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Geary County Unified Schools Junction City – Ft. Riley Milford – Grandview Plaza Annual Reports to the Geary County Board of Education 2014-2015
Geary County Unified Schools Junction City – Ft. Riley
Milford – Grandview Plaza
Annual Reports to the
Geary County
Board of Education
2014-2015
TABLE OF CONTENTS
2014-2015 Awards and Recognitions
Board of Education Goals for 2014-2015
District Mission, Motto, Vision
District Strategic Plan – adopted by BOE August 2, 2010
District Vital Statistics
Enrollment
Parent-Teacher Conference Attendance
Graduation/Drop-Out Rate
Yearly Program Highlights
Teaching & Learning Division
ELL
Transitional Living Program for Homeless Families
Title 1
Library Media Program
State Testing Data
Alternative Education Programs
Exceptional Student Services (ESS) Division
Outreach Programs Annual Report
Operations Annual Report
Student Transportation
Child Nutrition Services
Information Technology Annual Report
ERate
Personnel Annual Report
Emergency Management Annual Report
Budget, Debt, and Financial Reporting
Monthly Expenditures
Early Childhood Annual Report
Site Council Members
School Reports
Eisenhower Elementary
Franklin Elementary
Fort Riley Middle School
Fort Riley Elementary
Grandview Elementary
Junction City Middle School
Junction City High School
Jefferson Elementary
Lincoln Elementary
Milford Elementary
Morris Hill Elementary
Seitz Elementary
Sheridan Elementary
Spring Valley Elementary
Ware Elementary
Washington Elementary
Westwood Elementary
Master Plan
2014-2015 Awards & Recognitions:
USD 475 Shining Star Award:
18 staff members were awarded a district shining star award during the school
year. This is a peer-nominated award.
Shining Star awards for the 14-15 School year:
Chris Bogenhagen, Cassandra Dover, Sandra Marshbanks, Katie Wendland,
Lucinda Wilson, Kara Bergsten, Zachary Bryant, Deborah Hesse (posthumously),
Deann Hunt, Bryan Scruggs, Kenny Upham, Charles Baker, Sarah Cook, Brian
Forster, Denise Fuller, Morgan Jobe, Doug Sallee, Denise Stevens
Horizon Award Nominees for USD 475:
The Horizon Award program sponsored by KSDE and the KS Cable
Telecommunications Assoc. identifies and recognizes distinguished educators
who have completed one year of teaching. Four elementary and four
secondary classroom teachers are selected from each of four regions in Kansas.
Secondary: Alicia Goheen – JCHS Spanish teacher
Elementary: Chrystiana Miller – 5th grade teacher @ Sheridan Elementary *
*chosen as ONE of the State winners.
2014 Area 3 Assistant Principal of the Year:
Jessica Rondeau, Junction City Middle School
Konza Teacher of the Year:
Deborah Barnes, FRMS Science teacher: for bringing 1000+ students (since 2007)
to the Konza Prairie for hands-on science activities.
2015 Samsung Solve for Tomorrow contest:
JCHS teachers, Fides Ybanez and Jen Sutter were named state winners. JCHS
was awarded a minimum of $20,000 in
Samsung technology. They will go on to represent Kansas in the national
competition.
Gateway to Impact Award:
James Russell, Boys & Girls Club director received for noteworthy increases in
average daily attendance at the JC Boys & Girls Club.
Geary County USD 475 2015 Master Teacher Nominee:
Kelli Thissen, Franklin & Grandview Elementary PE Teacher was chosen by the
Master Teacher Committee.
2016 Kansas Teacher of the Year Award:
Kayla Kinderknecht, 1st grade teacher at Seitz Elementary and T.J. Taylor,
instrumental music and JCHS marching band instructor are the district’s
elementary and secondary nominees.
Distinguished Provider of the Year award
Stacey Mayberry, Infant Toddler Coordinator. Award given by the Kansas
Division of Early Childhood for “exemplary contributions to KDEC and exemplary
performance as a provider of direct services to children and their families AND
such exemplary qualities as innovativeness, imagination , creativity and the
ability to inspire”
Dan & Cheryl Yunk Excellence in Educational Administration Award
Dr. Corbin Witt 2015 recipient
Student Awards:
National Merit Scholarship Program Semi-Finalist – Katharine Kellogg
National Merit Scholarship Program Commended student – Emiliano Gomez
Outstanding participants in the Natl. Achievement Scholarship Program –
Antonio Carter, Jr. & Roemello McCoy
Cross Country
League or State Honors:
Lady Jays Team placed 5th & Regionals
Boys team placed 7th @ regionals & 10th & State
Stephen Deveau was a medalist at State.
Boys Soccer:
First Team – All League: Pierre Cherubin
2014 Outstanding Volunteer Service Award by Fort Riley.
JCHS Junior ROTC Battalion: For their support of events and organizations at Fort
Riley, including Fall Apple Day Festival and Historical & Archaeological Society
of Ft. Riley’s Ghost Tours.
Blue Jay Marching Band:
Superior ratings at Central States and High Plains
Marching Festivals in the fall. The Jazz Band received a superior rating at the
Coleman Hawkins Jazz Festival; concert band received a “2” rating at the
KSHSAA Large group music festival and wind ensemble received a superior
rating at the KSHSAA large group music festival. The clarinet choir, brass choir
and percussion ensemble all received superior ratings at state. 5 students
received superior ratings at regionals with one student (clarinet solo) receiving a
superior rating at state.
Blue Jays Football
Tyrik Nas-Carmickle was chosen to play for the west team in the 42nd annual
shrine bowl all-star football game in July. Coach Randall Zimmerman was
chosen as an assistant coach for the west team.
JCHS J-Stepper Dance Team
The J-Stepper Dance Team brought home 5 trophies from the Miss Kansas
Dance
& Drill Team Festival in Olathe in January.
Men’s Bowling:
2015 6A State Champions
Tyler Gromlovits, Kyle Lovell, Kris Quidachay, Jayson Quicksall, Ian Yeazell & Will
Wriston. (Coaches Brad Adams & Danette Story)
JCHS Wrestling Team:
Placed at the 6A State Tourney: Gabe Padilla (5th), Downey Wood (4th), Jake
Bazan (2nd), Jeryl Denton (2nd), Aryus Jones (3rd), & J’Quan Robinson (6th)
JCHS Powerlifting:
Team – 2nd place at 6A State meet.
Raye Wilson, Tyrik Nas-Carmickle and Darius Hicks all champions in their weight
class with Raye Wilson winning Top overall lifter of the meet.
Kansas Science & Engineering Fair.
State placers: Isabella Armstrong, Abigail Brown, Malekia Jenkins, Brianna
Nelson, Aaron Sandoval, Sarah Taylor, Morgan Deering, Steven Sandoval,
Joshua
Ault.
Kansas Boys & Girls Club Military Youth of the Year
Ebony Garrett, JCHS Senior – Winner
Nathaniel Hancock – Traditional Club Nominee
Class of 2015 – Over $1.8 million in local, state and national scholarships.
4 Governor’s Scholars
4 ACT Scholars of Exceptional Performance
Board Goals 2014-2015
Board Goal 1.0 Individual & Collective Professional Development of Staff
Objective 1.1 Continue researched-based evaluations to assist in staff
growth
Objective 1.2 Continue support of professional development
programs that support internal leadership.
Objective 1.3 Review staff recognition programs
Objective 1.4 Review exit interview forms for certified staff.
Objective 1.5 Establish new mentoring program for new
administrative staff.
Board Goal 2.0 Prepare Students for College and Career
Objective 2.1 Continue to distribute material that provide accurate
information on the Kansas College and Career
Readiness Standards for stakeholders.
Objective 2.2 Continue to develop a rigorous, relevant and engaging
curriculum to include supplemental materials.
Objective 2.3 Continue to use student assessments with a research
base to determine individual student growth.
Objective 2.4 Provide elementary math materials to align with KCCRS
Objective 2.5 Prepare students for ACT
Objective 2.6 Monitor graduation rates
Board Goal 3.0 Political Impact
Objective 3.1 Enhance USD 475 image by using retired educators
and board members to be advocates.
Objective 3.2 Continue to seek Federal Impact Aid money.
Objective 3.3 Actively participate in official local/state (EDC,
Chamber, etc.) forums to enhance visibility and
influence
Board Goal 4.0 Facilities
Objective 4.1 Continue to maintain safe schools
Objective 4.2 Monitor technology program with planned goals and
purchases
Objective 4.3 Adopt 1:1 technology with specific purposes and goals.
Objective 4.4 Continue to modernize facilities to enhance learning
opportunities
Objective 4.5 Conduct a holistic facilities review
Board Goal 5.0 Communities and Stakeholders
Objective 5.1 Continue to increase transparency to avoid perception
of conducting business secretly.
Objective 5.2 Continue our partnership with Fort Riley to strengthen
the position with Department of the Army.
Objective 5.3 Continue to utilize social media to inform parents and
increase their advocacy.
Objective 5.4 Actively participate in official local/state (EDC,
Chamber, etc.) forums to enhance visibility and
influence
Preparing today’s students for
tomorrow’s world
Preparing today’s students for
tomorrow’s world
USD 475, in partnership with parents and our community, is dedicated to the
common goal of learning for all – whatever it takes to prepare students for the
demands of continuous learning in the competitive workplace.
Strategic Plan Geary County USD 475
2010-2015
Beliefs, Goals, Objectives, Summary Statement
The Strategic Plan for Geary County USD 475 was developed over a year long period and involved parents, students, and citizens of Geary County as well as employees of the district. More than 80 people invested their time to make an impact on the education of our children. These stakeholders became active participants in shaping the district’s future for the next five years. Our work was accomplished through four whole-group meetings and then breaking the large group into eight subcommittees.
The plan contains eight sections including Community, Facilities, Finance, Human Resources, Innovation in Schools, Learning, Special Education, and Technology. Each committee worked to develop specific plans of action. The resulting work was then transformed into the district’s Strategic Plan.
We will use this document to guide district activities through 2016. Our students and staff will benefit from the work of the dedicated members of the Strategic Planning Committee. We are grateful to have people in our community who are willing to work together to ensure USD 475 remains one of the leading districts in Kansas.
Sincerely, Dr. Corbin T. Witt
Committee Members:
Bernie Altenhofen Rick Dykstra Retta Kramer Mark Roeser Pat Anderson Mark Edwards Jennifer Landes Doug Sallee Carol Arjona Debra Faulkner Melanie Laster Barbara Savant
Norvilla Baldwin Carolyn Gaston Becky Lay Stew Smith Ben Bennett Stephen Green Deb Lumb Mary Cay Stauffer Phyllis Boller Bev Greenwood Greg Lumb Vern Steffens Katina Brenn Mo Greenwood Daphne Maxwell Julie Stuck Chris Bridges Susan Guinn Angela Messer Marcie Teenor
Dr. Cecelia Brumfield Dr. Deb Gustafson John Montgomery Danny Thompson Bernice Bullard Jane Handlos Jolana Montgomery-Matney Ricardo Vieyra
Garvey Burrows Joe Handlos Robert Munson Wynnie Wahlfeldt Sandra Casey Catherine Hedge Chris Ott Lorraine Walker
Janet Christian Larry Hicks Chuck Otte Ronald Walker Shelly County Dr. Beth Hudson Jan Pabitzky Tom Wesoloski Barbara Craft Susan Kamphaus Janet Parrish Ellen Westerhaus Dr. Mary Devin Eunice Karmann Jo Peterson Clarence Williams III Samrie Devin Julianne Kelly Margie Pinaire Mary Wright Daniel Dinkel Dr. Anwar Khoury Janet Pogue Stefanie Zimmerman
Dr. Larry Dixon Wendy King-Luttman Dr. Roger Reitz Stan Dodds Shelley Kite Joanne Righter
Board of Education Members:
Becky Bramlage, Vice President Dr. Anwar Khoury, President
Jennifer Craft Daphne Maxwell
Carolyn Gaston Major Christopher Ott, Ft. Riley Rep.
Bob Henderson Mark Roeser
Approved by the Board of Education August 2, 2010
Learning
Mission: To engage students in a meaningful sequence of experiences that will prepare them for a life of
productive learning and change. Beliefs:
We believe that all students must be expected to learn at high levels.
We believe that schools, families, and the community share the responsibility of motivating and
mentoring students through career counseling/advising, high expectations, options in learning, and
connections to life.
We believe that the most meaningful assessments allow a student to demonstrate learning.
Goals/Objectives: Goal 1:
Deliver a pre-K through 12 curriculum that prepares students to be critical thinkers and problem-solvers in their
colleges/universities, their workplaces, and their communities.
Objectives:
Increase AP offerings. Expand AVID to
all schools.
Increase internship opportunities within and outside the community. Utilize
technology to support individual learning.
Support and encourage student participation in co-curricular activities.
Make changes in response to Kansas, national, and international trends. Continue the
District’s commitment to accountability and achievement. Expand early childhood
learning opportunities in the district. Goal 2:
Provide professional development focused upon teaching and learning for all staff. Objectives:
Support teachers’ and administrators’ attendance at national meetings that present
the most current research on curriculum and instruction.
Continue to strengthen the role of instructional coaches to support teachers’ changing
needs in classrooms.
Offer professional development to meet the needs of transient staff.
Provide professional development that increases instructional uses of technology.
Use data to design professional development aligned to curriculum needs.
Provide professional development to address the national curriculum standards as
they are completed, as well as the new performance assessments expected to measure them. Summary: Students will be engaged in a meaningful sequence of experiences that will prepare them for alife of
productive learning and change. Therefore, our USD 475 pre-K through 12 curriculum will prepare students to
be critical thinkers and problem-solvers in their colleges or universities, their workplaces, and their
communities. Continued, innovative professional development for staff will enable us to meet the changing
educational needs of our students and our society.
Learning-Timeline
School Year
2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
Goal 1:
Deliver a pre-K through 12 curriculum that prepares students to be critical thinkers and problem
solvers in their colleges/universities, their workplaces, and their communities
Objectives: Increase AP offerings
AP Biology
AP Anatomy &
Physiology
AP World
History
AP Physics
AP
Environmental
Science;
AP Art History
Expand AVID to all schools
Grades 8&9
Grade 7
Grade 6
Grade 5
Grade 4
Increase internship
opportunities within and
outside the community
Assess current
JCHS program
Use data to
match student
interests
Include juniors
Increase
internships
Increase
internships
Utilize technology to
support individual’s
learning
Utilize
technology for
MTSS tutoring)
Increase
individual’s
uses of
technology to
meet learning
needs
Identify
technology used
in every
classroom
Support access
to students
choosing
courses offered
through
technology
Add one online
course to each
high school
student’s
requirement for
graduation
Support and encourage
Student participation in
extra-curricular
activities
Assess current
program
Use data to ad-
dress needs/9th
grade center
Reorganize or add/create
transition to 9th
Monitor
Monitor
Make changes in response
to Kansas, national and
international trends
Consider education,
economy,
career
opportunities,
social issues,
etc.
Consider
education,
economy, career
opportunities,
social issues,
etc.
Consider
education,
economy, career
opportunities,
social issues,
etc.
Consider
education,
economy, career
opportunities,
social issues,
etc.
Consider
education,
economy, career
opportunities,
social issues,
etc.
Continue the district’s
commitment to
accountability and
achievement
State
Assessments,
teacher trends
Preliminary
assessments of
new national
standards
Assessments of
student success
with new
national
standards and
teacher trends
Monitor student
formative &
summative
assessments &
teacher trends
Monitor student
formative and
summative
assessments &
teacher trends
Expand early childhood
learning opportunities in the
district
Combine Pre-K
Pilot and ECSE
programs
Increase space
available for
Kansas
Preschool
Program
Assess student
performance in
kindergarten
Revise
curriculum
based upon
assessment
results
Provide district
preschool for all
3-5 year olds
Learning-Timeline (Continued)
School Year
2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
Goal 2: Provide professional development focused upon teaching and learning for all staff.
Objectives: Support teachers’ and
administrators’ attendance
at national meetings that
present the most current
research on curriculum and
instruction
Staff attend
NCTM
NSTA
NCTE
IRA, etc.
Staff attend
national content
and technology
conferences
Staff attend
national content
and technology
conferences
online and on
site
Staff attend
national content
and technology
conferences
online
Staff connect to
national
authorities on
content and
technology on
an as-needed
basis
Continue to strengthen the
role of instructional coaches
to support teachers’
changing needs in
classrooms
Provide
professional
development to
coaches to
carry out role
Coach provides
professional
development to
support
reflective
practices
Coach supports
instruction
specific to new
standards
Coach continues
to serve as an
instructional
resource to staff
Coach continues
to serve as an
instructional
resource to staff
Offer professional
development to meet the
needs of transient staff
Focus on
elementary
reading
instruction
Focus on
technology
professional
development
Focus on
Cooperative
Learning
Focus on TESA
Refocus all staff
on OLWEUS
Provide professional
development that increases
instructional uses of
technology
Complete K-12
scope and
sequence
Complete K-12
Assessments
Provide
technology
mentor to each
school
Assess teacher
uses of
instructional
technology
Provide teacher
professional
development
according to
individual needs
Use data to design
professional development
aligned to technology
curriculum needs
Survey staff to
learn
instructional
uses and needs
Provide
professional
development
online, in
groups, live
tutorials, etc.
Monitor
technology
mentor logs
Mentors design
professional
development to
meet building
needs
Determine
needs for new
instructional
technologies
Provide professional
development to address the
national curriculum
standards as they are
completed, as well as the
new performance
assessments expected to be
developed to measure them
Provide
professional
development to
learn new
national
standards
Provide
professional
development to
teach new
standards using
technology
Use technology
to assess student
growth on new
standards
Share lessons
using
technology
which are
common to
grade levels and
content areas
Monitor
technology
mentor logs to
determine needs
in teaching
standards
Technology
Mission:
To ensure our students and staff lead and learn through the use of innovative technologies to be successful in
tomorrow’s world. Beliefs: The beliefs of the Technology Committee are that, for the benefit of learning, students, teachers, and
administrators
Integrate the use of technology on a daily basis.
Collaborate and communicate globally.
Commit to a digital world and remain open to change.
Assess and evaluate emerging technologies’ value for the learning environment Goals/Objectives: Goal 1:
Follow the direction of the ISTE Standards to guide the learning for students, teachers, and administrators.
Objectives:
Develop scope and sequence of technology for K-12
Develop benchmark assessments that address ISTE standards Goal 2:
Supply each student, teacher, and administrator with the technology appropriate to his or her need.
Objective:
Provide resources to support equity and access for all Goal 3:
Provide each teacher and administrator with the appropriate professional development and support to ensure
success in the personal and professional use of the provided technology. Objectives:
Each building will be supplied with a technology mentor (full or part-time) to ensure the daily use of
technology through assistance in lesson planning and training in the particular technology
Encourage self-sufficiency and acknowledge contributions to the vitality and self- renewal of the
teaching profession
Provide access to district endorsed learning resources Summary:
The mission of the Technology Subcommittee is to ensure that our students and staff lead and
learn through the use of innovative technologies in order to be successful in tomorrow’s world. We will follow
the direction of the ISTE Standards to guide the learning for students, teachers, and administrators by
developing a scope and sequence of technology for K-12. Furthermore, we will ensure each student, teacher,
and administrator is supplied with the technology appropriate to his or her need. Appropriate professional
development and support will be provided to ensure success in the personal and professional use of technology.
Technology-Timeline
School Year 2009- 2010
2010- 2011
2011- 2012
2012- 2013
2013- 2014
2014- 2015
Objective:
Develop scope and sequence of technology for K-5 100%
Develop scope and sequence of technology for 6-12 10% 100%
Develop benchmark assessments that address ISTE standards - K-5
0% 100%
Develop benchmark assessments that address ISTE standards - 6-12
10% 100%
Provide resources to support equity and access for all 0% 15% 30% 45% 50%
Each building will be supplied with a technology mentor (full or part-time) to ensure the daily use of technology through assistance in lesson planning and training in the particular technology
0% 10% 20% 35% 45%
Encourage self-sufficiency and acknowledge contributions to the vitality and self-renewal of the teaching profession
0% 15% 30% 45% 50%
Provide access to district endorsed learning resources 0% 10% 20% 30%
Note: Numbers for each objective represent the percent of implementation by year.
Special Education
Mission:
To minimize the impact of the disability and maximize the opportunity for students with exceptionalities to
participate in general education in their natural community and integration into the world of tomorrow. Beliefs:
We believe that effective instructional programs for students with exceptionalities must include
individualized support with developmentally appropriate practices provided within the least restrictive
environment.
We believe that instructional program planning for students with exceptionalities must be a coordinated
effort among all stakeholders.
We believe that all team members have an obligation to sustain an atmosphere that fosters the open
communication of knowledge, ideas, opinions, and beliefs.
We believe that the educational programs for students with exceptionalities need to be delivered by
knowledgeable staff members.
Goals/Objectives: Goal 1:
Develop and provide an individualized standards-based education plan for students with exceptionalities.
Objectives:
Develop policies, practices, and procedures for the development and implementation of standards-based
IEPs.
Develop and implement staff development opportunities and on-line resources for special education
professional and support staff in the areas of standards-based IEPs and curriculum.
Develop and implement staff development opportunities and online resources for special
education professional and support staff in linking IEPs with instructional planning.
Develop and implement procedures for monitoring IEPs to ensure that all students are provided with
individualized, standards-based plans.
