Schlagle - Kansas City, Kansas Public Schools

HIGH SCHOOL
Please submit to:
Connie Wehmeyer
State and Federal Programs
Kansas State Department of Education
120 SE 10th Avenue
Topeka, KS 66612-1182
Due: Thursday, November 01, 2007
KANSAS STATE DEPARTMENT OF EDUCATION
2007 – 2008 Consolidated School Action Plan
(As authorized by PL 107-110, Title I, Subpart A, Section 1116)
No Child Left Behind
gfedcb QPA School Action Plan
(Check All that Apply)
gfedc Schoolwide Program
gfedcb School on Improvement
USD 500, Kansas City, Kanas
USD Name and Number
F L Schlagle High School 9 To 12
School Name
Grade Span
Mr. Doug Bolden
Building Principal Name
2214 N. 59th. St
Address
Kansas City 66104 (913) 627-7500 (913) 627-7555
City Zip Telephone Number Fax Number
Jim Clevenger 913-279-2289 jicleve@kckps.org
LCP Contact Name Telephone Number E-mail Address
Assurances
gfedcb A peer review committee of representatives from the Local Educational Agency has reviewed and approved the Action Plan.
gfedcb The LEA assures that the Title I school will spend at least 10% of its Title I allocation for high-quality professional development to
address the academic issues that contributed to the school being identified for improvement.
Low Income Data 2006-2007 School Year
Date (month, day, year) used for official data collection 09/20/2006 Percent of Low Income 48.41%
Total Number of Students Enrolled in Building 975 Total # of Low Income Students 472
Building Principal’s Signature
Reviewed Date
Signature of Authorized LEA Representative
Reviewed and Approved Date
Signature of KSDE Official
Reviewed Date
An equal Employment/Educational Opportunity Agency
The Kansas State Department of Education does not discriminate on the basis of sex, race, color, national origin, disability, or age in admission or access to, or treatment or employment in, its program or activities. Any questions
Regarding the Department’s compliance with Title VI, Title IX, or Section 504 may be directed to the Title IX coordinator, who can be reached at (785) 296-3204, 120 SE Tenth Avenue, Topeka, Kansas 66612-1182, or to the
Secretary of Civil Rights, U.S. Department of Education.
-- Kansas City, F L Schlagle High School --
Page 1 of 42

USD Number
Building Name
500
Schlagle
Funding Sources
Identify the funding sources (excluding Title I and general fund) that will be used to support the schoolwide
Special Education Fund
State In-Service Fund
Title II, Part A Teacher Quality
Title II, Part D Technology
Title III, English English Acquisition
Title IV, Part A Safe & Drug Free Schools
Title V, Innovative Programs
Migrant
ESOL
At Risk
Other
Prep KC
2007 - 2008 SCHOOLWIDE PROGRAM BUDGET
(As Authorized by PL 107 - 110, Title I, Subpart A, Sec 114)
Please complete the budget for Title I funds only
1000 INSTRUCTIONS
100 Personnel Services - Salaries $
153,115.78
200 Employee Benefits $
29,172.83
300 Purchased Professional and Technical Services $
30,680.00
400 Purchased Property Services $
-
500 Other Purchased Services $
-
600 Supplies and Materials $
93,831.39
700 Property $
-
2000 SUPPORT SERVICES
2100 Support Services - Students $
-
2200 Support Services - General Administration $
-
2320 Executive Administrative Services $
-
2323 State and Federal Relations Services $
-
100 Personal Services - Salaries $
-
200 Employee Benefits $
-
2329 Other Executive Administrative Services $
-
2600 Operation and Maintenance Plant Services $
-
2620 Operation Building Services $
-
2700 Student Transportation Services $
-
2720 Vehicle Operations Services $
-
3000 OPERATIONS OF NON-INSTRUCTIONAL SERVICES
3100 Food Service Operations $
-
3300 Community Services Operations $
-
3400 Student Activities $
-
TOTAL
(must equal Funding allocation in Local Consolidation Plan Application
$
306,800.00
-- Kansas City, F L Schlagle High School --
Page 2 of 42

Part IA. COLLABORATION AND PLANNING
School Leadership Team - Suggestion to include: principal, Instruction coach, teachers, SPED teacher, ELL teacher, counselor, parents,
and community members.
Principal Bolden, Douglas W
Instructional Coach(es) Virginia Anderson; Sue Bowman
Assistant Principal Berlin, Kristi L
Teachers Agboga, Ayesha O; Anderson, Barbara A; Howell-Stanley, Linda K; Mccabe, Cheryl L
Counselor(s) Hall, Joyce R
SPED Wilson, Virginia M
ELL Geronimo, Jorge
Parents
(One Per Line Please)
Hodge, Annye
Community Brownlee, Jeff
Describe the process used to develop this plan.
The instructional leadership team met and reviewed programs and strategies that were developed and implemented during the 2006-2007
school year. The team and teachers in the SLC’s also reviewed data from the Kansas Assessment, as well as the MAP scores and
Benchmark assessments to assist in determining instructional decisions that needed to be made that would assist our students in being
successful. Facilitators met on weekly basis to look at the development of instructional initiatives in each SLC. Each SLC set goals that are
aligned with our School Improvement Plan based on available data. Schlagle's Literacy Plan was reviewed to determine if adjustments
needed to be made in the interventions that we are providing for at risk student as well as for our struggling readers.
Discuss the annual evaluation process for all measurable objectives.
The F. L. Schlagle staff will use the following evaluative instruments annually:
1. Snapshots (classroom visits by administrators and instructional coaches).
2. Teacher Comments
3. Feedback from Academy Facilitators
4. Teacher criterion-referenced tests
5. Kansas State Reading and Math Tests
6. MAP ( math assessment for 9th.-10th. grades)
7. MAP (reading assessment for 9th. - 12th. grades)
8. Attendance and Tardies
9. Graduation Rate
10. Benchmark Assessments in the following core classes: Algebra /Geometry 1, Algebra /Geometry 2, Algebra /Geometry 3, English 1,
English 2, English 3, Physical Science, Biology, World History.
-- Kansas City, F L Schlagle High School --
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IB. DATA ANALYSIS
READING
Compare how the different subgroups and grades scored on the assessment.
According to the 2007 AYP Building Report for the Kansas State Reading Assessment, 29.6% of Schlagle students met standard or
above. African-American students scored 30.4% compared to SES students who scored 26%. Students with disabilities scored
19%.
Which subgroups showed the most overall improvement?
In comparing the data from the previous two years, all of our sub-groups showed a significant decline in the number of students
that scored at proficient or above.
Which subgroups showed the least improvement?
N/A
What indicators need more time to master? by grade level
In grade 11 the following indicators:
1.3.3 (Structural Analysis)
1.3.4 ((Figurative Language)
1.4.6 (Text Structure)
1.4.11 (Author's Style)
2.1.2 (Setting)
2.1.1 (Characters)
2.1.3 (Story Ele.)
What will you do differently?
We have implemented Literacy First, which is a school-wide program focused on vocabulary enrichment and comprehension
strategies that will be used across all content areas, as well as, in elective classes. We have also implemented Weekly Benchmark
Enrichment Tutoring on Saturdays and during the week, with each benchmarked content area offering tutoring on a specific day of
the week. We are also offering Benchmark Tutoring during our TAC period.
All of our SLC's will spend time looking at individual student data and we will become very strategic about the interventions that
we put into place to address the needs of the students.
All of our administrators along with the insructional coaches will spend time in classrooms talking with students and teachers about
the teaching and learning that is going on in their classes, focusing specifically on Benchmarks and Questioning Techniques.
What indicators show where students were the most successful? by grade level
In grade 11, students were most successful with the following indicators:
1.4.10 (Topic, Main Idea, Theme, Details)
1.3.1 (Vocab. in Context)
1.4.2 (Text Features)
1.4.7 (Compare & Contrast)
1.4.15 (Fact & Opinion)
Summary of local assessments
All student proficiency level was 24.4% on the NWEA Assessment.
When looking at our ethnic subgroups, the numbers of proficiency are as
follows: Asian students were 25% proficient, Blacks were 24 %, Hispanics were 18%, and Whites were 29% proficient. Our
female students out performed our
Page 4 of 42
-- Kansas City, F L Schlagle High School --

