Washington - Kansas City, Kansas Public Schools

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 Netzer, Greg S
Instructional Coach(es) Scarlett Sherretts-Risley
Assistant Principal Daniels, Rotier L
Teachers Hamby, Julie A; Johnson, Dane P
Counselor(s) Daly, Catherine M
SPED Mcdonald, Cheryl A
ELL Na
Parents
(One Per Line Please)
Jean Carter
Community Joe Graham
Describe the process used to develop this plan.
We examined the data from our state assessments (math & reading), MAP scores and ACT scores. We saw increases in the
number of students taking the ACT as well as an increase of 1 point. We examined our state assessment data and looked at
trends, patterns, and results of groups of students, as well as areas showed improvement, remained at the same level, and
showed a decrease in student achievement. Some of these areas varied by grade since testing multiple grades was available
for the first time.
Small learning communities met and developed recommendations. Representatives from the SLCs then met and made
further recommendations. Parents and community members also provided recommendations and support. Through study and
dialogue with consultants in the areas of math and reading, even further revisions were implemented.
Discuss the annual evaluation process for all measurable objectives.
Annually, the largest evaluative tools for measuring academic objectives are the Kansas Reading Assessment and the Kansas Mathematics
Assessments. Prior to these formal assessments, we will measure student progress and instructional emphasis through benchmark
assessments, formative assessments, and the MAP (Reading Goals Survey 6 + KS V2 and Math Goals Survey 6 + KS V2). Each of these
assessments will allow instructors to determine student progress, as well as, determine what, if any, instructional changes need to be
made. Math and English teachers, along with instructional coach and the principal, look at the results of the Kansas assessments. Areas
that we did well in are highlighted, so this focus in not lost in the next year, but weak areas are also highlighted. We then identify
weaknesses in our current practices and curriculum and identify how to best address these weaknesses while still teaching within context.
Through the use of benchmark assessments, classroom observations, MAP testing, and scrimmage tests, continual re-evaluation is done to
see how well we are doing on the objectives.
es and the results that they have seen on benchmark assessments, scrimmage tests, and classroom observations of how these practices are
working. Common methods of instruction are shared for the benefit of all.
Data on individual students is looked at and students that are struggling Page 3 with of 50 a concept are identified to receive additional instruction in a
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