2022-2023 School Year Building Needs Assessment for 2023-2024 Budget Considerations
Building: Richard Warren Middle School
Percentage of students with IEP:
19.5%
Percentage of students identified as Free/Reduced Lunch:
51.7%
Building Identification Number:
7033
*When available, data is from most recently published KSDE Accountability Reports/Report Cards from 21-22 school year or 22-23 unofficial data if necessary*
Specifically Noted Needs (Facilities, Technology, etc.):
Reviewing state assessment data, what steps are you taking for all students to maximize their scores?
The building is taking a number of steps to maximize student KAP scores and performance. Most notably, we have an action team within our BLT that oversees KAP data. They lead the process of monitoring, getting feedback, and taking action on ways to improve our data. They meet weekly on this and other subjects. Further, the building is focusing on its PLC processes to identify/implement priority standards paired with common formative assessments to help drive student instruction.
Are there set targets/goals to move students out of proficiency Levels 1 and 2 on state assessments?
The building is in the process of developing structures and systems to fully support student learning and move students out of levels 1 and 2 on KAP. Some of the targeted work has and will focus on Building Leadership Team action teams/planning as well as a focus on core instruction combined with targeted intervention to support student learning. With upcoming leadership changes, the building will review and revise this work as needed to help students grow academically.
District Chronic Absenteeism Rate
49.0%
District Graduation Rate
89.6%
District Dropout Rate
2.9%
Building Attendance Rate
89.5%
Building Chronic Absenteeism Rate
42.5%
Is every child in your school provided at least the following capacities? | |
Sufficient oral and written communication skills to enable students to function in complex and rapidly changing civilization. | Yes |
Sufficient knowledge of economic, social, and political systems to enable students to make informed choices. | Yes |
Sufficient understanding of governmental processes to enable the student to understand the issues that affect his or her community, state and nation. | Yes |
Sufficient self-knowledge and knowledge of his or her mental and physical wellness. | Yes |
Sufficient grounding in the arts to enable each student to appreciate his or her cultural and historical heritage. | Yes |
Sufficient training or preparation for advanced training in either academic or vocational fields so as to enable each child to choose and pursue life work intelligently. | Yes |
Sufficient levels of academic or vocational skills to enable students to compete favorably with their counterparts in surrounding states, in academics or in job market. | Yes |
Identify the barriers that must be overcome for each student to achieve grade level proficiency on assessments.
Some of the key barriers that impact this school include, but are not limited to: High percentage/number of free and reduced students and increased poverty rate; Though not necessarily identified as at-risk using the free and reduced lunch calculation, a number of students are at a high risk of falling behind; Difficulty in retaining and attracting highly qualified teachers and replacing teachers as they retire; High levels or increased levels of student trauma (Adverse Childhood Experiences, ACE Study); Special Education funding shortfall has limited supports of our highest need students; Increased or high levels of student discipline issues, including high numbers of suspensions and/or expulsions; High levels or an increase in absenteeism among our student population; Lack of, limited, or difficulties in engaging parents in the educational process; We believe using one assessment score is not an accurate measure of student success, especially because assessments are written in a way to avoid 100% success for every assessment participant.
Identify the budget actions that should be taken to address and remove those barriers.
Our students face a growing number of barriers to success and this school continually works to support them. Current budget constraints that impact our ability to successfully remove barriers for our students include: Increased salary to recruit and retain high quality certified and classified staff; Additional staff members hired to meet the individual learning and SEL needs of all students; Increased funding and time for staff development; Additional substitute teachers for teacher release time; Increase paraeducator support in special education classrooms; Maintain low teacher/pupil ratio for greater individualized instruction; Allocating budget to focus on prevention, detection and intervention concerning trauma and mental health issues.
Identify the amount of time the board estimates it will take for each student to achieve grade level proficiency on the state assessments if the budget actions would be implemented.
We measure growth each year and document in our KESA plans our success on a variety of student success factors. We emphasize growth and strive to lead the world in the success of each student. Although we do this and are proud of the work we do, many factors make it impossible to estimate a time that every student will achieve a definition of grade level proficiency. Such factors include: Our ever-changing student population brings a varying degree of cognitive abilities and disabilities which precludes us from being able to guarantee a date when all students will meet a singular level of proficiency; The current and future levels of school funding have a significant impact on student learning and any increases or decreases have an affect on student success. Any changes to those funding levels, in either direction, impact the ability of students to meet proficiency criteria; Lack of constitutional funding of special education continues to impact our ability to fully meet the needs of all students; While assessment scores are one measure, our school does not believe that student assessment scores should be the sole measure of student proficiency.
Based on your needs assessment process, what 5 things would make your school a perfect school?
1. Additional staffing to maintain class sizes 20 students or less
2. Additional SPED staffing to decrease caseload size
3. Intervention Staffing - enough staffing for students (gen ed and sped) who need tier 2 and tier 3 services (3-5 students per group) (roughly 2 full time interventionists per building)
4. Robust parent/volunteer help - this helps with more influential and positive adult role models in our building
5. Adequate staffing for social/emotional - in addition to the 4 counselors and guidance center social worker, each building could use another social worker.
*Campus-wide response for Richard Warren Campus