male by approximately 2%. There was a 5% difference between our paid and our
free/reduced students. The regular education students out performed students that receive special services by 19%.
Finally, the 11th grade students had a proficient level of only 19.5%, which was lower that any grade level.
MATH
Compare how the different subgroups and grades scored on the assessment.
According to the 2007 Building Report for the Kansas State Math Assessment, 21.12% of Schlagle students scored Proficient or
above. Our free and reduced lunch students scored at the same level as the general population. Our disabled students scored 7%
higher than the general population. Our male students performed at the same level as our female students. In addition, there is an
achievement gap between ethnic gourps scoring proficient or above. Our white students at 35.2%, and African American students
at 19.1%.
Which subgroups showed the most overall improvement?
Our white students had 12% more students above standard.
Our female students had 10% more students above standard.
Which subgroups showed the least improvement?
Our sped. students only gained 2% more of their population to reach at least standard from last year.
What indicators need more time to master? by grade level
1.4.A1, which is using formulas
3.1.A1, which is the Pythagorean Theorem
3.3.A1, which is transformations on perimeter, area, and volume
What will you do differently?
We will continue to strengthen the collaborating classrooms where regular education and sped. teachers work together to improve
instruction.
What indicators show where students were the most successful? by grade level
4.2.K5, which is line of best fit
3.4.K6, which is changing an equation to slope intercept form
Summary of local assessments
Out of all students, 12.7% were proficient on the NWEA Assessment. When looking at our ethnic subgroups, the numbers of
proficiency are as follows: Asian students were 21.1%, Blacks were 10.8%, Hispanics were 11.5%, and Whites were 18.9%. Our
male students out performed our females by 3%. There was no real difference in scores between free/reduced and paid lunch
students. The regular education students had 11.5% more proficient than those students receiving special services. Finally, the
9th. grade students had 3% more proficient than grade 10 students.
-- Kansas City, F L Schlagle High School --
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Disaggregated Data Graphs depicting 2007 Kansas Reading and Math Assessments
-- Kansas City, F L Schlagle High School --
Page 6 of 42

-- Kansas City, F L Schlagle High School --
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Schlagle High School
Percent of Students At or Above Proficiency
on Kansas Reading Assessment
New KS assessment
implemented at this 100.0
time.
90.0
Student Gro oups
2002 2003 2004 2005 2006 2007
AYP Goal 44.0 44.0 51.0 58.0 58.0 65.0
F&R 16.7 18.4 25.6 31.9 40.8 26.0
108 125 133 141 93 131
Paid 13.5 20.9 28.0 37.0 50.7 37.3
96 91 75 65 79 75
ELL
Disabled 15.4 20.0 35.8 23.5 25.0 18.8
Migrant
26 30 28 17 21 32
White 28.6 21.3 52.1 40.7 66.6 18.8
21 28 23 27 18 16
Black 11.1 17.6 21.6 32.1 44.6 30.4
162 164 162 156 130 161
Asian 25.0 38.5 31.2 20.0 30.8
12 13 16 10 13
Hispanic 27.2 23.1
13 13
Male 13.6 23.2 28.6 30.5 47.6 26.0
110 121 105 118 101 104
Female 17.0 14.7 24.3 37.5 42.8 34.3
94 95 103 88 90 102
School Total 15.2 19.4 26.4 33.5 45.0 30.1
Number Tested 204 216 208 206 162 206
Small font numbers for each group indicate group size.
Results are not reported for student groups smaller than 10 members.
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
2002 2003 2004 2005 2006 2007
AYP Goal F&R Paid
ELL Disabled Migrant
White Black Asian
Hispanic Male Female
School Total
Page 8 of 42

-- Kansas City, F L Schlagle High School --
Page 9 of 42

-- Kansas City, F L Schlagle High School --
Page 10 of 42

Schlagle High School
Percent of Students At or Above Proficiency
on Kansas Math Assessment
New KS assessment
implemented at this 100.0
time.
90.0
Student Gro oups
2002 2003 2004 2005 2006 2007
AYP Goal 29.1 29.1 38.0 46.8 46.8 55.7
F&R 4.0 2.8 5.8 4.5 8.0 22.0
124 142 156 111 150 141
Paid 1.1 3.4 3.9 4.5 10.5 19.4
89 87 76 67 99 72
ELL
Disabled 15.0 5.7 7.6 4.5 0.0 28.5
Migrant
20 35 26 22 37 35
White 0.0 15.4 16.2 15.8 21.7 35.3
34 26 31 19 27 17
Black 3.1 1.7 2.4 3.0 8.1 19.2
159 176 160 134 183 167
Asian 0.0 10.0 41.7
16 10 12
Hispanic 15.4 0.0 13.3 14.3
13 13 17 14
Male 3.4 1.7 7.3 7.4 15.3 21.3
117 120 139 95 141 108
Female 2.1 4.6 2.2 1.2 10.1 21.0
96 109 93 83 138 105
School Total 2.8 3.1 5.2 4.5 8.9 21.1
Number Tested 213 229 232 178 235 213
Small font numbers for each group indicate group size.
Results are not reported for student groups smaller than 10 members.
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
2002 2003 2004 2005 2006 2007
AYP Goal F&R Paid
ELL Disabled Migrant
White Black Asian
Hispanic Male Female
School Total
Page 11 of 42

Kansas City, Kansas School Improvement Plan
School F L Schlagle High School
Reading
II. Data Disaggregation by Demographics
Groups
% at Academic
Warning
% at Approaches
Standard
State Assessment
% at Meets
Standard
% at Exceeds
Standard
% at Exemplary
Local Assessment
% at Proficient or
above
All Students 32.52 37.86 20.38 6.31 2.91 24.4
Caucasion 0 0 0 0 0 29.3
African American 35.4 34.78 21.11 6.21 2.48 23.9
Hispanic 0 0 0 0 0 18.2
Asian 0 0 0 0 0 25
American Indian 0 0 0 0 0 0
Male 32.69 42.3 16.34 5.76 2.88 23.1
Female 32.35 33.33 24.5 6.86 2.94 25.5
Free/Reduced 38.16 35.87 20.61 3.05 2.29 22.3
Paid 0 0 0 0 0 27.8
SPED 62.5 21.87 6.25 3.12 6.25 7.8
ESL 0 0 0 0 0 0
Migrant 0 0 0 0 0 0
Data Disaggregation by Grade Level (all which apply to this building)
Grade
% at Academic
Warning
% at Approaches
Standard
State Assessment
% at Meets
Standard
% at Exceeds
Standard
% at Exemplary
Local Assessment
% at Proficient or
above
9 0 0 0 0 0 22.5
10 0 0 0 0 0 25.5
11 32.52 37.86 20.38 6.31 2.91 19.5
12 0 0 0 0 0 32.9
-- Kansas City, F L Schlagle High School --
Page 12 of 42

II. Data Disaggregation by Demographics -- continued --
Based on the site data, identify your building Reading Goal
A minimum of 72% of the whole population and each of the subgroups will perform at the proficiency level or show gains to make
safe harbor or the confidence levels on the Kansas State Reading Assessment.
A minimum of 72% of the African-American students will perfrom at the proficiency level or show gains to make safe
harbor or the
confidence levels on the Kansas State Reading Assessment.
Identify the relevant State Standards and Indicators the site will focus on based on the building Reading Goal
Based on the Kansas Reading Assessment data from the past three years we will focus on the following State Standards and
Indicators:
1.3.3 Structural Analysis
1.3.4 Figurative Language
1.4.11 Author's Purpose
2.1.2 Setting
-- Kansas City, F L Schlagle High School --
Page 13 of 42