Goal 2:
Ensure that the appropriate supports and services are in place at each level of a student’s education to provide an
effective and consistent educational experience. Objectives:
Develop policies, practices, and procedures for the planning and communication of information when a
student moves to each new learning environment.
Develop and implement staff development opportunities and on-line resources emphasizing each
IEP team members’ responsibility in the educational process of students with exceptionalities.
Develop policies, practices, and procedures for all IEP processes to ensure that the appropriate supports
and services are identified and put in place for student with exceptionalities.
Develop and implement a process and for identifying a student’s need for additional support staff, how
support staff will be utilized, and how the team will plan for greater independence.
Special Education (Continued)
Goals/Objectives:
Goal 3:
Assist students in gaining the skills needed to achieve post-school goals that are meaningful to the individual
student’s life.
Objectives:
Develop policies, practices, and procedures for the development and implementation of secondary
transition assessment and planning.
Develop and implement staff development opportunities and on-line resources for special education
professional and support staff in the areas of secondary transition assessment and planning.
Develop and implement staff development opportunities and online resources for staff, students,
and parents in the areas of secondary transition planning and community resources.
Develop and implement a revised transition IEP document which focuses on assisting students in
gaining the skills needed to achieve their post-secondary goals. Goal 4:
Provide an integrated instructional model that addresses the specific and unique educational needs of
students with exceptionalities.
Objectives:
Develop and implement a training program to ensure that special education teachers benefit from
curricular learning opportunities that assist in aligning IEPs with general education curriculums.
The implementation of opportunities for special education teachers to share information on best
practices and the continuum of services being offered through presentations and on-line networking.
General education and special education staff will work together to align appropriate instructional
accommodations and modifications options with state and district curriculum standards.
Develop and implement staff development opportunities and on-line resources for special education,
general education, and support staff in the areas of identifying and implementing appropriate
instructional accommodations and modifications that meet the needs of students with exceptionalities. Summary:
To better serve students with exceptionalities in USD 475, we will develop and provide an individualized,
standards-based education with appropriate support services. This will enable students to gain skills needed to
successfully transition into post-school goals.
Special Education-Timeline
Goal 1: Develop and provide an individualized, standards-based education plan for students with exceptionalities.
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015
Develop policies, practices, and
procedures for the development and
implementation of standards based IEPs.
Develop and implement staff
development opportunities and online
resources for special education
professional and support staff in the areas of standards based IEPs and curriculum.
Develop and implement staff
development opportunities and online
resources for special education
professional and support staff in linking IEPs with instructional planning.
Develop and implement procedures for
monitoring IEPs to ensure that all
students are provided with individualized
standards-based plans.
Goal 2: Ensure that the appropriate supports and services are in place at each level of a student’s
education to provide an effective and consistent educational experience.
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015
Develop policies, practices, and
procedures for the planning and
communication of information when a
student moves to each new learning environment.
Develop and implement staff
development opportunities and online
resources emphasizing each IEP team
members’ responsibility in the
educational process of students with
exceptionalities.
Develop policies, practices, and
procedures for all IEP processes to
ensure that the appropriate supports and
services are identified and put in place for student with exceptionalities.
Develop and implement a process and for
identifying a student’s need for
additional support staff, how support
staff will be utilized, and how the team will plan for greater independence.
Special Education-Timeline (Continued)
Goal 3: Assist students in gaining the skills needed to achieve post-school goals that are meaningful to the
individual student’s life.
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015
Develop policies, practices, and procedures
for the development and implementation of
secondary transition assessment and planning.
Develop and implement staff development
opportunities and online resources for
special education professional and support
staff in the areas of secondary transition assessment and planning.
Develop and implement staff development
opportunities and online resources for staff,
students, and parents in the areas of secondary transition planning and community resources.
Develop and implement a revised transition
IEP document which focuses on assisting
students in gaining the skills needed to
achieve their post-secondary goals.
Goal 4: Provide an integrated instructional model that addresses the specific and unique
educational needs of students with exceptionalities.
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015
Develop and implement a training program
to ensure that special education teachers
benefit from curricular learning
opportunities that assist in aligning IEPs with general education curriculums.
The implementation of opportunities for
special education teachers to share
information on best practices and the
continuum of services being offered
through presentations and online
networking.
General education and special education
staff will work together to align appropriate
instructional accommodations and
modifications options with state and district curriculum standards.
Develop and implement staff development
opportunities and on-line resources for
special education, general education, and
support staff in the areas of identifying and
implementing appropriate instructional
accommodations and modifications that
meet the needs of students with exceptionalities.
Human Resources
Mission:
To engage a quality workforce providing the foundation for academic achievement and character development
of tomorrow’s leaders. Beliefs:
We believe every individual matters.
We believe every individual deserves to work in an environment that allows him or her to reach his/her
highest potential.
We believe every individual will earn a competitive salary package resulting in enhanced recruitment
and retention.
We believe USD 475 will become the employer of choice for the state, region, and country.
Goals/Objectives: Goal 1:
Ensure an effective, high-quality teacher in every classroom. Objectives:
Provide a grow your own program for Special Education
Administrators will use the appraisal process to ensure progress to becoming a highly effective teacher
Implement a mentoring/coaching program for all staff Goal 2:
Maintain a regionally competitive salary package.
Objectives:
Provide the best possible health care package at a reasonable price Support IBB
Explore flexible scheduling/work days Early
retirement plan
Set up professional development plan that provides movement on the salary schedule for both certified an
classified Goal 3:
Provide professional development to all stakeholders that supports the learning needs of each individual. Objectives:
Online training programs
Professional development by job category Access to
technology training
Set up professional development plan that allows for movement on salary schedule Continue offering a
professional development program to meet the changing needs of the certified staff Summary:
We believe that each student who enters a USD 475 School deserves to be served by a highly effective staff
who can provide the foundation for academic achievement and the character development of tomorrow’s
leaders. We must attract and retain a high quality workforce. We will ensure our district becomes the employer
of choice by providing innovative, differentiated professional development, a competitive salary package, and a
work environment that allows each individual to reach his or her highest potential.
Facilities Mission:
To maximize resources to provide facilities that optimize the learning environment for all students, staff and community members in a safe, purposeful and proficient manner.
Beliefs:
We believe facilities should meet the current and future needs of staff, students, and community.
We believe facilities should provide a safe and secure environment accessible to all. We believe facilities should be maintained in a manner that protects the learning environment and the
investment of the district.
Goals/Objectives:
Goal 1: Ensure adequate space necessary to accommodate the needs of the learner and to support programs in the district.
Objectives:
Develop district space utilization standards
Develop a master facilities plan that identifies current conditions and projected future growth
Compare master facilities plan to district standards and identify deficiencies
Develop a plan to satisfy deficiencies
Goal 2: Identify safety, security, and accessibility needs at each facility.
Objectives:
Develop district standards that provide safety, security, and accessibility for each facility Conduct
routine inspections by staff knowledgeable in ADA, NFPA, CPSC, NIMS and other codes and
regulations to identify safety and security issues
Prepare and prioritize a long range plan to address the deficiencies
Goal 3: Maintain each facility to sustain or enhance its functionality and structural integrity.
Objectives:
Develop/adopt district maintenance standards
Conduct an annual building assessment of each room throughout the district Utilize the
building assessment and the master facilities plan to identify deficiencies Develop and
prioritize a plan of action to address deficiencies
Goal 4:
Implement an energy efficiency plan for each facility. Objectives:
Conduct an energy assessment for each facility
Prioritize findings based on return on investment Develop
a plan to implement findings Summary: The Facilities Subcommittee believes district facilities are an integral part of the learning environment and should meet the needs of all community stakeholders. Upon entering, individuals should expect to find a safe, welcoming, and well-maintained facility. District facilities should support today's programs, with an eye to future programs. The facilities subcommittee also believes that the district must stretch its resources to provide the best facilities possible for our community.
Finances
Mission:
To provide the best educational opportunities for students while being good stewards of the patrons’ resources.
Beliefs:
We believe in educating administrators, staff, and community members to help them better understand
school finance.
We believe that by investing in our students, we are preparing tomorrow’s scientists, physicians, and
laborers.
We believe in taking the time and effort to listen to the needs of staff, administrators, and parents.
We believe in transparency of school funds.
We believe in creating a solid financial base to ensure the stability of the district.
We believe that we must ensure that all students are served and strive to understand and embrace their
unique needs.
We believe that making the best use of our available funds is paramount to our success.
Goals/Objectives: Goal 1:
Create an atmosphere of comprehensive financial information through transparent practices,two way
communication and accountability to the public.
Objectives:
Publish web-based information on the district’s website for the public to view Budget at a
Glance documentation will be available to the public
Goal 2:
Serve our diverse population by making students the center of our financial planning.
Objectives:
Advocate on all levels (local, state and federal) for educational funding to ensure that all students are
served as we strive to understand and embrace their unique needs Expand the use of our resources for
maximum effect
Goal 3:
Create a solid financial base by projecting revenues and expenses beyond the current school term.
Objectives:
Evaluate enrollment projections and possible business growth of the area and in the state
Continuously monitor long-term and short-term goals to ensure success
Summary:
We will serve our diverse population by making students the center of our financial planning. Paramount to our
success will be advocating on all levels for the families we serve. Financial plans will provide for present
needs while building a strong foundation for the future, both fiscally and educationally.
Community
Mission:
To equip students with a foundation of basics that provides students with options for their futures. Beliefs:
We believe students must have skill sets that meet minimum requirements for any Kansas Regents
College or University, while allowing students to explore different avenues of interest.
We believe students must possess skills that enable them to be successful in the workforce.
We believe schools should model the expectation of today’s business community.
We believe students should have their own expectation of themselves and their future. High school
is not the end; it is preparation for the next step in life. Goals/Objectives: Goal 1:
Encourage every student to obtain some post-secondary education/training prior to high school graduation.
Objectives:
Research and identify all opportunities that students have available for post-secondary
education/training, in cooperation with the community.
Initiate and develop memorandums of agreements with institutions of higher education, which allows
students to earn college credits prior to high school graduation.
Work with community businesses to increase opportunities for long term internships,
apprenticeships and certificate programs.
Goal 2:
Foster a climate and instructional structure to create real-life learners. Objectives:
Continue to support programs and activities that exist outside of traditional school settings (extra
curricular activities including after school programs, birth to five, etc.)
Utilize existing community groups (including military and faith based) to provide more mentors for
the youth.
Develop and encourage community collaborations with schools to provide mentoring in how to become
a good community citizen. Summary: The Community Subcommittee feels that each student needs to be prepared with certain skills to face life
beyond high school, whether they attend college or a trade school, enlist in the military, or join the work force.
The school should model the expectations of the business community. The business community, as well as
other community groups, must become partners with the school district to reach these goals. This is not
something that any one entity can do by itself. All involved must collaborate to model for the students the
expectations of being life-long learners and good citizens.
Innovation in Schools
Mission: To provide affirmative, innovative educational experiences and opportunities to all students at all levels.
Beliefs:
We believe that affirmation of every child’s creativity, personality, and interests are essential to
promote active learning.
We believe that every student possesses individual strengths and talents, and should therefore be
given every educational opportunity to explore.
We believe that it is the responsibility of USD 475 and the community to provide innovative programs
that promote relevant learning for each student.
Goals/Objectives:
Goal 1: Provide each child with innovative programs and services to promote active, relevant learn- ing.
Objectives:
Continue to maintain programs and activities which are available to children and their families outside
of traditional school hours and settings (Smart Start Kansas of Geary County / Parents As Teachers,
Before and After School programs, Dis- covery Days, full day summer program).
Maintain an environment that encourages children to excel academically and ex- plore their
creativity/special interests by providing academic support with a wide variety of experience-based
learning enrichment activities.
Goal 2: Provide students with opportunities necessary to achieve success in life through community collaboration and by maximizing resources to support children and their families.
Objectives:
Develop and support opportunities that involve real world experts interacting with and
providing learning activities for children.
Maintain and develop positive relationships / partnerships among community agencies, entities and
businesses that focus on maximizing available resources to meet the needs of our community’s
children and their families.
Summary: The Innovation in Schools and Community Department of Geary County USD 475 builds upon existing partnerships/community collaboration to provide innovative programs and services to children and their families who reside in our community (which includes Geary County and Fort Riley). Our Mission and Belief Statements provide the foundation and guiding principles for our efforts.
Geary County
Schools
USD 475
Preparing today’s students
for tomorrow’s world
Board of Education
Approved by BOE August 2, 2010
USD 475 Historical Enrollment Numbers
Year: K 1ST 2ND 3RD 4TH 5TH 6TH 7TH 8TH 9TH 10TH 11TH 12TH
NO
N-
GR
AD
ED
4 Y
R A
T-
RIS
K
3,4
,5
SP
EC
ED
TOTA
L
PK
2014-
2015 869 871 802 737 684 619 564 574 514 525 458 447 356 67 51 194 8,332 205
2013-
2014 922 869 785 724 637 594 585 546 564 485 498 393 372 71 47 65 8,157 66
2012-
2013 912 833 786 693 639 623 585 543 515 526 439 399 382 49 48 117 8,089 341
2011-
2012 875 870 760 694 693 667 601 557 511 518 464 438 323 88 49 102 8,210 51
2010-
2011 880 782 764 694 682 650 581 591 502 518 491 379 350 0 0 51 7,915 40
2009-
2010 759 746 746 687 647 614 606 492 480 523 452 366 378 119 30 113 7,758 0
USD 475 Enrollment Numbers 2014-2015
Elementary School Enrollment Numbers
Junction City Elementary Schools EI FR LI SH SV WA WE CITY TOTAL
K 52 35 44 36 65 62 46 340
1 53 48 44 44 55 63 62 369
2 41 41 41 44 72 50 44 333
3 50 40 46 35 59 47 54 331
4 44 38 39 38 66 36 58 319
5 37 38 42 44 52 39 46 298
SP SC 19 0 0 0 3 0 0 22
T 296 240 256 241 372 297 310 2012
Grandview and Milford Elementary Schools GV MI TOTAL
K 23 21 44
1 24 19 43
2 16 15 31
3 18 14 32
4 15 13 28
5 22 13 35
SP SC 0 0 0
T 118 95 213
Fort Riley Elementary Schools and Grand Totals POST CITY, GRAND
CU FE JE MO SZ WR TOTAL GV & MI TOTAL
K 54 66 55 43 127 133 478 384 862
1 48 52 48 60 118 131 457 412 869
2 38 54 49 43 121 128 433 364 797
3 28 53 40 35 108 101 365 363 728
4 28 43 40 34 92 96 333 347 680
5 15 43 34 36 68 83 279 333 612
SP SC 9 0 0 0 5 0 14 22 36
T 220 311 266 251 639 672 2359 2225 4584
Secondary School Totals
City Middle and Fort Riley Middle Totals LDC CM FM TOTAL
6 313 251 564
7 0 320 252 572
8 0 309 201 510
*SP 145 97 242
T 0 942 704 1646
Larry Dixon Center and Junction City High School Totals LDC SE TOTAL
9 0 517 517
10 8 444 452
11 12 431 443
12 0 355 355
*SP 259 259
T 20 1747 1767
Total Enrollment in All Programs
EC/HS Sp.Ed. 194
EC Peer Models 249
Elementary 4584
Middle School 1646
Senior High 1767
Partial funded students 141
Total 8440
Parent/Teacher Conference Totals
Fall 2014 97.24% attendance
Spring 2015 95.95% attendance
Junction City High School
Graduation and Dropout Report
The graduation rate is defined as the percent of students who start in the ninth grade and
graduate four years later. The calculation of graduation rate takes into account those
students who transfer into or out of the school as well as those students that do not graduate
within four years.
What does it mean to be a dropout?
Kansas state statute (K.S.A. 72-1111) requires that a child who has reached the age of
seven years and is under the age of 18 years be enrolled in and attend school
continuously each year.
Any student who leaves school and does not enroll in another school or program that
culminates in a high school diploma is considered to be a dropout.
How is the annual dropout rate calculated?
The dropout rate is calculated annually and reflects the number of seventh– twelfth
grade students who drop out in any one school year.
For the purposes of the dropout rate calculation, a dropout is any student who exits
school between October 1 and September 30 with a dropout EXIT code AND does not
reenroll in school by September 30.
It is important to note that the annual dropout rate is not the inverse of the graduation
rate because the dropout rate is calculated using one year of data while the
graduation rate is calculated using four years of data.
SCHOOL YEAR ALL MALE FEMALE
2008-2009 Dropout
Rate
3.1 3.0 3.1
2009-2010 Dropout
Rate
2.7 3.3 2.1
2010-2011 Dropout
Rate
1.1 1.5 0.8
2011-2012 Dropout
Rate
1.7 1.8 1.6
2012-2013 Dropout
Rate
1.0 1.1 0.8
2013-2014 Dropout
Rate
0.6 0.7 0.5
Adjusted Cohort Graduation Rate
Federal regulations require states to calculate graduation rates using a four-year
adjusted cohort graduation rate.
The four-year adjusted cohort graduation rate is the number of students who
graduate in four years with a regular high school diploma divided by the number of
students who entered high school four years earlier (adjusting for transfers in and out).
Who is in the Four-Year Cohort?
First time 9th graders from 2010-2011 are the initial cohort with the expectation that they
graduated by September 30, 2014.
The first time 9th graders are determined by the End-of-Year Accountability (EOYA) records
submitted through the KIDS system.
The cohort is adjusted according to students who transfer in, transfer out, emigrate, or die.
Who is Included in the Graduation Rate Calculation?
# 2014 graduates (# of cohort members earning a
regular HS diploma by Sept. 30, 2014) ____________________________________________________________________________________________________________________________________________________________
# first time 9th graders in fall 2010 plus transfers in minus students who transfer out, emigrate,
or die during 2013-2014, 2012-2013, 2011-2012, and 2010-2011
Who is Included in the Graduation Rate Calculation?
Data collected through KIDS system—EXIT and EOYA records—is used in calculations.
Only students with regular diplomas count as graduates. (This is the numerator.)
Students who graduate in less than four years are “banked” and included when their
four-year adjusted cohort rate is calculated.
Students who do not graduate in the expected four years are non-graduates and
count against the graduation rate.
Non-graded adult students do not count in the graduation calculation unless their
four-year and/or five-year cohort has not graduated.
Graduation rates are computed in the fall for the previous year. Thus, the most recent data
reported here is for the 2013-14 school year.
Table 1a shows the 4 year cohort graduation rates for the past six years for Junction City High
School. The graduation rate for the 11-14 cohort decreased by 2.8% from the 2010-13
cohort.
Table 1a: JCHS Graduation Rate 2009-2014
Graduation
Rate
06 –
09
Cohor
t
07 – 10
Cohort 08 -11
Cohort
09 -12
Cohort
10 -13
Cohort
11-14
Cohort
4 yr cohort 59.6% 76.90% 72.90% 74.30% 82.50% 79.70%
* = Calculated with previous Kansas graduation rate formula
Table 1b shows the 5 year cohort graduation rates for the past five years for Junction City
High School. The graduation rate for the 10-14 cohort increased by 9.5% from the 2009-13
cohort.
Table 1b: JCHS Graduation Rate 2009-2014
Graduation
Rate
06 –
10
Cohor
t
07 -11
Cohor
t
08 -12
Cohor
t
09 -13
Cohor
t
10-14
Cohor
t
5 yr cohort 60.70
%
78.40
%
75.10
%
75.00
%
84.50
%
Graduation Rates for Disaggregated Groups
The 2011-2014 cohort graduation rates are presented in Tables 2 and 3 with data grouped by
gender and socio-economic status.
Table 2 presents the graduation rate grouped by gender. The graduation rate is 9.5% higher
for females (85.2%) than males (75.7%).
Table 2: Junction City High School 2010-2014 Cohort Graduation Rate by Gender - High
School
Cohort Information Total
Headcount Male Female
Graduates 342 187 155
2014 Non-Graduates 27 20 7
2013 Non-Graduates 20 14 6
2012 Non-Graduates 30 20 10
2011 Non-Graduates 10 6 4
Total 429 247 182
Graduation Rate 79.70% 75.70% 85.20%
Table 3 displays the graduation rate disaggregated by socio-economic status. The full price
students graduated at a rate of 79.9% while the free lunch students graduated at a rate of
78.3% and the reduced price lunch students graduated at a rate of 87%. ELL students had
the lowest graduation rate at 70%, followed by homeless at 72,2% and students with
disabilities at 77%.
Table 3: 2011-14 Graduation Rate by SES Status – Junction City High School
Socioeconomic Status Students with
Disabilities
Free Meals Reduced Meals
Cohort
Information
Mal
e Female Male Female Male Female ELL Migrant Homeless
Graduates 65 61 36 31 40 17 14 0 13
2014 Non-
Graduates
2 2 1 1 2 3 0 0 0
2013 Non-
Graduates
8 5 2 1 3 1 1 1 3
2012 Non-
Graduates
10 3 1 2 2 1 3 0 2
2011 Non-
Graduates
4 1 0 2 3 1 2 0 0
2010 Non-
Graduates
0 0 0 0 0 1 0 0 0
Total 89 72 40 37 50 24 20 1 18
Graduation
Rate
73.0
0%
85.00% 90.00
%
83.80% 80.00
%
70.80% 70.0
0%
0.00% 72.20%
Graduation
Rate by
Subgroup
78.30% 87.00% 77.00%
Yearly Program Highlights
Drug Abuse Prevention/Intervention Services
17
1
16
4
7
2 0 1 4 - 1 5 2 0 1 5 - 1 6 2 0 1 6 - 1 7 2 0 1 7 - 1 8
JCHS RANDOM DRUG-TESTING DATA
TOTAL NEG POS
HIGHLIGHTS FOR 2014-15
TEACHING AND LEARNING DIVISION
The Annual Report provides the opportunity to reflect on major efforts and
initiatives in the Teaching and Learning Division for the 2014-15 school year. Our
efforts support our ultimate goal of improved student achievement. The report
provides an informational update and highlights of programs within the
Teaching and Learning Division to include updates for the English Language
Learning program, Transitional Living Program (Homeless), Library Media
Services, and Title I.
