38.5
29.0
6.3
2016 (N=215)
18.6
30.2
29.3
21.9
73 Accountability Population; October 10, 2016
Data source: KSDE Academic Measures of Student Success (AMOSS)
Susan B. Anthony Middle School
2015-2016 Measures of Academic Progress (MAP) Average RIT* Scores
Reading
Grade Level
7th
8th
240
Reading
Fall 2015 Spring 2016
Average
RIT
Score
by Grade Level
219
224
227
231
Average RIT Score
230
220
210
200
Fall 2015
Spring 2016
7th
219
224
8th
227
231
Math
Average RIT Score by Grade Level
250
240
Average RIT Score
Mathematics
7th
230
8th
Fall 2015 Spring 2016
231
236
239
245
220
210
200
Fall 2015
Spring 2016
7th
231
236
8th
239
245
*RIT: An equal-interval scales used to chart student academic progress over time.
Source: NWEA Reports, Retrieved October 5, 2016
74
Susan B. Anthony Middle School
Measures of Academic Progress (MAP)
Percent of Students Meeting Fall 2015-Spring 2016 Growth Projections
Reading
Grade LevPercent
7th 100
62
8th
66
Percent of Students Meeting Reading Growth Projections
by Grade Level
Percent of Students
80
60
40
20
0
Percent
Percent of Students
Math
Grade100
LevPercent
7th
47
8th
73
80
7th
62
8th
66
Percent of Students Meeting Math Growth Projections
by Grade Level
60
40
20
0
Percent
7th
47
8th
73
Growth projections are based on the 2015 NWEA norms study, and vary by starting RIT score and grade.
50% represents typical, expected growth for students within a grade level.
Source: NWEA Reports, Retrieved October 5, 2016
75
Appendix A
MANHATTAN-OGDEN USD 383
PARENT-TEACHER CONFERENCE
PARTICIPATION
FALL 2016
120.0%
100.0%
100.0%
98.4%
98.0%
94.0%
98.0%
96.0%
99.3%
98.0%
88.0%
80.0%
60.0%
52.4%
52.0%
49.7%
40.0%
20.0%
0.0%
Fall 2016 Parent-Teacher Conference ParticipationFall 2016 Par-Tchr Conf Chart
76
99.7%