Reading Targets based on the Kansas City, Kansas Literacy Model (based on data analysis check no more than two targeted
strategies)
A. Phonological/Phonemic Awareness
B. Phonics Instruction
C. Vocabulary
We will improve Vocabulary skills for the following tiers (check all that apply)
gfedcb All Students
gfedc Some Students
gfedc Few Students
gfedcb Gender
gfedcb African Americans
gfedcb SES
gfedc Hispanics
gfedcb ELL
gfedcb Whites
gfedcb SPED
gfedc Asian Pacific Islanders
gfedc American Indians
gfedc Mulit-Ethnic and Undeclared
gfedc K gfedc 1 gfedc 2 gfedc 3 gfedc 4 gfedc 5 gfedc 6 gfedc 7 gfedc 8 gfedc 9 gfedc 10 gfedcb 11 gfedc 12
The student will improve Vocabulary skills through scaffolded instruction using:
Strategy Research Resources Person Responsible
Active Engagement Egawa, K. & Harste, J. C..
(October 2001). Balancing the literacy
curriculum: A new vision. . School
Talk, (7)1), 1-8
and All Teachers
Marzano, Robert J. Pickering, Debra
J. (2005). Building Academic
Vocabulary Buehl, Doug (November,
2004). Classroom Strategies for Interactive
LearningTatum, Alfred (2005). Teaching
Reading To Black Adolescent Males, Closing The
Achievement Gap
Allen, J..
(1999). Words, Words,
Words: Teaching
Vocabulary in Grades 4 –
12. Portland, ME.
Stenhouse Publications..
Beers, K..
(2003). When Kids Can’t
Read: What Teachers Can
Do. Portsmouth, NH,
Heinemann.
Blachowicz, C. and Fisher, P..
(2002). Teaching
Vocabulary in All
Classrooms. Upper Saddle
River, NJ. Merrill Prentice
Hall..
Kagan, S..
(1998). Cooperative
Learning. San Juan
Capistrano, CA: Resources
for Teachers, Inc..
Wilhelm, J..
(2001). Improving
Comprehension with Think
Aloud Strategies: Modeling
What Good Readers Do.
New York, Scholastic
Books.
Instructional Coaches,
Administrators, Literacy First
Consultant, Benchmark Consultant,
-- Kansas City, F L Schlagle High School --
Page 14 of 42

We will improve Vocabulary skills for the following tiers (check all that apply)
gfedcb All Students
gfedc Some Students
gfedc Few Students
gfedc Gender
gfedcb African Americans
gfedcb SES
gfedcb Hispanics
gfedcb ELL
gfedcb Whites
gfedcb SPED
gfedcb Asian Pacific Islanders
gfedcb American Indians
gfedcb Mulit-Ethnic and Undeclared
gfedc K gfedc 1 gfedc 2 gfedc 3 gfedc 4 gfedc 5 gfedc 6 gfedc 7 gfedc 8 gfedc 9 gfedc 10 gfedcb 11 gfedcb 12
The student will improve Vocabulary skills through scaffolded instruction using:
Strategy Research Resources Person Responsible
Word Study Gillet, J.W., & Temple, C..
(1982). Understanding Reading Problems:
Assessment and Instruction.. Boston:
Little, Brown,
Teachers
Allen, J..
(1999). Words, Words,
Words, Stenhouse
Publishing.
Beers, K..
(2003). When Kids Can’t
Read: What Teachers Can
Do. Portsmouth, NH,
Heinemann.
Instructional Coaches, Literacy First
Consultant, Administrators, and
Marzano, Robert J. & Pickering,
Debra J. (2005). Building
Academic VocabularyBuehl,
Doug (2001). Classroom
Strategies for Interactive
LearningHarvey, Stephanie &
Goudvis, Anne (2000).
Strategies That Work. Teaching
Comprehension to Enhance
Understanding
-- Kansas City, F L Schlagle High School --
Page 15 of 42

D. Fluency
E. Comprehension
F. Motivation
G. Other
SCIENTIFICALLY BASED RESEARCH for Reading
Describe how the selected strategies are supported by scientifically based reading research to address your targeted student needs.
The selected strategies represent current scientific based research in the field of literacy. They reflect the dimensions of reading as outlined by
the National Reading Panel report. These strategies are effective with all students as reported by the National Reading Panel. Therefore, the
selected strategies address the targeted student needs.
-- Kansas City, F L Schlagle High School --
Page 16 of 42

Formative Assessments for Reading
For each target selected, identify the formative assessments that will be used to monitor effectiveness and success of strategy.
Target
Formative Assessment
A.
Phonological/Phonemic
Awareness
B. Phonics
C. Vocabulary MAP Test, Kansas State Reading Assessment, Teacher Criterion-referenced assessment, Snapshots, Teacher
Comments
D. Fluency
E. Comprehension MAP Test, Kansas State Reading Assessment, Teacher Criterion-referenced assessment, Snapshots, Teacher
Comments
F. Motivation
G. Other
Results-Based Staff Development Plan For Reading
(Complete for each target selected)
Knowledge Level
Activities (for example:
workshops, study groups,
classes, professional
reading)
A.
Phonological/Phonemic
Awareness
B. Phonics
Professional
C. Vocabulary
reading,Site-based
Staff Development,
Workshops,Study
Groups
D. Fluency
Literacy First Staff
E. Comprehension
Development, Study
Group, Workshops,
Professional Readings
F. Motivation
G. Other
Staff Development
Resources Needed
Modeling and/or
Demonstration Activities
(for example: job-embedded
sample lessons,
observations)
Practice with Feedback
Activities (for example,
job-embedded walk-thru,
peer observations and
conferences)
Follow-up Activities
(for example, jobembedded
studying
student work, data
analysis)
Dates Dates Dates Dates
On Going
On Going
Modeling in Small
Learning
Communities,Curriculum
Alignment, Student
Work, Academic
Vocabulary Books, Word
Walls
Curriculum Alignment,
Modeling in SLC's,
Snapshots
On Going
On Going
Funds for Book Study, Supplies for Funds for continous support for SLC's
On-site staff development, funds for
workshops out of building, funds
for consultants
Snapshots by
administrators and
instructional coaches,
peer observations and
conferences, peer
reviews, instructional
team walk-thrus
Snapshots by
administrators and
instructional
coaches,peer
observations and
conferences,peer
reviews, instructional
team walk-thrus
On Going
On Going
Data analysis by
SLC's, Critical Friends
Groups, Leadership
Team examination of
data
Data analysis by
SLC's,Critical Friends
Groups,Leadership
Team examination of
data
Funds for substitutes
On
Going
On
Going
-- Kansas City, F L Schlagle High School --
Page 17 of 42

Kansas City, Kansas School Improvement Plan
School F L Schlagle High School
Mathematics
III. Data Disaggregation by Demographics
Groups
% at Academic
Warning
% at Approaches
Standard
State Assessment
% at Meets
Standard
% at Exceeds
Standard
% at Exemplary
Local Assessment
% at Proficient or
above
All Students 63.38 15.49 15.02 4.22 1.87 12.7
Caucasion 47.05 17.64 23.52 11.76 0 18.9
African American 68.26 12.57 14.97 2.99 1.19 10.8
Hispanic 0 0 0 0 0 11.5
Asian 0 0 0 0 0 21.1
American Indian 0 0 0 0 0 0
Male 66.66 12.03 12.03 7.4 1.85 14
Female 60 19.04 18.09 0.95 1.9 11.3
Free/Reduced 63.82 14.18 14.18 5.67 2.12 12.1
Paid 63.79 18.96 13.79 1.72 1.72 13.8
SPED 68.57 2.85 5.71 17.14 5.71 2.4
ESL 0 0 0 0 0 0
Migrant 0 0 0 0 0 0
Data Disaggregation by Grade Level (all which apply to this building)
Grade
% at Academic
Warning
% at Approaches
Standard
State Assessment
% at Meets
Standard
% at Exceeds
Standard
% at Exemplary
Local Assessment
% at Proficient or
above
9 0 0 0 0 0 15.5
10 0 0 0 0 0 12.3
11 63.38 15.49 15.02 4.22 1.87 6.5
12 0 0 0 0 0 0
-- Kansas City, F L Schlagle High School --
Page 18 of 42