This report is organized into four categories: Who We Teach, What We Teach,
How We Teach, and How We Lead. The “Who We Teach” section defines our
student population; the “What` We Teach” highlights instructional initiatives;
“How We Teach” is how the work is delivered, and “How We Lead” is a look at
our leadership this year. This structure offers the opportunity to give insight into
the work of the Teaching and Learning Division.
WHO WE TEACH
This chart indicates the ever-changing, transient nature of our student
population in USD 475. At any point within this 2014-15 school year our numbers
are very different, and our students are very different. The teaching staff in the
district, in partnership with Teaching and Learning, works hard to address the
changing population. It requires professional development on an ongoing basis,
a commitment to research-based strategies and innovativeness, and the belief
system that all can learn.
Date EC/SPED Elementary Middle
School
Senior
High
Total
09-22-14 194 4586 1646 1767 8193
03-06-15 258 4415 1585 1680 7938
05-22-15 247 3899 1405 1556 7107
ELL Program
The English Language Learner Program (ELL) provides support to students who
are in the process of acquiring the English Language. Knowing two languages is
a valuable skill in today’s world. The English Language Learner Program strives to
build upon the skills that the students have in their native language as they
become increasingly fluent in English. We recognize that developing strong skills
in English is necessary for students to be successful in our classrooms.
Bernie Altenhofen continues to provide the leadership for this program.
Students must learn the classroom content as they are developing their English
vocabularies. We support students by making modifications to the regular
curriculum, tutoring, small group instruction, access to bilingual literature, and by
looking at the data to incorporate strategies to meet individual needs. Services
are provided to students by ELL teachers, ELL endorsed classroom teachers,
bilingual aides, or a combination of these.
It is the belief of USD 475 staff that all students can achieve. USD 475 values the
diversity of its population. Our ELL students represent a variety of cultures and
bring with them traditions that may be different from those of other families. All
students gain from the cultural awareness and enrichment that these students
contribute to our schools.
Students whose parents indicate that they have been exposed to a second
language on their enrollment form are screened to determine if they qualify for
ELL support. Parents whose children qualify will be notified. Students remain in
the ELL program until they meet the criteria for exiting. That criteria includes
good grades and proficient scores on state tests.
ELL Student Demographics
648 ELL students were enrolled on September 20, 2014 in Pre-K through 12th
grade. 44 languages were represented. Approximately 2/3 of our ELL students
are Spanish speakers. The majority of our Spanish speakers are military
dependents coming to us from Puerto Rico. All schools except Milford had ELL
students enrolled. The breakdown by level was:
Pre-K – 65 students (Note: This number grew to 81 by the end of May 2015.)
Elementary – 417 Secondary – 166
ELL Enrollment by school on September 20, 2015 Custer Hill 23 Washington 53
Eisenhower 22 Westwood 34
Ft. Riley 20 FRMS 23
Franklin 20 JCMS 63
Grandview 7 FSA 28
Jefferson 21 JCHS 58
Lincoln 7
Sheltered K /1st classes at MO and
WA 35
Morris Hill 26 Total K-12 584
Seitz 47 PreK 4-year olds 45
Sheridan 13 PreK 3-year olds 20
Spring Valley 22
Total 648 Ware 61
ELL Enrollment by grade on September 20, 2015
3 year old PreK 20 6th 39
4 year old PreK 45 7th 23
Kinder 98 8th 24
1st 89 9th 28
2nd 64 10th 27
3rd 65 11th 20
4th 44 12th 11
5th 52
ELL Enrollment by English Proficiency Level
Pre-K students who score at an oral level 1 to 3 are placed in ELL.
K-12 Students began the 2014-15 year at the following Overall (Oral and
Literacy) Levels
Beginning Speakers – Level 1 – 14%
Intermediate – Level 2– 22% (speaking in phrases/simple sentence)
Advanced – Level 3 - 44%
Proficient – Level 4 – 20 % (native like ability in English)
Historical Data
Data Collected on 9/20 of Each Year
2010-11 School Year Served 572 ELL Students (Did not include Early
Childhood)
2011-12 School Year Served 601 ELL Students (Did not include Early
Childhood)
2012-13 School Year Served 545 ELL Students (Did not include Early
Childhood)
2013-14 School Year Served 607 ELL Students (Included Early
Childhood)
2014-15 School Year Served 649 ELL Students (Included Early
Childhood)
The increase in the number of ELL students in our district for the 2014-15 school
year is primarily a result of the increase in the number of Early Childhood classes
offered by the district.
Data Collected on High School Students Exited from ELL
We compiled data on the GPA’s of all current high school students that have
been exited from ELL while in our district. There are 60 former ELL students at the
high school.
31 had a 3.0 GPA and above 52%
21 had a 2.0 to a 2.94 35%
8 had below a 2.0 13%
While we are working to decrease the number in the bottom category we are
pleased that the vast majority of our exited ELL students are finding academic
success at the secondary level.
Data Collected on Students Enrolled in K or 1st Sheltered ELL Program 2008-2014
We compiled data on the grades of 70 ELL students who took part in our K and
1st sheltered classrooms for beginning speakers. We found that 19 (27%) of
these students have met the exit criteria and continue to be academically
successful.
19 – 27% have been exited from the ELL Program and continue to be
academically successful
34 – 49% continue in the ELL Program and are academically successful
17 - 24% continue to receive ELL support and are struggling academically
We are very proud of these results. To have 76% finding academic success is a
number to be envied by other district across the country.
Program Highlights for 2014-15
1. Ecuadorian “Go Teacher” Project with KSU – We were pleased with our
first year working with KSU on this project. The KSU teachers from Ecuador
learned from us while our teachers and students learned a great deal
from them. We are working with KSU to address issues regarding
transportation/time in the schools for the teachers from Ecuador. KSU
assures us that they are being addressed for next year. Overall
participating in this project was a worthwhile endeavor.
2. Learning in the Fast Lane by Suzy Pepper Rollins - Book Study – All ELL
teachers took part in this book study. We are in the process of
implementing scaffolding strategies from the book into our program at all
levels. Several of the teachers commented that they are planning to
reread the book this summer because the information is so helpful to
them.
Program Results
1. We met our State AMAO’s for 2014!
AMAO #1 – Making Progress – Goal 36%
Percent of ELLs with an increase from 2013 KELPA to 2014 KELPA – 72.37%
AMAO #2 –Attaining Proficiency – Goal 27%
Percent of ELLs who scored fluent (4) in 2014 – 30.61%
2. Students exited from our program:
We had 30 students meet the state exit criteria this May. That number is
down from prior years. The state is in the process of developing a new
state ELL test. This year we were asked to give a short interim test to meet
federal requirements. In some subtests students had to score 100% to be
considered “proficient”. Next year we will once again have a normed
state ELL test that we believe will better reflect the abilities of our students
and allow us to exit a larger number.
3. Data Analysis
We were pleased to see the data showing that 87% of our former ELL
students at JCHS currently have strong GPAs. We were also very pleased
to see that 76% of students in our sheltered K and 1st grade classrooms
from 2008 to 2014 are experiencing success at their current grade level.
TRANSITIONAL LIVING PROGRAM FOR HOMELESS FAMILIES
Geary County is, unfortunately, one of the most impoverished counties in the
State of Kansas. The 2012 census indicated that 1 in 4 of our Geary County
children under the age of 18 lives in poverty. The numbers of homeless families
reflects this trend. Marty Rombold is the Coordinator for the Transitional Living
Program. During the current school year, our district has identified 239 students
(or 133 families) who met the federal McKinney-Vento definition of
homelessness. This compares to 224 students last year and 166 students in 2013.
The dramatic increase in numbers was a result of our including a self-
identification form in the enrollment process.
The breakout of our numbers are:
Pre-K 25 Housed briefly in our local shelter (3
families)
10
Elementary
School
124 Car/Campgrounds 0
Middle School 49 Motels 35
High School 41 Inadequate Resources (without
utilities)
11
Total 239 Unaccompanied Youth 38
Doubled Up 145
Because military students are provided governmental housing, it is highly unlikely
they may become homeless. If our military students are deducted from our
enrollment count, Junction City is experiencing an extraordinary 7.1% homeless
rate compared to the statewide average of 2%. (Inclusive of the military
population, our rate becomes 3%--still higher than the statewide average.)
Services to these McKinney-Vento students included waiving of enrollment fees,
free meals, textbooks, supplies, clothing, shoes, graduation gear, medical
services, emergency food, and in some cases, transportation to school. These
students are highly mobile: 92 moved intra-district during the school year, but 56
left our boundaries. Because it is very difficult to re-route school buses, taxi
services were provided for 23 students which, for periods of time, overburdened
the service and they were unable to transport our students timely to or from
school. At times, students missed breakfast.
Mrs. Sierra Jackson coordinates the Food-4-Kids Back Pack program which sent
home weekend snacks to 354 students, some of whom were McKinney-Vento
students. The mobile food pantry, Wheels of HOPE, is an outgrowth of my duties
as Transitional Coordinator for Homeless Families, and we distribute food monthly
to families living in two severely impoverished areas which house approximately
90 students.
Title I
Title I, Part A, of the Elementary and Secondary Education Act is a federally-
funded program which provides supplemental support to students in high-
poverty schools. The purpose of Title I is to ensure that all children have a fair,
equal and significant opportunity to obtain a high-quality education and reach,
at a minimum, proficiency on challenging State academic standards.
Public school districts serving more than 1,000 free/reduced lunch students may
allocate Title I funds in schools where 35% or more of the students partake in the
free/reduced lunch program.
District schools identified for Title I funds in 2014-15 were Washington Elementary,
Westwood Elementary, Franklin Elementary, Ware Elementary, Grandview
Elementary, Junction City Middle School and Fort Riley Middle School. (A chart
of free and reduced percentages has been included at the end of this report.)
Phyllis Boller oversees the Title I program for the District.
Summary of Title I Services:
Our District Title I allocation for 2014-15 increased significantly over previous years
due to new U.S Census data indicating an increase in the overall poverty
numbers in Geary County. Title I budgets are determined by percent of poverty,
with the higher poverty schools receiving more dollars per pupil than the lower
poverty schools. Our Title I schools in USD 475 operate state-approved school-
wide Title I programs which means all students may be served with Title I funds.
Each building utilizes their annual needs assessment in order to determine how
to best meet the needs of their students. With guidance from district Teaching
and Learning leaders, each building makes decisions on how educational
services are best delivered (e.g., through one to one tutoring, small group work,
after school tutoring, additional professional development, additional resources,
or other strategies).
Title I funds in 2014-15 were used to support supplemental instruction with
academic focus on reading and mathematics. At each school, Title I funds
were used to hire and maintain additional staff to work with students performing
below grade level in reading and/or mathematics.
In addition to the support of supplemental instruction, the state requires local
districts serving over 1,000 students allocate at a minimum of 1% of their total Title
I funds to support family engagement activities. In our district, the 1% is
distributed based on student enrollment numbers to the Title I schools. Schools
use these funds to meet the needs of their own families and students and center
around the National PTA Standards, adopted by the Kansas State Board of
Education.
Various methods of delivery of Title I services and family engagement activities
are explained in the following paragraphs:
Washington Elementary used Title I funds to support supplemental reading
support and continued support of the Success For All program and mathematics
instruction. Title I funds were used to support two certified reading tutors, one
certified math coach, one certified math teacher and two certified math tutors.
Class sizes were reduced as well as additional opportunities for one on one and
small group tutoring to support their MTSS plan. Family engagement activities
included at Turkey Bingo night, math night and numerous parent activities
involving literacy.
Title I funds were used to support three certified reading tutors at Westwood
Elementary. Tutors provided smaller instructional group sizes during reading time
as well as during Tier II and Tier III one to one or small group settings for students
most at risk. The Success For All reading program is used building-wide. Family
Engagement activities included: home visits where all staff visited all first grade
students and any new students to the school, quarterly awards assemblies
where students were recognized for outstanding efforts in school and
attendance, Math Night where parents and family members were invited into
the school to learn about various ways to help their kids in math. The students
shared some of the ways they were engaged in math throughout the year. After
parents visited the classrooms they were invited to stay for chili and cinnamon
rolls and Schools In Review gave parents and students the opportunity to take a
stroll through the classrooms where various STEM projects were displayed.
Students shared how they were incorporating Math, Science and Technology
into their daily learning. Parents were then invited to stay for a BBQ.
Grandview Elementary used Title I funds to support a classified reading tutor.
This reduced class size during reading instruction as well as support for students
most as risk during MTSS instruction and after school tutoring gave additional
opportunities for their students. The Success For All reading program is used
building-wide. Grandview Elementary also implemented a Kindergarten
Jumpstart opportunity during summer school for three weeks. Giving incoming
kindergarten students a jumpstart on the skills needed to be successful in school.
Family Engagement activities at Grandview Elementary included Sneak a Peek
at the beginning of the year, home visits at the beginning of the year, Freedom
Walk, parent tours when enrolling, orientation night to start the year, community
Thanksgiving luncheon, Showcase of Learning and Gator Community Time every
morning.
Title I funds at Ware Elementary supported reading and math instruction. The
Success For All reading program is used building-wide. The literacy coach
coordinated professional development for teachers as needed as well as
managed student data to determine Tier II and III groups. Two certified reading
tutors taught reading during the literacy block which reduced class size at the
first and second grade levels. Tutors also provided support in one-to-one or
small group settings for students most at-risk. The math coach and tutor helped
reduce class size during math instruction as well as during MTSS instructional
time. Family Engagement activities included Back to School Night, home visits
and award ceremonies.
At Franklin Elementary Title I funds supported a certified reading tutor. The
reading tutor taught a reading group which reduced class sizes at the first grade
level during reading instructional time. The tutor also provided individual and
small group reading instruction to students most at risk. A classified reading tutor
supported classroom teachers by reinforcing reading skills and strategies with
students in one on one and small group settings. Family Engagement activities
included a Back-to-School event held at beginning of school year for students
and families to meet their teacher and all attendees participated in an ice
cream social. Another successful event was a Science, Technology and Math
night where students and families participated in learning activities followed by
dinner and bingo.
Title I funds at Custer Hill Elementary supported supplemental reading and math
instruction with one certified academic tutor and one classified academic tutor.
They were able to reduce class size during reading instruction as well as offer
one on one and small group instruction for students in Tier II and III. Family
engagement activities at Custer Hill Elementary included porch visits in August,
back to school parent orientation meetings and math and reading nights.
Two academic coaches provided additional support to teachers and students
at Fort Riley Middle School. Both academic coaches planned and facilitated
professional development sessions for staff in the areas of literacy and math. In
addition, the coaches provided weekly observations followed by feedback to
teachers. Supplemental reading instruction for Tier III students was provided by
a certified teacher. Based on student need, one additional hour of math
instruction was added to support students needing a more individualized or
small group learning environment. Family Engagement funds were used during
parent literacy and math nights.
As an “On Watch” school, Junction City Middle School determined they
needed to analyze student data in a more effective manner. Title I funds were
used for professional development which focused on examining student and
teacher work, designing quality short cycle formative assessments and reviewing
and responding to data. One academic coach planned and facilitated
professional development sessions for staff in the area of literacy. In addition,
the coach provided weekly observations followed by feedback to teachers.
Supplemental reading instruction for Tier III students was provided by two
certified teachers. Based on student need, one additional hour of advanced
language arts instruction was added to support AVID students. Family
Engagement funds were used during parent literacy and math nights.
In addition to sustaining Title I programs and services for our most at-risk students
at our Title I schools, the increase in allocation allowed for implementation of a 1
to 1 initiative for all sixth and seventh grade students in our middle schools. Also
this school year, a group of sixteen, including teachers and administrators
attended the National Title I Conference. This was a great learning opportunity
for all. In March, our district was chosen by KSDE for a formal monitoring
compliance audit. At that time all supporting documentation was provided to
state leaders and we were compliant in all areas.
Plans for next year are to extend the 1 to 1 notebook initiative to include all
eighth grade students. Also, all Title I schools next year will have the opportunity
to attend training on examining student and teacher work, Achievement Team
Training with Steve Ventura.
USD 475 Geary County Comparison of F&R Percentages 2003-2015
School 2003-
04
2004-
05
2005
-06
2006
-07
2007
-08
2008
-09
2009
-10
2010
-11
2011-
12
2012-
13
2013-
14
2014-
15
CU 73.2 65.8 71.2 65.7 69.7 73.1 69.2 73.8 84.2 72.5 75.2 69.4
CM 55.3 55.7 55.3 51.4 53.5 56.3 48.7 59.0 59.3 64.4 64.3 65.0
EI 35.8 42.5 45.9 42.0 50.6 59.3 59.6 58.4 52.3 48.8 51.5 54.2
FE 38.4 38.4 44.6 32.6 34.6 42.9 49.0 51.1 53.4 44.6 43.0 39.5
FM 45.8 46.2 44.8 48.3 49.2 45.7 49.0 59.4 63.9 63.1 64.7 62.5
FR 77.5 72.4 61.7 65.5 70.6 63.1 66.0 74.1 74.8 78.7 79.8 82.5
GV 71.8 75.8 67.0 71.4 74.3 77.1 75.2 68.5 70.3 78.5 82.8 73.4
JE 40.1 38.3 41.8 50.5 47.3 44.3 52.0 52.2 58.0 65.4 56.9 70.3
LI 53.8 48.7 46.7 41.6 46.6 46.8 44.7 48.7 48.4 45.4 45.7 44.9
MI 34.4 46.8 50.0 50.7 38.8 40.0 50.0 53.4 68.0 54.9 45.0 42.0
MO 50.4 47.6 42.0 52.5 34.6 36.8 43.0 48.3 54.5 53.4 57.3 63.7
SE 41.3 40.2 39.8 38.0 40.0 42.6 36.6 50.2 51.3 49.2 50.3 54.2
SH 48.8 49.5 50.6 46.4 44.0 54.1 49.3 58.4 55.8 50.0 53.5 51.6
SV 36.3 33.2 36.7 35.9 34.0 33.3 32.7 40.3
SZ 68.6 69.5 66.5
WA 89.1 85.2 88.3 85.1 84.8 86.6 87.3 90.9 96.5 97.5 97.6 97.6
WE 88.7 89.1 81.9 76.4 76.2 82.6 87.6 85.5 85.6 86.2 83.7 85.1
WR 83.7 86.1 82.1 79.0 72.2 75.4 75.7 85.8 83.0 85.7 80.5 75.0
Total
District
55.5 55.1 53.3 51.3 52.2 53.4 52.2 61.1 62.4 61.3 61.8 62.4
Data from Principal's
Building Reports
WHAT WE TEACH 1. BRAIDING STEM: The Teaching and Learning Team was delighted when we
learned in June of 2014 that we were awarded a $2.5M Department of Defense
Educational Activity grant. The grant had been submitted in the summer of
2013, but no award was given at that time. A year later when we were
contacted that funds were available to us our enthusiasm was high! In this first
year of the grant, we have focused on putting Lenovo tablets in the hands of
our 3rd-5th grade students, implementing our first ever STEM Institute (May 27-28),
purchasing mathematics materials for all grade level that will provide a bridge
to the Kansas College and Career Ready Standards, and providing Science,
Technology, Engineering, and Mathematics (STEM) professional development.
This spring we hired 5 elementary STEM coaches that will begin their work in the
2015-16 school year. We anticipate growth in the STEM area next school year.
2. Curriculum Resource Proposal: A process for reviewing online programs for
use in the classroom was needed with the growing availability of online
resources. Because we have core instructional materials adopted and intended
for use in our classrooms, alternative materials must be reviewed. We created
what we now call the Curriculum Resource Proposal; the teacher/school must
complete the proposal and bring it to the Teaching and Learning Team for
review and approval. The understanding is that none of the proposed materials
can be a replacement for our adopted core materials; however, the proposal
could be for Tier II or Tier III instruction.
3. AVID: Advancement Via Individual Determination, AVID brings research‐based strategies and curriculum to classrooms and develops students’ critical
thinking, literacy, and math skills across all content areas through the school.
The program provides intensive support with tutorials and strong student/teacher
relationships. JCMS, FRMS, and JCHS are connected to AVID as an essential
strategy for closing the achievement gap, making college access and success
available to all students.
4. Elementary/Secondary Leadership Task Force Work: Grade Level Task Forces
worked on creating Scope and Sequence charts for reading and math at the
elementary level. This year we updated the Elementary Math “Year at a
Glance” Scope and Sequence documents for the 2015-16 school year. We are
piloting reading series during 2015-16 so we will be creating the “Year at a
Glance” documents once a series is adopted in the spring of 2016.
We have Leadership Teams for Math, Social Studies, and English Language Arts
at the Secondary level. Each of these groups create and update their “Year at
a Glance” Scope and Sequence documents during the summer and
throughout the year.
The PK-12 Next Generation Science Standards Task Force that has been working
all year on creating lessons to meet the new Kansas College and Career
Readiness Standard for Science. They will continue their work until the “Year at a
Glance” documents are completed to match the new standards.
