Under the Umbrella, Volume 6, Issue 2

CONTENTS
WELCOME BACK!
2-4
6-7
Turn the Corner and Build Your
Skills as an Instructional Leader, G.A.
Buie
New Format, Jerry Henn
Volume 6, Issue 2
NETWORK &
STAY CONNECTED
Facebook.com/USAKansas
@USAKansas
8-9
10-12
14-16
18-23
24-27
28-30
31
32-33
34-35
36-37
38-39
40-42
44-49
Focus on Our “Why”, Dr. Todd Dain
What “Barbie” Teaches Us About
School Leadership, Shayla Ewing
Wellness: Four Easy Steps to Try
Today, Cindy Couchman
Telling Our Tonganoxie Story, Loren
Feldkamp
Leading Change, Trevor Ashcraft
The Significance of a Strong Start to
the School Year, Leslianne Craft
KanSPRA Membership, Amy Pavlacka
There Is No Crystal Ball for Facility
Maintenance, Bill Clark
Swimming...How Schools Stay Afloat
in a Pool of Data, Faith Flory &
Carrie Mugridge
True Heroes, Rudy Taylor
Leadership, Craig Marshall
KSDE Corner
Acquisition VS. Proficiency Data, Dr.
Rachel Brown
2022-2023 Board of Directors
Todd Dain- President
- President-Elect
Amy Haussler - Past President
Jamie Rumford - KSSA
Stacey Green - KPA
Kurt Seiler - KPA
Doug Anderson - KASEA
Juanita Erickson - KSSA
Volora Hanzlicek - KASCD
Ryan Flurry - KLCTE
Cindy Couchman - KSSA
Craig Correll - KSSA
Renee Nugent- KSSA
Michelle Hackney - KASPA
Jaclyn Pfizenmaier - KASCD
Bryce Wachs - KanSPRA
Scott Carson - KPA
Eric Armstrong - KPA
Andrew Dempewolf - KPA
G.A. Buie - Executive Director
Jerry Henn - Assistant Executive Director
Jessi Clark - Communications Coordinator

2

In the ever-evolving realm of education,
the role of instructional leadership
(including anyone in a leadership role
who works with teachers) is more
critical than ever in shaping the success
of our schools and communities. It’s
not just about managing tasks; it’s
about fostering collaboration, providing
support, and empowering our educators
and students.
Instructional leadership is a collection
of strategies that can revolutionize our
schools’ teaching and learning landscape.
At its core, instructional leaders, guided
by the McREL’s Balanced Leadership
Framework, work hand in hand with
our dedicated teachers to design
engaging curricula, facilitate professional
development, and implement effective
teaching techniques grounded in the
latest research. This approach goes
beyond mere administration, nurturing
an educational ecosystem where
innovation, reflection, and continuous
growth thrive.
The esteemed Wallace Foundation’s
research data directly connects quality
instructional leadership and improved
student learning outcomes. Their
report “The School Principal as Leader:
Guiding Schools to Better Teaching
and Learning” reveals that effective
instructional leadership positively
influences student achievement by
nurturing a culture centered around
learning, fostering a shared vision of
high expectations, and encouraging
meaningful teacher collaboration. This
data reinforces that instructional leaders
collaborating with teachers to establish
clear goals, provide constructive
feedback, and enable continuous
professional development significantly
enhance student advancement and
triumph.
But what does this mean for K-12
administrators like you? It aligns
perfectly with the Balanced Leadership
Framework, which emphasizes
visionary leadership’s importance and
sets high academic standards with
clear objectives. The framework also
underscores supportive leadership,
where administrators actively engage
with teachers to create a positive and
inclusive learning environment. In other
words, instructional leaders should
leverage their influence to create a
shared vision of excellence, motivating
both educators and students to strive
for academic success.
The impact of instructional leaders on
the school’s culture and environment
cannot be overstated. The Wallace
Foundation’s research highlights the
importance of this aspect, revealing
how quality instructional leadership
contributes to a positive school climate
characterized by trust, collaboration,
and a sense of community. Instructional
leaders prioritizing open communication,
supporting teacher autonomy, and
cultivating a safe learning environment
3

create conditions that enhance
student engagement, encourage active
participation, and ultimately elevate
academic achievement.
This is where the Balanced Leadership
Framework comes into play once
again. It stresses the significance of
collaborative leadership, encouraging
administrators like you to foster active
communication, promote teacher
collaboration, and facilitate shared
decision-making processes. These
practices directly align with the findings
from the Wallace Foundation’s research,
indicating that instructional leaders
who cultivate such an environment
boost student achievement and enhance
teacher satisfaction and retention.
As Leaders, you hold a key role in
shaping the educational landscape,
and the research from the Wallace
Foundation underscores the profound
influence of instructional leadership on
teacher retention. Quality instructional
leadership practices contribute to
teachers’ professional satisfaction and
development, leading to increased job
contentment and longer tenures within
the profession. The report “Improving
School Leadership: The Promise of
Cohesive Leadership Systems” highlights
that administrators who promote
a culture of collaboration, provide
skill development opportunities, and
acknowledge teachers’ contributions
are more likely to retain skilled and
motivated teaching staff.
The Balanced Leadership Framework
solidifies this concept by emphasizing
leadership practices that foster a
supportive environment for teachers.
This framework acknowledges that
effective instructional leaders prioritize
teachers’ professional growth and wellbeing,
thus contributing to higher job
satisfaction and retention levels.
Balanced Leadership and the results
of the Wallace Foundation are nothing
more than theories and research. They
have little to no impact on instructional
leadership, teacher retention, or
student success. Combined into an
organizational series of professional
learning opportunities with trained
facilitators creating application
and embedded practice, you have
the formula for impactful learning
opportunities to build successful
instructional leaders and impact student
learning at all levels. This is the work
happening at USA-Kansas. We have
trained almost 200 school leaders in
level one and look forward to training
more than 100 of those leaders in
level 2 this year. Grow your skills as an
instructional leader by joining a
USA-Kansas Elevate Leadership cohort
near you.
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6