III. Data Disaggregation by Demographics -- continued --
Based on the site data, identify your building Mathematics Goal
Our goal is to have 40% of all students in every subgroup to score proficient or above.
Identify the relevant State Standards and Indicators the site will focus on based on the building Mathematics
Goal
Standard 1: Number and Computation
Indicators: Properties Knowledge, Real World Estimation, & Formula Applications
Standard 2: Algebra
Indicators: Systems of Equations Knowledge, Linear Equations and Inequalities Applications, Knowledge of Graphs of Linear Functions, & Analysis
of Real-world Linear Function Applications
Standard 3: Geometry
Indicators: Applications of the Pythagorean Theorem, Analysis of Changes Made to Perimeter, Area, and Volume, Equations of Parallel and
Perpendicular Lines, & Changing Linear Equations to Slope-Intercept Form
Standard 4: Data
Indicators: Probability and Odds, Effects of Outliers, Line of Best Fit, & Data Analysis
-- Kansas City, F L Schlagle High School --
Page 19 of 42

Mathematics Targets based on the Kansas City, Kansas Mathematics Model
(based on data analysis check no more than two targeted strategies)
A. Conceptual Understanding; Computational and Procedural Fluency; Strategic Competence (Problem Solving); Adaptive
Reasoning; Positive, Production Disposition
We will improve Conceptual Understanding; Computational and Procedural Fluency; Strategic Competence (Problem Solving);
Adaptive Reasoning; Positive, Production Disposition skills for the following tiers (check all that apply)
gfedcb All Students
gfedc Some Students
gfedc Few Students
gfedcb Gender
gfedcb African Americans
gfedcb SES
gfedc Hispanics
gfedc ELL
gfedcb Whites
gfedcb SPED
gfedc Asian Pacific Islanders
gfedc American Indians
gfedc Mulit-Ethnic and Undeclared
gfedc K gfedc 1 gfedc 2 gfedc 3 gfedc 4 gfedc 5 gfedc 6 gfedc 7 gfedc 8 gfedcb 9 gfedcb 10 gfedcb 11 gfedc 12
The student will improve Conceptual Understanding; Computational and Procedural Fluency; Strategic Competence (Problem
Solving); Adaptive Reasoning; Positive, Production Disposition skills through scaffolded instruction using:
Strategy Research Resources Person Responsible
Vocabulary
Acquisition
Baker, S.K., Simons, D.C. & Kameenui, E.J..
(1995). Vocabulary acquisition: Synthesis
of the research. Eugene, OR: University
of Oregon, . Technical Report, No. 13),
Kilpatrick, J., Swafford, J., & Findell, B. (Eds.).
(2001). Adding it up: Helping children
learn mathematics. Washington, DC:
Mathematics Learning Study Committee,
Center for Education, Division of
Behavioral and Social Sciences and
Education, National Academy Press..
Monroe, E. E. .
(1998). Using graphic organizers to teach
vocabulary: Does available research
inform mathematics instruction? .
Usiskin, Z..
(1996). Communication in mathematics,
K – 12 and beyond (1996 Yearbook).
Reston, VA: National Council of
Teachers of Mathematics..
Barton, M.L., & Heidema, C..
(2002). Teaching reading in
mathematics, (2nd ed.).
Aurora, CO: Mid-continent
Research for Education and
Learning..
Murray, M..
(2004). Teaching
mathematics vocabulary in
context. Portsmouth, NH:
Heinemann..
Readence, J.E., Bean, T.W., &
Baldwin, R.S..
(2001). Content area
literacy: An integrated
approach, (7th ed.).
Dubuque, IA: Kendall
Hunt..
-- Kansas City, F L Schlagle High School --
Page 20 of 42