We are constantly looking at how we can better teach the Kansas College
Career and Readiness Standards throughout the year. This continues to be a
focus at preK-12th grade.
HOW WE TEACH
LIBRARY MEDIA PROGRAM (Linda Bongers, Coordinator of Library Media
Services)
2014-2015 Library Media Program Data:
Integrated Library Lessons: The number of elementary integrated library classes
totaled 7,180 (2012-2013), 6,712 (2013-2014), and 7,381 (2014-2015). Elementary
integrated lessons increased by 600 lessons, which is very exciting. Credit for the
increase in integrated lessons is due to promoting the benefits of the Integrated
Library Program. Carol Settgast, SH Media Specialist and Linda Bongers spoke to
all the principals. Hugh Davis and Hannah Ens helped with a video,
(https://www.usd475.org/depts/librarymedia/SitePages/Home.aspx,) to promote
the Integrated Library program too.
Technology Programs: Type to Learn. The media specialists continue to help
administer the program in their schools in various ways. Discovery
Learning/United Streaming: Our Discovery Learning data has increased by
37,000 items - 52,139 (2014-2015), 15,460 (2013-2014), and 20,957 (2012-2013). In
October, a sales representative came to speak to the media specialists and
academic coaches about the program. One media specialist in particular
started using it with her students and continues to promote the benefits; she
then hosted a Tool Time for other teachers in the district to show them how to
use it.
Technology and Equipment: The media specialists have done an excellent job
of keeping all equipment working in their buildings. We follow a procedure to
make sure all teachers’ smartboards, projectors, document cameras, and all
other equipment are in working order.
An additional opportunity the media specialists and LMS/IMC staff had this year
was to help with the implementation of the 1:1 initiative. The media specialists
helped to check out the devices, troubleshoot issues, and taught digital
citizenship lessons. The media specialists also helped the teachers teach their
Integrated Technology lessons for each quarter. They also worked
Materials Checked Out
2012-2013 2013-2014 2014-2015
Elementary 416,729 455,848 456,995
Middle Schools 49,327 47,519 39,819
FSA & CAC 29,026 22,140 17,432
IMC 7,165 6,922 7,036
Total 502,247 532,429 521,282
cooperatively with the ETC personnel and technical support. The technical
department was so supportive and helped the media specialists keep the
Lenovo computers up and running.
Media Centers: This year we moved two media centers (WA and JE) because
of carpet and new design and opened the new media center at Fort Riley
Middle School. They are all beautiful.
The media specialists also answer five questions for Mrs. Bongers at the end of
the year. One of the questions is “What’s new in your Media Center?” These
were just a few of the answers: big focus on the Lenovos (had to work with tech,
issuing & checking out, troubleshooting), weekly Jaguar News, AR program as a
focus, Internet safety, Play Aways, sharing integrated lessons, opened new
media center at FRMS, working with ETC to teach and share lessons
(coordinating visits with teachers), Green Screen Production, KJCK Radio spot
for National Library Week, Daily Union article about WAW award, and trained
teachers in Ethiopia.
New Opportunities: Some of the opportunities awaiting us next year are opening
the ECC Media Center, new FRE Media Center, closing CU Media Center, and
setting up our new location at the PLC.
Reflection: The challenge continues to be working with all media specialists to
determine how we can help our students and teacher with 21st century skills.
The Integrated Quarterly Technology Lessons were great work by the
Technology Task Force and helped the media specialists and ETC staff know
how to help the teachers and students. The vision and focus for the media
specialists now and in the future is to be strong instructional leaders in their
schools.
Our media specialists continue to be involved in many leadership roles in their
schools whether it is the school improvement team, committees, task forces, or
teaching a special class.
Mrs. Bongers continues to look at circulation numbers in all schools. Elementary
numbers continued to increase, IMC stayed consistent, but middle school and
high school numbers were down. Mrs. Bongers meets with the media specialists
and principals at the beginning of the year to discuss the media specialist’s
goals for their media center. This year the goal will be to increase the number of
check outs at the secondary level: secondary media specialists are going to
research why students are not using the media centers. The recommendation is
to make a survey to give to both the teachers and students to gain this
important information.
1. Achievement Teams: Steve Ventura, with Advanced Collaborative Solutions,
was hired to work with Junction City Middle School on a concept called
Achievement Teams. Since Junction City Middle was named a school that is
“on watch”, the Teaching and Learning Team sought additional resources that
would help the staff at JCMS. The training helps teachers examine data, tie it
closely to instruction, and develop assessments that give the most important
information on what students need to learn and what they have actually
learned. The process trains a building team to lead their peers in the same
review. It has been a very meaningful approach to the work at JCMS and it will
continue to develop over time. We hope to expand it beyond JCMS because it
is such a helpful process for understanding where students are in their
achievement growth
2. Walkthroughs: The Teaching and Learning Team conducted no fewer than
six walkthroughs as a group in the fall of 2014 for JCMS. The goal was to give
feedback to the administrative team on what was occurring in classrooms.
Each time the group met and walked through classrooms, we followed with a
visit with the administrative team to give them feedback. It helped
administrators have an “outside” set of eyes and to gather
information about school wide practices. We would like to continue this
practice with other schools in this next year
3. Restructuring of the LDC: Through our evaluation of the program at the Larry
Dixon Center, we found that too many of the students were not making
adequate progress toward graduation. Some of the students at the LDC need
the most support, but only attended school three hours a day and received
instruction through a computerized program. Others that were in the Credit
Recovery program could receive the same program at the Career Academy
Campus (CAC) at Junction City High School, thus we were duplicating the
services with four core teachers serving approximately 20 students daily.
Students will receive the same services at the CAC and have access to the
same quality certified teaching staff. We want as many students as possible to
attend the CAC and benefit from the high school experience. While there were
some bumps with the change, we certainly feel that it was the right move for
more students to be successful.
4. MTSS: There was a strong process involved in planning for a full
implementation of MTSS in all buildings. Three teams were organized around
Literacy, Mathematics, and Behavior and elaborate and detailed plans have
been developed to better provide for the delivery of MTSS in our schools. The
planning involved determining what screeners would be used in each of the
three areas and what assessments would give us the best information regarding
the MTSS delivery. Principals have been kept abreast of these changes and can
anticipate implementation in this next school year.
HOW WE LEAD
1. Mentor Programs: With four elementary principals, one Early Childhood
principal, and two high school assistants that were new administrators in USD
475, we worked to create a support system that would ensure communication
of district core values, guidelines, and processes. Bridget Seemann, Mona
Manley, and Beth Hudson worked to develop topics and resources for a monthly
meeting with the new leaders. In addition, a membership in KELI (Kansas
Educational Leadership Institute) was provided to them. KELI provides
professional learning or principals, mentoring service, and learning opportunities.
The principals really appreciated the opportunity to meet locally, but KELI also
gave them a bigger picture of the principalship. We will follow this first year of
mentoring for new principals with additional assistance. It was a good
approach to inducting our new administrators into the processes and
procedures for the district.
2. Coaching: An Instructional Coach Coordinator was originally hired nearly
five years ago as part of a DoDEA grant. The coaching research indicates that
coaching can have a great effect on teacher implementation of professional
development initiatives. The previous coordinators laid the foundation for
coaching over the years, but with the change in personnel this year, we felt it
time to “ratchet up” the program. Because we have coaches in every building,
we understand the significant investment the district has made in coaching. Erin
Vidal came to us from out of district and has experience in working with
coaching; she has identified clear expectations for what the coaching role
should look like in buildings and held coaches to this higher standard. The
program was a highlight this year because of the changes noted in practice
and expectations!
3. Book Study: The Teaching and Learning Team studied the Jim Knight text,
Unmistakable Impact together. We enjoyed taking turns teaching the chapter
to each other and experienced different strategies in handling the reading in
this manner. Our hope was to read more than one book together and we were
not able to accomplish this; however, we always bring articles/research to the
table for discussion. It is critical that the team be examples of learners, be
versed in current work, and prepared to lead in curricular areas. It is a great
team!
4. Department Changes: We will miss Mrs. Carol Arjona immensely in her
leadership at the secondary level. Her retirement presented us with an
opportunity to make changes in the roles within the Teaching and Learning
Division. We would like to have more of a preK-12 focus rather than keeping the
elementary/secondary assignments. Mona Manley was assigned as the Director
of Teaching and Learning and Greg Lumb was hired as the Director of
Instructional Innovations and Technology. With the changes came
reassignment of duties and more shared responsibilities preK-12. While we know
that there are always challenges with changes, we hope to report that it was a
positive move at this time next year.
State Testing Data 2015
USD 475
KAP English Language Arts Percentages may not add to 100% because of rounding.
Ware 5th grade does not have data at this time.
15% 19%7% 10%
16% 17%
33%26% 26% 25% 21% 20% 25% 23%
32%33%
35% 33%
39% 33%
37%
33%39%
34%52% 50%
48%44%
41% 35%49% 45%
33%35%
29%37%
32%38%
25% 28% 25%30%
12% 13% 9% 11% 11% 15%
2% 4% 2% 3% 1% 2% 2% 2%
0%
20%
40%
60%
80%
100%
Grade 3District
Grade 3State
Grade 4District
Grade 4State
Grade 5District
Grade 5State
Grade 6District
Grade 6State
Grade 7District
Grade 7State
Grade 8District
Grade 8State
Grade10
District
Grade10 State
District v. State KAP ELA
Level 1 Level 2 Level 3 Level 4
15% 19%6% 10%
36%
13%23%
10% 8% 4%17%
11% 16%4%
23% 24%
32%33%
36%21%
25%
38%27%
33%25% 30%
38%
17%
32%
29%
47%36%
41% 35%
40%51%
33% 50%
36% 45%58% 52%
36%
50%
38%
50%
23%32%
12% 13%17% 18%
6%14% 13% 8% 15% 10%
22%14% 17%
6% 8%
0%
20%
40%
60%
80%
100%
3rd Grade KAP ELA
Level 1 Level 2 Level 3 Level 4
7% 10%2%
13%3% 0% 5% 0%
15%
0%
17%
3% 4% 2%15% 14%
35% 33%36%
22% 43%36%
41%
29%
38%
14%
26%
18%
37% 41%
48% 46%
49% 45%45% 52%
40% 55%
49%
55%
38%
82%
48%
64%
54%44%
37% 38%
9% 11% 17% 13% 14% 9% 5%16%
8%5% 10%
15%5%
12%
0% 2%
0%
20%
40%
60%
80%
100%
4th Grade KAP ELA
Level 1 Level 2 Level 3 Level 4
16% 17%11% 13%
31%19% 19%
9%0%
10%21%
8%
24%30%
12%
39% 33%
31% 26%
47%
38% 38%
30% 50%38%
41%
43%
44%
48%
34%
33%35%
42% 48%
16%
38%28%
44%29%
48%31%
33%
24%
22%
39%
11% 15% 17% 13%6% 6%
16% 16% 21%
5%7%
18%8%
0%
15%
0%
20%
40%
60%
80%
100%
5th Grade KAP ELA
Level 1 Level 2 Level 3 Level 4
33%26% 30%
35%
37%
33%
37%37%
29%
37%31%
27%
2% 4% 2% 1%
0%
20%
40%
60%
80%
100%
District State Fort Riley Middle Junction City Middle
6th Grade KAP ELA
Level 1 Level 2 Level 3 Level 4
26% 25%20%
30%
39%34%
37%
40%
32%38% 39%
28%
2% 3%4%
1%
0%
20%
40%
60%
80%
100%
District State Fort Riley Middle Junction City Middle
7th Grade KAP ELA
Level 1 Level 2 Level 3 Level 4
21% 20% 21% 22%
52% 50%58%
50%
25% 28%20%
28%
1% 2% 1%
0%
20%
40%
60%
80%
100%
District State Fort Riley Middle Junction City Middle
8th Grade KAP ELA
Level 1 Level 2 Level 3 Level 4
25% 23% 25%
48%44%
48%
25%30%
25%
2% 2% 2%
0%
20%
40%
60%
80%
100%
District State High School
10th Grade KAP ELA
Level 1 Level 2 Level 3 Level 4
KAP Math Percentages may not add to 100% because of rounding.
Ware 5th grade does not have data at this time. Grandview 4th grade is not represented due to the small sample size.
10% 12% 13% 13%
27% 23%
36%
20% 19% 15%
43%36%
48%37%
38% 35%
50% 50%
49%
43%
51%
46%60%
55%
43%
40%
37%
38%
39% 37%
30% 28%
17%
24%
10%
25%
21%27%
13%
19%12%
20%
12% 16%7% 8% 7% 11%
3% 9%3% 1%
4% 3% 5%
0%
20%
40%
60%
80%
100%
Grade 3District
Grade 3State
Grade 4District
Grade 4State
Grade 5District
Grade 5State
Grade 6District
Grade 6State
Grade 7District
Grade 7State
Grade 8District
Grade 8State
Grade10
District
Grade10 State
District v. State KAP Math
Level 1 Level 2 Level 3 Level 4
10% 12%2% 3%
22%
6% 7% 3% 0% 0%
17%
0%
18%7%
25%12%
38% 35%
20%26%
46%
50%55%
33%33%
26%
57%
28%
30%43%
50%
34%
39% 37%
50%
56%
30%
38%34%
45% 50%52%
24%
44%
38%41%
23%
46%
12% 16%28%
15%
3%6%
5%
20% 17% 22%
2%
28%
14% 9%
2%
8%
0%
20%
40%
60%
80%
100%
3rd Grade KAP Math
Level 1 Level 2 Level 3 Level 4
13% 13%2%
9%17% 17% 13%
23%
5%17%
6% 11%17%
30%
12%
50% 50%
33%
43% 31%
54%53%
46%
55%
52%
27%
56%51%
59%
60%
30% 28%
43%
39%37%
24%24% 23% 36%
29%
61%
28% 29%
7%
26%
7% 8%21%
9%14%
5%
11% 8%
5% 2%6%
5% 2% 4% 2%
0%
20%
40%
60%
80%
100%
4th Grade KAP Math
Level 1 Level 2 Level 3 Level 4
27% 23%
8%
25%36% 35%
25% 26%14%
29%36%
8%
32%
46%
23%
49%
43%
28%
56%
55% 53%
47% 40%57%
67%47%
63%
48%
50%
43%
17%24%
39%
16%6% 12%
16%21%
29%
5%
16%
15%
16%
4%
24%
7% 11%
25%
3% 3% 0%13% 12%
0%2%
15%
4% 0%
11%
0%
20%
40%
60%
80%
100%
5th Grade KAP Math
Level 1 Level 2 Level 3 Level 4
36%
20%
32%38%
51%
46%
49%
53%
10%
25%
15%
7%
3%
9%
4% 2%
0%
20%
40%
60%
80%
100%
District State Fort Riley Middle Junction City Middle
6th Grade KAP Math
Level 1 Level 2 Level 3 Level 4
19% 15% 11%
23%
60%
55% 59%
60%
21%
27% 28%
17%
3% 2% 0%
0%
20%
40%
60%
80%
100%
District State Fort Riley Middle Junction City Middle
7th Grade KAP Math
Level 1 Level 2 Level 3 Level 4
43%36%
44% 43%
43%
40%
44% 42%
13%
19%
10% 14%
1% 4% 2% 1%
0%
20%
40%
60%
80%
100%
District State Fort Riley Middle Junction City Middle
8th Grade KAP Math
Level 1 Level 2 Level 3 Level 4
48%37%
48%
37%
38%
37%
12%
20%
12%
3% 5% 3%
0%
20%
40%
60%
80%
100%
District State High School
10th Grade KAP Math
Level 1 Level 2 Level 3 Level 4
KAP Science
1% 1% 1% 2% 3% 3%5% 5%
12% 12%19% 17%
28% 31%
39% 38%
50%47%
51% 48%
33% 33%
21%25%
15% 15% 15% 15%6% 8%
0%
20%
40%
60%
80%
100%
Grade 4 District Grade 4 State Grade 7 District Grade 7 State Grade 11 District Grade 11 State
District v. State KAP Science
Level 1 Level 2 Level 3 Level 4 Level 5
1% 1% 2% 2%5% 5%
2%
9%3%
5% 5% 8%12%
4% 2%7% 8%
28% 31%
7%
13%31%
27%
34%
16%
31%
18%
26%
12%
35%
24%
56%46%
51% 48%
48%
52%
51% 64%
51%
62%
46%
55%
40%
67%
56%
56%
37%42%
15% 15%
43%
26%14%
9% 7%16% 15%
27%19% 21%
5%
17%
0% 4%
0%
20%
40%
60%
80%
100%
4th Grade KAP Science
Level 1 Level 2 Level 3 Level 4 Level 5
1% 2% 1% 1%
12% 12% 15%10%
39% 38%40%
39%
33% 33%30%
34%
15% 15% 14% 16%
0%
20%
40%
60%
80%
100%
District State Fort Riley Middle Junction City Middle
7th Grade KAP Science
Level 1 Level 2 Level 3 Level 4 Level 5
3% 3% 3%
19% 17% 17%
50%47% 47%
21%25% 25%
6% 8% 8%
0%
20%
40%
60%
80%
100%
District State High School
11th Grade KAP Science
Level 1 Level 2 Level 3 Level 4 Level 5
Alternative Education Programs
2014-2015
Annual Report
Larry Dixon Center and New Directions:
During the 2014-2015 school year the Larry Dixon Center for Innovative
Studies worked with a variety of General Education as well as Special Education
students mainly in grades 9 through 12. Our programs consisted of teacher
taught core classes as well as on-line classes to include both core classes as well
as electives. The students we serviced included students who, for whatever
reasons, were behind in credits, students who needed a smaller learning
environment, and some students who because of behavior reasons were better
suited in an alternative learning environment.
Through the course of the school year at the Dixon Center and New
Directions 186 students were serviced and completed 1385 classes or a total of
692.5 credits. 24 seniors completed the requirements to graduate from high
school. As the year started it looked as though only 10-12 may complete the
graduation requirements but during the second semester the staff worked
extremely hard with the seniors to encourage them to continue to strive to finish
and we had the larger number. Of those we had three females that were
pregnant and were able to work around appointments to complete and one
had given birth prior to the year starting and was able to work around day care
and doctor appointments to finish. All four walked on graduation day.
Jobs for America’s Graduates continued to be a strong component in the
building and helped to retain students who may have other wised dropped out.
North Central Kansas Regional Juvenile Detention Center:
From July 1, 2014 to June 30, 2015 626 students were processed through
the Detention Center. Of that number 399 students were processed into our
education classrooms. The students ranged from a first grade level educations
to 12+ levels. During the same time period students completed classes to earn
89.25 credit. The average daily attendance count is 23-25 students. The two
classrooms only hold 16 students so the over flow use laptops in the commons
area of the center and they are under the direction of the one of the student
support monitors. Shelli Brandmahl is the certified educator stationed at the
Juvenile Detention Center. 3 students also earned their GED while housed at
the Detention Center.
Truancy/Truancy Court:
During the 2014-15 school year 271 Letter #1’s were sent in grades K-12.
88 students, ages 13 to 18, were placed into Truancy Court and 13 Formal
Complaints for Truancy were processed through the Geary County Attorney’s
Office.
Thomas Wesoloski
Principal
Larry Dixon Center
End of the Year Report to the Superintendent
Exceptional Student Services (ESS) Division
USD 475, Geary County Schools
June 10, 2015
Primary Services
This year there were 1,639 students who attended Geary County Schools
that were provided with Individual Education Plans (IEPs) and services (Kan-
Service Data). Of the 1,639 students 1,484 of the students were identified as
having a disability and 155 students were provided gifted education services.
This year there was a decrease of 24 students with disabilities on the September
20th count.
In our district there is always a large discrepancy between the number of
students served by our division and the number of students enrolled in our district
at any given time. The discrepancy described is attributed to the mobility of our
student population. This year we have seen a slight change in this pattern. There
has been a decrease in movement which is demonstrated by a smaller gap
between the number of students enrolled on September 2oth and the total
number of students served.
School
Year
September 20th
District
Enrollment
Count
September
20th #/% of
Disabled
Enrolled
#/% of
Gifted
enrolled with
IEPs
#/% of IEPs on
September
20th
# EOY Final
Report
Disabled
Served
# EOY Final
Report Total
Served With
Gifted
2014-2015 8193 1320 (16.1%) 155 (1.9%) 1,475 (18.0%) 1484 1639
2013-2014 8137 1344 (16.5%) 183 (2.2%) 1,527 (18.8%) 1741 1924
2012-2013 8036 1085 (13.5%) 181 (2.3%) 1,266 (15.8%) 1730 1911
2011-2012 8151 1141 (14.0%) 174 (2.1%) 1,315 (16.1%) 1696 1870
Exceptionality Areas
During the 2014-2015 school year the number of students receiving
multiple services increased, requiring more staff time even though the number of
students as begun to decrease. We have also seen an increase in requests for
evaluations even though the student population is beginning to decrease. The
largest increases have occurred in the area of speech and language (primary
and related) services. Even though the state and federal government indicates
that a related service should only be given in cases when not providing the
related service would result in the student not benefiting from the primary
special education service our district has still served 798 students or 58.3% of the
students served for disabilities.