As I begin this article, I want to thank
all of those that have contributed
articles for our magazine, Under the
Umbrella. It is exciting to read from
our own administrators and gain
pertinent knowledge that you can
apply to your own schools. Thank you
for taking the time to write articles
for our magazine. Each of you can
add “Author” to your resumé.
This year the magazine will be making
some changes. For the past 5 years,
the magazine has focused on a theme
each month. This style had our
readers looking at only one topic
each month. The style was a good
setting to immerse our readers into
that single topic. If you were not
interested in this area, you looked
forward to the next issue.
Starting with the September issue, we
have decided to make some changes.
In this issue, there will be articles
on several topics. Some of these
are leadership, climate, wellness, and
leading change. The excitement on
my part is knowing we have excellent
examples in each area. But we do not
need to focus on just these areas. We
can have articles in any area; advocacy,
budget, data, etc. The nice part is, if
you have an article you think might be
worthy of our magazine, you can just
send it to me. I will read it over and
see where and when we can publish
the article. You might also search past
articles you may have already written
for your district newsletters that
could be submitted to us.
That is the beauty of this new format
change. You may already have an
article written that you can submit.
If you have an idea of something you
want to write, let me know. Most
importantly, you have an opportunity
to tell your story in the magazine. If
you do not tell your story, someone
else will. We want to know what
is happening in your districts
and buildings. This gives you an
opportunity to share your ideas with
your colleagues in Kansas.
I look forward to visiting your schools
and districts this school year. Please
let me know if there is something
you want to show off! I would enjoy
spending some time with you. As
always, we are here to help you and
provide support. Please keep us in
mind and let us be your first phone
call.
7

As we dive into September and
begin another school year, I am full
of excitement and optimism that we
will continue to experience success
for our schools and growth for our
organization. I am honored and
humbled to help guide our USA-
Kansas Board of Directors through
8
this next term. As I continue to build
connections and grow my professional
network, I am always encouraged
by colleagues from other schools
and other districts across the state.
Through this, I have learned many
things, but the most significant may be
that we are so much more alike than
we are different. Whether we hail from
a small rural community or an urban
metropolis, we often find that we are

dealing with the same concerns and
the same struggles. With this, one thing
that is clear: as Kansans we truly care
about our young people, and we work
tirelessly to leverage tools to help
them all achieve more. As educational
leaders it is crucial that we come
together on this common ground to
forge unity in what is most important.
This is also true in your buildings and
communities. So much of our success
as educational leaders hinges on our
capacity for team-building and fostering
a real sense of togetherness. The key
to fostering effective teamwork lies not
in the individual differences or unique
behavioral styles of the team members,
but rather in a unified culture. Some
of you have heard me share my passion
for building a positive culture and as
educational leaders, we have the power
to impact others every day in what we
say and do…or don’t do every day!
Leaders of a winning culture
understand the “WHY” behind the
culture and ultimately use that to
leverage teamwork. As we embark
on another school year, we must
remember our “WHY!” Our purpose
is forged by our teacher leaders that
proudly proclaim the answer to the
question: “Why do we exist?” Shared
values and beliefs are the stepping
stones to establishing this unifying
purpose. This collective, shared vision
must be crafted and revisited by
our teachers, counselors, and staff
members who are in the trenches
every day. It is only when every staff
member clearly understands our
“Why,” that we can begin to establish
the “How” by building the systems and
structures that support that vision.
Each district, each building is unique
and brings its own personality into
crafting the vision; but before you
can craft a vision, write a mission, and
establish new goals, you first must unite
around your collective “WHY.”
It is vital that we all maintain a
consistent focus and explicitly
communicate our “WHY.” As
members of USA-Kansas, our mission
calls for us to unite “to support and
advocate for the success of every
Kansas student.” Sometimes as
leaders we get lost in new initiatives,
regulations, or other obstacles. We
have been told that our polarized
world is a reflection of how divisive
we are as a society. Some educational
leaders choose to perseverate on our
differences, when what we really should
be doing is building a strong, unified
vision shared by all. Instead of focusing
on how we are different, let’s put our
energy in how we are all the same. As
an organization, our “WHY” provides
a foundation to unify our voices and
magnify our impact in our schools and
communities.
9

10

I walked out of the film “Barbie”
thinking about, among other things,
my high school— just like Barbie’s
Dreamland, it was led by women. My
principal was a woman, along with the
entirety of the district office. A woman
led my school assemblies. A woman
evaluated my teachers. A woman signed
my diploma. In the classroom, gender
didn’t dictate the subjects my teachers
loved; I had female math and science
teachers and even male English and
theater teachers.
As a young woman myself, I decided
to be like them, so I graduated from
high school, wearing pink, and went
to college to become someone
important—a teacher. Once I entered
my teacher education program, I
realized what an outlier my high school
was. I was shocked that, as Ken would
say in “Barbie,” schools were doing
patriarchy very well.
My education classes were primarily—
sometimes only—women, but at
every practicum school, I was greeted
by a male principal. I skated through
my courses without a whisper that
educational leadership degrees, where
women could excel, even existed. And,
like the world of “Barbie,” I realized
that the world of teaching is pink,
too—a pink-collar job.
Barbie, in the movie and the box,
represents limitless dreams for young
girls: astronauts, chefs, doctors, and, yes,
even teachers. Barbie’s never-ending
professions and interests aren’t just
fun; they are purposeful. Mattel, the
owner of Barbie, identifies a “dream
gap,” where girls as young as 5 “begin
to develop self-limiting beliefs and
think they’re not as smart and
capable as boys.”
Unfortunately, not all schools come
with a leader Barbie; many come with
just Ken. In public schools today, staffs
of mostly female teachers are led
by a staff of disproportionately male
leadership. Seventy-seven percent of
public school teachers are women,
while only 56 percent of public school
principals are female. There is even less
pink in America’s district offices; only
28 percent of superintendents are
women.
Helping young girls visit more
Barbielands than Kendoms starts at
schools. At stake is not just the career
advancement of teachers but the
leadership landscape for all professions.
A lack of women in education
leadership creates deep dream gaps for
future female leaders.
What if we dreamed
big to close the dream
gap? The solution is
simple, obvious, and
known. For young girls
to dream about being
leaders, they need to
grow up in institutions
11