G. Other
SCIENTIFICALLY BASED RESEARCH for Mathematics
Describe how the selected strategies are supported by scientifically based research to address your targeted student needs.
The selected strategies represent current scientific based research in the field of mathematics. They reflect the five
strands of mathematical proficiency as outlined by the National Research Council. These strategies are effective with
all students as reported by the National Research Council. Therefore, the selected strategies address the targeted student
needs.
-- Kansas City, F L Schlagle High School --
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Formative Assessments for Mathematics
For each target selected, identify the formative assessments that will be used to monitor effectiveness and success of strategy.
Target
A. Conceptual
Understanding,
Computational and
Procedural Fluency,
Strategic Competence
(Problem Solving),
Adaptive Reasoning,
Postive, Productive
Reasoning
B. Other
Formative Assessment
Algebra/Geometry I, II, & III Benchmark tests, MAP, ACT PLAN, Scrimmage Tests
Results-Based Staff Development Plan For Mathematics
(Complete for each target selected)
Knowledge Level
Activities (for
example:
workshops, study
groups, classes,
professional
reading)
A. Conceptual Understanding,
Math Study
Group
Computational and Procedural Fluency,
District Class
Strategic Competence(Problem Solving),
Adaptive Reasoning,
Postive, Productive Reasoning
B. Other
Staff Development Resources Needed
Modeling and/or
Demonstration
Activities (for
example: jobembedded
sample
lessons,
observations)
Practice with
Feedback
Activities (for
example, jobembedded
walkthru,
peer
observations and
conferences)
Follow-up
Activities (for
example, jobembedded
studying student
work, data
analysis)
Dates Dates Dates Dates
On Going Observations On Going Peer
Observations
with follow-up
conferences.
substitute teacher money
On Going
Study Student
Work
Data Analysis
On
Going
-- Kansas City, F L Schlagle High School --
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Describe what your school will implement to support the identified teaching and learning
needs of students in each content area to bring about increased academic
achievement.
Multi-Tiered System of Supports (MTSS)
RtI
Third Tier
Intensive Support
Second Tier
Differentiated – Flexible Group
First Tier
High Quality – Whole Group
5 – 10%
20 – 30%
100%
RESEARCH
Bureau of Exceptional Education and Student Services: Florida Department of
Education. (2006). The response to intervention (RtI) model (Technical
assistance paper No. 12740). Tallahassee, FL.
Christ, T. J., Burns, M. K., & Ysseldyke, J. E. (2005). Conceptual confusion within
response-to-intervention vernacular: Clarifying meaningful differences. NASP
Communiqué, 34 (3), 1-8.
Denton, C. A. (Ed.). (2006, Winter). Responsiveness to Intervention as an Indication of
Learning Disability [Theme Issue]. Perspectives. 32(1).
Fletcher, J. M., Lyon, G.R., Fuchs, L..S., & Barnes, M.A. (2007). Learning disabilities:
From identification to intervention. New York: Guilford Press.
Jimerson, Shane R.; Burns, Matthew K.; VanDerHeyden, Amanda (Eds.) (2007).
Handbook of response to intervention: The science and practice of assessment
and intervention. New York: Springer.
National Association of State Directors of Special Education (2005). Response to
intervention: Policy considerations and implementation
Walpole, Sharon; McKenna, Michael C., Differentiated Reading Instruction Strategies
for Primary Grades, 2007. The Guilford Press, NY
-- Kansas City, F L Schlagle High School --
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Tier 1
Whole class instruction
Strategies based on: Phonological/Phonemic Awareness (Elementary only)
Phonics Instruction (Elementary only)
See section
Vocabulary
on Reading
Fluency
Strategies
Comprehension
Motivation (Elementary only)
Strategies based on: Conceptual Understanding; Computational and Procedural
See section
on Math
Strategies
Fluency; Strategic Competence (Problem Solving);
Adaptive Reasoning; Positive, Production Disposition
Tier 2
More Time:
Tutoring: After School, Saturday School, Before School, During Lunch
Benchmark Recovery – Additional time for students struggling in
passing their benchmarks
Double Dip
Pull Outs – from student elective periods and teacher planning time
Systematic Instruction in Phoneme Awareness, Phonics, and Sight words (SIPPS)
Read 180
Differentiated Instruction
Flexible grouping
Reading & Math Achievers – students who are at proficient plus percentage of students
approaching standards
Outside consultants to set goals and expectations with Leadership team – Reading &
Math. Consultants recommend specific strategies to improve effectiveness of
instruction
Advocates in constant touch with parents on student progress
Tier 3
Individualized Instruction
Same tutoring opportunities as Tier 2
Differentiated Instruction
In addition to Tier 1
Assessment based
Intensive all day tutoring to selected students who need additional practice (monthly)
Many of the items listed in Tier 2 are also used as Tier 3
SPED services – for students who qualify
-- Kansas City, F L Schlagle High School --
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V. PROFESSIONAL DEVELOPMENT FOR SCIENTIFICALLY BASED RESEARCH
STRATEGIES WITH TIME LINE
Describe the high quality and ongoing professional development that will support the schoolwide reform strategies
The Instructional Coaches, Principal, Assistant Principals and Teachers will provide on-going staff development. Through
the use of Peer Coaching and Peer Review staff members will learn from each other. Each Wednesday Early Release time
will be used to study and further develop teachers’ understanding of effective strategies through the development of a
study group. We have also dedicated one Wednesday each month to Staff Development topics such as peer coaching,
student work analysis, active engagement techniques, Bloom’s Taxonomy, effective questioning techniques and other
topics based input received from staff to meet their needs for classroom instruction.
The literacy instructional coach will provide further opportunities for teachers to enhance their understanding of effective
strategies through the development of a study group.
We will also continue to seek out quality staff development opportunities
for teachers to assist in supporting the staff development needs of the building.
Describe how the plan is integrated with the school’s results-based staff development plan, including a timeline
We will continue to seek out quality research-based staff development opportunities for staff that is focused on the
strategies that the leadership team has identifed, according to the data. The School Improvement Plan has dovetailed into
our Results-Based Staff Development Plan very well. Trying to coordinate the various school plans, strategies,
philosophies, and beliefs into one cohesive document has been and continues to be a challenge for our school.
We feel that by simultaneously looking at both plans, this will provide us with the opportunity to more effectively look at
school personnel, resources-both monetary and human and how we use them to address the needs of the students and staff
at Schlagle. In addition, it affords us the opportunity to evaluate the effectivness of strategies and programs, to look at
accountability issues, and finally it serves us in the area of communication with staff, central office personnel, student
body and of course the community.
The SIP and RBSD plans timelines will be coordinated to effectively utilize time and money, to address the school wide
strategies. The realignment of personnel responsibilities would be another aspect to consider after looking at the two plans.
Each one of the timelines for Reading, Math, Writing and Motivation are clearly illustrated in the School Improvement
Plan. Each goal has two strategies and those strategies resulted in an action plan for our school.
Describe how professional development resources will be sufficient to effectively carry out the schoolwide reform
strategies
The following funds are available to help us carry out the schoolwide reform strategies:
1. At-Risk Funds
2. General Budget Funds
3. District Funds
4. Staff Development Funds
5. Title Funds
Describe the research behind the scientifically based strategies used by the staff.
Implementation of the strategies that have been identified in the areas of Reading, Math, Writing and Motivation clearly
have been identified after much study, as indicated by the SBI's identified in a prior section of this document.
Describe how teachers will use academic assessments to provide information for improved instructional practices for
supporting individual student achievement.
Each SLC will assess their students on the MAP at least three times each year. In addition all teachers will develop
formative assessments in their content area. All teachers will use the Benchmark Tests in the following courses:
Algebra/Geometry I, II, III, English 3, Physical Science and Biology classes. Some of these will be designed
collaboratively and others designed by individual teachers for use in their specific content area. Teachers will also use
Portfolios as another means of looking at individual instructional practice and individual student achievement.
Describe the school’s teacher-mentoring program. Include written policies and guidelines that specifically address how
Page 25 of 42
-- Kansas City, F L Schlagle High School --

