USD 262 Building Needs Assessment & BOE State Assessment Review Fiscal Year 2023.xlsx

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2021-2022 School Year Building Needs Assessment for 2022-2023 Budget Considerations

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District:

262 Valley Center Pub Sch

Bldg #

Grades Served:

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School:

The Learning Center

2007

6-12,NG

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Please consider the following questions as you complete the needs assessment for your building.

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SECTION 1: Student Needs

Notes

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a.

Student Headcount

67

9/20/2020

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b.

Percentage of students with an active IEP

23.00%

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c.

Percentage of students enrolled in English Language Learner (ELL) services

6.00%

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d.

Percentage of students identified as At-Risk (Free lunch)?

N/A

Percentage is not available, due to being <10 students. FERPA prevents the disclosure of personally identifiable information. KSDE has deemed that any quantities less than 10 may be personally identifiable.

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e.

Pupil-Teacher Ratio Average

6-8; 14:1 9-12; 53:1

Our middle school pupil to instructor ratio may seem low, but we are in the first year of offering the virtual environment to 6-8 graders. Also, our 6-8 instructor manages the virtual program for the Youth Horizons Boys Ranch which equates to another 6-10 students (a ratio of 24:1). Our 9-12 instructor has an administrative assistant to aid in managing his caseload.

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f.

Pupil-Teacher Ratio Median

same as average

Our virtual Instructors are assigned by grade level and manage all courses for those identified students in the assigned grade levels.

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g.

Are the needs of Foster Care Students being met? If no, what supports are needed?

Yes

The Learning Center, as the name implies, provides an online mechanism for students to catch up on credits they did not attain on schedule with other students who do not face the disruptions that come from being in foster care. Our online platform, called Edgenuity, provides students an account and access to all of their coursework. The student then receives online course instruction, takes exams, and earns course credit when they pass exams to get them back on track.

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h.

Are there gaps in student success among race/ethnicity student subgroups?

Yes

Virtual learning requires access to broadband at home, devices at home, & study space at home. With additional time, allocations, and resources, these barriers can be overcome for students of different ethnic groups as well as those limited by socioeconomic status.

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i.

Is there a tiered system of support to target reading growth?

Yes

Edgenuity provides the following scaffold supports for struggling readers: text to speech, read aloud, video captions & transcripts, dynamic glossary, contextually definitions, digital notebook, pause and rewind instructional videos as well as translation to text in different languages. Also, My Path 6-12 provides personalized learning programs for reading and math that deliver high-impact, engaging lessons that target the specific skills students need to get back to grade level. However the cost can limit the number of students served by My Path.

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j.

Is there a tiered system of support to target math growth?

Yes

Edgenuity provides the following scaffold supports for students who struggle with math: visual and verbal cues, frequent checks for understanding, dynamic glossary, digital highlighters, sticky notes, calculators, graphic organizers, “Show me” videos and hints clarify content, and multiple worked examples and models. However, the cost can limit the number of students served by My Path.

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k.

Are there local assessments to measure reading growth?

Yes

Fastbridge

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l.

Are there local assessments to measure math growth?

Yes

Fastbridge

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m.

Are there learning opportunities for students to focus on academic needs outside the traditional classroom setting?

Yes

Virtual learning in and of itself is non-traditional. Yet, we still provide opportunities for students to conduct internships, job shadow, as well as dually enroll in middle/high school courses as well as college credit courses.

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n.

Reviewing state assessment data, what steps are you taking for all students to maximize their scores?

Yes

In the virtual learning environment KSDE requires instruction to be asynchronous (anytime, anywhere). Due to this factor, students can not be required to attend sessions in-person or virtually, but can be encouraged. We have looked at offering sessions on critical thinking skills, test taking strategies, as well as offering the interim assessments (practice exams provided by the State) to maximize State Assessment Scores.

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SECTION 2: State Board of Education Outcomes (please utilize your district KESA (accreditation) and Star Recognition plans/rubrics)

Notes

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a.

How is social/emotional growth being measured?

Gallup, KCTC, & Referrals for Social Work/Counseling

Examining additional mechanisms and further resource allocation will be beneficial

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b.

What are the targets/goals related to social/emotional growth?

Self-regulation, self-awareness, healthy conflict management, understanding of personal strengths and weaknesses, identification of personal interests and ability to develop corresponding skill sets and dispositions

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c.

How do you determine students are ready for Kindergarten? (only if building serves Kindergarteners)

n/a

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d.

What are the targets/goals related to Kindergarten Readiness? (only if building serves Kindergarteners)

n/a

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e.

How are successes of Individual Plans of Study being measured?

Cumulative IPS Portfolios

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f.

What are the targets/goals related to postsecondary completion/attendance? (only if building serves Grade 12)

Graduation Rate, Success Rate & Effective Rate

The Learning Center has three building goals: 1.) Maintain a 70% or higher 4 year cohort graduation rate; 2.) Maintain a 95% or higher participation rate on State Assessments and 3.) Reduce our dropout rate. These goals are directly related to postsecondary success as well as our plan of assistance with KSDE.

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g

How are you ensuring students are civically engaged?

Community outreach programs and community service with extracurricular sports/activities & content specific lessons

Since we are a virtual school, we are in the process of trying to embed assignments that incorporate the different facets of civic engagement. The following are examples: Social Change Autobiography- students reflect on their own identities, positionality, values, beliefs, biases and personal experiences that inform their understanding and internet in social changes; Community Research Assignment- students read and write about social change issues relevant to the community; Researching Historic Social Change Efforts; Participating in Community Service Project;and/or Compose a letter to an Elected Official. Again, additional time, allocations, and resources are needed to reach this endeavor.

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SECTION 3: Curriculum Needs

Notes

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a.