that value women leaders. However,
the journey to creating future female
leaders is nuanced and extends
beyond the hiring process. Leadership
opportunities at the state and district
level must open to close the dream
gap. Here are a few ways we can get
started:
1. Uproot hiring biases. When filling
new positions, every person on
the hiring team should be aware
of their biases and assumptions of
female leaders. Incorrect beliefs
about women leaders are still
commonly held. Women candidates
are often discarded like a Weird
Barbie. Hiring committees may
believe that mothers will not be
able to handle the workload, that
women of comparable ages to male
counterparts are too young to lead,
or that women are too emotional
in their leadership. These myths
must be identified and debunked to
ensure an equitable hiring process.
2. Provide mentorship support. Once
women are given opportunities
to lead, they also must be given
support in their leadership. Many
women may not have grown up
with female leadership role models
12
and are less likely to know other
women in similar leadership roles. To
my knowledge, Mattel hasn’t made
a School Superintendent Barbie
(but they totally should). Creating
a network of support for women
to problem-solve unique issues
not experienced by male leaders is
important for long-term retention.
3. Create authentic leadership
opportunities. Traditional school
structures have limited leadership
opportunities. As a result, there are
fewer opportunities for students
to see women leaders. Additionally,
educators shouldn’t have to leave
the classroom to be a leader in
schools. President Barbie isn’t the
only leader in Barbieland. Teachers
are leaders and should be treated
as such. Current leaders should
steward their power to others
in the building, particularly by
understanding the strengths of their
staff and providing opportunities to
use those strengths.
While Barbies may just be a toy, the
dreams they provide young people
aren’t just play. As the old adage goes,
“If you can see it, you can believe it.”
And Barbie allows girls to see and
believe that they are capable of their
dreams. Schools are packed with
passionate professionals who work
tirelessly to make kids’ dreams come
true. So, let’s give young girls something
big to dream about.

MISS KANSAS 2023
COURTNEY WAGES
Courtney Wages is a graduate of Wichita State
University with a Bachelor of Fine Arts in Musical
Theater. Courtney's community service initiative is
One Vision is Not the Only Vision: Eye See You. Her
focus for this initiative is to educate communities
about the importance of vision health and providing
tools and resources for all to clearly navigate their
way through life.
Miss Kansas travels throughout the state working
closely with the Kansas Department of Wildlife,
Parks, Kansas Department of Transportation, Lead
For America and Envision, Inc., providing education,
and will advocate for blind and visually impaired
(BVI) communities during her year as Miss Kansas.
One Vision is Not the Only Vision: Eye See You
Courtney has executed her initiative through innovative approaches and
strategies. Over the past year, she presented her “Eye See You” Initiative which
uses literacy to educate children on the importance of inclusion for BVI
communities and how to prioritize vision care by protective eyewear, eating
healthy foods, and exercise. To date, this specific arm of the initiative has
reached over 900 students in grades K-5 across Kansas.
TO BOOK:
BOOKINGS@MISSKANSAS.ORG
TOPICS
Motivational Presentations
One-on-one Mentoring
Interactive Games
Small Group Activities
Signted Guide Trainings
Vision Activities
Interactive Books & Stories
School Wide Assemblies
Grade Level Presentations
Tap Dance Performance

14

As leaders, you have probably heard
the words, “Don’t forget to take care
of yourself.” or “It is ok to shut your
phone off so you can disengage from
work.” But for many leaders, especially
in smaller districts, there is no one
to delegate decisions to and they may
not feel comfortable “shutting it off.”
The fear of a disaster hitting or an
emergency happening during this time
is real. However, this doesn’t mean
you can’t take care of yourself and find
ways to nurture your mental health
and well-being. Wellness for leaders
is being proactive in your approach to
optimal physical and mental health while
effectively fulfilling leadership roles and
responsibilities.
1. PRIORITIZING PHYSICAL
HEALTH - This isn’t a new
concept but this is a reminder to
prioritize it. Leaders often find
themselves engrossed in their work,
neglecting their physical health.
Regular exercise, a balanced diet, and
sufficient sleep are fundamental to
maintaining high energy levels, mental
clarity, and emotional resilience.
Speaking from experience, running
on Diet Coke and 4 hours of sleep
at night does take its toll. For me
this resulted in weight gain and too
many gray hairs. This doesn’t mean
you need to get up at 4:00 am to
go work out everyday (that ain’t
happening for me). It may mean
you make conscious decisions to do
little things like stretch every hour,
walk between buildings instead of
driving, take the stairs a few times a
day, use a standing desk occasionally,
practice deep breathing before bed,
upon waking and even before meals.
Research shows deep breathing
can lower resting blood pressure
and reduce stress and anxiety. The
easiest deep breathing exercise to try
is the box method. I triple dog dare
you to try this breathing technique
4 times right now and see if you can
feel the shoulders begin to relax.
2. SOCIAL CONNECTIONS -
Social connections provide emotional
support, create a sense of belonging,
and contribute to overall happiness.
Leaders who actively engage in
team-building activities, open
communication, and collaboration
foster a positive work environment
that promotes wellness for everyone.
Take the time to visit classrooms
or visit with office colleagues that
bring you joy and make you laugh.
Laughter can help lessen your stress,
depression, anxiety and may make
you feel happier. Find some funny
friends! I have some suggestions if
15

you need a few. (Juanita Erickson,
Linn Exline, Travis Githens, Don
Potter)
3. EMBRACING WORK-
LIFE INTEGRATION - The
traditional notion of work-life
balance is evolving into work-life
integration, where leaders aim to
harmonize professional and personal
commitments. (Thanks to ChatGPT
for that sentence and perhaps
a few others). This approach
acknowledges that personal and
professional lives are interconnected,
and a flexible mindset allows
leaders to allocate time based on
priorities without sacrificing wellbeing
in either domain. Again, this
means you don’t have 5 hours of
shutting it off but instead allocate
time throughout the day to do
the small things to bring you joy.
Some of that joy can be generated
in intellectual growth. Remember
- we are “lifelong learners” so
embrace a new challenge. Getting
out of our comfort zones enhances
leadership and provides a sense of
accomplishment and purpose.
4. ONE GOOD THING - I saved
the easiest tip for last…or maybe the
breathing was easiest? Simply write
down one good thing that happens
each day on paper. YES, actually
write it down! Research shows that
writing rather than typing is good
for mental health plus gets you away
from a screen. Keep a notebook of
“one good thing” events. Honestly,
I tried this and some days were hard
at first but after a few days, I became
more attentive to daily events. I
began searching for my “one good
thing” to write down and noticed
they are everywhere! Want to join
the movement or get inspired? See
https://onegoodthingteach.wordpress.
com/
Now, put this magazine down. Breathe,
stretch, take a walk, go laugh and then
write it down!
CELEBRATING MOMENTS
THAT MATTER
Contact your Jostens
representative today.
www.jostens.com
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18