the teacher-mentoring program focuses on scientifically based research strategies related to reading* and/or
mathematics.*
The purpose of the Kansas City, Kansas mentoring program is to provide beginning teachers with a
supportive, formative process designed to assist their growth as reflective practitioners. The program
is both structured and flexible, and consists of a series of strategies focused on the process of
teaching. Designed for beginning teachers with the assistance of trained mentors, the program is
ground in a developmental view of learning to teach.
The program combines three essential elements for developing and sustaining teacher quality in
support of student learning: a common language for talking about and assessing teaching; clear and
concrete levels of performance for teachers to use in assessing themselves; and structured events
through which beginning teachers can develop or hone their skills.
The Kansas City, Kansas mentor program is based on the ASK, Inc. mentoring Program developed
by Paula Rutherford. Two books will be used by the rookies. Why Didn’t I Learn this in College?
and Instruction for All Students. A third book Mentoring in the 21st Century will be used by the
mentors, instructional coaches and administrators.
The Kansas City Kansas mentoring program is built on five goals:
Beginning teachers will work with a mentor to develop or enhance teaching skills. A log sheet
is turned in at every meeting specifying the topics and time spent in collaboration. The
Coordinator of Induction makes a minimum visit to the schools (48 in total) twice a semester to
observe the progress and have individual conversation with the pair to determine progress.
Beginning teachers will acquire knowledge necessary to become familiar with the district,
school, and community. An orientation to the district is given the firt two duty days (their
contract is extended two days) offering classes areas unique to our district and community. The
guided reading as it is done in primary grades, teaching to diverse students, First Things First
and how our district does business, computer systems unique to our schools, and BIST
discipline procedures.
Beginning teachers will participate in monthly professional development meetings to enhance
and improve skills effective teaching skills. The beginning teachers are required to attend
meetings each month to reflect and learn teaching techniques helping them to become better
instructors and caring advocates for their students.
Beginning teachers and their mentor will develop and enhance professional and working
relationships. Our mentors and beginning teachers are asked to spend a minimum of one hour
weekly in collaborative conversation. They keep a log of topics and time spent. The log is
turned in at each of the beginning teacher after school meetings.
Mentors will develop and enhance skills necessary to provide professional and personal
assistance for their beginning teacher. Because the beginning teachers have a major part to
play in the selection of his/her mentor, relationships start from the first day of the year. The
mentors have provided guidance and direction voluntarily before they were even chosen. As
the relationship develops and conversations between the two teachers become more focused on
classroom success, the mentors will have opportunity to evaluate their own teaching practices.
The mentors have the same program books as the beginning teacher and together they can
study the area topic for the month and reflect on the results of the new teaching from the
beginning teacher.
The program involves several distinct types of structure topics, with activities assigned monthly as
addressed during after school in-services. Attendances at monthly meetings are mandatory.
-- Kansas City, F L Schlagle High School --
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The topics addressed are designed to increase the comfort and teaching skills within the classroom.
There are a total of seven topics required for the beginning teacher to explore and add to their
professional “tool belt.” The mentor teacher becomes the source of encouragement, reflection, and
coaching for their success by monthly observations in the beginning teacher’s classroom.
Basic criteria established for mentor selection meet the standards developed by the State Board of
Education. Mentors must be licensed with at least three consecutive years teaching with the district.
Participation is voluntary.
Each topic enables beginning teachers to explore different aspects of their practice and to become
increasingly proficient in the components of professional practice. The topics require the
participation of both beginning teachers and their mentors, thereby encouraging professional
collaboration and growth for both teachers.
The syllabus for the training of mentors and administrators include all of the following components:
Developmental stages of the new teacher
Roles and responsibilities of the mentor
Coaching, observation and feedback
Relationship building
Collaboration
Confidentiality
* In order to comply with ESEA, scientifically based research strategies must be derived from the five components of reading from the Center for the Improvement of Early Reading
Achievement (CIERA) and the National Institute for Literacy, drawn from the 2000 report of the National Reading Panel. Scientifically based research strategies for mathematics should reflect
the five strands of mathematics from the National Research Council, Helping Children Learn Mathematics and Adding It Up.
-- Kansas City, F L Schlagle High School --
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VI. HIGHLY QUALIFIED STAFF
How will the school ensure instruction by highly qualified teachers?
Teachers in the district are required to attend district wide training each quarter. Training involves the implementation of
district-mandated programs. For the middle school, the math department focuses on best practices for teaching Connected
Math and the reading department focuses on best practices for teaching Read 180, Read XL, and High Point. All of the
other departments provide support for learning strategies used standards based lessons. All teachers will meet the state
and NCLB definition of Highly Qualified or will have a plan on file at the Professional Development office on how and
when they will fulfill that requirement. Teachers who are teaching in an unendorsed area will also file a plan with the
Professional Development office on how and when they meet those requirements
Other:
text box 1 - changed
Describe strategies used to attract highly qualified teachers
The district initiative to First Things First is a major attraction for attracting highly qualified teachers. Lowering pupil /
teacher ratio through Title I allows for smaller class sizes. Continuity of care allows the teacher to develop relationships
and work with the same students over a period of years. The high, clear, and fair expectations for academics and behavior
set an atmosphere conducive to learning. Enriched and diverse opportunities to learn provide the teacher with methods for
individualizing instruction and meeting the needs of the students. Collective responsibility ensures collaboration among
the teachers. The small learning community allows time for common planning. Wednesday afternoon staff development
provides the time needed to be able to work with other teachers in the same department. Instructional autonomy permits
teachers to be involved with decision-making. Teachers are actively involved with the decisions regarding the master
schedule and other decisions in their small learning community. Another district initiative is the Teaching Fellows. This
program is provided for people in the community with degrees who would like to become certified in teaching. During
the completion of the Master’s program, the Fellow receives training and support from the district and is placed in a
teaching position. At the end of the program, the Fellow acquires a teaching certificate.
Ten percent of Title I funds and a portion of Tittle IIA funds are set aside for teachers who do not meet the HQ definition
to access for tuition and boox expenses. Teachers who do not mee the definition are sent letters and e-mails froim the
district office encouraging them to take advantage for these funds.
Other:
text box 2
If applicable, describe how the school will ensure all paraprofessionals meet the qualifications of highly qualified.
Paraprofessionals hired prior to No Chlid Left Behind must have passed the Para Pro Test by the end of the 2005 school
year. Paraprofessionals hired after NCLB must already meet the highly qualified requirements.
Other:
text box 3
-- Kansas City, F L Schlagle High School --
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VII. PARENT INVOLVEMENT
What strategies are you using to promote effective parent involvement?
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1. Participating in the Family Advocacy. In this system parents and students are assigned one advocate or contact person for
the years they attend a particular school. This advocate is their primary support system and source of information. Parents
are included in goal setting with the student and teachers through this system. This ensures that all the adults in the child’s
educational experience are on the same page.
2. Family Math and Literacy Nights. This is another way to get parents involved in their children’s educational growth. When
parents begin attending these events they become more familiar with the school, which increases a sense of community
among students, parents, and staff.
3. Hiring a parent liaison to coordinate the family events such as Family Night, conferences, Information Fairs, as well as
volunteers and possibly a PTA?PTSA etc. can help promote parent involvement. If it is the main job of a specific person
housed at the school to coordinate these activities they can happen on a regular basis giving parents and students continuity
throughout the school year.
4. Encouraging parents to observe in classrooms – read with the students, or assist teachers helps increase parent ownership of
their children’s education, the school, and become more aware of the daily workings of the school. Additionally behavior of
students improves because an additional adult, specifically a student’s parent, has a presence in the classroom.
5. When teachers contact parents on a minimum of a monthly basis to share achievements and positive feed back on their
students it establishes a good rapport early on so that when negative issues must be addressed a collaborative relationship
has already been built. This helps to keep all the adults involved in a student’s education on the same page, reducing
communication barriers. This also helps to increase attendance at school events and family conferences
Other Parent Involvement strategies:
School newsletters, weekly phone master messages, Family Advocacy Conferences, Extra Curricular parent Nights, Adopt-A-School,
parent judges for state-sponsored activities, parental involvement with math and reading achievers, Literacy Night, Ninth Grade
Orientation, and SLC’s plans. We also have a Scholars Program that has a strong parent component. This parent group meets quarterly
to learn about current trends in education, ACT, to bond as a parent group, to plan and carry out activities for students, such as college
visits and scholarship opportunities.
Provide a time line with opportunities for parental involvement.
Kansas City, Kansas promotes and develops parent involvement through it family advocacy program, which offers a very clear structure
and regular timeline.
Family Advocacy is a way to build a bridge betweenschool and home so that students, their families, and the school staff can all work
together as team. With the ultimate goal of improved student performance, Family Advocacy is designed to engage families in the
education of their children and create a relationship for every student with a school staff member dedicated to that student's success.
The Family Advocacy System matches every student, pre K-12, in the district with an adult, his or her Advocate. The Advocate is often,