What extended learning opportunities are provided (after school programs, summer school programs, etc.)?

Tutoring, Credit Recovery, & Summer School

Virtual Learning offers flexibility for students to complete school work at their convenience (24/7). The courses are self-paced which allows for individualized instruction. Lastly, we do offer Summer School as a means of support for credit deficient students who wish to participate.

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b.

Are there appropriate and adequate instructional materials?

No

Edgenuity curriculum is grounded in research and aligned to State Standards, the national standards, and the NGSS. Courses combine direct-instruction videos featuring expert, on-screen teachers with rigorous assignments, performance tasks and assessments to engage students and ensure subject-area mastery. Further State funding is needed to add additional courses (electives as well as interventions (My Path).

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c.

Is current technology appropriate? If no, what technology is needed to support the curriculum?

No

Technology capabilities can vary from household to household. Yet with additional time, allocations, and resources this barrier can be overcome for all families.

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SECTION 4: Educational Capacities (pursuant to K.S.A. 72-3218)

Notes

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b.

Subjects and areas of instruction necessary to meet the graduation requirements adopted by the state board of education are taught. (only if building serves Grade 12)

Yes

The State requires 21 credits in specific subjects to graduate. Currently, TLC requires 26 credits to graduate for 9-12 graders and 21 credits for adult students working toward a high school diploma.

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c.

Is every child in your school provided at least the following capacities?

No

See #2, #3, & #5

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1. Sufficient oral and written communication skills to enable students to function in complex and rapidly changing civilization.

Yes

Virtual students have the opportunity to learn nonverbal, oral and written communication skills tied to real world situations (i.e. core content, extracurricular activities, electives, internships, job shadows and college courses). Opportunities are provided to develop networks with peers and adults. However, a low percentage of students choose not to engage, or struggle with social/emotional issues which limits participation. With additional time, funds and resources all students can connect and engage to seek out these opportunities.

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2. Sufficient knowledge of economic, social, and political systems to enable students to make informed choices.

No

The majority virtual students develop intrapersonal skills (goal-setting, self-awareness, productivity, resilience, resourcefulness), as well as interpersonal skills (teamwork, empathy, inclusiveness, influence, and responsiveness). Opportunities are provided to develop both sets of skills. However, a low percentage of students choose not to engage, or struggle with social/emotional issues. With additional time, funds and resources eventually all students can receive sufficient knowledge.

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3. Sufficient understanding of governmental processes to enable the student to understand the issues that affect his or her community, state and nation.

No

This capacity is primarily addressed in junior/senior level courses.

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4. Sufficient self-knowledge and knowledge of his or her mental and physical wellness.

Yes

Virtual students are exposed to physical and mental well-being behaviors through the courses completed and participation in extracurricular activities. Healthy physical behaviors addressed in the curriculum include: adequate exercise, proper nutrition, and abstaining from harmful habits. Emotional and social facets include: optimism, self-esteem, self-acceptance, communication, and creating a support network of family and friends.

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5. Sufficient grounding in the arts to enable each student to appreciate his or her cultural and historical heritage.

No

Currently, courses in the arts do not cover the full cultural and historical heritages of our student demographics. Virtual learning offers valuable alternatives to traditional classrooms, but also present challenges. Virtual teachers must find ways to combat feelings of isolation among students and help them stay motivated in distracting home environments. Additionally, teachers managing virtual learners must overcome any barriers that may block culturally responsive teaching. An important step in creating a culturally responsive atmosphere involves recognizing one’s own potential biases and how one’s personal identification influences their perceptions. Teachers can then consider how such things affect communication or shape expectations of different students. With greater awareness, teachers can root out implicit biases that may inhibit their ability to communicate with parents or cause them to overlook opportunities to include more representative instructional materials. With additional time, funds, and resources appropriate and effective professional development could be implemented for staff to promote cultural diversity for virtual learners.

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6. Sufficient training or preparation for advanced training in either academic or vocational fields so as to enable each child to choose and pursue life work intelligently.

Yes

All virtual students develop an Individualized Plan of Study (IPS), which is critical for supporting students in determining and maintaining a career path or post secondary education.

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7. Sufficient levels of academic or vocational skills to enable students to compete favorably with their counterparts in surrounding states, in academics or in job market.

Yes

All virtual students who earn a diploma have the necessary academic/vocational skills to enable them to be gainfully employed as well as continue on to postsecondary education if pursued/required.

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SECTION 5: Staff Needs

Notes

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a.

Is there adequate personnel/staff to meet the needs of the school and the needs of students under ESEA guidelines, which requires every classroom to contain an educator who is certified in the content area being taught in said classroom, and meet the goals of the school?

No

Currently, The Learning Center shares counseling/social worker staff with the high school as well as the director. Ultimately, The Learning Center would benefit from a full time counselor, and a full time director/teacher position as well as a special education instructor to help support virtual learners. Additional funding is needed in order to add staff.

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b.

How many classified support staff are currently employed?

1

The Learning Center has one administrative assistant.

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o.

Are there set targets/goals to move students out of proficiency Levels 1 and 2 on state assessments?

No

Not at this time. Our focus has been on supporting students who come to our school credit deficient. Our team feels it is more important to support these students with credit deficiencies while working toward a diploma. With additional time, allocations and resources goals can be established and monitored.

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c.

How many classified support staff are needed?

3

1 Admin assistant , 1 para and 1 Custodian; adding positions would require additional funding.

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d.

Are there enough appropriately licensed support personnel such as counselors, librarians, nurses, etc.?

No

The Learning Center shares counseling and social work staff with Valley Center High School. A nurse is not required since the students are visual learners. Additional funding would be required to add the appropriate support staff.

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e.

Are principals & other key staff trained to provide instructional leadership and professional development to teachers?