Primary Exceptionality 2014-2015
Proposed Final
Report
2013-2014
Final Report
2012-2013
Final Report
2011-2012
Final Report
Autism 147 (9%) 169 (8.8%) 146 (7.6%) 133 (7.1%)
Deaf/Blind 0 0 1 0
Dev. Delay (Ages 3-9) 269 (16.4%) 287 (14.9%) 295 (15.4%) 296 (15.8%)
Emotionally Disabled 46 (2.8%) 69 (3.6%) 83 (4.3%) 109 (5.8%)
Gifted 155 (9.5%) 183 (9.5%) 181 (9.5%) 166 (8.9%)
Hearing Impaired 12 (.7%) 12 (.6%) 14 (.7%) 11 (.6%)
Intellectually Disabled 58 (3.5%) 60 (3.1%) 53 (2.8%) 61 (3.3%)
Learning Disabled 444 (27.0%) 534 (27.8%) 517 (27.0%) 509 (27.2%)
Multiple Disabilities 9 (.5%) 9 (.5%) 10 (.5%) 10 (.5%)
Other Health Impairment 202 (12.3%) 229 (11.9%) 240 (12.6%) 214 (11.4%)
Orthopedic Impairment 1 2 1 1
Speech Language 292 (21.3%) 362 (18.8%) 364 (19.0%) 351 (18.8%)
Visual Impairment 1 4 (.2%) 2 (.1%) 4 (.2%)
Traumatic Brain Injury 3 (.2%) 4 (.2%) 4 (.2%) 4 (.2%)
# EOY Total Served 1639 1924 1911 1870
Related Services
"Related services" means developmental, corrective, and supportive
services that are required to assist an exceptional child to benefit from special
education. If the related service is not provided the student would not benefit
from the special education services the team has determined the student is
eligible to receive.
Related Services 2014-2015 2013-2014 2012-2013 2011-2012
Speech Language 506 (37%) 541 (28.1%) 491 (25.7%) 506 (27.0%)
Social Work/Counseling 345 (25.2%) 455 (23.6%) 551 (28.8%) 516 (27.5%)
Occupational Therapy 247 (18%) 281 (14.6.%) 275 (14.4.%) 286 (15.3%)
Physical Therapy 52 (3.8%) 75 (3.9%) 63 (3.3%) 66 (3.5%)
Nursing 0 0 1 1
Evaluations
Evaluations take a considerable amount of time to be conducted by a
team of staff members All of the meetings listed must not only be held, but also
properly scheduled and documented according to both federal and state law,
policy, and procedures. All of that documentation is then entered into the state
data system (Kan-Service).
School
Year
# of Disability
Evaluations and
Re-evaluation
Meetings
# of Gifted
Evaluations
and Re-evaluation
Meetings Held
Minimum # of
Annual IEP
Meetings Held
Minimum # of Meetings
Held (Not Including
Amendments, transfers
or Parent Requests)
2014-2015 738 145 1639 2522
2013-2014 647 111 1924 2682
2012-2013 582 167 1911 2660
2011-2012 719 108 1870 2697
Early Childhood Special Education
In order to fulfill the district’s child find responsibilities for pre-k students the
early childhood service providers in our division hold early childhood screenings.
This school year there was an increased number of screenings due to the
opening of the new Early Childhood Center. The district has 12 Reverse
mainstream Early Childhood Special Education classrooms, with 7 of the
classrooms located at the Early Childhood Center and 5 of the classrooms
located on post at Jefferson Elementary and Morris Hill Elementary. Reverse
Mainstream Early Childhood Special Education classrooms are defined as a
classroom serving students ages 3-5, taught by special education teachers and
attended by children without disabilities. The ratio of students with disabilities to
general education peers must remain at or over 50% in order to receive full
funding. Early childhood special education classrooms have 16 students with 8
students served through IEPs. Each classroom has 1 teacher and 3
paraprofessionals to assist in serving the students on IEPs.
School
Year
# of EC Child
Find Screening
Days
# of EC Child Find
Screenings
Conducted
# of EC Children
Formally
Evaluated
September 20th # of
EC Disabled Enrolled
2014-2015 14 329 231 194
2013-2014 11 215 167 167
2012-2013 11 235 135 144
2011-2012 12 260 114 166
ESS Personnel
The increase of speech services has overburdened the speech
pathologists the district and has forced the department to increase staff in order
to meet the services placed into IEPs. This is especially worrisome due to the
difficulty finding speech pathologists to fill current replacement openings. Next
school year the district will be forced to rely heavily on contracted staff once
again which increases staffing costs. A large focus will be placed on
professional development on state and federal eligibility guidelines and
reviewing the evaluation process.
In addition to reviewing eligibility/services the department is undergoing a
comprehensive internal file review this summer which will include reviewing
service eligibility determinations. During the 2014-15 school year the number of
students receiving multiple services has increased, requiring additional service
time, and additional staff. We believe that there are instances in which students
are being over served or supported by paraprofessionals more than their
eligibility area qualifies them for being served. This actually causes dependence
and harms children. As the department refines how services and supports are
determined there should be a decrease in the number of paraprofessionals
required to support students.
School Year September
20th #/% of
Disabled
Served
May FTE-
Licensed
Staff
May FTE-
Unlicensed
Staff
Total FTE Staff to Student
Ratio
2014-2015 1320 153.25 271.04 424.29 1 staff : 3.1 students
2013-2014 1344 152.08 267.59 419.67 1 staff : 3.1 students
2012-2013 1085 138.04 261.85 399.89 1 staff : 3.7 students
2011-2012 1141 130.45 267.24 397.24 1 staff : 3.5 students
Truancy Success Program
In collaboration, USD 475 and Community Corrections work together to
facilitate the weekly Truancy Court and staff the Truancy Success Program’s
Educational Liaison. Each agency provides representatives who on a weekly
basis attend Panel meetings and Truancy Court sessions. JCHS Administrators
and the leadership team of Community Corrections are directly and actively
involved in the process and work in collaboration to help students dealing with
truancy issues. Through this collaborative effort, we have seen great
improvement with our students and parents report that they feel supported. In
the 2014-2015 school year, the Panel consisted of: 1 representative from USD 475
(district administrator), 1 representative from JCHS (administrative team), 1
representative from LDC (administrative team), 1 representative from JCMS, 1
representative from Community Corrections, 2 Educational Liaisons, and 2
representatives from the community.
The Truancy Success Program has seen phenomenal results in the last
year. We began the fall semester with a caseload of 34 students that carried
over from the previous year. By the end of the 2014-2015 school year there were
over 56 active participants and another 32 that had joined the program and
then either moved, aged out, or were sent to a formal filing. There have been
several changes to the process in the last year; changes that will continue to
benefit the students and the program moving into the future.
North Central Kansas Regional Juvenile Detention Facility (NCKRJDF)
The NCKRJDF in-processed 594 students from 7/1/14 – 6/9/15; during the
same period in 2013-2014, the count was 513. The count days of 9/22/14,
11/20/14, and 4/20/15 yielded a total of 26-14-27 students respectively and the
average length of stay for juveniles is 13-days. The learning levels supported
include grades 1-12+, total credits earned from 7/1/14-6/9/15 are 86 credits
which is a substantial and significant number, as the on-line educational
program used is much more in-depth and extensive than other educational
programs used in previous years. Also, 3-students have obtained their official
GED Diplomas this year. Each student is required to take a ScanTron test in math
and reading and if here 90-days, they are re-tested to ensure and document
that students continue to learn and make progress in skill areas. This year those
re-tested have demonstrated gains in both subject areas.
In addition to classroom instruction with the E2020 Learning System, varied
services/support are provided: GED Preparation/Testing, Physical Education,
Sustained Silent Reading, Life Skills Training, Health Classes, Guest Speakers, First
Book Grants, Current Events/Writing/Public Speaking Exercises, Creative Writing
Practice/Word Puzzles, Math Puzzles/Quizzes, local library programs, Free Rice
Program (learning while donating), Free Mango Language classes, Khan
Academy, SAT/ACT/ASVAB/COMPASS Prep, Jeopardy Interactive Educational
Games, Documentaries/discussion, Tutoring 1:1, Tobacco Cessation Classes,
weekly book club by library staff, E-Books, Twilight School Monday through Friday.
2014 – 2015 Summary for Department of Community Outreach Programs
The Boys & Girls Club Before and After School programs for students
Kindergarten through 5th grade is a collaboration between USD # 475 and
the Department of the Army (Army School Age Programs in Your
Neighborhood - ASPYN). All ASPYN program sites have received national
accreditation through the Council On Accreditation (COA). At the Boys &
Girls Club Southwest Regional Conference held August 2014 in San
Antonio, James Russell received the national Average Daily Attendance
award for our club. He was asked to present about the school-based
model of our Boys & Girls club with special emphasis on the
tracking/location system developed and implemented. The Average
Daily Attendance spreadsheet James developed is now being used
nationally.
Children served through the Boys & Girls Club / ASPYN program are as
follows:
o Before School Program was held at the Heim Center. The program
operates from 5:30 AM until children are bussed to their respective
schools for breakfast. Over 130 were enrolled with an average daily
attendance of 55.
o After School Programs were held in the following elementary schools –
Eisenhower, Franklin, Grandview, Lincoln, Milford, Sheridan, Spring
Valley, Washington and Westwood from 3:15 PM – 5:45 PM. During the
school year, 435 students were served. Programming included: Power
Hour/Homework Assistance, and activities to enhance the district’s
Science, Technology, Engineering and Math (STEM) curriculum such as
robotics, and Moby Max computer software programs that align with
the core standards.
Boys & Girls Club Summer Program for students who have completed
Kindergarten through 5th grade is being held at the Heim Center. The
program (June 1, 2015 through July 31, 2015) is available from 5:30 AM –
5:45 PM Monday through Friday. Academies include: Robotics, Moby
Math, Literacy, and Drama. Swimming and fitness activities occur daily at
the YMCA. Currently there are 103 children enrolled.
Summer Robotics Club is a pilot program that is funded by the
Department of the Army (ASPYN/AYPYN) as a collaboration with USD 475
to provide hands-on summer opportunities to strengthen STEM skills for
students who attend Spring Valley and Seitz Elementary schools. In a
practical application, students are building a robot that is as tall as they
are!
The Boys & Girls Club After School programs for students 6th through 12th
grades is a collaboration between USD # 475 and the Department of the
Army (Army Youth Programs in Your Neighborhood - AYPYN).
Programming is held Monday – Friday from the time school is dismissed for
the day until 6:00 PM. Sites at Junction City Middle School, the Freshman
Success Academy and the Junction City High School using a club format
served over 1,400 students.
Early Childhood Block Grant Program includes: Parents As Teachers (PAT)
and Positive Parenting Programs (Triple P). These programs served 587 at
risk children birth–Kindergarten entry through bi-monthly home visitation,
literacy and playgroups; Triple P provides parents with additional support
through group parenting classes/meetings, and individual home visitation
sessions based on family/child needs. Outcomes/scores obtained through
common state measures/assessments is entered into the Data Application
and Integration Solution for the Early Years (DAISEY) data management
system thus allowing comparison of children’s kindergarten readiness
across the state of Kansas. Children/Families are administered the
following state common measures assessments: Ages and Stages
Questionnaire (ASQ-3), Ages and Stages Questionnaire-Social Emotional
(ASQ-SE), Home Observation for Measurement of the Environment (HOME)
both the Early Childhood version and the Infant/Toddler version, Keys to
Interactive Parenting Scale (KIPS) and the Individual Growth &
Development Indicators (myIGDI) by Parent Educators/ECBG staff who
enter the results into the DAISEY system. Janice Suzanne Smith, Executive
Director of the Kansas Children’s Cabinet and Trust Fund, notified /
congratulated us stating that “Geary County collected 107% of the
targeted 100% common measures assessments due for this spring’s post-
test”.
HRSA Healthy Start Initiative is a grant awarded to the Geary Community
Healthcare Foundation with USD 475 being one of the partners. This grant
provides funds for resource materials/supplies and salary for a staff person
who delivers PAT/Triple P an evidence-based parent education and
enhanced support program designed to strengthen family resilience.
A Kansas Middle School Afterschool Activity Advancement Grant provides
expanded learning opportunities for 120 Junction City Middle School
students outside the school day. The goals are to:
Increase daily age-appropriate movement-based physical activities
(30 minutes minimum) and learn new lifelong physical activity skills to
promote optimum health habits. Physical activities: basketball, flag
football, soccer, volleyball, sports skills workshops; Tae-kwon-do; dance;
Pep Squad; etc.
Improve academic achievement (especially in core academic
subject areas of reading and mathematics including problem solving
and reasoning). Academic activities: Power Hour / Homework
assistance; Read 180 and the A+ program; technology with a focus on
math skills; Science club; a robotics club; and for 8th grade students a
Focus Program which introduces/teaches academics and skills
needed for college.
A Kansas Afterschool Enhancement Grant provides expanded learning
opportunities outside of the school day for 115 Westwood Elementary
students. The two goals are to:
Increase daily age-appropriate movement-based physical activities
(30 minutes minimum) and learn new lifelong physical activity skills to
promote optimum health habits. Physical activities: Triple Play (BGC);
Tae-kwon-do; sports skills workshops; basketball, soccer, volleyball; and
a walking club (similar to Walk across Kansas.)
Improve academic achievement (especially in core academic
subject areas of reading and mathematics including problem solving
and reasoning). Academic activities: Power Hour / Homework
assistance; tutoring; a Book Club; and technology with a focus on
strengthening math skills.
2014-2015 Operations Annual Report
School Year 2014-2015 was a very productive year operationally for USD 475.
During the past school year, several significant projects were completed, while
new opportunities were discovered and implemented. Highlighted below are
several of the key contributions which contributed to the overall success of our
school district.
The new Fort Riley Middle School was completed in August of 2014 and was
opened on time for the 2015-2015 school year. The $40 million school is a state-
of-the-art, 176,077 square feet building with space for 800 sixth through eighth
grade students. The project represents a three year partnership with the Office
of Economic Adjustment (OEA) to replace a 50 year old building which was
almost 70% over design capacity.
Our partnership with OEA continued as we were in full construction mode for the
development of the new Fort Riley Elementary School. This new, 76,500 square
feet building will replace two schools on Fort Riley (Custer Hill and the current
Fort Riley Elementary School) and will be ready for the start of the 2015-2016
school year in August of 2015. This new building has a design capacity for 500
students and also will contain many state-of-the-art opportunities, providing a
tremendous learning and teaching environment.
During the past year, we also partnered with several agencies, including the
Environmental Protection Agency and the Department of the Army, to build a
new permeable parking lot behind Seitz Elementary. The $900,000 project (with
a cost to the District of just under $18,000) will provide a parking lot which
captures rain water for students to measure and assess water quality as part of
an overall, combined educational opportunity. The permeable parking lot is
currently under development and is scheduled to be completed just before the
start of the 2015-2016 school year.
Throughout the past year, we were also able to implement measures to reduce
overall costs to the District and become more efficient. During the past year, we
competed our property and liability insurance and our workers’ compensation
insurance, saving the District over $140,000 in premiums. Additionally, we struck
a partnership with SpyGlass, an independent contractor who analyzes
telecommunications service accounts, to seek cost recovery, service
elimination, and cost reductions. Our overall efforts with SpyGlass resulted in
savings of almost $80,000 from our telecommunications services.
We continued our efforts to be more efficient and cost conscious during the
2014-2015 school year as we officially officially partnered with Cenergistic for the
next five years. Cenergistic, an energy conservation firm powered by
technology and supported by data, is assisting the District with our efforts to
reduce our overall utilities expenditures (electricity, gas, water, and sewer). The
program began in December of 2014 and showed an energy savings of $61,759
during the first quarter alone, which resulted in a “net gain” to the District of
$22,359.
During the 2014-2015 school year, a new 6-year master facilities plan was
developed. The focus of the plan is have a future looking document which
allows the District the opportunity to look at capital purchases / improvements
from a holistic perspective. The plan is broken down into three main areas: 1)
building sustainment, restoration, and modernization; 2) ancillary areas (i.e.
vehicles, equipment, athletics, fine arts, and kitchen areas); and 3) technology.
From a budgeting planning perspective, $7 million has been established as a
yearly planning figure broken by the three categories mentioned above (please
see attachment). Of note, this plan was put together in cooperation with our
partner architect firm (Schaffer, Johnson, Cox Frey), and includes input on
priorities from current principals. Our intent is to update the plan annually to
ensure we are addressing the latest requirements and needs of the District.
This past school year also saw the refinement of contracting for USD 475. In an
effort to codify all agreements, and once again gain a more cost effective
approach to business, contracts were let for extended periods of time. In 2014-
2015, the District established 5-year contracts with select vendors, including both
of our current bus companies (B&B Busing and Junction City Transportation) and
our HVAC maintenance provider, Thermal Comfort Air. By moving to a 5-year
contract model, we were able to effectively partner with local companies for
cheaper prices over the foreseeable future. For example, by moving to 5-year
contracts with our bus companies, we were able to lock in pricing from the
2013-2014 school year, saving the District at least $200,000 over the next five
years.
As we conclude the year and move into the summer period, the summer work
for 2015 will be focusing on the following major areas: Simpler Stadium
improvements (turf replacement, fencing and sidewalks along the track);
adding new parking lots across the District (Lincoln, Morris Hill, and the Early
Childhood Center); upgrading instructional walls at Eisenhower and Westwood;
painting of three schools (Spring Valley, Morris Hill, and Jefferson); installation of
new playgrounds at three schools (Milford, Franklin, and Washington); and new
additions at both Westwood and Franklin.
Finally of note, we established a new Division, entitled the Support Division,
during the past year. Departments nested inside the Support Division now
include: Operations, Transportation, Nutrition Services, Finance, Human
Resources, Technology, Emergency Management, and Communications. As
part of the overall District Office restructure, the Support Division was formed to
ensure a synchronized approach is taken to supporting all efforts within USD 475.
STUDENT TRANSPORTATION 2014-2015
The district contracts with two independent local busing companies. J.C.
Transportation and B&B Busing. Both companies have a long-standing
partnership with the district and have managed transportation of our students
effectively.
Approximately 2,935 students are transported daily on 66 regular routes.
J.C. Transportation handles 42 regular routes, in addition to 26 ESS, ELL and Early
Childhood routes. B&B Busing provides 24 daily regular route buses. In addition
to the daily routes, the district requires 2 to 4 daily transfer buses from the
Freshman Academy and the JCHS main campus. After-school tutoring buses
from City Middle and Ware elementary are scheduled during the school year as
well.
Currently the district owns two coach type activity buses which are used
extensively by the High School athletic department. The Blue Jay #29 is a 2008
model year and the Blue Jay #22, is 2001. Over the last three years the buses
have required extensive repairs. We have contracted with B&B Busing to
purchase two new activity buses. The new buses are to be custom painted and
used exclusively by the district. The old Blue Jay buses will be transferred to B&B
Busing to offset the cost of the custom painting. The old Blue Jay buses will stay
in B&B’s fleet and will be used for district activity trips as needed.
The transportation contracts were revised to a five year term, with an annual
CPI-U adjustment. The five year term allowed the agreement to reduce route
costs to the 2013-2014 rates. The district will have a cost savings of
approximately $39,000.00 for the 2015-2016 year. Additional savings will be in
the reduction of approximately 4 regular routes with the opening of Ft. Riley
elementary in the Forsyth area.
TRANSPORTATION CONTRACT ANALYSIS : The table below shows a route savings of $39,306.75
over the course of the 2015-2016 year:
Route Costs
Bus Size
2014-15
Single Daily
Rt. Rate
2015-16
Single Daily Rt.
Rate
(13-14 rates) Change
%
change
16 psgr. $139.65 $136.90 $ (2.75) -2.0%
22 psgr. $144.85 $142.00 $ (2.85) -2.0%
35 psgr. $149.95 $147.00 $ (2.95) -2.0%
53 psgr. $155.15 $152.10 $ (3.05) -2.0%
65 psgr. $160.30 $157.15 $ (3.15) -2.0%
Double Rt $67.20 $65.90 $ (1.30) -1.9%
Adm Chg $1.75 $1.75 $ -
Activity Mileage $1.00 $1.00 $ -
ACT per Hour Rate $15.00 $15.00 $ -
Activity Shuttle rate $21.00 $21.00 $ -
Daily Route Cost Yearly
Summary
Number
of Single
Routes
Number of
Double
Routes
2014-15
Cost
2015-16
Cost $ Decrease
%
Change
Reg.Ed. (65 psgr) 41 22 $8,050.70 $7,892.95 -$157.75 -2.00%
Reg.Ed. (22 psgr) 3 0 $434.55 $426.00 -$8.55 -2.01%
ESS (22 psgr) 9 5 $1,639.65 $1,607.50 -$32.15 -2.00%
EC (22 psgr) 8 0 $1,158.80 $1,136.00 -$22.80 -2.01%
ELL (Rt.78/65 psgr) 1 0 $160.30 $157.15 -$3.15 -2.00%
ELL(Rt.96/22 psgr) 1 0 $144.85 $142.00 -$2.85 -2.01%
DAILY TOTALS $11,444.00 $11,219.60 -$224.40 -2.00%
Yearly Total
(170 bus days) $1,945,480.00 $1,907,332.00 -$38,148.00
Summer
School
Number
of Single
Routes
Number of
Double
Routes
2014-15
Cost
2015-16
Cost $ Decrease
%
Change
Regular Routes 10 0 $1,603.00 $1,571.50 -$31.50 -2.00%
ESS 10 0 $1,603.00 $1,571.50 -$31.50 -2.00%
EC (22psgr) 5 0 $724.25 $710.00 -$14.25 -2.01%
Daily SS TOTALS $3,930.25 $3,853.00 -$77.25 -2.00%
Summer Sch. Total
(15 bus days) $58,953.75 $57,795.00 -$1,158.75
GRAND TOTALS $2,004,433.75 $1,965,127.00 -$39,306.75 -2.00%
2014-2015 Child Nutrition Services Annual Report
Child Nutrition Services provides breakfast and lunch to all schools and snacks as
needed. We also participate in the Fresh Fruit and Vegetable Grant provided
by KSDE and 7 schools participated, GV,FR, CU,,SZ, WA, WR, WW.