Six years ago, the Tonganoxie School
District was truly at an important
crossroads in its long educational
history. A 1963 high school building
was quickly nearing the end of its
functional usefulness. A growing
student population was causing unsafe
conditions and small learning spaces.
In June 2018, the USD 464 Board
of Education started a process of
identifying their needs and priorities that
led to the construction of state-of-theart
Tonganoxie High School in January
2022.
The steps that led the Tonganoxie
School District down this path were a
result of collaborative efforts from the
USD 464 Board of Education, the USD
464 Administrative Team, Tonganoxie
High School staff and students, and, most
importantly, the collective input from
numerous community meetings involving
USD 464 patrons.
The hiring of DLR Group as the Chief
Architect Group provided invaluable
leadership in leading the overall
discussion and planning of the design
phase of Tonganoxie High School. Below
are comments and statements that
supported our culture change adventure.
LOREN FELDKAMP,
SUPERINTENDENT:
“GETTING THE RIGHT
TEAM BUILT FOR
SUCCESS”
One of the primary goals for me as a
superintendent was to create a team
of leaders that I could count on to
strengthen the mission and values in
the Tonganoxie School District in order
to immediately cultivate a successful
internal support system. My goal was
to implement a process for building
a strong, cohesive, administrative
team - a foundational support system
essential to accomplish the numerous
tasks that needed to be completed in
Tonganoxie. The process of developing
a culture of success takes time and
effort. Our top priority centered on
identifying a hardworking core group of
administrators and coordinators that
shared the vision and mission of the
school district’s Board of Education and
Tonganoxie Community.
We recognized that our leaders
set the tone for the entire school’s
atmosphere and environment. We
wanted educational leaders that
take risks, build strong and positive
relationships with students and
colleagues, have a passion for learning,
lead by example, ask questions, and are
excellent communicators. We felt it
19

was imperative for administrators to
constantly educate ourselves on the
aspects of effective student learning. We
ask our Tonganoxie Educational leaders
to set the bar high for themselves
in order to constantly build on the
standards of teacher responsibility and
development.
THE 10 KEY STEPS
THAT HELPED CREATE
A POSITIVE SCHOOL
CULTURE AND CLIMATE
IN THE TONGANOXIE
SCHOOL DISTRICT
1. Tonganoxie School Districts Board of
Education setting a clear vision, goals,
and expectations.
2. Establishing school safety as a priority
for students and staff for a more
positive climate.
3. Getting the right “Team of
Administrators and Coordinators”
assembled for district-wide progress.
20
4. Engaging teachers and administrators
in meaningful professional
development.
5. Establishing a strong base for
community support.
6. Creating fun and positive experiences
for students, staff, and patrons.
7. Creating a healthy physical, emotional,
and social environment for student
growth.
8. Improving your current school
climate through assessments and
surveys.
9. Use School Data to Set a Goal.
Knowing what the school data says
about school culture is vital for
planning and implementation of new
district-wide initiatives.
10. Set Clear Expectations for
administration staff and students.
CALESTA BLAZO,
TONGANOXIE
ELEMENTARY SCHOOL
PRINCIPAL:
“USD 464 has worked through many
unprecedented times in recent years
and has developed plans and supports
to allow the staff to focus on teaching
and supporting our students and
families. This has allowed us to navigate
uncharted waters and come out
successful on the other side. Through all
of the change, one thing that has been
unwavering for district administration
is the desire to make the Tonganoxie
School District a destination location
for staff and families. As an administrator,

I have had the privilege of seeing a
dramatic shift over the last five years.
In the beginning, our focus was one of
facilities and safety. This focus was a
requirement for us to move the needle
forward and support student success
and safety. The district has completed
many of these projects and we are now
shifting our mission to academic success
for our students and staff retention.
We continue to work as a cohesive
and supportive team to support the
successful progression forward for our
district. The future for our students in
the USD 464 school district is one that
is bright and we as a leadership team
will continue to do everything we can to
support our students, staff, and families.”
Another strong component of
Tonganoxie’s commitment to improving
our climate and culture was the addition
of two important positions critical to
our academic improvement focus and
communication with students, staff,
and parents. Both a Communication
Director and Director of School
Improvement Services positions were
approved by the USD 464 Board of
Education in the past year.
CODY WITTE,
TONGANOXIE HIGH
SCHOOL PRINCIPAL:
“The reality is that the passing of
the bond and the demolition and
construction that followed really
represented something bigger happening
in our district. Our district leadership
and board of education recognized
the need to push USD 464 forward.
There was a belief that we could be a
better school district for our students,
families, and community. The passing of
the bond represented the community
supporting that initiative and really put
our district leadership in overdrive to
start making changes. Anyone that has
been a part of major organizational
change and restructuring knows that
task is not easy. The last several years
have been full of brainstorming meetings,
challenging conversations, breaking
habits, and developing new systems.”
JIM BOTHWELL,
CURRENT BOARD OF
EDUCATION MEMBER,
FORMER USD 464
BOARD PRESIDENT:
“As a board member, it is great to hear
compliments about the positive climate
and culture at Tonganoxie USD 464.
Quantifying how we got here is difficult
as there have been multiple factors that
have contributed to this improvement.
USD 464, like other districts across
the state, has always had an engaged
and caring staff. If I had to point to a
primary factor that has helped improve
the district’s climate and culture, I would
say it has been stable and consistent
leadership. While Superintendent
21

Feldkamp deserves considerable credit,
the entire administrative team, our
staff, and the members of the board
of education have all played significant
roles in leading, influencing, and guiding
the climate and culture improvement at
USD 464. I do not believe anyone would
say this has been easy. There has been a
lot of hard work and compromise along
the way. However, I believe all parties
have learned to work together and
respect differing opinions. Altogether,
this has led to the district’s improved
climate and culture.”
22
BECKY NASALROAD,
COMMUNICATIONS
& ENGAGEMENT
COORDINATOR:
“Building a communications department
is a transformative endeavor that
embraces the power of effective
communication, catalyzes meaningful
engagement, and builds trust and unity
among our stakeholders. This process
is multifaceted and will take some time,
but we are well on our way. Various
foundational processes have been
implemented, and we have clarified our
platforms, improved our engagement,
and significantly improved the clarity and
professionalism of our messaging.