Yes

The Learning Center has been working with Kansas Learning Network to implement systematic evidence-based practices to ensure the appropriate staff are trained.

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f.

What staff development is necessary for teachers to support student success and meet the school improvement goals?

Social Emotional, Ongoing Standards Alignment, Differentiation, High Impact Teaching Strategies, Tiered Supports, Improving Virtual Communication, Edgenuity Updates, Online Engagement Strategies, Providing Feedback, and Building Connections

A lot of the time, outside expertise is required to adequately address staff needs which requires additional funds and resources.

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SECTION 6: Facility Needs

Notes

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a.

Is there adequate space for student learning?

No

Recently Sedgwick County Special Education COOP (9 schools) dissolved into 3 separate COOPs. In the transition, Valley Center became one of the three host districts. So, USD # 262 had to find a location for the 18-21 Year Old Program. The decision was made to acquire a room at The Learning Center. This is a short term fix as the District's Technology Department, TLC Virtual Program, and 18-21 Year Old Program are housed in the building and each program/department will need to expand as the district continues to grow. Additional time, allocations, and resource are needed to address the facility spaces required.

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b.

Are there necessary repairs and/or adjustment to the existing space that need to be made?

Yes

As aforementioned, each of the the three programs/departments (Technology, TLC, 18-21 Year Old Program) are growing, the facility will either need to be expanded or one of programs will need to be moved to another space, or a new facility will need to be built which requires additional time, funds, and resources.

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c.

Are additional School Buses needed or any additional Routes needed?

Yes

Yes, if additional funding and drivers were available for hire for students less than 2.5 miles

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SECTION 7: Family Needs/Community Relations

Notes

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a.

Do you have regular events to engage parents with teachers?

Yes

Being a virtual school, parents are reluctant to engage in events. Yet, we have had success with the following events: enrollment orientation, conferences (in-person/virtual), 1-on-1 meetings, college fairs and Hornet Palooza.

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b.

What types of caregiver training programs (teaching guardians how to give students help with homework, use technology that students will be required to use, etc.) are provided?

Parent/Student Orientation

When a student enrolls in the virtual program, the student and parent are required to attend an orientation meeting. During the meeting student expectations are discussed. Taking classes online is very different than taking classes in person. In order for students to be successful online, they must:
• Be Self-motivated and self-disciplined- With the freedom and flexibility of the online environment comes responsibility.
• The online process takes a real commitment and discipline to keep up with the flow of the process.
• Be willing and able to commit to 20 hours per week- Online is not easier than the traditional educational process. In fact, many students will say it requires much more time and commitment.
• Be able to meet the minimum requirements for the program- The requirements for online are no less than that of any other quality educational program.
• The successful student will view online as a convenient way to receive their education – not an easier way.
• Participate in the virtual classroom 5-7 days a week
• Be able to use the technology properly
• Be able to complete assignments on time Enjoy communicating in writing
Likewise, parents are trained on the Learning Management System ( Edgenuity) Parent Portal and dashboard:
• Dashboard: provides a quick-glance snapshot of student’s progress and grades
• Messages: Parents can view and reply to any communications made between their student and the instructors
• Course Information: Parents can view their student’s courses, description, credit count, and teacher-contact information
• Academic Snapshot: Provides an overall progress bar for all of their student’s courses and specific progress bars for each class enrolled in
• Suggested Pacing: A progress bar and weekly assignment goals showing the current pace and whether their student is on track with the targeted completion date
• Student Activity: A tally of the total number of assignments their student has completed each day in the courses
• Course Plan: A plan that puts their student on track for graduation
• View Transcript: A record of their student’s current grades and credits earned in classes
• School Calendar: A calendar of their student’s current appointments or conferences
• External Links: Links to popular and helpful resources when navigating or to support their student’s online experience

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c.

Do you have an active Site Council?

Yes

The Learning Center has a Site Council that is BOE approved and meets once a quarter each year.

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d.

Do you have active PTO, PTA, Booster Club, or other organizations with parent leadership?

Yes

The Learning Center provides students and parents an option other than the traditional school setting at Valley Center High School. Virtual students can be dually enrolled in both buildings, so a lot of the parent organizations are shared, such as Booster Club, since virtual students are allowed to participate in Valley Center High School extracurricular activities.

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e.

What types of communication exists with families? Is it adequate?

Yes

Communication is the responsibility of The Learning Center director, virtual instructors, and the administrative assistant. Information for daily and special events is disseminated through various forms of communication. These communication tools include district website, email, text messaging, school messenger, Remind App, LMS communications and personal phone calls.

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f.

What types of communication/social media exists with your community? Is it adequate?

Yes

Communication/Social Media: Twitter, Facebook, Building/District Website, Student Data Messaging (Infinite Campus), Texting, Phone Calls, email and Ark Valley Newspaper.

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SECTION 8: School Data

Notes

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a.

Building Attendance Rate

88.4%

ksreportcard.ksde.org

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b.

Building Chronic Absenteeism Rate

40.7%

ksreportcard.ksde.org

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c.

District Chronic Absenteeism Rate

17.1%

2021, ksreportcard.ksde.org

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d.

District Graduation Rate

88.8%

2018-2021 4 Year Adjusted Cohort Summary, ksreportcard.ksde.org

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e.

District Dropout Rate

1%

2020 Dropout Rate, ksreportcard.ksde.org

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SECTION 8A: High School Needs (buildings with grades 10 through 12 only)

Notes

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a. What is our building graduation rate

82.6%

2021

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b. What is our building dropout rate?

21.1%

2021

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c. What is our average comprehensive ACT score?

16.1

2021

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SECTION 9: Other Data

Notes

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a.