Child Nutrition Services also runs a Summer Program which feeds the Elementary
students breakfast and lunch and also the public during the month of June. We
added the Middle School Summer programs this year and they were provided
breakfast and lunch in June. The Boys and Girls Club is running in June and July
and we are providing meals to them as well.
The program is self-sufficient and there has been extra money in the program for
several years now which we used to replace a lot of very old and problematic
equipment at all of the schools across the district. All schools received new milk
coolers and ice machines. The schools that cook and had old equipment had
their ovens updated and new dishwashers installed and received new industrial
freezers. Many schools had home style refrigerators and these were replaced
with industrial type. Several schools received new microwaves as well. As a
result, USD 475 is in good shape equipment wise across the district at this time.
We served the Head Start Program in town for 2 months after it moved out of
district which was a new learning experience and went well.
Geary County was one of two districts chosen in Kansas for a special USDA audit
of Free & Reduced Applications and we were applauded to KSDE for our
cooperation and response time and ability to get the info to them that they
required
Annual School Nutrition Department Report
2014 – 2015
Student Meal Production Summary
June 24, 2015
Student Lunch 2011-12 2012-13 2013-14 2014-15
Paid 266,852 233,457 206,566 223,888
Free 470,223 459,899 450,459 422,738
Reduced 191,511 183,565 181,966 187,328
Total Student 928,586 876,921 838,991 833,954
Lunches
# Days 169 166 162 167
Student Breakfast
Paid 46,229 39,648 33,165 37,565
Free 249,226 246,906 228,388 200,890
Reduced 67,388 57,349 59,547 57,646
Total Student 362,843 343,903 321,100 296,101
Breakfast
Financial Summary
Geary County USD 475
June 24, 2015
Opening Cash Balance $1,656,311 $1,910,329 1,941,051 1,697,159
Projected
Revenue 2012-13 2013-14 2014-15 2015-16
Reimbursements State & $2,786,865 $2,787,202 $2,710,677 $2,378,307
Federal
Student Meal Receipts $930,053 $753,832 $808,952 $802,721
Other Sales $87,139 $130,991 $89,702 $86,921
Total Revenue $3,804,057 $3,672,024 $3,609,331 $3,267,948
Expenditures
Food $2,014,577 $2,093,593 $1,916,368 $2,400,000
Labor $1,087,679 $1,128,547 $1,192,532 $1,196,042
Equipment $2,604 $57,668 $317,991 $0.0
Other $445,180 $361,818 $426,332 $446,264
Total Expenditures $3,550,040 $3,641,625 $3,853,223 $4,042,306
Ending Cash Balance $1,910,329 $1,941,051 $1,697,159 $922,801
2014-2015 Information Technology Annual Report
ACCOMPLISHEMENTS
1. Office 365 was rolled out for students and staff.
2. Office 2013 and Windows 8.1 were installed on 8,200 district computers.
3. SharePoint 2013 (web presence and internal document storage) was
installed and 1,200 sites and all data migrated from the old SharePoint
Server.
4. SQL Server 2012 (database) was installed and all production data moved
to it from the old SQL Server.
5. Working with T&L, New Student Online Enrollment was implemented. Now
both new students and returning students can complete enrollment
across the web.
6. Technology for the new Fort Riley Middle School was installed, tested, and
moved into production.
7. Software updated to current versions: Skyward (Finance and Student),
TransFinder (bussing), Destiny (library catalog), eFileCabinet (electronic
document storage), Microsoft Server 2013 Operating System applied to
network servers.
8. The Microsoft School Agreement was renewed for $63,100.
EQUIPMENT PURCHASES SUMMARY
1. The Juniper controllers ($65,564.52) were upgraded to bring our wireless
network to state of the art connectivity.
2. 590 computers ($416,520) were ordered to replace failing and out of
warranty machines.
3. Title I funded 2,700 Lenovo Yoga 11e computers to provide 1:1 for 3rd
through 6th grades.
4. Two “WiFi in a Bag” units ($3,500 each) were provided to the high school
athletic deparment for use on busses.
ERATE SUMMARY
Our current reimbursement percentage is 81%. The new percentage will be
determined by USAC (Universal Service Administrative Company). It would be
applied against the yearly costs listed below for the 2015-2016 school year.
1. Category 1 was filed for:
a. Local and Long Distance service: $70,272
b. WAN (fiber between buildings): $530,148
c. Cellular service: $5,431
d. Internet (1 GB bandwidth): $75,191
2. Category 2 was filed for:
a. Installing Access Points in all classrooms and areas that did not
have them. Work is currently underway on this project. ($161,773)
INSTRUCTIONAL TECHNOLOGISTS STAFF DEVELOPMENT
Instructional Technologists meet with students and staff to aid, encourage, and
enhance the use of technology in the classroom. The charts below document
their visits. In most cases there was more than one Instructional Technologist with
the class or teacher.
1. Sessions with Secondary educators: 71
2. Sessions with Elementary educators: 703
2014-2015 Personnel Annual Report
The Personnel Department consists of Human Resources and Payroll. Our
primary focus is taking care of the staff of USD 475 and making sure the district is
appropriately staffed. We work together to find the best staff for open positions,
pay our staff correctly every month, give our staff the best benefits, and treat
them with the respect that they deserve all while maintaining and enforcing the
districts policies and procedures.
This year we had some major accomplishments in our area. The two biggest
and most tangible are the early resignations and the insurance committee. By
offering the incentive for our certified staff to resign early we were able to open
up hiring for the 2015-2016 school year much earlier than we have in previous
years. We started hiring for ESS and secondary positions on January 28, 2015
and opened elementary positions on March 30, 2015. We took our first five hires
for the 2015-2016 school year to the Board in March and watched as those
numbers jumped to forty-one in April and then another forty-two in May. That
means that we hired eighty-eight new teachers prior to the school year ending,
in 2014 we had only hired fifty-five. The biggest difference that we saw was in
the quality of our candidates, we were able to hire the top candidates from
local universities.
The Insurance Committee was put together to allow the Board of Education and
our staff to participate in the renewal of our health insurance. Last year we
learned that there were some misconceptions about the renewal process and
we wanted to be more open and transparent with the decision making process.
We started meeting in late September and had a total of seven meetings
throughout the year. In the beginning we all got a lesson on how insurance
renewals work, what are options in renewing were, what we wanted from
insurance, and the different directions that we could head. We heard
presentations from AETNA and Blue Cross Blue Shield about our coverage for the
2015-2016 school year. After meeting with both groups and reviewing their
offers we chose to go with Blue Cross Blue Shield. We also chose to move
towards more automated enrollment and that made a huge difference for our
staff at all levels.
We are setting goals for next year and hope to see many more changes.
Staffing Data:
Staff Categories
Enrollment # 8151 8036 8137 8191
Category 2011-2012 2012-2013 2013-2014 2014-2015
Administrator 37 38 38 45
Aide 68 51 64 66
Assistant to Principal 4 5 5 0
Counselor 10 9 10 14
Elementary Library Media 13 14 14 14
ELL AIDE 41 41 44 47
Hall Monitor 13 14 13 13
Head Start 40 43 42 0
Lunchroom/Playground Aide 49 63 63 112
Maintenance/Support Staff 7 7 6 4
Nurse 11 12 12 13
Paraprofessional 265 254 267 274
Parents as Teachers 12 10 10 11
Salaried 39 37 41 46
Secretary/Clerk 112 120 118 119
Student Support Monitor 28 32 31 36
Substitute Teacher 134 138 139 145
Teacher 629 667 682 705
Food Service 58 66 74 78
Total 1570 1621 1673 1742
Report pulled reflects staff snapshot for the last 2 weeks of school.
*2012-2013 Seitz Opened
*2013-2014 Math standards changed a the HS
*2014-2015 moved all Assistant to the Principal positions to Assistant Principals making
them administrators
*2014-2015 Head Start Closed and Early Childhood opened
*2014-2015 Elementary Counseling grant began
Turnover Data: Certified Staff
Number of Staff Number of Resignations Turn Over %
2011-2012 667 88 13%
2012-2013 707 124 18%
2013-2014 723 123 17%
2014-2015 746 138 18%
Administrative Staff
Number of Staff Number of Resignations Turn Over %
2011-2012 37 2 5%
2012-2013 38 2 5%
2013-2014 38 5 13%
2014-2015 45 3 6%
Classified Staff
Number of Staff Number of Resignations Turn Over %
2011-2012 692 346 50%
2012-2013 695 269 39%
2013-2014 731 267 37%
2014-2015 806 275 34%
Certified Resignation Data:
Answer Choices Responses
Military transfer 24.39%
Family Obligations 24.39%
Retirement 21.95%
Personal or family health 2.44%
Salary/Benefit 0.00%
Return to school 2.44%
Accepted a job in another district 7.32%
Other (please specify) 21.95%
Taken from answers given in an anonymous surveymonkey.com survey. Total of 65
respondents.
Applicant Information
Average Applicants Per week
2013-2014 28.5
2014-2015 35.6
Certified Applications 2014-2015
Teaching 798
Administration 71
Gender 2013-2014 Gender 2014-2015
Chose No Response 19 1.2% Chose No Response 12 0.8%
Did Not Respond 41 2.5% Did Not Respond 28 1.9%
Female 1310 79.9% Female 1137 77.7%
Male 270 16.5% Male 286 19.5%
Total Applicants 1636 Total Applicants 1463
Race/Ethnicity 2013-2014 Race/Ethnicity 2014-2015
American Indian or Alaska
Native 13 0.8%
American Indian or Alaska
Native 6 0.4%
Asian or Pacific Islander 27 1.7% Asian or Pacific Islander 27 1.8%
Black/African-American 181 11.1% Black/African-American 183 12.5%
Chose No Response 67 4.1% Chose No Response 38 2.6%
Did Not Respond 33 2% Did Not Respond 24 1.6%
Hispanic 189 11.6% Hispanic 177 12.1%
Native Hawaiian or Other
Pacific Islander 15 0.9%
Native Hawaiian or Other
Pacific Islander 8 0.5%
Not Hispanic 6 0.4% Not Hispanic 2 0.1%
Two or more races 47 2.9% Two or more races 51 3.5%
White 1058 64.7% White 947 64.7%
Total Applicants 1636 Total Applicants 1463
Workers Compensation Data:
Workers Compensation Annual Report
Fiscal Year Carrier Policy Term Annual
Premium
Total Payroll Experience
Modification
Factor
2011-2012 KASB Workers
Compensation
Fund
July 1, 2011 –
July 1, 2012
$497,187 $43,824,550 1.59
2012-2013 KASB Workers
Compensation
Fund
July 1, 2012 –
July 1, 2013
$293,272 $45,214,265 1.1
2013-2014 KASB Workers
Compensation
Fund
July 1, 2013 –
July 1, 2014
$294,596 $45,777,000 1.11
2014-2015 KASB Workers
Compensation
Fund
July 1, 2014 –
July 1, 2015
$231,617 $45,766,000 .95
Benefit Information:
Early Retirement Costs
Administrators Teachers Cash
Benefit
Health Ins
Benefit
Total Cost to
District
2011-2012 4 35 $98,672 $114,021 $212,693
2012-2013 4 36 $96,421 $111,918 $208,339
2013-2014 3 35 $81,068 $107,199 $188,267
2014-2015 5 34 $79,638 $113,117 $192,755
Overall Salary Costs
Salary FICA/MED UC RET Health Ins
2011-2012 $46,018,480 $3,330,956 $45,916 $54,536 $3,015,812
2012-2013 $48,062,925 $3,480,598 $54,987 $57,307 $2,984,324
2013-2014 $49,632,511 $3,602,212 $54,173 $52,899 $2,994,785
2014-2015** $46,366,519 $3,360,238 $49,508 $50,260 $2,739,335
**The July and August Teachers payrolls, July hourly payroll, July payroll for
administrators with August 1 beginning contract dates, Summer School payroll and
Voucher Payroll for June 30th still need to be run to be added to the figures above. I
am projecting the total salary to be $51,800,000.
The district offers the following benefits under a Section 125 Cafeteria Plan:
Group Health and Dental Insurance
Group Term Life Insurance through KPERS
Supplemental Employee & Dependent Term Life Insurance
Group Short Term Disability Insurance
Group Vision Insurance
Individual Cancer Plans – Humana & American Heritage
Medical Reimbursement Flexible Spending Account
Dependent Care Flexible Spending Account
Tax Sheltered Annuities – 403(b) and Roth Accounts
The district has 85 percent participation of employees in the benefits offered
above. We use Group Benefit Specialists as a broker for our health/dental
insurance plans and Ogden Financial Services/Webb and Associates as a
broker for our ancillary insurance plans.
The district has offered Preferred Health Systems/Coventry Health Plans/Aetna
since 2008-09 for our group health insurance plan and Delta Dental of Kansas for
our dental insurance plan. The district will be moving to Blue Cross Blue Shield of
Kansas for health insurance coverage beginning July 1, 2015 but remaining with
Delta Dental for dental insurance coverage.
The only funding that the district contributes towards employees’ benefits is a
monthly contribution towards health insurance for employees who choose to
enroll in the district plan as follows:
Administrators/Hourly Employees Certified Employees
Single Family
2 Employees
enrolled in a family
plan
Single Family
2 Employees
enrolled in a family
plan
2011-2012 $322.75 $438.75 $362.75 $322.75 $423.75 $347.75
2012-2013 $322.75 $438.75 $362.75 $322.75 $423.75 $347.75
2013-2014 $322.75 $438.75 $362.75 $322.75 $423.75 $347.75
2014-2015 $330.75 $448.70 $367.75 $330.75 $433.75 $352.75
The annual costs for the district’s contributions to employees’ health insurance
costs have been approximately $3 million for the last 4 years. We have
maintained an average of 750 contracts each year in the district health
insurance plan despite the large number of employees who are covered under
the military health coverage.
Employees’ monthly out-of-pocket costs including the above contributions for
the last 4 years for health and dental are as follows:
2011-12: 4 deductible options offered -$500, $1000 and $1500
Single premiums ranged from $89.94 to $164.74
Family premiums ranged from $490.56 to $672.36
2012-13: 4 deductible options offered -$500, $1000, $1500 and $2000
Single premiums ranged from $88.23 to $202.30
Family premiums ranged from $486.76 to $756.12
2013-14: 4 deductible options offered - $500, $1000, $1500 and $2000
Single premiums ranged from $95.34 to $209.41
Family premiums ranged from $506.39 to $775.75
2014-15: 4 deductible options offered - $500, $1000, $1500 and $2000
Single premiums ranged from $141.73 to $237.41
Family premiums ranged from $618.41 to $846.67
2015-16: 3 deductible options offered - $500, $1500 and $3000
Single premiums range from $45.69 to $122.23 for health only
Single premiums range from $72.18 to $148.72 for health and dental
2014-2015 Emergency Management Annual Report
The most notable change for the district’s safety, security, and emergency
management focus occurred when the new Director of Emergency
Management (DEM) was hired in February. Upon arrival, the new DEM was
tasked with familiarizing himself with the people and facilities in the district,
attending training on basic areas of responsibility, and formulating plans to
move forward with safety, security, and emergency management initiatives.
The following are achievements that have been completed, or are in the
development process since the establishment of the new DEM position:
1. All of the required safety compliance inspections were completed during
the year, including:
Fire Department inspections
Alarm system inspections
Sprinkler system inspections
Fire extinguisher inspections
Boiler inspections
Elevator inspections
Man-lift inspections
The federally required 3-year asbestos re-inspection was also completed
in June.
2. Attended the training courses necessary to oversee operations, including:
OSHA Awareness training
Certified Playground Safety Inspector training and certification
Asbestos Contractor/Supervisor training and certification
Active Shooter training
3. Conducted initial lockdown drills at all district schools.
4. Researched and developed a draft of a new Emergency Operations Plan
to be applied holistically to the buildings in the district. Formulated a
program to gather feedback from administrative and emergency
response representatives. Began the process of training the District
Support Team to help manage major incidents. This plan will be submitted
to the Board of Education for approval prior to the 2015-16 school year.
5. Formulated and implemented plans for off-site evacuation assignments
for all district schools. Developed a new memorandum of understanding
that will be signed by district and off-site building representatives in July of
2015.
6. Applied for and received a grant from the Kansas Center for Safe and
Prepared Schools for $2000. The funding will be used for a classroom
safety initiative for the 2015-16 school year.
7. Formulated and negotiated a plan to provide monitoring through the
internet for all of the fire alarm systems in the district outside of Fort Riley.
After completion, all of the systems will automatically summon the fire
department in the event of an emergency.
8. Formulated a plan to renovate/repair the alarm system at the Devin
Center.
The Fiscal Services Department is comprised of 3 functional areas 1) Budget,
Debt, and Financial Reporting, 2) Accounts Payable, Accounts Receivable,
Billing, and Travel Management, and 3) Fiscal Compliance. These departments
are part of the Support Division and function to support the districts fiscal
management in the operation of all financial matters, including the
development and management of the school district budget, the borrowing
and investment of money, management of compliance assessments, and the
management of receipts and payments.
The Chief Financial Officer and staff provide support to the Board, District
Administrators, and Staff to assure the effective and efficient fiscal operation of
the district.
ACCOMPLISHMENTS:
Budget, Debt, and Financial Reporting:
Qualified to receive the Federal Heavily Impact Aid funding estimated at
$8.2 million annually through fiscal year 2017-18 ($24.6M).
Refinanced $9,400,000 in outstanding bonds reducing the future bond
interest payment by approximately $1.3M.
Implementation of building budgets down to the school building level.
Began allocation of expenditures for instructional and operating
equipment, services, and supplies.
2014-15 Geary and Riley County Assessed Valuations
2012 2013 2014 2015
Valuation $208,917,857 $202,439,348 $205,053,626 $209,899,068
2014-15 Geary and Riley County Assessed Valuations
Description 2012-13 2013-14 2014-15 *2015-16
General Fund 20.000 20.000 20.000 20.000
Supplemental Fund 21.748 22.930 14.659 17.893
Capital Outlay 0.000 0.000 4.000 0.583
Bond and Interest 4.075 3.120 4.866 5.049
Total Mil Levy Rate 45.823 46.050 43.525 43.525
*Proposed Mil Levy Rate
$208,917,857
$202,439,348
$205,053,626
$209,899,068
2012 2013 2014 2015
Property Valuation(Geary and Riley County)
Accounts Payable, Accounts Receivable, Billing, and Travel Management:
Reviewed all open purchase orders for validity at the close of the 2014-15
fiscal year.
Accounts Payable Statistics as of June 30th:
Description 2013-14 2014-15
Encumbrance Balance $8,496,113 $10,058,766
Number of Purchase Orders
Created
8,890 10,059
Implemented process to require the refund of monies at the school
building level for remaining student food service balances for families
leaving the district. This will reduce staff time in creating and processing
vouchers for payment to the families after the end of the school year.
Improved our timeliness in completing the reporting of federal and state
grant funding requests and required expenditure reporting. We now
process all grant funding requests monthly allowing for timelier collection
of funds owed to the district.
Trained four (4) additional staff in the process of clearing military personnel
of all amounts owed to the district to increase coverage and reducing
waiting time.
Accounts Receivable Outstanding Balance as of June 30th:
2013-14 *2014-15
All Rentals and Fees $37,901.75 $94,138.98
Received board approval to continue to assess textbook fees at $20.00 a
year.
45.82346.050
43.525 43.525
2012-13 2013-14 2014-15 2015-16
Mil Levy History
2014-15 Assessed Textbook Fee
2012-13 2013-14 2014-15
Textbook Rental $32/$19.95*(Elem)
$40/$24.95(Mid)
$45/$28(HS)
$20/$10* $20.00 /$10*
*Textbook rentals are the same for all grade levels and reduce to $10 on
January 1st of each school year.
Created and updated the Travel Desk manual, travel checklist, and travel
request form to support the timely payment of travel reimbursements. This
is important to reduce the number of staff that are taxed for travel due to
submitting late requests.
Fiscal Compliance:
Completed annual Kansas State Department of Education audit of fiscal
year 2014-15. Audit findings were immaterial in nature.
Created and filled a classified position to complete the following:
o District wide analysis of new policy and procedures with a financial
impact.
o Training of district staff on fiscal policy and procedures.
o Compliance testing of district staff’s performance in complying with
the district’s policy and procedures.
Early Childhood Program Annual Report 2014-2015
School Highlights or Successes:
We offered monthly events for increased parental involvement. We
had great turnout for events such as our Fall Festival, Pancakes with
Parents, Sharing the Gift of Reading, Spring Carnival, etc.
The Early Childhood program partnered with Parents as Teachers to
offer Positive Parenting Initiative classes, free dental services, and
Literacy Nights for families.
Established a “Weekend Food Packs” program for preschool
students that do not qualify for the program through the food bank.
Provided 25 families a full Thanksgiving Day meal through donations
made by district staff and the Bramlage Family Foundation.
Provided free program shirts to 500 students through donation from
Dick Edwards Ford.