We have also spent a considerable
amount of time enhancing our digital
footprint. From launching a new
website to creating a district Instagram
page, there have been numerous
opportunities to share our district
successes. One example is the event we
held to mark the opening of our new
athletic and vocal music wing at the
high school. Because of our improved
communication processes, we were
able to promote the event extensively,
resulting in a great turnout and positive
experience for our community.”
AMBER BEVERLIN,
DLR GROUP:
“UNDERSTANDING THE
SHIFT IN EDUCATIONAL
DELIVERY SO THE
BUILDING DESIGN CAN
SUPPORT IT”
“Community and connectedness are
important to a healthy school culture.
We create learning environments that
allow students and staff to see each
other. When we can create that feeling
of togetherness through the designed
learning space, we feel that we can
create an environment that supports the
well-being of the students and staff who
utilize it every day.”
DLR Group’s design for the comprehensive
renovations and additions at Tonganoxie
High School can be summed up in one
word – community. This concept drove
the development of a Commons that
connects the school from front to back.
The Commons links the educational wing,
community commons, and the existing
CTE and performing arts spaces. It creates
a central gathering space that fosters
community, bringing students and staff
together every day.
CONCLUSION
We are very fortunate here in the
Tonganoxie School District to have
had the combined efforts of the USD
464 Board of Education, administrative
team, staff, students and a community
that supports the vision and goals
of the school district. Expectations
for improvement are extremely high,
but they are a driving force behind
the improved culture and climate
of the Tonganoxie School District.
Incredible facilities are the baseline of
improvement, but it’s the outstanding
individuals working inside those
facilities that create a great culture and
climate for the students and staff of the
Tonganoxie School District. It has been a
great team effort!
23

24

Kansas schools are asked to affect
countless improvements. School leaders
are constantly trying to juggle strategic
plans of the local board, accreditation
improvement processes for the state
board, and academic assessment
initiatives important to the legislature.
As leaders, we understand that these
changes require a collective and unified
approach – insert personal goals for
culture and staff wellbeing. The pressure
begins to mount, but a few foundational
approaches can propel the system
toward success.
CONNECT WITH THE
TEAM
What ties our improvement areas
together? Stakeholder involvement. As
persons of influence, we must set a clear
vision that unifies and simplifies the
varied goals developing a strategic path
to success. From here, the focus shifts to
the people who will ultimately generate
the outcomes. Building community and
connections with those on the team is
the pivotal step to getting these plans
off the ground. It is important to create
time for learning about the members on
the team.
and to determine the strengths of each
upon which to capitalize when enacting
the plan. More importantly, these
conversations provide an opportunity
for developing connection and trust.
Once members trust their leader, they
are more apt to feel comfortable sharing
ideas and supporting the cause. Through
these personal connections, a sense of
efficacy can develop as the leader begins
to influence the members while guiding
them to see the impact of the vision and
mission.
LISTEN BEFORE
INFLUENCING
While profound impact can reside in
meeting one-on-one, these efforts will
be fruitless without the ability to listen.
Initial meetings, whether individually or
with a group, can often feel strained.
By posing open-ended questions, an
avenue for free-flowing responses
has been created. It is essential that
invitations for others to respond
are presented. To encourage others
to open, make probing questions a
customary practice. Ideal phrases
that invite others to open include “I’d
love to hear more about that,” “tell
me more,” and “why do you think
that is?” At this point, strong leaders
capitalize on the opportunity to build
connections through the subtle form of
listening. For introspective persons, this
is simple; they frequently listen more
than speak. For the extroverted leader,
Setting aside time to meet with team
members or stakeholders individually
provides an avenue for building trust.
Valuable insight can be gathered from
learning about the personal lives and
experiences of the team. From these
conversations, we can begin to identify
the values of the team as individuals
25

conscious effort must be made not to
overpower the conversation during
your interactions. If we want teams to
take the lead in a distributed leadership
approach, we must first show that we
value the opinions of others, and we
must empower their ownership in the
process. Consequently, we, as leaders,
must develop our comfort level in the
backseat offering guidance and navigating
the map.
MIND YOUR TONE AND
GESTURES
One of the most important strategies
a leader must develop regarding
interpersonal communication is the
cognition of one’s own body language.
Every decision, every statement sends
a message, but every gesture and tone
also send a message. Educators, by
nature, are extremely intuitive people.
Teachers function in the metaphysical
plane of emotion. The slightest change in
audible tone or voice inflection can send
a person reeling. A highly overlooked
communicative signal is that of body
language. Consider where and how
you are positioned during interactions
and the perception your gestures
are sending. There is great power in
sitting or standing next to someone
while talking rather than across or
with something between you such as a
desk. A leader’s office is an underrated
therapy office. Set chairs next to one
another and slightly angled toward one
26
another where the two of you can
sit side-by-side. While interacting, are
you leaning in or reclining back? Are
your arms folded across your chest?
Do you gesture dismissively with your
hand or use words like “whatever?”
These actions indicate a lack of interest.
There is unspoken power in connecting
through warm and welcoming actions.
ENGAGE THE MATERIAL
Once a team connection has been
established, reflect on how others
perceive your credibility on the topic.
It is not essential to be the most
knowledgeable person in the room, but
credibility is granted when a general
understanding of the topic is possessed.
Here again, expression, gestures, and
monopolizing the conversation can
quickly shift competence to arrogance.
That aside, there is untapped potential
to develop efficacy by allowing others
to become the resident expert in a
topic. Still, we always endeavor to lead
by example, especially when modeling
lifelong commitment to learning and
challenging our own perceptions
about certain topics. When discussing
specific initiatives like the science of
reading, members of your team will
notice when you are taking the time to
read and research the topic. Again, not
monopolizing the conversation with
your knowledge, but demonstrating the
effort to learn and understand the topic
while others are empowered to lead the
charge can profoundly impact the team’s
work.