Fastbridge Math Fall Reading % of Students Above Benchmark

56.0%

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b.

Fastbridge Math Spring Reading % of Students Above Benchmark

68.0%

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c.

Fastbridge Math Fall Math % of Students Above Benchmark

51.00%

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d.

Fastbridge Math Spring Math % of Students Above Benchmark

58.0%

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e.

Based on the building leadership team's analysis, what are the barriers your school faces with non-assessment related issues?

Student Attendance, Tiered services, Researched interventions, Professional development, Educational setting (Virtual- not physically attending), Student engagement, Motivation and Social/Emotional factors.

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1. Can these be achieved with additional resources?

Yes

Most items can be accounted for and improved upon with additional resources allocated

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2. Why or why not?

Learning barriers can be managed and overcome with the appropriate: staffing, instructional strategies, tiered supports, funding and alignment.

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b.

Additional building unique items:

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2	2020-2021 State Assessments Review for 2022-2023 Budget Considerations
3	District:	262 Valley Center Pub Sch	Bldg #	Grades Served:
4	School:	Abilene Elem	1980	K-3,PK (w/IEP),PK,PKAR (3 YO),PKAR (4 YO)

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7	(A)	Identify the barriers that must be overcome for each student to achieve grade level proficiency on assessments.
8	The following are our identified barrier: Time to develop a comprehensive data analysis cycle of inquiry, family engagement, stronger connections between staff and families, funding for additional subs to ensure local assessments are administered in a developmentally appropriate manner, further training on Fastbridge and My IGDI, time to dive deeper in to supporting resources that assist in teaching the Kansas state standards, and additional funding for sensory and self regulation resources.
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11	(B)	Identify the budget actions that should be taken to address and remove those barriers.
12	With increased state funds, we would increase teacher collaboration time, explore opportunities to increase family engagement, address systems and resources that support a comprehensive tiered support to social emotional learners, academics and behavior, address systems that would help us better train and support classified staff with academics and behaviors, and increase pay for all school employees.
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15	(C)	Identify the amount of time the school estimates it will take for each student to achieve grade level proficiency on the state assessments if the budget actions would be implemented.
16	Approximately 10 years


1
2	2020-2021 State Assessments Review for 2022-2023 Budget Considerations
3	District:	262 Valley Center Pub Sch	Bldg #	Grades Served:
4	School:	West Elem	1984	K-3

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7	(A)	Identify the barriers that must be overcome for each student to achieve grade level proficiency on assessments.
8	Barriers include: implementing systems for cycles of improvement; time teachers have with students in small groups decreases with everything added to teachers' plates; all teachers knowledgeable on state standards; need for training in differentiation to meet the needs of all students; need for increased team planning; decrease in staffing; decrease in ability to find and hire highly qualified classified staff; increase in the number of students whose native language is not English; amount of time dedicated to develop a comprehensive data analysis; need to review pacing guides and sequencing of skills taught; decreasing family engagement; social-emotional needs of students; student move-ins last minute (where we were not responsible for what they have learned up to the point of entry into our school/district)
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11	(B)	Identify the budget actions that should be taken to address and remove those barriers.
12	With increased funding at the state level, budget actions could include: address systems and resources that support a comprehensive tiered system of support for all learners; implement systems for training classified staff for support with academics and behaviors; increase pay for all school employees, especially for classified aide and para positions; increase the number of ESOL aides; compensation (increase in pay) for aides who are bilingual; exploration of opportunities/funds for family engagement/educational opportunities; training for certified staff on differentiation of curriculum; increase personnel to help support and expand Tier 2/Tier 3 services.
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15	(C)	Identify the amount of time the school estimates it will take for each student to achieve grade level proficiency on the state assessments if the budget actions would be implemented.
16	Approximately 10 years


1
2	2020-2021 State Assessments Review for 2022-2023 Budget Considerations
3	District:	262 Valley Center Pub Sch	Bldg #	Grades Served:
4	School:	Wheatland Elem	1981	K-3

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7	(A)	Identify the barriers that must be overcome for each student to achieve grade level proficiency on assessments.
8	Barriers include: implementing systems for cycles of improvement; a need for increased teacher knowledge state standards; a need for continued training on differentiation to meet the needs of all students; staff retention; the ability to find and hire highly qualified classified staff; amount of time dedicated to develop a comprehensive data analysis; a need for increased positive family engagement; social-emotional needs of students; family mobility increases gaps in foundational knowledge
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11	(B)	Identify the budget actions that should be taken to address and remove those barriers.
12	With increased funding at the state level, budget actions could include: address systems and resources that support a comprehensive tiered system of support for all learners; implement systems for training classified staff for support with academics and behaviors; increase pay for all school employees, especially for classified aide and para positions; increase the number of ESOL aides; compensation (increase in pay) for aides who are bilingual; exploration of opportunities/funds for family engagement/educational opportunities; training for certified staff on differentiation of curriculum; increase personnel to help support and expand Tier 2/Tier 3 services.
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15	(C)	Identify the amount of time the school estimates it will take for each student to achieve grade level proficiency on the state assessments if the budget actions would be implemented.
16	10 years


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2	2020-2021 State Assessments Review for 2022-2023 Budget Considerations
3	District:	262 Valley Center Pub Sch	Bldg #	Grades Served:
4	School:	Valley Center Intermediate School	1977	4-5