School Improvement Goals:
The Early Childhood program was just beginning the process of
implementing the MTSS initiative in our classrooms. We decided to first
focus on Tier 1 and evaluate the efficacy of our core content and
instruction. Part of this included regular data collection and analysis,
identifying areas the core curriculum needed supplemented, and
identifying appropriate instructional adjustments. We set goals for student
progress that included specific percentages of students moving into the
proficient range of skill. We set the goal that at least 50% of our students
would score proficient in Rhyming as measured on their Spring MyIDGI’s
assessment, and we had 57% of the students accomplish this. We also set
the goal that at least 60% would score proficient on Letter Sound
identification, and we fell a little short with just 51% accomplishing this
goal.
Building Demographics:
Number of students served: >600
Race
o White: 61%
o Black or African American: 21%
o American Indian or Alaska Native: 8%
o Asian: 6%
o Native Hawaiian or Pacific Islander: 4%
Free/Reduced percentages: >80%
Areas of service: Exceptional Student Services, Speech, Occupational
Therapy, Physical Therapy, Social Work, Family Support
Program Results:
o MyIGDI’s Literacy Assessments
Picture Naming—84% Tier 1 or 2
Rhyming—61% Tier 1 or 2
Alliteration—85% Tier 1 or 2
Sound Identification—39% Tier 1 or 2
Which One Doesn’t Belong—85% Tier 1 or 2
Parent/Teacher Conference Attendance
o Fall 92%
o Spring 96%
Site Council membership, dates of meetings and summary of topics of
meetings
o Parents were given information during monthly family events.
October 31st, Fall Festival—Shared information on assessments
the students would be given and what the data would tell us.
December 18th, Pancakes with Parents—Shared information
on how to read to your child in order to help them grow as
readers.
February 12th, Sundaes with Your Sweetheart—Shared
information on how to encourage oral language
development in preschoolers.
May 7th, Spring Carnival—Shared information about how to
keep preschool children engaged in learning throughout the
summer.
Site Councils Members for 2014-2015
Junction City High School
Ty Arneson Billy Cason
Sherri Childs Ursula Conley
Michelle Custer Cheryl ElliganBrown
Kiona Freeman Jerrilynn Swindell
Mary Khoury Cornell Lawrence
Rick Myers Margie Pinaire
Amy Roether Cadin Sanner
Kevin Spencer Randy West
Gretchen Westerhaus Stefanie Zimmerman
Junction City Middle School
Richard Peterson Mary Wright
Joyce Hill Linda Corbett
Maria Opat Mary Khoury
Shauna Page Sierra Jackson
Toni Crabb
Ft Riley Middle School
Erica Massey Renee Fletcher
Leslie Ayson Alison Errington
Adrian Lemons Sandy Law
Buzz Bruzina Ryan Norton
Valerie Gehrer Terry Heina
Heather Oentrich Joe Handlos
Custer Hill Elementary
MSG Eggers Sandy Johnson
Mary Ervin Elisha Hillegeist
Melinda Oxendine Tiffany Journey
Theresa Roberts Jennifer Kennedy
Demechia Burns Stephanie Provost
Audrey Holmes
Eisenhower Elementary
Vaughn DeGuzman Kathy Tucker
Veronica Handy Tiana Hileman
Steve Hunt Keith Egan
Delvin James Karen Malec
Susan Guinn Susan Kamphaus
Susan Pender
Franklin Elementary
Amy Roether Brittany Ford
Craig Miller Heather Upton
Cristiana Lake Amber Herringshaw
Dawn Rivera Taylor Clark
Angela Taylor
Ft Riley Elementary
Melisa Burgess Becky Coy
Jan Mataruso Ken Reever
Tiffany Stephens Linda Carlisle
Amy Collins Kim Cousins
Alexandra Grinston Stacy Hipskind
Sandy Law Amanda Mountford
Kelley Paskow Cheryl Phillips
Daniela Priester Angela Segura
Grandview Elementary
Christy Beamer Ashley Noles
Michelle Hallaway Zulnery Perez
Heather Dunbar Rebekah Gerig
Patricia Kreizel Crystal Rey
Valentina Ortega Joyce Hill
Ilona Swartz Honey Grant
Jefferson Elementary
Lincoln Elementary
Lindsey Snider Robyn Harris
Stephanie Holloway Vincent Adjetey
Shannon Rosauer Stacey Richards
Rita Powell Rachael Field
Jennifer Nuss Jennifer Malcolm
Mona Manley
Milford Elementary
Christine Kiser Shannon Tracy
Yogie Potter Lori Hodgson
Morris Hill Elementary
Greg Lumb Robin Allen
Gisella Garza Courtney Greene
Sally Sharp
Seitz Elementary
Jodi Testa Tracy Cook
Kenny Upham Rachel Snyder
Serena Marquez Nick Morgan
Mr. Williams Chris Jordan
Dionne Myers Renee Shepherd
Allison Ankrum Sandy Johnson
Sheridan Elementary
Daniel Dinkel Shelly Gunderson
Ben Schmidt Dixie Coleman
Stephanie Johnson Monica Carter
Gretchen Westerhaus Jillian Toms
Kristen Goodyear Bernadine Sykora
Margie Pinaire Wendy Avers
Spring Valley Elementary
Janet Allen Claudia Beers
Amanda Chadwick Favio Garcia
Nancy Hermrek Jenilee Ingalls
Sierra Jackson Christina Ridenhour
Wyatt Ridenhour Heather Shaw
Deanna Upham Kenny Upham
Chelsea Villanueva Clarence Williams
Jennifer Wilson Katie Wendland
Ware Elementary
Alicia Bacoats Amy Madetzke
Ashley Getman Brittany Baldwin
Casie Heely Eisha Harrison
Erica Flenoury Erin Taylor
Freda Felton Jamie Deville
Jamie Dressler Jamie Kohls
Jared Larson Jarrese/Larry Wesley
Jessica Read Kathy Sheffield
Kelly Preston Kimberly Hodge
Kennea Brown Laura Missey
Lindsey Lokodi Melanie Gray
Melissa McInroy Michaela Larson
Nancy Norris Nancy Leon
Sahro Neal Sandra Bujak
Stormy Jones TL Caligiuri
Tiffany Williams Veronica Wait
Shannon Kueter Tonia Horton
Washington Elementary
Megan Green Jennifer MaClaren
Alexandria Wineglass Diahnca Quigley
Crystal Davis Jennifer Black
Cecilia Weller
Westwood Elementary
Kimberly Dressman Montika Allen-Atkinson
Linda Howerton Cheryl Hudson
Lisa Brodosi Stephanie Bullard-Nurse
Nicole Coons Chris Crotchett
Cheryl Delaney-Taylor Lana Humphress
Tess Luerssen Yolanda Smith
Bridget VanSpreckelsen Bianca Larios-Tapia
Dillon Schembera Colby Hartung
Shantell Sessions
Site Council Meeting Dates for 2014-2015
Building Aug September October November December January February March April May
Custer 9.23.14 11.13.14 4.14.15
Eisenhower 9.8.14 10.27.14 11.17.14 1.12.15 3.9.15 4.27.15
Ft Riley Elem 9.23.14 10.27.14 12.2.14 1.12.15 2.10.15 3.9.15 4.13.15
FRMS 9.15.14 10.20.14 11.24.14 2.23.15 4.20.15
Franklin 10.17.14 11.21.14 1.16.15 2.20.15 4.17.15
Grandview 9.16.14 11.4.14 1.13.15 3.10.15
Jefferson 9.23.14 11.18.14 2.17.15 4.21.15
JCHS 9.24.14 11.19.14 2.18.15 4.22.15
JCMS 9.8.14 10.6.14 11.10.14 1.12.15
Lincoln 10.17.14 11.20.14 1.16.15 2.13.15 4.17.15
Milford 9.11.14 10.28.14 12.2.14 1.20.15 3.10.15
Morris Hill
Seitz 9.29.14 10.27.14 11.24.14 1.26.15 4.27.15
Sheridan 9.9.14 11.18.14 1.13.15 3.10.15 4.14.15
Spring Valley 9.2.14 10.7.14 11.4.14 2.3.15 4.7.15
Washington 9.17.14 10.7.14
Ware 9.3.14 10.1.14 11.5.14 1.7.15 2.4.15 4.1.15 5.6.15
Westwood 9.2.14 10.2.14 11.4.14 2.3.15 5.5.15
Geary County USD 475
School Reports
2014-2015
Eisenhower Elementary
2014-2015
1. School's biggest strengths:
Students who want to learn, parents who want the best for their
children and hardworking staff.
Over half of our certified staff have advanced degrees and many
of our classified also have degrees.
The staff cares about children and they want them to be safe and
successful. They are willing to do the extra if it will help students
such as working with students before school during recess in
addition to their time after school.
We have a strong After School Program in addition to the Math
Club and the Homework Room for grades 3-5.
We teach the whole child and have events that expose students to
being a contributing member of society as an adult such as our
work with 1-Care(intergenerational activities), food and toy drive at
Christmas, Pennies for Patients and the Veterans Sock Drive.
We continue to emphasize patriotism with the daily student led call
to the colors and flag salute and work with our Military Unit.
WINGS responsibility program
2. Bldg. improvement goals short and long and why chosen.
This year we updated our bldg. plan and our focus continues to be
on reading or language arts and math. These were chosen
because of the state assessments, but more importantly the
elementary years are the foundation years and these skills are the
bases and are needed to be successful in life.
We are also emphasizing writing to help students learn the
difference between informal and formal writing. Technology
speed had encourage quick, short responses. When we had the
opportunity to be part of the Pilot testing for Smarter Balance we
realized the move that was being made to more written responses
and we found this to be true last spring with the state assessments.
We have been focusing on using the question stems in our written
and oral responses. We encourage students to use their words.
The College Readiness Standards also include oral presentations so
this is our third year of working on these skills.
Continual Vocabulary development as a follow up from our book
study with Word Nerds.
3. PD focus
Typically we decide in the spring based on our test data. We
review the weakest areas by grade level. We continue to working
on reading and math skills and Lucy Calkins with an emphasis on
daily writing. In addition staff has attend district professional
development for Go Math and Learning A-Z and meeting with
their peers at the building level to share ideas.
4. How monitor student growth and school success?
SMI, SRI, DIBELS, Common Assessments, STAR, Risk Reports and collected
quarterly on our data sheets for review and monitoring.
Use Fast Forward, Moby Max which generate various reports for
teachers and MTSS and use of Eagle Time.
5. Bldg. Initiatives working on:
Necessary Nine to keep us aligned with the district focus (LETRS,
number talks, mindset)
MTSS- 3 summers ago we had a team meeting in the summer to
revise our plan. This year we are revising to coincide with the
district plan that will be implemented in the fall of 2015. In fact
Wed. we will be updating our staff again with some of the
expectations for their weekly grade level meetings.
6. Current climate and monitoring to improve:
The staff supports each other at school in a variety of ways.
This fall they worked together with new curriculum and
searching for needed materials. The staff also supports
each other during personal times of need.
Staff gets along with each other, but interact more _with, as in any
building, those members in their hall, collegial groups and based on
their daily schedules.
We encourage staff to share with the principal, coach or team
leaders or supervising teacher if they have concerns or needs.
Time is given at Effective Schools Meetings to share their successes
and needs.
7. How connect with parents:
Awesome PTA, Active Site Council, Facebook, Webpage, Monthly
Newsletters, Invitations for parents to eat with students, Quarterly
Honors Assemblies, Monthly Volunteer
Recognition, holiday parties, student programs, 911and Walk-a-
mile, Carnival, Pizza Bingo and various other events. They are
welcome anytime.
8. Greatest need and how help.
Substitutes help by continuing to advertise. Hold some training after
school
Curriculum texts and Framework guides know change to CC has
caused issues, but it helps the staff. New staff need it as a guide and
experienced staff need it so they are constantly researching and
putting materials together to meet the needs of all students in each
of the Tiers and this requires a great deal of time and can involve
personal monetary cost.
Change in the demographics of our students and the need of staff
to continue to adjust to meet the needs of our students. Like just
different than in the past.
Need of a first grade teacher. (27/28) Each with a non speaking
English student that have enrolled in the last week .
9. Compare the conversations with the former presentations to the BOE.
This format is more relaxed and involves less staff which is nice for
them.
A time saver the former presentations were time consuming going
over the data and then practicing and working to keep the
comments under the time allowed.
Presenting the test data might have been redundant since you
always received copies before.
This gives you more of a feel for each building.
Franklin Elementary Annual Report
2014-2015
Submitted by Amy Roether 10/1/15
Highlights and Successes:
Although we are a Title 1 building, we work hard to ensure that parents
are aware of student progress. On average, we have 98% of parent
participation for parent teacher conferences, although we must utilize a
variety of ways to make this occur. In addition to scheduled parent
teacher conferences, we make home visits, telephone conferences and
email. We try very hard to meet the needs of our families
A STEM family night was conducted in which families learned about the
various aspects of STEM; specifically Legos, Lenovos, and science
experiments.
All stakeholders were involved in the revision of our school mascot.
We are supported by our military battalion as well as volunteers from the
First Methodist Church. As often as they can, they assist in projects that
specifically relate to students.
Began a school Facebook account, which has been another tool to
communicate with and parents and celebrate students.
We have an incredibly successful Student Council program which
empowers 4th and 5th graders to be role models and leaders. Throughout
the year, students were active in several service community projects.
Three Integrated Technology Planning Days were conducted to promote
the use of technology within the classroom.
Two collaboration days were conducted in which Universal Assessment
Data was analyzed, individual student needs were discussed, and needs
were addressed. This time was incredibly helpful as we made decisions
regarding students.
Our focus on safety resulted in the creation of a Tornado Shelter in the
basement as well as the renovation of the office area during the Summer
of 2015.
School Improvement Goals:
We began revising our SIP in the spring of 2015 and plan to finalize it within the
next month. During this revision process, it was discovered that much of what
was in place previously was outdated and reflected assessments and resources
that were not utilized. The formation of the MTSS District and Building Leadership
Teams have helped us to understand what is most relevant regarding our SIP.
Below is a table of the previous SIP goals as well as our rough draft SIP goals:
Previous SIP Goals Current Goals (rough draft)
Mathematics Target/Goal Statement: To
develop students’ conceptual
understanding of the use of
Mathematics in every day
circumstances. 85% of
students will score at meeting
standards or above on the
State Math Assessment.
The teacher uses explicit and
research based teaching
practices in alignment with
Kansas College and Career
Readiness Standards.
Reading Goal Statement: To improve
students’ reading and
comprehension skills using
informational and literary
texts.
Target: Ninety-two percent of
the students will perform at
the “Meets Standard” level or
above on the 2013 State
Reading Assessment.
(T) Use explicit and research
based instructional practices,
aligning those with the Kansas
College and Career Readiness
Standards
(T) Follow district curriculum for
ELA and Technology
(T) Follow district Reading
Framework
Writing Goal Statement: To improve
students’ writing skills using the
writing process.
Target: 80% of all students will
meet standards or above on
the State Writing Assessment
and the District
Writing Criterion Reference
Test
Behavior N/A Teachers and staff will clearly
communicate expectations for
school-wide behaviors to
families and students. They will
acknowledge positive
behaviors to reinforce good
decision-making skills.
CHAMPS expectations will be
posted in each classroom and
common areas in the building.
An environment of mutual
respect will be promoted in our
building. Behaviors will be
documented and
consequences will be clearly
communicated to
participating parties and
families.
The district currently does not have a particular format for what SIP’s should
include and look like. During our work, we examined SIP’s from other buildings
and read excerpts from the book, Unmistakable Impact by Jim Knight. Although
a one-page document is suggested in the book, it has proved to be difficult in
identifying what is most important. We are in the process of articulating well
what our SIP should contain so that it guide the decisions we make and the
beliefs we hold for our students as well as ourselves. Clearly, we have much
work to do and must tend to this as soon as possible. It is my goal to have this
completed no later than December of 2015.
Demographics
*district has this information
Program Results
Like all sites, Franklin Elementary contains programs that best suit the needs of
our students. During the course of the 14-15 school year, staff members took
advantage of numerous professional development opportunities, some of which
include:
CHAMPS training
CPI (Crisis Prevention Intervention) training
Implementation of Instructional Targets in classrooms
These are examples of some initial programs and we will continue to analyze
their effectiveness in the upcoming school year.
Below are the results of our Universal Assessment Data which was reported to the
MTSS District Team in June of 2015. It represents progress made in the area of
Literacy. Again we have much work to do. We are very aware of the great
needs that our students have and are anxious to work with Steve Ventura to
learn how to look more deeply at our students, assessments and resources to
ensure that all students are able to master skills.
Fort Riley
Middle School
Home of the Troopers
Annual Report
2014-2015 School Year
School Highlights and Successes Science Fair. . .
Over 500 participants at FRMS Science Fair
The top 8 projects from each team qualified for the Regional Science Fair (56
pro- jects)
29 students at Regionals placed and 12 students qualified for the State
Science Fair
5 students placed at the State Science Fair
Field Trips. . .
Konza Prairie—Science classes at all grade levels traveled to the Konza
Prairie to research various aspects of the Tallgrass Prairie, including stream
geomorphology, stream macroinvertebrates, bison and grasshoppers.
Rock Springs—8th grade students visited Rocks Springs Ranch for cross
curricular activities thanks to a USD #475 Mini-grant.
Swimming and Canoeing—8th grade students participated in a week-long
swim unit at Eyster Pool on Fort Riley during their Physical Education
classes. They re- ceived swimming and boating safety instruction which
allowed them to take a canoe trip to Moon Lake in May.
World’s of Fun Incentive Celebration—Over 330 students qualified
for and trav- eled to World’s of Fun for our end of year Incentive
Celebration. AVID classes visited JCHS, Kansas State University and Cloud County
Community College.
Celebrations. . .
Two staff members selected for the honor—Cassie Dover, ELL Teacher and
Denise Stevens, Registrar.
Our AVID program was certified.
Completed our first year of the JAG (Jobs for America’s
Graduates) Program. Over 230 students earned academic awards at our awards ceremony.
Experienced a decrease in the total number of discipline referrals compared
with the previous school year.
Held a successful Wellness Fair, Veteran’s Day Assembly and Walk-a-Mile activity.
Last but not least—enjoyed our first school year in our beautiful new building!
School Improvement Goals
AVID. . .
Staff will implement AVID Strategies (Writing,
Inquiry, Collaboration, Organization, and
Reading) across the curriculum. Practice Standards. . .
Staff will implement the Practice Standards
across the curriculum. Learning Environment. . .
Staff will maintain a positive and safe learn-
ing environment. Larger World. . .
Staff will create opportunities for students to
interact with and positively influence the
world outside of school. Best Practices. . .
Staff will implement co-teaching, technolo-
gy, and differentiated instruction across the
curriculum.
Building Demographics Total Student Population for 2014-2015 School Year: 704 Students
FRMS by Gender 2014-2015
400
350
300
250
200
150
100
50
0
Male Female
FRMS by Race 2014-2015
400
350
300
250
200
150
100
50
0
White African American Hispanic Other
FRMS Lunch Status 2014-2015
Free Lunch Reduced Lunch Regular Price
FRMS ESS Population 2014-2015
700
600
500
400
300
200
100
0 ESS General Education
Program Results
Reading Screener results for the 2014-2015 school year. ORF (Oral
Reading Flu- ency) assesses a students ability to read and speak
smoothly, expressively and accurately. The Maze Assessment
measures reading comprehension at the sentence syntax level.
Parent/Teacher Conference Attendance
Spring 2015 Conference Attendance= 78.5%
Parent/Guardian Representation at Spring
2015 Conferences
Mother Father Both Other
Site Council Membership Joe Handlos, Heather Oentrich, Terry Heina, Buz
Bruzina, Sandy Law, Alison Errington, Leslie Ayson,
Ryan Norton, Renee Fletcher, Erica Massey
September Agenda Role of Site Council
Review of summer activities
Construction Timeline
Ribbon-Cutting
KCCRS Standards
6th Grade 1:1 Initiative
Mission Statement Task Force
October Agenda Text complexity
1:1 Initiative
Ribbon-Cutting
Spirit Week
Veteran’s Day plans
November Agenda Reflection on Veteran’s Day
1:1 Initiative
Mission Statement
Cyberbullying presentation
Incentive celebration
Lockdown Drill prep
January Agenda Excellence in Action preview
Testing schedule
Wellness Fair
Lockdown Drill
February Agenda Needs Assessment
Transition program/summer school plans
Conference information
Spirit Week
April Agenda Wellness Fair
5th Grade Orientation
District celebration
Testing update
Schools In Review
Fort Riley Elementary
School Annual Report
2014 - 2015
Building Demographics
(data was from 2013 – 2014) Total Number of Students: 307
Males – 47%
Females – 52%
Free/Reduced Percentages – 43%
Non Economic Disadvantage – 47%
Ethnicity – White – 61%, Hispanic – 14%, Other – 12%, and African American – 11%
2014 – 2015 School Highlights & Successes
Moved from Success for All in grades 2 – 5 to the District Literacy Framework for reading
instruction.
Creation of Maker’s Club after school program once a week for 6 weeks of K – 2 in the
Winter and 6 weeks for students in grades 3 – 5 in the Spring for once a week.
Art Club after school program once a week made up of parent volunteers with a
different session each quarter for students in K – 5.
Celebrated Past/Present/Future – FE Memories Reception in April 2015
Ended the last day of school in the old FRE building. Staff packed up their classroom
materials for the move in August of 2015.
2014 – 2015 School Improvement Goals
School Culture – All building – wide practices designed to increase positive student
behavior, increase responsible behavior, increase motivation, and provide a mutually
respectful environment for all.