CHART THE COURSE
As the team begins to come together
and work collaboratively, be sure to have
purpose in that work. Any team must
map out the goals, detailed strategies,
and identifiable targets or data measures
that determine the group’s success.
When teams work toward an ideal
without specific steps and milestones,
the work routinely becomes fruitless
without a payout. By creating tangible
plans in working documents, the team
can see the end goal, the connection
between the plan of action and the
summative results. Teams need to see
that their efforts are generating results.
Set frequent checks of progress, or lead
measures, to determine progress or
whether the plan needs to adjust.
A prime example is progress monitoring
in the MTSS process. Analysis of
diagnostic assessment data shows a
student’s specific skill gap. A personalized
instruction plan, including a goal, is
created to target and practice that
skill routinely. Progress monitoring
then occurs every two weeks to see
whether the student is developing the
desired outcome. If progress is not
occurring within six weeks, or three
check points, the plan is adjusted, and
instruction continues for another two
weeks before progress is monitored
again. This continuous improvement
model should be mirrored in our system
improvement models. Set a goal, create a
detailed plan of action, monitor progress
with quantifiable data, and adjust as
needed. This type of improvement
model is guided by the leader, but
enacted by the intervention team, just
as we hope to see in our system-wide
improvement teams and strategic plan
implementations.
Change – the word widely thought
to evoke uncertainty and resistance. I
genuinely believe people are not afraid
of change; they are afraid of change
without support. This is why it is crucial
that we remember these principles
when leading:
• Cultivate personal connection with
colleagues. This relationship develops
an assumption of positive intent once
the work of influence begins.
• Demonstrate your value in the
opinions of the team. Listen and
respond with care and intention.
Support their ideas whenever
possible.
• Develop your own expertise by
attending conferences or engaging
in reading and research on topics
important to the group.
With these practices, you can effectively
lead change with collaborative teams
that support the vision.
27

28

The beginning of a new school year
is much more than just a date on
the calendar. It marks the initiation
of a fresh academic journey, offering
students the chance to set the tone
for their upcoming months of learning
and personal growth. The importance
of a good start to the school year
cannot be overstated, as it can
influence everything from academic
success to overall well-being.
BUILDING POSITIVE
HABITS
A strong start sets the stage for
forming positive habits. When
students begin the school year
with enthusiasm, punctuality, and a
dedicated approach to their studies,
they are more likely to sustain these
behaviors throughout the year.
These habits not only contribute to
academic success but also lay the
foundation for discipline and time
management skills that extend beyond
the classroom.
SETTING ACADEMIC
MOMENTUM
Starting the school year of the right
foot allows students to establish
academic momentum. When they
engage actively in lessons, complete
assignments on time, and participate
in classroom discussions, they build a
solid foundation of understanding. This
early comprehension provides a boost
for tackling more advanced concepts
as the curriculum progresses.
EMOTIONAL WELL-
BEING
A positive beginning can have a
profound impact on students’
emotional well-being. Feeling
prepared and confident at the
outset helps reduce anxiety and
stress, allowing students to approach
challenges with a clearer and calmer
mindset. Conversely, a rough start
might lead to feelings of frustration
and self-doubt, which can hinder
emotional and cognitive development.
RELATIONSHIP
BUILDING
The initial weeks of school are a
prime opportunity for students to
connect with their peers and teachers.
Creating these relationships from the
outset not only fosters a sense of
belonging but also supports a more
comfortable learning environment.
Strong bonds with classmates
and educators can lead to better
collaboration, communication, and a
greater willingness to seek help when
needed.
29

GOAL SETTING
A positive start encourages students
to set goals for the academic year.
Whether it is achieving a certain
grade, participating in extracurricular
activities, or honing a specific skill,
having goals gives students a sense
of purpose and direction. These
objectives serve as motivators, driving
them to work consistently and stay
engaged in their studies.
RESILIENCE AND
ADAPTABILITY
The ability to adapt to new challenges
is a crucial life skill. A smooth
beginning equips students with
confidence and resilience needed to
tackle unforeseen obstacles. When
they overcome initial hurdles, students
develop a sense of achievement that
strengthens their determination to
overcome future challenges.
IMPACT ON LONG-
TERM SUCCESS
Studies have shown that students who
start the school year positively are
more likely to achieve higher grades
and graduate on time. A successful
start sets a trajectory for longterm
success by instilling a sense of
responsibility, curiosity, and a strong
work ethic.
30
The importance of a good start to the
school year extends beyond academic
achievement – it impacts personal
development, emotional well-being,
and future success. Encouraging
students to approach each school
year with enthusiasm and dedication
not only sets them on a path to
success but also fosters a love for
learning that can last a lifetime. As
the say goes, “Well begun is half
done.” Starting the school on the
right note is a valuable investment
in a student’s journey of growth and
accomplishment.
PROUDLY SERVING
Kansas Schools
Providing Advisory and
Underwriting Services for Bonds
and School Finance Matters.
Steve Shogren
Bret Shogren
Wichita
(316) 264-9351
Public
Finance
David Arteberry
Stan Jones
Kansas City
(816) 203-8733
www.stifel.com/publicfinance
301 North Main, Suite 800 | Wichita, Kansas 67202
4801 Main Street, Suite 530 | Kansas City, Missouri 64112
Stifel, Nicolaus & Company, Incorporated | Member SIPC & NYSE

Have you been working tirelessly
the past few weeks communicating
with your families the importance
of timely enrollment? Well, now it’s
your turn to “enroll.” It is time for
the annual KanSPRA membership
renewal.
KanSPRA’s mission is to create
an atmosphere of public trust and
understanding by leading, counseling,
and influencing attitudes and behaviors
in support of Kansas public education.
Our members continue a long
legacy of best practices in strategic
communications and support of the
great public schools and education
leaders across our state.
Again, this year, making connections
and supporting each other will be
vital to the success of each member
individually and as a statewide
education community. The goal of
the strong professional development
offered each year is to create a
foundation for success for each
member. This focus on supporting
chapter members’ success earned
KanSPRA the annual NSPRA Mark of
Distinction honor this year!
It is now time to renew membership
for the 2023-24 school year.
Membership will be valid from
August 1, 2023, through July 31, 2024.
The membership renewal deadline
is September 30. Please visit https://
kanspra.wildapricot.org/page-18182
to review the process for renewing
membership online. Membership
renewal can also be completed by
using the printed renewal form from
USA-Kansas.
Help us grow membership in
KanSPRA by sharing information
with other new school PR
colleagues, superintendents or
district representatives who would
benefit from being a member of
this statewide organization. If you
have questions or need additional
information, please contact
Membership Chair Amy Pavlacka at
amy.pavlacka@usd262.net.
31