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7	(A)	Identify the barriers that must be overcome for each student to achieve grade level proficiency on assessments.
8	Barriers include: implementing systems for cycles of improvement; a need for increased teacher knowledge state standards; a need for continued training on differentiation to meet the needs of all students; staff retention; the ability to find and hire highly qualified classified staff; amount of time dedicated to develop a comprehensive data analysis; a need for increased positive family engagement; social-emotional needs of students; family mobility increases gaps in foundational knowledge
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11	(B)	Identify the budget actions that should be taken to address and remove those barriers.
12	With increased funding at the state level, budget actions could include: address systems and resources that support a comprehensive tiered system of support for all learners; implement systems for training classified staff for support with academics and behaviors; increase pay for all school employees, especially for classified aide and para positions; increase the number of ESOL aides; compensation (increase in pay) for aides who are bilingual; exploration of opportunities/funds for family engagement/educational opportunities; training for certified staff on differentiation of curriculum; increase personnel to help support and expand Tier 2/Tier 3 services.
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15	(C)	Identify the amount of time the school estimates it will take for each student to achieve grade level proficiency on the state assessments if the budget actions would be implemented.
16	approximately 10 years


1
2	2020-2021 State Assessments Review for 2022-2023 Budget Considerations
3	District:	262 Valley Center Pub Sch
4	Based upon your schools Needs Assessment and State Assessment results, please identify the following: (A) The barriers that must be overcome for each student to achieve grade level proficiency on assessments (B) The budget actions that should be taken to address and remove those barriers (C) The amount of time the board estimates it will take for each student to achieve grade level proficiency on the state assessments if the budget actions would be implemented.
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6		Board President			Date
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9	School	Grades Served	(A) Barriers Related to Student Needs	(B) Budget Actions	(C) Time for students to Achieve	Board Rationale/Comments
10	Abilene Elementary	K-3,PK (w/IEP),PK,PKAR (3 YO),PKAR (4 YO)	Time to develop a comprehensive data analysis cycle of inquiry, family engagement, stronger connections between staff and families, funding for additional subs to ensure local assessments are administered in a developmentally appropriate manner, further training on Fastbridge and My IGDI, time to dive deeper in to supporting resources that assist in teaching the Kansas state standards, and additional funding for sensory and self regulation resources.	With increased state funds, we would increase teacher collaboration time, explore opportunities to increase family engagement, address systems and resources that support a comprehensive tiered support to social emotional learners, academics and behavior, address systems that would help us better train and support classified staff with academics and behaviors, and increase pay for all school employees.	Approximately 10 years	1. ) Additional Early Literacy Support specialist added for 2022-2023. 2.) Pathways training planned for K-3 to meet differentiation, small group, and literacy needs. 3.) Strategic professional development planning to address barriers at the building level. 4.) Human resource focus in strategic plan to address personnel challenges. 5.) Expanded the number of staff to address student social-emotional learning. 6.) Social-emotional committee continues to develop plans for student support.-focus on strategic plan elements to address these barriers. 8.) Strategic plan - "A" focus on indicators of success in foundational skills. 9.) We have a focus for data analysis and review both at the district and coaching building leaders at the building level - scheduled times on the calendar for data conversations. 10.) Expanded opportunities for students through additional staff for band, art, family and consumer science, special education, and pre-school. 11.) Additional compensation for staff . The biggest barrier is a lack of fiscal resources from the State.
11	West Elementary	K-3	Time teachers have with students in small groups decreases with everything added to teachers' plates; all teachers knowledgeable on state standards; need for training in differentiation to meet the needs of all students; need for increased team planning; decrease in staffing; decrease in ability to find and hire highly qualified classified staff; increase in the number of students whose native language is not English; amount of time dedicated to develop a comprehensive data analysis; need to review pacing guides and sequencing of skills taught; decreasing family engagement; social-emotional needs of students; student move-ins last minute (where we were not responsible for what they have learned up to the point of entry into our school/district)	With increased funding at the state level, budget actions could include: address systems and resources that support a comprehensive tiered system of support for all learners; implement systems for training classified staff for support with academics and behaviors; increase pay for all school employees, especially for classified aide and para positions; increase the number of ESOL aides; compensation (increase in pay) for aides who are bilingual; exploration of opportunities/funds for family engagement/educational opportunities; training for certified staff on differentiation of curriculum; increase personnel to help support and expand Tier 2/Tier 3 services.	Approximately 10 years
12	Wheatland Elementary	K-3	Barriers include: implementing systems for cycles of improvement; a need for increased teacher knowledge state standards; a need for continued training on differentiation to meet the needs of all students; staff retention; the ability to find and hire highly qualified classified staff; amount of time dedicated to develop a comprehensive data analysis; a need for increased positive family engagement; social-emotional needs of students; family mobility increases gaps in foundational knowledge	With increased funding at the state level, budget actions could include: address systems and resources that support a comprehensive tiered system of support for all learners; implement systems for training classified staff for support with academics and behaviors; increase pay for all school employees, especially for classified aide and para positions; increase the number of ESOL aides; compensation (increase in pay) for aides who are bilingual; exploration of opportunities/funds for family engagement/educational opportunities; training for certified staff on differentiation of curriculum; increase personnel to help support and expand Tier 2/Tier 3 services.	Approximately 10 years
13	VCIS	4-5	Barriers include: implementing systems for cycles of improvement; a need for increased teacher knowledge state standards; a need for continued training on differentiation to meet the needs of all students; staff retention; the ability to find and hire highly qualified classified staff; amount of time dedicated to develop a comprehensive data analysis; a need for increased positive family engagement; social-emotional needs of students; family mobility increases gaps in foundational knowledge	With increased funding at the state level, budget actions could include: address systems and resources that support a comprehensive tiered system of support for all learners; implement systems for training classified staff for support with academics and behaviors; increase pay for all school employees, especially for classified aide and para positions; increase the number of ESOL aides; compensation (increase in pay) for aides who are bilingual; exploration of opportunities/funds for family engagement/educational opportunities; training for certified staff on differentiation of curriculum; increase personnel to help support and expand Tier 2/Tier 3 services.	Approximately 10 years
14	VCMS	6-8	* Amount of dedicated time to develop comprehensive data analysis * Systems for cycles for improvement * Student/Family Engagement * Lack of appropriate resources to support identified goals * Social-emotional concerns * Decrease in highly qualified staff	With increased funding at the state level: * Exploration of opportunities/funds to increase collaboration time (PLC). * Exploration of opportunities/funds for family engagement/educational opportunities. * Systems and resources to support comprehensive social-emotional growth and family counseling opportunities * Increase teacher salary	Approximately 10 years
15	VCHS	9-12	Student/family engagement, fixed mindset among students, lack of appropriate resources to support identified goals, social-emotional concerns, scheduling restraints, student motivation, decrease in highly qualified personnel	If funding were available from the state: 1. Personnel to expand Tier 2 support for all grade levels 2. Development and expansion of targeted social work and family counseling services 3. Flex scheduling options 4. Position USD 262 in top 5% of state relative to salary and benefits 5. Expand work-based experience and/or internship to all students (graduation requirement) 6. Provide additional targeted PD specific to building/district goals	Approximately 10 years
16	TLC	6-12, NG	• Student/Family Engagement • Lack of Foundational Skills (Vocabulary, Math Fluency, etc.) • Decrease in Highly Qualified Personnel Available • Motivation/Focus/Work Ethic • Limited Edgenuity Curriculum • Scheduling Constraints • Social Emotional Issues	If funding were available from the state: 1. Personnel to expand Tier 2 support for all grade levels 2. Development and expansion of targeted social work and family counseling services 3. Purchase Additional Edgenuity Curriculum (Elective courses & My Path) 4. Position USD 262 in top 5% of state relative to salary and benefits 5. Expand work-based experience and/or internship to all students (graduation requirement) 6. Provide additional targeted PD specific to building/district goals	Approximately 10 years