Planning – Unit and lessons plans are clearly developed with the College & Career
state standards including a strong focus on differentiation of student performance.
Assessment – Monitoring student progress to drive instructional practices.
Instruction – Teacher uses instructional responsive practices that meet the diverse
learning needs of all students.
2014 – 2015 Kansas Assessment Program
English Language Arts
3rd Grade – Above the district and state with a median of 308
4th Grade – Above the district and state with a median of 305
5th Grade – Above the district and state with a median of 302
Math
3rd Grade – Above the district and state with a median of 312
4th Grade – Above the district and state with a median of 294
5th Grade – Above the district with a median of 288 and below the state median of 289
Grandview Elementary
School Annual Report Data 2014-2015
School Highlights and Successes
o We had several students represent GV in the district choir
o We hired a wonderful new 4th grade teacher
o Held a Poetry Jam to work on student fluency in reading (building
goal) and parents came in and watched students perform
o Our reading goal was in fluency so even though the district is
dropping benchmarks, we are keeping our higher cut scores
because our students made such good gains when we were
pushing them
o In writing we not only fully implemented LC, but we are conferring
with students and documenting who is conferred with and on what
o We started GATOR TIME where all students start the day together in
the gym, do an engaging activity, announcements, the Pledge and
the Motto
o One of our teachers created a communication tool to use between
the teachers/itinerant staff/ESS
o Grandview took an all school field trip to the Cosmosphere in Hutch
and did classroom activities and lessons on space before going
o We did a cross grade level career study that culminated in green
screen projects
o The first real Student Council was assembled and they participated
in the Veteran’s Day parade in Manhattan. VERY cold day to walk!
o Ron Cole came and gave a concert on anti-bullying
o We continued with our annual Thanksgiving Community Luncheon
where we invited student families to come in and eat with us for
Thanksgiving
o Two of our students won the district narrative writing contest, a 2nd
and 3rd grader.
o We participated in Kansas Fitness Day for 3rd graders
o Third grade had three top place winners for a Law Day poster
contest held between Junction, Manhattan and Fort Riley schools
o Grades 3-5 started having spelling bees to help increase spelling
skills
o Grandview has an annual Trashy Treasures Showcase for Earth Day
where the students create masterpieces made entirely of ‘found’
items
o Santa comes and we make sure every student goes home with at
least one gift at Christmas
The annual Hot/Dog Bingo night is always a huge success
School Improvement Goals*
Rdg Goal: By May 2015, 90% of students at Grandview will show
adequate growth in reading*.
Focus: To attain these goals the building focus will be on fluency as it
applies to each grade level. *Adequate reading growth is defined as:
For those students performing at a 2nd through 5th grade level
o 100 point increase on the Scholastic Reading Inventory
o 32 words per minute increase on DIBELS Next ORF
o 1 year increase on the STAR
o 16 word increase on the DIBELS Next DAZE. (3-5)
For students performing at the first grade level
o 2 passage growth on the Roots Formal Assessment
Oral reading fluency
Comprehension
High frequency word
o attaining 56 words per minute on the DIBELS Next ORF
o 30 words per minute on the DIBELS Next NWF
o 96 correct letters per minute on DIBELS Next CLS
Kinder students
o Will show mastery as defined by the KinderCorner Mastery chart in the areas of
oral language
graphemes
beginning reading skills
o 44 letter sounds per minute on the DIBELS Next CLS
o 7 per minute on the Dibels Next NWF WRC
Math Goal: By May 2015, 90% of all kindergarten and 1st grade
students will have received an average of 3 or higher on district
common quarterly assessments. Second-5th grade students will
have a growth of a minimum of 50 quantiles per quarter (200
quantiles per year).
Focus: In order to attain this goal, teachers will teach problem
solving using the math practice standards.
Writing Goal: By May 2015, 90% of students at Grandview will reach
proficiency as scored by their grade level rubric in all grade level
genres.
Focus: In order to attain this goal, Grandview will focus on the
implementation of the Lucy Calkin’s Units of Study and the writer’s
workshop.
Behavior Goal: By May 2015, 90% of students will be on task during
instruction as measured by periodic observations using the On-Task
Behavior Observation Sheet (from Champs by Sprick).
Focus: In order to attain this goal teachers will focus on
implementation of motivation and engagement strategies. ** Each
teacher is doing an individual action plan based on the needs of
their classroom. *We will be revisiting and revising these goal this year to better meet the needs of the students and the new growth model and assessments.
Program Results
o See the attached form. With the exception of 4th and 5th grade we lowered the
students in Tier 3 and raised the students in Tier 1. While Tier 3
went down in 4th grade as well, the students from Tier 3 and
Tier 1 moved into Tier 2. In 5th grade Tier 2 and 3 increased
and Tier 1 decreased but Advanced also increased a slight
bit.
We had a staff discussion on this information at the end of the
year and are revisiting it this year.
JCMS Highlights / Success
1. Have applied to become an AVID National Demonstration School
2. Achievement Team Process
Steve Ventura trained the entire staff on the purpose of
Achievement Teams – February 2015
Steve Ventura trained 13 teachers to Facilitate the “Data Talk”
protocol by Achievement Teams
Will start implementing Achievement Team – “Data Talk” process
during the 2015-2016 school year
3. Implementation of 1:1 at the 6th grade level
4. College and Career Readiness Standards
School Improvement Goals
To provide a safe learning environment where students are engaged in a
rigorous and
relevant curriculum that will prepare them for college and career readiness.
1. Staff will implement WICOR strategies (Writing, Inquiry, Collaboration,
Organization, and Reading) across the curriculum at a DOK level of 3 or
higher and/or Costa’s Level 2 or higher.
2. Staff will implement the Standards for Mathematical Practice across the
curriculum. The focus will be on:
Make sense of problems and persevere in solving them
Construct viable arguments and critique the reasoning of others
3. Achievement Teams will complete a minimum of six Data Cycles to
increase teacher effectiveness
4. Staff will maintain a safe environment that includes independent and/or
group participation to encourage positive social interaction, equitable
engagement, and self-motivation of all students.
Parent / Teacher Conference Attendance
Fall Conferences - 801/947 = 85.2%
Spring Conferences - 828/915 = 90.5%
Site Council
1. Meet the 1st Monday of every month (except December / May)
2. 5 members
3. Topics - Skyward for Parents, School Lunch Program, AVID, Common
Core, Middle School Concept, Renaissance
School Annual Report
Jefferson Elementary
2014 – 2015
School Highlights and Successes
Student and Teacher Relationships
Identifying and working with at-risk students.
ESS/ELL Teachers & paraprofessionals working and assisting
classroom teachers to make all students successful.
Co-teaching with the regular classroom teacher
ESS teachers have been at Jefferson for a number of years which
provides stability and consistency working with our students and
teachers. This especially helps with placement of students-the right
match for classrooms and teachers.
MTSS Team
Works well with teachers, specials and the tutor to provide goals,
strategies and monitoring for their students who are in Tier II or Tier III.
Instructional Coach
Managing the assessments and data for our instructional practices
and student achievement. (Roots Assessment, Wings Assessment,
SRI, SMI)
Placement of student in the SFA Roots & Wings classrooms.
Coordinates our School Improvement Meetings
Grant
Lexia was used by all students to support MTSS
Professional Development
Lucy Caulkins Writing Units
Implement CCRS-aligning and designing CCRS lessons.
Lexia Training
School Improvement Goals
Reading -To have all students demonstrate academic progress in reading by
improving students’ vocabulary, fluency and comprehension skills utilizing the
Success for ALL reading curriculum.
Math -To have all students demonstrate academic growth by improving
students’ problem solving skills by increasing their math fluency to enhance their
ability for higher order mathematical thinking and problem solving.
Writing - To improve students’ writing skills to achieve a 3 or above on the Six Trait
writing rubric.
Building Demographics
Enrollment K-5 = 288
Early Childhood= 3 classrooms with 6 sessions=92, Housed in the Modular
Units
Total Enrollment is 380 students.
ELL=24, 8% of the population K-5
ESS=23 students with 5 being tested. 8% of the population
Program Results
Reading
SRI – End of Year (Percent on Grade Level)
Second Grade 63%
Third Grade 64%
Fourth Grade 52%
Fifth Grade 45%
Dibels
Kinder LNF 33% at Benchmark
NWF-CLS 60% at Benchmark
First DORF 48% at Benchmark
Second DORF 33% at Benchmark
Third DORF 68% at Benchmark
Daze 38% at Benchmark
Fourth DORF 41% at Benchmark
Daze 31%
Fifth DORF 36%
Daze 25%
Math
No data available
Parent Teacher Conference Success
95% to 98%
Site Council
No meetings were held – they were scheduled but no one attended
Milford Elementary
Annual Report Data 2014-15
School Highlights or Successes:
Enhanced Learning Opportunities
Each month the whole school participated in an afternoon filled with activities that
were centered on a theme. Some examples of the themes were our Olweus Bully Prevention
Kick Off, Kansas Day, Poetry, and holidays. We focused on a Life Skill each time, like
friendship for Thanksgiving. During the afternoon they would rotate through stations with a
multi-aged group. The station activities would be problem solving, arts and crafts, reading,
music, etc. Families, community members, and soldiers from our Fort Riley partnership would
come join in.
Learning Celebrations
Each quarter the entire school would eat together over the lunch hour. Families and
community members were invited to come. After lunch classes shared something they had
learned from the last quarter. Some classes sang songs, show projects, did reader’s theaters,
etc.
Large Enrollment
Our enrollment numbers were the highest they had been in recent history, or ever. We
almost reached 100 students.
No Combination Classes
Last year we straight grade levels from Kindergarten through 5th grade.
School Improvement Goals:
Goal: To improve students’ mathematical problem solving skills
Target: 100% of students will score at the “Meets Standards” level or above on the Math
Assessment.
Strategies: Teachers will instruct students in appropriate problem solving skills
Goal: To build and grow students’ comprehension skills.
Target: 100% of students will score at the “Meets Standards” level or above on the
Kansas Reading Assessment.
Strategies: Weekly instruction in phonemic awareness, phonics, fluency, vocabulary, and
comprehension.
Goal: To build and grow students’ writing skills.
Target: 100% of students will score a 3 or above on the end of the year on demand
assessments.
Strategies: daily writer’s workshop focusing on the writing process across multiple genres.
Building Demographics:
Total Student Count: 95
Male: 52
Female: 43
Race:
94% White
6% African American
Free & Reduced: 42%
Students with IEPs: 10
Program Results:
DIBELS Results
K – 72% of students scored in the low risk category at the end of the year
1st – Data was not required by District
2nd – 88% of students scored in the low risk category at the end of the year
3rd – 71% of students scored in the low risk category at the end of the year
4th – 58% of students scored in the low risk category at the end of the year
5th – 71% of students scored in the low risk category at the end of the year
All – 73% of students scored in the low risk category at the end of the year
Success For All Grade Summary Form
61% of Kindergarten students were at or above grade level at the end of the year
72% of first graders were at or above grade level at the end of the year
Morris Hill Elementary
Seitz Elementary
Annual Report
2014-2015
School Highlights and Successes
◦ Finally felt like we have our new facility procedures and processes in place after 3
years
◦ Transition to new administrators was pretty seamless for staff members
◦ Focus on high quality certified and classified staff members
◦ Transition to new ARC teacher in November - positive impact on our Autism Resource
students and staff
◦ Monthly family events sponsored by Seitz staff and/or Booster Club
◦ Most successful year with Booster Club – funds raised, families involved, school
purchases
◦ Transition to new school boundaries for staff and families
◦ Outstanding connection and support from our Adopt-A-School supporting unit
School Improvement Goals
◦ Culture – To create a safe, challenging, and joyful school.
◦ Writing – In a Writer’s Workshop format all students will meet the CCSS expectations for
their grade level in writing.
◦ English Language Arts – To develop a shared and collaborative responsibility towards
literacy instruction and assessment in order to meet the needs of the 21st century
learner.
◦ Math – To align math instruction with the CCSS to promote mathematics competence
to meet the needs of the 21st century learner.
◦ Instruction – School-wide implementation of MTSS and Student Improvement Team
School Demographics
Demographic Count/Percentage
Total Number of Students On file at DC, not available to me via KSDE
Race Percentages On file at DC, not available to me via KSDE
Free/Reduced Lunch Percentages – 4/2015
Free – 164 students – ___% Reduced – 168 students - ___%
Gender Percentages On file at DC, not available to me via KSDE
Parent-Teacher Conferences
Quarter Total Students Conferences Held Participation Rate
1 633 614 97%
3 608 575 95%
Site Council
Date Topics
September Demographics Staff – classified and certified Activities and Events Development of Site Council goals Military Police Presence at Schools Selection of Chair and Secretary Agenda Planning Procedures Established
October September Meeting Minutes CIAC – who/what is it Homefront Heroes – deployment support for students
November October Meeting Minutes K-5 Math Assessments – grade level expectations K-5 Math Data Review Parking Issues
January November Meeting Minutes 2015/2016 Boundary Share by Bill Clark General Seitz’s Birthday Celebration
April January Meeting Minutes Review of USD 475 Policies and Procedures Manual Seitz Elementary Community Guide – review and revise 2015-2-16 Site Council Planning
Sheridan 2015-2016 BOE October 5th, 2015
1. Describe the working relationships and environment in your building and share how
you maintain positive relationships with each other as a staff so they want to work as a
team?
From Staff: -I see our staff working together very well, Encouraging, Caring, Sharing a
sense of humor, Positive-even when feeling overwhelmed, Team Work and
Collaboration are important to reach goals, Offer help to one another, Integrate
PE/Music with classroom content whenever possible, we have after work get
togethers-events (bowling)
Admin- We believe in open, honest communication, even if the topic is hard or
uncomfortable. We work through problems/issues together as a team, receiving input
from all stakeholders, and making the best decision possible with the students in mind-
even if it is not popular with a couple of people-all believe in doing what is best for
students before what is best for themselves. We lost about 15 staff members last year,
eight were certified, so we try to consistently model what the Growth Mindset and
Sheridan way is all about as new staff members join us. We are all a family, K-5, and we
all share the burden of maintaining the climate and culture. No one works for anyone
else…rather, we all work together for the kids. We know that one or two negative
people have the ability to sour an entire staff, therefore we are vigilant about
modeling positive attitudes and correcting negative influences.
2. What are your strategies and supports for dealing with Tier 2 (some students) and Tier 3
(a few students) related to student behaviors? Currently, we are identifying our Tier 3
students by monitoring the trips to the Opportunity Room and the SSM office for things
such as Work Related Habits, Peer Relationship Issues, and Socially Acceptable
Behavior issues. Our SSM and Counselor are able to push into classrooms to do whole
class lessons, and pull out students for small group or individual sessions. We received
some very good ideas from the last MTSS conference, and will be discussing the best
way to implement those ideas during our October 12th Inservice. The CHAMPS
program that we implemented two years ago, has really helped with classroom
management and behavior issues. We use Randy Sprick’s Safe and Civil Schools
Teacher’s Encyclopedia of Behavior Management to develop plans for individual
students with severe Tier 3 type behaviors. Teachers have whole class, small group,
and individual motivators for behavior. They chart behaviors in order to find patterns so
they can work with students to reduce negative behaviors and increase positive
behaviors. Our entire staff works together to help these students in all areas of the
building-finding ways to praise for appropriate behaviors, modeling appropriate
behavior and conversation levels, and gently correcting as necessary. Staff members
from different grade levels make a point of connecting with kids that are not in their
own classrooms or grade levels to let our most at risk students know that everyone in
the building cares about his/her success. We make efforts to touch base with all
parents weekly, or as needed, whether by phone call, email, or in person during drop
off or pick up times.
3. How are you using student data to support instruction in your building?
Data is important as it is the wheel that drives instruction. We collect data in all content
areas, use that data to determine what each student needs, use that data to plan
instruction-whole group, small group, and individualized, and progress monitor to
insure strategies we are using are working. We observe colleagues, research,
collaborate (THOT), and implement new strategies if what we are doing is not working.
Data is used to inform students as they create goals for themselves, to develop leveled
groups and/or center activities, to establish MTSS groups, and to inform parents about
what skills need work or extension activities. Focus meetings are becoming more data
centered as we are working to learn and implement the strategies we learned from
Steve Ventura’s presentations and the work he did with JCMS. During
Teacher/Principal Reviews, we look at the data trends and the needs of the students
and the instructor-insuring that the instructor’s growth goals will have a positive impact
on student achievement.
4. What strategy are you using to improve student achievement that could be replicated
in other buildings? We started taking a close look at the rubrics for the new
accreditation model from the state. As a whole staff, we worked to identify where we
are on the first two rubrics, Relationships and Relevance. We went into the activity
thinking we were doing a great job in those areas, but found that there is still much
work to do, especially when we have had such turnover in staff-due to the 4 M’s-not
due to unhappy people Our SITE Council also provided great feedback on what
they would like to see, as far as presentations for teachers (PE, Music, new curriculum,
ESS and ELL strategies, Content specific skills and strategies to attend to at home) and
the PTO shared what they, as parents, would like to see by way of Parent Nights (Math,
Reading, Science), so they would be better equipped to help their children with the
College and Career Ready Standards. Things we are doing:
Integrated Library Lessons AR motivators, incentives, and celebrations
Maker Space Bookbuddy activities
Lego Fridays Lifeskill lessons/ Class meetings
Mad Scientist Day Video Creation of building expectations for behavior
Homework Hotspot Growth Mindset-emphasizing effort not smarts
Student data notebooks(Int. Levels)
5. Realizing there is no typical day for a Principal, please share some of what you do or
try to do each day to help us have a better understanding about your job.
I love that you phrased it, “what you do or try to do each day…”
-Observe teachers in their classrooms
-Meet with staff to communicate praise, concerns, stresses, and expectations
-Communicate with parents to inform on various topics and resolve conflicts
-Manage building needs-employees (attendance, evaluations, staff development)
students (attendance, behavior, academic, and specialized services), facilities
(indoor, outdoor, custodial, maintenance, needs), budget (approvals, requests,
balance), etc. and help others understand their roles
-Cover for staff in times of absences or shortages
-Maintain safety and a positive environment for learning
-Provide accountability to school board, district leadership, community members (all
stakeholders)
-Try to be accessible, available, and supportive-listen
-Organize and prioritize building goals for effectiveness
-Local Education Authority who makes decisions for our special needs students
-Paperwork and things that can be done after hours are saved so that my full attention
can be devoted to the staff and students.
I want to say that the greatest schools, administrators, teachers, and students that you
hear about receiving awards and recognition, are never the ones that were a cookie
cutter copy of another someone else. They are the out of the box, risk taking, meet the
needs with what we have types of people. Being a smaller school does not mean we
have less work…. on the contrary, it means that fewer people are carrying the massive
load and expending immeasurable effort required to make the wheels turn.
6. What are two or three accomplishments your school has achieved that you are most
proud of this year?
MILeS KSU Partnership-Lesson Study Cycles
Continued KSU Partnership when KSU was going to cut Sheridan and Lincoln due to
budget issues
FLEX inservice in collaboration with Franklin and Lincoln schools
Successful collaboration with STEM Coaches
Great job of implementing three pilots in reading and a new math curriculum
Full time P.E. and Music Team YAY!
Successful relationship building with a large number of new staff members
7. What are your technology needs in your building?
I have purchased six mounted projectors through building funds and fundraisers. We need six
more…this is all we want for Christmas! Our wonderful PTO has raised money and purchased
software programs for us to use so we are good there
Spring Valley Elementary School Annual Report Data 2014-2015
School Highlights or Successes:
We received a Power Panther Pals nutrition grant
We had two students chosen as winners in the USD 475 Geary County Reading
Association writing contest
We had a Best in Show winner in the USD 475 Art Show
School Improvement Goals:
School Goal: Students will use mathematical practice standards to increase their
understanding of math concepts.
School Goal: Students will read and comprehend complex literary and informational
texts independently and proficiently.
School Goal: Students will routinely over extended time frames and shorter time frames
for a range of discipline-specific tasks, purposes, and audiences
Program Results:
We had 89% of students reading on or above Grade Level according to IRI results for
grades 2-5 and Roots testing for Grade 1
Parent/Teacher Conferences:
We had 100% each quarter.
Washington Elementary
Highlights and Successes New Playground School Improvement Plan CHAMPS Implementation KESA QPA plan Bulldog Booster Club Multi Tier System of Support Time at every grade level Agenda Driven Collaborative Plan Time QPA Goals-based on API* API of 494 in math API of 568 in reading *API is the measure for the Kansas State Waiver for the Elementary and Secondary Education Act.
Westwood School Highlights or Successes
One-to-one tablet initiative
New parent communication tools including Facebook and texting
Staff participation in a book study: The Five Dysfunctions of a Team
Our 5th grade students had the opportunity to participate in the Star Base program.
(STEM)
All students had access to a school counselor.
School Improvement Goals
To improve student proficiency in reading comprehension as measured by student
performance on the Kansas Reading Assessment.
To improve student proficiency in narrative, persuasive, and informative writing as
measured by student performance on assessments which may include the Kansas
Writing Assessment and District Writing Criterion Reference Tests.
To improve student proficiency in math problem solving as measured by performance
on the Kansas Math Assessment.
Building Demographics
How many students served? 297
Race (Not able to pull)
Gender (Not able to pull)
free/reduced percentages (Not able to pull)
Students on IEP’s 32 11%
Military 72 Students 25%
· Program Results (assessment scores, etc.)
Reading
Math