As superintendents we sometimes, unfortunately,
are awoken by our cell phones going off and the
person on the other end of the line informing us
of issues at the school. Many times the words
that we hear from the other person include
such things as, “Sorry to bother you but we have
a major water leak in the ceiling.”, or “Good
morning but I wanted to let you know that we
have no heat in part of the building,”, or even
“I know it’s late but the storm that just went
through lifted part of the roof up and oh, by the
way we have no power to the walk-in freezer
and refrigerator.”
32
No matter the size of the school district, facility
management is an integral part of the duties that
we as district leaders are ultimately responsible
for. How it is managed varies from district to
district but ultimately the management of school
facilities is vital to the overall success of the
district. As humans, our basic needs include
food, water, and shelter, with facilities the basic
needs are similar. Facilities need energy (food)
to operate along with efficient systems, facilities
need solid plumbing systems to provide clean
water while also removing waste water, and

facilities structural walls, roofs,
foundations, etc.. (shelter).
The management of school facilities
is a very complex job with many
moving parts. Facility management
is not just about fixing problems
when they occur, but rather a
continual process which includes
constantly evaluating facility
systems which helps with identifying
immediate, short term and longterm
needs. I have looked but yet
to find a crystal ball or a Magic
8 Ball which will tell you when
something breaks or what you will
need in the future. For myself, I
strongly believe in getting to know
the infrastructure of the facility.
This includes frequent discussion
with building maintenance, custodial,
and administration. For some, this
also might mean to get to know
past employees who have worked
in the building. A retired custodian
who worked for 30 years at the
school will have more knowledge
about the facilities than most other
people in the district.
When a problem occurs, we must
react and address it. However,
the goal is not how we react to
facility issues but rather what
is being done proactively to
keep issues from happening or
taking care of issues before they
become problems which impact
the learning of students and daily
operations. Preventive maintenance
is extremely important, whether it
is done by district employees or by
contracting with a company. One
other tool to use is having routine
inspections done to determine the
life expectancy of systems (roof,
heating/cooling, sewer, bleacher,
etc..), as well as to foresee potential
issues coming down the road.
It does not matter if you are
the leader in a 1A district or a
6A district, the management of
facilities is a huge undertaking. At
the end of the day find a system
that works for you, reach out
and gather information and ideas
from other district leaders and
facility maintenance experts, be as
knowledgeable as possible because
ultimately it is our responsibility
to ensure that we have a safe,
clean, healthy environment for
our students and staff that allows
learning to occur, while at the same
time demonstrating to our patrons
and to the Board of Education that
we are proper stewards of school
financial resources.
33

34

Public education is constantly swimming
in data. It is our job to stay afloat and
reflect on what is most important for
our students. As we navigate through
the deep end of data including student
achievement, socio-economics, district
demographics, attendance, discipline,
post-secondary success, graduation
rates, athletics and activities, turnover
rates, staffing, school finances and
much more, it can feel as if we are
drowning. However, as leaders, it is our
responsibility to create a data-positive
culture in our schools to give meaning
to the work that we do each day for
students.
How do we learn to swim effectively?
The conventional approach instructs us
to create a vision, establish objectives,
communicate with stakeholders, gather
input, devise an action plan, evaluate
and reflect, and then repeat the process.
While this model holds significance, the
absence of a well defined school culture,
collaborative teamwork, and a shared
focus on a specific goal, can diminish
its effectiveness. This moves you from
treading in the deep end of the pool to
standing together in the shallow water.
This is where the data has purpose
and can be significant for change. After
your teams are functioning proficiently,
and the data provides clear direction, a
heightened sense of purpose emerges.
Purpose holds significance as it directs
the efforts within data-driven work.
With purpose and clarity driving our
teams we engage in problem solving
discussion and formulate remedies. A
positive data-centric culture encourages
the exchange of ideas, understanding,
and aligning people across an entire
organization for a common goal. Each
organization will look different in what
they do with their data based on the
culture they have created. Research tells
us that this positive culture surrounding
data allows for the best practices to
evolve. Those practices could include:
developing teams and collaboration,
creating feedback loops, training staff
on data literacy, choosing effective data
tools, developing metrics, data alignment
and transparency, communication of
data, developing new initiatives and
innovations, and much more. Every
school approaches data utilization
differently. The crucial aspect is the
establishment of a data-oriented culture
prior to data utilization.
In conclusion, schools will continue to
swim in the deep end of data if they
are unable to create a positive data
culture. Schools are already proficient
at utilizing data on a daily basis to
propel their efforts. However, genuine
progress transpires when individuals are
actively engaged, discover significance
within their organizations and establish
profound connections with both
colleagues and students they interact
with. Just keep swimming!
35

36

While looking through photos and
information about new teachers in
area schools, it was impressive to
sit back and admire the quality of
educators we are drawing into our
small communities. And when you
live in southeast Kansas, they’re all
small.
Many teachers, on a national scale,
are moving away from careers
in public schools, many of them
harassed by parents for issues
thought to be un-American agendas
in classrooms. They are simply
wrong.
Our teachers have so much on
their minds every day, they don’t
have time to worry about political
issues, conspiracy movements or
broad-brush criticisms of educators.
Teachers and administrators arrive
every day at school with one thing
on their combined minds: Your
child.
They don’t all watch the same cable
TV channel to gain a crimped view
of our nation and its schools. They
teach and they provide examples of
intelligence and leadership.
When that’s not enough —
especially in the lower grades —
they turn into temporary moms and
dads. They offer encouragement,
give hugs and help students after
class to catch up when they fall
behind.
Here in southeast Kansas, we
don’t hear too much about radical
parents flocking to school board
meetings and making irrational
demands. A good reason for that
might be the rural mindset that is
found in towns like Independence,
Caney, Coffeyville, Tyro, Havana,
Dearing, Cherryvale and Elk City.
In these rural communities, fairness
is practiced every day by parents
who tend cattle, raise and harvest
crops, and join with their neighbors
to make life better for all.
We see such hope in the eyes of
the teachers entering our school
buildings for the first time. They
earned their college degrees, and
many of them have already taught
in other school systems. But every
one of them sees the value of living
and working in small Kansas towns.
They’re our finest citizens.
We should always honor them.
37