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6	Building Needs Assessment & BOE State Assessment Review Fiscal Year 2023
7	See Tabs for More Information
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9	Explanation
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1	ASQ-3,
2	2021-2022 School Year Building Needs Assessment for 2022-2023 Budget Considerations
3	District:	262 Valley Center Pub Sch	Bldg #	Grades Served:
4	School:	West Elem	1984	K-3
5
6	Please consider the following questions as you complete the needs assessment for your building.

7	SECTION 1: Student Needs			Notes
8	a.	Student Headcount	287	9/20/2020
9	b.	Percentage of students with an active IEP	21.00%	includes speech only IEPs
10	c.	Percentage of students enrolled in English Language Learner (ELL) services	15.00%
11	d.	Percentage of students identified as At-Risk (Free lunch)?	34.20%
12	e.	Pupil-Teacher Ratio Average	11.1:1	This ratio includes all reg. education teachers, special education teachers, interventionists and specials teachers (art, music, PE, library and counselor)
13	f.	Pupil-Teacher Ratio Median	18:1	This ratio includes only grade level classroom teachers
14	g.	Are the needs of Foster Care Students being met? If no, what supports are needed?	Yes	Access to outside agencies dealing in trauma for families; further access to community services
15	h.	Are there gaps in student success among race/ethnicity student subgroups?	Yes	During data meetings we will develop a plan to support students in underperforming subgroups.
16	i.	Is there a tiered system of support to target reading growth?	Yes	We have Tier 3 supports and will be restructuring Tier 2 for Reading in 22-23.
17	j.	Is there a tiered system of support to target math growth?	Yes	Our building serves both Tier 2 and Tier 3 students through the MTSS model. Our processes are continually being adjusted and refined.
18	k.	Are there local assessments to measure reading growth?	Yes	We use Fastbridge as our local assessment for reading and math K-3.
19	l.	Are there local assessments to measure math growth?	Yes	We use Fastbridge as our local assessment for reading and math K-3.
20	m.	Are there learning opportunities for students to focus on academic needs outside the traditional classroom setting?	Yes	We provide opportunities for after-school tutoring, field trips, and guest speakers.
21	n.	Reviewing state assessment data, what steps are you taking for all students to maximize their scores?	We have created an implementation plan based on cumulative data for ELA and Math. We target instructional needs within a calendared data cycle and will be adjusting the sequence of some units based on the timing of the state assessment. Our 3rd graders are taking the state assessment interims and teachers are using that data to drive their instruction.
22	o.	Are there set targets/goals to move students out of proficiency Levels 1 and 2 on state assessments?	Yes	Our 2021-2022 goal was to have at least 60% of our students scoring a 3 or 4 on the state assessment in ELA. Discussions about math will occur in 2022-2023.
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24	SECTION 2: State Board of Education Outcomes (please utilize your district KESA (accreditation) and Star Recognition plans/rubrics)			Notes
25	a.	How is social/emotional growth being measured?		SAEBRS and SEL Labs
26	b.	What are the targets/goals related to social/emotional growth?		Self Awareness; Self Management, Social Awareness, Relationship Skills, Responsible Decision Making
27	c.	How do you determine students are ready for Kindergarten? (only if building serves Kindergarteners)	-	ASQ-3; ASQ:SE-2;
28	d.	What are the targets/goals related to Kindergarten Readiness? (only if building serves Kindergarteners)		Kansas schools are required to accept all age-eligible children (five years by August 31st). Kindergarten teachers know that they will have a group of children who have a wide range of abilities and past experiences. Teacher meet students where they are at.
29	e.	How are successes of Individual Plans of Study being measured?		N/A
30	f.	What are the targets/goals related to postsecondary completion/attendance? (only if building serves Grade 12)		N/A
31	g	How are you ensuring students are civically engaged?		Through local field trips, guest speakers, and service projects.
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33	SECTION 3: Curriculum Needs			Notes
34	a.	What extended learning opportunities are provided (after school programs, summer school programs, etc.)?		Summer school (Camp Hornet), extended school year (ESY), after school groups for instructional or social/emotional.
35	b.	Are there appropriate and adequate instructional materials?	Yes	Always looking for ideas to help students.
36	c.	Is current technology appropriate? If no, what technology is needed to support the curriculum?	Yes	Our building will be getting updated iPads for student use the summer of 2022 as well as our first round of student interactive panels for classrooms. We currently have a device for each student to use.
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38	SECTION 4: Educational Capacities (pursuant to K.S.A. 72-3218)			Notes
39	b.	Subjects and areas of instruction necessary to meet the graduation requirements adopted by the state board of education are taught. (only if building serves Grade 12)		N/A
40	c.	Is every child in your school provided at least the following capacities?
41		1. Sufficient oral and written communication skills to enable students to function in complex and rapidly changing civilization.	Yes	At a foundational grade and developmentally appropriate level.
42		2. Sufficient knowledge of economic, social, and political systems to enable students to make informed choices.	No	Not developmentally appropriate for K-3.
43		3. Sufficient understanding of governmental processes to enable the student to understand the issues that affect his or her community, state and nation.	No	Not developmentally appropriate for K-3.