but not limited to, a teacher. The Advocate's role is to monitor the student's academic, social, and emotional development on an ongoing
basis, working in partnership with the family for the student's welfare. they do this in three ways:
1. All advocates maintain weekly personal contact with their assigned students throughout the year:
-Check in with each of them in a private face-to-face conversation for five minutes a week.
-Conduct a weekly 30 minute Family Advocacy session with their assigned students around social and affective issues.
2. Maintain monthly contact with the family:
-Keep school and home connected with a phone call, note, email, postcard, newsletter, etc. This
provides a regular quick update on student progress and develops the home/school relationship.
3.Hold at least two conferences per year with the sutdent and family:
-Meet with the family, including the student, once a semester for about 30 minutes.
-Family conferences include communication between home and school, student goal setting, and
planning for the future.
-- Kansas City, F L Schlagle High School --
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District Policy – Parent/Community Involvement
1.2.0.0.0 Participation by the Public
2.0 Parent/Community Involvement
The Board of Education is committed to building a strong partnership with parents, families and
community members to achieve academic success for all children. Although parents and families are
diverse in culture, language and needs, they share the District’s commitment to the educational success of
their children. There are many levels of parent involvement, and schools must provide opportunities for
parents, families, and community members that meet their interests and utilize their talents. To this end,
the Board will:
2.1 Provide parents with education and support in setting high expectations for their
children and in creating a supportive environment at home for children to study and learn.
2.2 Provide parents, families, and community members with information about school
programs, opportunities, and expectations and invite their support of the school in its work.
2.3 Establish effective two-way communication with all parents, respecting the diversity
and differing needs of families.
2.4 Develop strategies and programs to empower parents and family members to participate
actively in their child’s education.
2.5 Bring together schools, students, parents, families, and communities with resources and
programming that provide educational enrichment and support for academic achievement.
2.6 Recognize parents, families, and community members as resources, leaders, and
advisors on school policy and programs through their membership and participation on
School Site Councils, advisory committees, and task forces.
2.7 Provide opportunities for meaningful volunteer participation and recognition of
contributions in classrooms and the school.
1.2.0.0.0-A
Participation by the Public
2.0 Parent/Community Involvement
The Board of Education is committed to and supports the mission of promoting life long learners through
successfully education all students. The Board recognizes that the education of children is a responsibility
shared by parents, families, school staff, and communities.
Parent and family involvement requires a two-way communication between home and school. It is an
ongoing process that will assist parents and families to meet their basic obligations as their child’s first
educator. Such involvement is accomplished in many ways, from active school participation and presence
to working with children at home.
The following goals are outlined to assist in achieving an active parent involvement program.
2.1 Parent Compacts or Parent Bill of Rights to be developed and instituted within each
school.
2.2 Parent and family involvement component to be developed and implemented by parents
and school staff as part of each school’s improvement plan.
2.3 Ongoing activities provided by the district and each individual school to promote parent
involvement in their child’s education. Activities may include those examples identified in
the Community, Family and Parent Involvement Handbook
-- Kansas City, F L Schlagle High School --
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2.4 Behavior exhibited by district personnel that reflects a genuine interest in and support
for parent, family, and community involvement.
2.5 Timely information provided to parents about programs, opportunities, and
district/school/teacher contact information through school/district newsletters, invitations,
parent teacher association meetings and/or phone calls.
2.6 Evaluations on the effectiveness of parent involvement activities will be done
throughout the year with an annual report reflecting the assets and barriers identified in the
process.
-- Kansas City, F L Schlagle High School --
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VIII. TEACHER INVOLVEMENT
Describe how teachers will be involved in using academic assessments to provide information on and improve individual
student achievement and the overall instructional program.
Teachers use data to strategically reach those students who are close to reaching the standards. This allows teachers to be
prescriptive in their teaching and seek to reach students where they are. They also use this to determine the interventions they
may provide to students.
This is done through our advocates looking at data, academies desegregating data, teachers logging in to MAP (local assessment)
data to look at individual scores, use formative assessments to gage their current status and to determine retention of material,
identify the lowest indicators on the state assessment so that teachers can target these areas in their instruction and across all
curricular areas, and data used to determine the basis of recommendation for reading and math achievers.
-- Kansas City, F L Schlagle High School --
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IX. POLICIES AND PRACTICES
Please describe any policies that provide opportunities to learn and/ or additional time that the district and school has in
place to help ensure that all students enrolled in the school will meet the state’s proficient level on the Kansas state
reading and mathematics assessments. (Examples may include: attendance policies, discipline policies,
retention/promotion policies.)
We adhere to the policies set forth in the Kansas City, Kansas USD 500 Code of Conduct.
Please describe any practices that provide opportunities to learn and/or additional time that the district and school has in
place to help ensure that all students enrolled in the school will meet the state’s proficient level on the Kansas state
reading and mathematics assessments. (Examples may include: student improvement plans, peer tutoring, Saturday
School, summer school, etc.)
Students with an I (In Progress) are assigned to our WBEL program which
provides tutoring for students. We also have Saturday Enrichment for
students to work on indicators. Peer tutoring is utilized in our content area courses. Reading and math achievers meet
weekly with their administrators to work on indicators and test preparations.
We have discipine policies in
place to allow students to recieve instruction instead of sent home
missing instructional time. There are also After School Programs for
students on long term suspensions to recieve instruction in the core
learning areas.
We offer Extended Year for students to make up benchmarks and to receive tutoring in areas that might be challenging.
We also offer summer school classes for the core areas.
-- Kansas City, F L Schlagle High School --
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X. ASSISTANCE TO STUDENTS IN NEED
Describe the strategies to address the needs of all children, particularly the needs of low-achieving children and those at
risk
Schlagle has in place a class that all students must take that is focused on Reading and Math. This class meets three days
each week for 45 minutes. A curriculum has been developed by the Instructional Coaches that focuses on the SBI's in math
and reading skills that are focused on the testable indicators. Ninth graders are also required to enroll in a reading class.
Teachers' lesson plans must reflect those items that are included in our School Improvement Plan. Schlagle has in place an
after school tutoring program, as well as tutoring on Saturdays.
Explain how the school will determine if the needs of low achieving students have been met
Schlagle will administer the MAP three times each year as one means of determining if the needs of our low achieving students
have been met. In addition the data from the Kansas State Reading, Math and Writing assessments will be analyzed by each SLC.
We will also use student work as another way of determining the effectiveness of strategies that are being implemented to
address the needs of low achieving students. In math we use a scrimmage test to determine student academic needs and in
english we use a formative assessment that is based on
Describe how students in need of assistance will be identified in a timely manner. Describe how a diagnosis of individual
student needs will be made; and how such students will be provided additional assistance.
The MAP will be administered at the beginning of the school year to every student along with individual teacher and SLC
assessments. As a result of this data SLC,s will develop approporiate interventions to address the needs of these students.
-- Kansas City, F L Schlagle High School --
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XI. TRANSITION FROM MIDDLE SCHOOL TO HIGH SCHOOL.
Decribe the strategies used for assisting students transitioning from middle school to high school.
1) Counselors and high school student who represent their thematic community come to visit the middle school student at an assembly.
The high school students provide an overview and benefits of belonging to their community. Eighth grade students have a time to ask
questions before they begin the enrollment process
2) The Family Advocacy System is a district-wide program. When students enter high school, they have a teacher that is assigned as
their advocate for the tme they are in high school.
3) The middle school and high school math teachers meet over a period of several months reviewing standards and aligning the math
curriculum so that there would be continuity of instruction from the middle school to high school. The literacy instructional coaches at
the middle and high school levels also met to create alignment of instruction. Currently, at the district level, two of the middle school
instructional coaches are working with high school literacy teachers so that continuity of instruction is occurring in literacy.
Other:
secondary - thirdly
-- Kansas City, F L Schlagle High School --
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XII. COLLABORATION AND INTEGRATION OF FUNDS
Well, the help file was no good
All funds and resources available are used to support the school improvement plan. That includes at risk and Title I funds to support
additional staff, in-service, supplies, parent involvement, and after school tutoring. Title II funds are used to support teacher learning.
Staff members who do not meet the definition of highly qualified can use those funds to earn credit towards becoming highly qualified.
Titles II and V are also used to support the teacher mentoring program. All state and federal funds go to support the whole school, not
one part of the school.
-- Kansas City, F L Schlagle High School --
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XIII. SCHOOL ON IMPROVEMENT
How was information on school choice and supplemental services shared with your parents?
Once a school is identified for improvement letters are sent to all parents from the district office explaining what being on improvement
means. All parents are given the option of transferring their child to one of two schools not on improvement. If a school has been on
improvement for more than one year parents of students on free or reduced lunch are sent letters giving them information on