44		4. Sufficient self-knowledge and knowledge of his or her mental and physical wellness.	Yes	At a foundational grade and developmentally appropriate level.
45		5. Sufficient grounding in the arts to enable each student to appreciate his or her cultural and historical heritage.	No	Currently, courses in the elementary arts are foundational and do not cover the full cultural and historical heritages of our student demographics
46		6. Sufficient training or preparation for advanced training in either academic or vocational fields so as to enable each child to choose and pursue life work intelligently.	No	N/A
47		7. Sufficient levels of academic or vocational skills to enable students to compete favorably with their counterparts in surrounding states, in academics or in job market.	No	N/A
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49	SECTION 5: Staff Needs			Notes
50	a.	Is there adequate personnel/staff to meet the needs of the school and the needs of students under ESEA guidelines, which requires every classroom to contain an educator who is certified in the content area being taught in said classroom, and meet the goals of the school?	Yes
51	b.	How many classified support staff are currently employed?	26	This includes food service, custodians, office staff, and all aides/paras.
52	c.	How many classified support staff are needed?	5	I have five unfilled aide/para positions. Hoping people will apply closer to the start of school. Competitive pay a major factor for these unfilled positions.
53	d.	Are there enough appropriately licensed support personnel such as counselors, librarians, nurses, etc.?	No	Our student to counselor ratio exceeds the 250:1 recommended ratio. We would benefit from the addition of a part-time counselor.
54	e.	Are principals & other key staff trained to provide instructional leadership and professional development to teachers?	Yes	Principals are provided with monthly professional development related to instructional leadership.
55	f.	What staff development is necessary for teachers to support student success and meet the school improvement goals?	Training to better support, understand, and mitigate negative behaviors. Training to better support Tier II academically. Training to better support a tiered approach to social/emotional and behavior.
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57	SECTION 6: Facility Needs			Notes
58	a.	Is there adequate space for student learning?	No	Due to a growing community, space is becoming less available. Our small intervention groups are working out of hallways, the cafeteria, the conference room, and any open space available.
59	b.	Are there necessary repairs and/or adjustment to the existing space that need to be made?	Yes	If additional funding were available, improvements to our playground for accessibility and compliance would be needed.
60	c.	Are additional School Buses needed or any additional Routes needed?	Yes	Yes, if additional funding and drivers were available for hire for students less than 2.5 miles
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62	SECTION 7: Family Needs/Community Relations			Notes
63	a.	Do you have regular events to engage parents with teachers?	Yes	Parent Teacher Conferences, quarterly family events, Donuts & Digits (breakfast & math activities), PTO/SITE Council Meetings, Field Day
64	b.	What types of caregiver training programs (teaching guardians how to give students help with homework, use technology that students will be required to use, etc.) are provided?	None at this time	We simply do not have the funds needed to put this type of program in place for our families. Our teachers do their best to help parents but we know that additional help is needed.
65	c.	Do you have an active Site Council?	Yes
66	d.	Do you have active PTO, PTA, Booster Club, or other organizations with parent leadership?	Yes
67	e.	What types of communication exists with families? Is it adequate?	Teachers send out newsletters biweekly and principal sends out weekly email and events are posted on social media. Social media is updated regularly and communications are coordinated as needed through district communications director. Building PTO communicates regularly. Positive phone calls or emails are also made. Yes, communication adequate.
68	f.	What types of communication/social media exists with your community? Is it adequate?	Messages are sent out via Infinite Campus (Parent Portal), Facebook, Twitter, Instagram, newsletters (various formats) and podcasts. Yes, this is adequate.
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70	SECTION 8: School Data			Notes
71	a.	Building Attendance Rate	96.2%	ksreportcard.ksde.org
72	b.	Building Chronic Absenteeism Rate	7.6%	ksreportcard.ksde.org
73	c.	District Chronic Absenteeism Rate	17.1%	2021, ksreportcard.ksde.org
74	d.	District Graduation Rate	88.8%	2018-2021 4 Year Adjusted Cohort Summary, ksreportcard.ksde.org
75	e.	District Dropout Rate	1%	2020 Dropout Rate, ksreportcard.ksde.org
76	SECTION 8A: High School Needs (buildings with grades 10 through 12 only)			Notes
77		a. What is our building graduation rate		N/A
78		b. What is our building dropout rate?		N/A
79		c. What is our average comprehensive ACT score?		N/A
80
81	SECTION 9: Other Data			Notes
82	a.	Fastbridge Fall Reading % of Students Above Benchmark	54.0%
83	b.	Fastbridge Spring Reading % of Students Above Benchmark	63.0%
84	c.	Fastbridge Fall Math % of Students Above Benchmark	69%
85	d.	Fastbridge Spring Math % of Students Above Benchmark	74.5%
86	e.	Based on the building leadership team's analysis, what are the barriers your school faces with non-assessment related issues?	Recruitment and retention of classified staff members due to pay; Increase in social and emotional needs of our students; increasing number of students whose first language isn't English;
87		1. Can these be achieved with additional resources?	Yes
88		2. Why or why not?	Would mean an increase in district budget to increase compensation and add new positions
89	b.	Additional building unique items:
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1	Resources

2	KSDE Data Central
3	Performance Accountability Report	Demographics, Postsecondary Success Preparation & Effectiveness, STAR Recognition status, Graduation/Success/Effective Rate, Attendance & Dropout Rate, Chronic Absenteeism, ESSA Expenditures per Pupil, Academic Success by Demographics and ACT Performance. *Data is available at district level and building level.
4	Longitudinal Achievement Report	State Assessments Longitudinal Performance Level. *Data is available at district level and building level.
5	Public Report Card	Information for Social-Emotional, Kindergarten Readiness, Individual Plans of Study, Graduation, Civic Engagement, Postsecondary Success, IDEA State Performance Plan, Comparative Performance & Fiscal System (Budget data), Teacher Licensure, Dropout, Attendance, Performance Level Reports, ACT Scores, and National Assessment of Educational Progress. *Data is available at district level and most, but not all, is also available at building level.
6	Kansas K-12 Reports	Attendance Rate, Building Dates of Construction, Building Schedule, Inclement Weather & Inservice Dates, Concurrent High School Enrollment, Lunch Headcount (Free & Reduced), Headcount Enrollment, & Personnel by Type (Certified & Non-Certified) *Data is available at district level and most, but not all, is also available at building level.
7	Data Central (School Finance Reports)
8	Financial Accountability Report	FTE Enrollment, Expenditures for Fund 06 & 08, 16, 62 & 63, All Other Funds and Total of All Funds, State Aid for all weighting categories and Virtual, Total Expenditures for Fund 11, 13, 14, 15, 30, 34, and 51, Fund 08 Transfers, Article 6, Section 6 Constitutional Challenge Expenditures, General Obligation Bonded Indebtedness, and Demographic Headcount. *Data is available at district level only.
9	Budget Documents	Budget At-a-Glance, Profile, Form 150, Summary and Budget Codes. *Data is available at district level only.
10	Comparative Performance & Fiscal System (CPFS)	Budget data by fund. *Data is available at district level only.
11	CPA Reports	Payments made to each organization by County. *Data is available at district level only.
12	School Finance Reports Warehouse	Bond Proceed Projects, State Foundation (General State) Aid/Supplemental General State Aid, Transportation Data, Transportation Costs (Report), Cash Balances, Current Operating Expenditures, Expenditures per Pupil, Total Expenditures, Meal Pricing Data, Headcount Enrollment (Public & Private, Accredited), Personnel Reports (Certified & Non-Certified), Pupil-Teacher Ratio, Kindergarten Formats (Building & District), Bonded Indebtedness, Salary Reports (Principals, Superintendents & Teachers), Mill Rates, Assessed Valuation *Data is available at district level only unless specified.
13
14	KSDE Web Applications
15	AMOSS - Academic Measures of Student Success
16	Dropout/Graduation Summary Report
17	EDCS (Licensed Personnel Report)
18	Kansas Education Systems Accreditation (KESA)
19	Kansas Integrated Accountability System (KIAS)
20	LCP System
21	Pathways
22	Principals Building Report (PBR)
23	SPEDPro
24	Star Recognition
25	Superintendent's Organization Report (SO66)
26
27	Local
28	FastBridge
29	NAEP
30	Other Local Assessments
31	MTSS data
32	KansaStar (if applicable)
33	ASQ (Kindergarten Readiness Survey)
34	Early Childhood Programs
35	Social/Emotional Measures
36	Civic Engagement Programs
37	Curriculum
38	Bullying Prevention
39	Career and Technical Education (CTE)
40	Child Nutrition and Wellness Programs
41	Evidence Based At-Risk Practices/Programs
42	Graduation Requirements
43	Individual Plan of Study Program
44	Professional Development Plans
45	Parent Engagement
46	Community Engagement
47	Title I Programs
48	Other:
49	Other:
50	Other:
51	Other:


1	Budget Fiscal Year	2023	USD #	USD Name	USD Home County					9/20/2020 Headcount
2	Needs Assessment Year	2022	262	Valley Center Pub Sch	Sedgwick					9/20/2020 Headcount
3	State Assessment Review Year	2021	USD #	USD Name	USD Home County	Bldg #	Building Name	Building Level	Grades Served	Grand Total

456			262	Valley Center Pub Sch	Sedgwick	1977	Valley Center Intermediate School	Elementary	4-5	468
457			262	Valley Center Pub Sch	Sedgwick	1980	Abilene Elem	Elementary	K-3,PK (w/IEP),PK,PKAR (3 YO),PKAR (4 YO)	247
458			262	Valley Center Pub Sch	Sedgwick	1981	Wheatland Elem	Elementary	K-3	350
459			262	Valley Center Pub Sch	Sedgwick	1984	West Elem	Elementary	K-3	287
460			262	Valley Center Pub Sch	Sedgwick	1985	Valley Center Middle School	Middle School	6-8	736
461			262	Valley Center Pub Sch	Sedgwick	1986	Valley Center High	High School	9-12	944
462			262	Valley Center Pub Sch	Sedgwick	2007	The Learning Center	High School	6-12,NG	67