supplemental services. Each year before school begins, the district participates in a back to school fair sponsored by a non-profit
organization. The Federal Programs office maintains a book at the fair giving out information on SES. All state approved providers are
also invited to participate. Each school also must inform parents of their AYP results and explain to parents what the results mean and
what options they may have.
Give a detailed description of all actions taken that the LEA has implemented for schools on corrective actions.
Each school on improvement and corrective action will have an audit of their program during the first semester. The audit team will
consist of the School's executive director, lead math and/or lead reading coach, and two instructional coaches. The team will focus on the
level of implementation of the school improvement plan and scientifically based research strategies. Schools on improvement are also
given less budget authority on how they spend school funds. All requisitions must be approved by their executive director prior to
ordering any requests.
-- Kansas City, F L Schlagle High School --
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XIV. DISTRICT COMPONENTS
School Mission Statement:
MISSION STATEMENT
Our mission at F.L. Schlagle High School is to provide students equitable opportunities to become responsible life long learners in a
changing society.
Our (VISION) Statement is our (MISSION):
We believe that the most promising strategy for achieving the mission of F.L. Schlagle High School is to develop our capacity to
function as a professional learning community. We envision a school in which staff:
Respect and honor the diversity of individual students;
Dedicate their profession and skills to the intellectual, emotional and social development of students by monitoring each students’
progress;
Unite to achieve a common purpose and clear goals through the development of four unique academies that focus on various live/career
skills;
Support and encourage our students to be actively engaged in the learning process by working collaboratively in “Teams”;
Assist in raising academic standards by implementing cooperative learning strategies on a continual basis; and
Increase school pride and extracurricular activities through their daily relationships and involvement with students.
School Profile/Executive Overview:
Profile (as described in QPA)
History of School
Community
Facilities
F.L. Schlagle High School is a comprehensive high school which
includes four SLC's (acronym for Small Learning Communities),
which are referred to as Academies. Each SLC has a theme that
helps to better prepare students for post-secondary education and/or
high quality employment following high school. The Academies are
Performing Arts, Career Business and Technology, Visual Arts and
Communication, and Health Enhancement. Currently there are 987
students enrolled.
The physical features of the school have not changed drastically
since it was built in 1973. Several of the interior walls are movable,
which facilitates the physical changing of individual classrooms
when it is needed. The school currently has sixty (60) classrooms,
two family and consumer science laboratories, a gym, a band room,
a vocal music room and an auditoruim that seats 500.
Site Council
Schlagle does not currently have an active Site Council.
Programs & Resources
Student Population
-- Kansas City, F L Schlagle High School --
Schlagle is the only comprehensive high school in the district to
require portfolios. All students are required to maintain a portfolio.
Seniors are required to complete an exit interview before they
graduate. They also have a requirement of 100 hours of community
service.
All new teachers at Schlagle are provided the opportunity to attend a
New Teacher Retreat, to provide them with the support that they
need to carry out the instructional programs of F.L. Schlagle High
School.
The student body of F.L. Schlagle High School represents diverse
economic and social levels, as well as many different student
backgrounds. The ethnic composition of the student body is seventysix
(76%) African American, fifteen (15%) White, four (4%)
Hispanic, and five (5%) Other. There are forty-two (42%) females
compared to fifty-eight (58%) males.
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Family Advocacy System
How has FAS been implemented to provide continuity of care?
Students have their TAC class teacher as their advocate for all four years that they are in our school. The TAC class is
held four times a week for 45 minutes.
What is the building structure for ensuring implementation of the following FAS goals?
Ensuring each child has an advocate:
Every student is enrolled in a TAC class, which gives them an advocate.
Ensuring that all parents receive monthly communication:
Individual SLC's make phone contacts, as well as sponsor parent conferences and programs. Also, the entire school sends
home newsletters to parents throughout the year. The principal uses phonemaster to send phone messages to every child's
home on a weekly basis. This keeps parents updated on school events and activities.
Ensuring students have an opportunity to meet weekly with their advocate:
Students see their advocate at least four times a week in TAC class.
What is the school's process for including advocates in important decisions about their assigned students?
The advocate assists students in credit and class audits and selecting courses to meet school and post-secondary requirements.
They also have conversations with the parents and students regarding these decisions. The advocates also assist students in
compiling their portfolios to highlight their high school achievements and their aspirations for the future.
Describe how your school supports each of the strengthenings
Strengthening Instruction
Instructional Coaches collaborates with teachers to improve instructions, coordinate intervention for struggling students,
disseminate data for teachers, meet weekly with facilitators, and work closely with the administrators on all instructional
issues.
Teachers increased the rigor in their classroom by incorporating Bloom’s Taxonomy’s higher level questioning skills into
daily classroom curriculum.
Active Engagement activities including Kagan and cooperative learning are incorporated into daily lessons to allow
student to becoming engaged in their learning.
We have focused on planning lesson plans that incorporate the standards or other curriculum.
Teachers are creating and implementing benchmarks in classes to allow for student’s accountability in their learning.
Teachers were available after school and on Saturdays to tutor students in Math, Science, English and Social Studies.
Computer Labs were available for students use.
Advanced placement classes for college credit are offered to our students in the areas of Math, English, Social Studies
and Science.
Sustained Silent Reading was utilized in TAC classes to encourage students to student to read books or articles of their
choice.
Strengthening Relationships
An All Male Advocacy group were targeted by their academy teachers as being “at risk.” They range in class from
freshmen to seniors and all boys are of African American descent. Instruction is delivered through group discussion as
well as guest speakers from our community, videos, poetry reading and writing, reading articles and field trips.
Family Advocacy - We meet with our students four times a week. We make frequent phone contact with the parents of
our students and meet with them twice yearly.
-- Kansas City, F L Schlagle High School --
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Each teacher has a peer partner with whom they observe and share ideas.
Letters were sent to parents at the semester and end of the year to encourage achievement.
Provided experiences in working with others through yearbook and newspaper classes.
Meet as an academy twice weekly; 1st weekly meeting deals with student behavior using numerous interventions, 2nd
weekly meeting to improve our teaching ability by learning the latest techniques and protocols in our profession.
We are using the Transition curriculum with our freshman T.A.C. students. This curriculum has many activities that focus
on relationships with their self, family, school, and community.
We have worked to build relationships with the new teachers in our academy. We have two teacher retreats to support and
build the relationships with first year teachers.
We have peer-coaching partner. This is another teacher that views our class and shares ideas and strategies to improve
instruction and relationships.
We have a quarterly honor roll assembly. We recognize students for academic, citizenship, and attendance achievements.
We select one student for each grade for students of the month. These students are selected for their citizenship skills,
academic skills, and their level of responsibility.
Our new teachers participate in the New Teacher Retreats to strengthen their relationship with F.L. Schlagle High School.
The administrators work with the reading and math achievers in their academies.
Strengthening Community Connections
Groups we are currently working with:
Beidenthal Foundation
DST Systems, INC
Alvin Alley
Alvin Brooks
American Red Cross
Charles Etta
Edward Jones Investment Firm
Health Department
Healthbridge
Ignite
Kansas City, KS Police Department
Kansas City, Mo Police Department
Kansas City Royals
Kansas State University
Kansas University
Kaplan
KCK Community College
KC Black Chamber of Commerce
K-State Extension
Legends
Parents as Teachers
Ranch Bowl
St. Benedict’s
Strawberry Hill Museum
The Bread Company
The Haven Center
United Way
Wal-Mart
YMCA
Youth Friends
-- Kansas City, F L Schlagle High School --
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Strengthening our Belief in Students and Ourselves
We have award ceremonies for honor roll students and those students achieve proficiency on the state assessment.
Reading, math and science achievers showing students they can do it and we will help them.
Scholars program which allows students to accelerate in a close partnership with their parents.
Staff recognition through PB, Impact, and Madeline Hunter awards.
Multiple opportunities for staff professional development.
Opportunity for students to obtain laptops for learning.
Recognize students in our school newspaper, district newsletters, and local newspapers.
-- Kansas City, F L Schlagle High School --
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Schlagle High School
School-Parent Compact
A child’s success depends on a strong committed partnership between school and
home.
As a parent, I will
• Become familiar with the conduct standards and discuss them with my
child.
• Provide my child with a warm, nurturing, and healthy environment, to be
successful.
• Support and reinforce behavioral expectations and policies of the school.
• Cooperate and maintain regular communication with classroom teachers.
• Reinforce learning at home by monitoring my child’s homework and
academic progress.
• Ensure that my child attend school every day and arrive on time unless
he/she is ill.
• Teach my child to seek positive resolution to problems encountered in daily
living.
• Provide current emergency telephone numbers in case of accident or illness.
• Support attendance and importance of the Kansas State Assessments.
As a school, we
• Maintain an atmosphere conducive to learning and good behavior.
• Teach and model the conduct standards.
• Build close and productive relationships with families by providing effective
communication.
• Demonstrate a high level of instructional management to create a quality
classroom.
• Learn and utilize informal strategies for intervening with inappropriate
behavior.
• Administer discipline in a fair and impartial manner.
• Communicate on a regular basis with parents regarding their child’s
academic progress.
• Involve parents in the process of problem solving.
Parent’s Signature____________________________________
Date_______________________
Teacher’s Signature___________________________________
Date_______________________
-- Kansas City, F L Schlagle High School --
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