38

The first thing that came to my mind
as I began writing this article about
leadership was to share some personal
information that I have found valuable
over the past 15 years as a building
principal and the past 7 years as a
superintendent. I hope something
I write hits home with you and can
help you as you move forward in your
leadership role.
“The Message” is so important to
me. It was the first thing I discussed
when I had my first pre-service with
all staff in Burlington as a first-year
superintendent. I reminded our staff
that in today’s world there is always a
message occurring. It is important to be
in charge of that message. If you are not
in charge of “The Message” someone
else will be. You might not like that
message. I encouraged staff to share the
great things that are going on in their
classrooms and with their activities to
the public via all forms of social media.
Good leaders should model their
suggestions, which is why I started to
write a newspaper article once a month
to share good things and information
about our school district.
As I mentioned, modeling is another
important aspect of leadership. There
are so many catch phrases related
to modeling. One that comes to
mind is, “Talk the talk and walk the
walk.” I would challenge everyone in a
leadership position to reflect and see if
you have examples of this catch phrase
in your daily actions. One motivational
phrase that I try to emulate each and
every day comes from Sarah Hughes,
former Olympic figure skater who said
“It is nice to be important, but it is more
important to be nice.” In my position as
a superintendent of schools, I am sure
people see me as having an important
job. I want people to see me as being
friendly even more than they see me
as having an important job. Hopefully,
being friendly will rub off on everyone.
We all know our world could use more
friendly people.
Being a servant leader is another
important aspect for me as a
superintendent of schools. I try to
follow the creed, “I wouldn’t ask you to
do something that I wouldn’t be willing
to do.” When people see you “pitching
in” it usually is viewed favorably and
makes others want to “pitch in.”
I am very lucky to have Dr. Randy
Watson as a boss, mentor and friend.
Dr. Watson hired me in McPherson as
the principal of Eisenhower Elementary
School in 2006. He always mentioned
the small gains and getting 1% better
each day. This is something that I
try to remember and share with my
administrators and staff. The education
profession is truly a grind. Remember
to celebrate the small victories as well
as the big accomplishments.
39

CURRENT STATE:
WHAT HAVE WE
LEARNED ABOUT KESA
SO FAR?
As the first cycle of Kansas Education
Systems Accreditation (KESA) winds
down, the Accreditation and Design
Team at the Kansas Department of
Education (KSDE) is excited to roll out
changes to the KESA model that address
concerns from systems and concerns
brought to light by our state-wide
student outcome data. The Accreditation
and Design Team has a vision of every
system being fully accredited by July
2030. An accredited school system
in Kansas is a system that has all the
essential structures in place so that each
student in each classroom has access to
a quality learning experience that opens
the door to future opportunities.
The KESA process is rooted in the
premise that a strong continuous
improvement process at the system
40
level leads to strong student outcomes
and opportunities for each student.
We know that this work could not be
possible without intentional instructional
leadership at the building and classroom
levels. This second cycle of KESA is
working to clarify focus by aligning
the why, how, and what of system
improvement.
Why are we here? To help each student
achieve success. What is our current
state? Currently, we know that when
looking at how students perform on
state assessments in Kansas, we see
correlations between KAP, graduation
outcomes, and post-secondary success
(see graph right). This data emphasizes
the importance of high-quality
instruction for each student as it does
make a difference in the lives of kids.
How will we ensure that each student
in our systems is receiving access to a
quality learning experience that opens
the door to future opportunities for
students? Instructional Leadership at
the building and classroom level will

e instrumental in ensuring the bridge
between system-level outcomes and
goals and the work that needs to be
done in buildings and classrooms. This
work then, that which is being done
at the building and classroom level,
serves as our what. What are system
leaders, building leaders, and classroom
leaders doing to ensure each student
can read? That each student has access
to high-quality instruction? That each
student is being taught at the rigor
of the standards? That students have
opportunities to explore their talents
and interests in and outside of the
classroom? This very important work
serves as the link between system-level
processes and student-level outcomes
that systems are ultimately accountable
for through accreditation.
NEXT STEPS: WHAT
DOES A LEARNING
YEAR MEAN FOR YOU?
On August 8, 2023, the Kansas State
Board of Education approved the
2023/2024 school year to be a ‘Learning
Year’ for KESA. This means that the
only systems being reviewed by the
ARC this year (23/24) would be those
who were conditionally accredited this
past year (22/23), but no other systems.
Then, in 2024/2025, the revised criteria
for accreditation will go into effect for
all systems. Thus, this year is a learning
year for all systems! During the Learning
Year, all systems will continue working
toward goal setting and collecting data
and evidence that supports the system’s
work around process and outcomes.
41

System leaders and building leaders
should spend the first quarter of 2023
working to collaboratively answer the
following questions:
• What is our data telling us about
student success?
• What are our internal and external
stakeholders telling us about our
current state?
• What are our current goals? What
data do we have on them? How are
we doing?
• What adjustments can we make now
to allow for better outcomes moving
forward?
• How will we stay accountable?
As this year progresses, the KESA team
at KSDE is committed to updating
system and building leaders regularly
to offer clarity and support throughout
the year. Clarity and consistency of
expectations, along with eliminating
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we are committed to learning right
alongside all of you about how best
to reach our vision of every system
meeting rigorous expectations that drive
success for each student!
Designing the Learning
Environment Experience
Turner Middle School, Kansas City, KS
Read More
RACHEL R. TREANOR, CPSM
K-12 Education
Business Development Leader
rtreanor@dlrgroup.com
913.685.5685
42

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23-PF-1225 TA 7/23

44

The key to understanding student
interventions and promoting positive
student outcomes lies in understanding
the whole child. That means diving
deeper than data that only speaks to
one aspect of the student’s experience.
Attempting to juxtapose acquisition data
and proficiency data can lead educators
astray, overlooking the most effective
intervention for a particular student.
In this article, I’ll explore students’
complete educational journey through
the lens of acquisition and proficiency
data. I’ll also explain how discerning
educators can harness both sets of
insights to identify the best intervention
for a particular student.
WHAT IS THE
DIFFERENCE BETWEEN
ACQUISITION VS.
PROFICIENCY DATA?
Learning anything new involves a
continuum of activities that includes:
1. Acquisition
2. Fluency
3. Generalization
4. Adaptation
Acquisition of new knowledge or skills
is an educator-led process of organizing
information and activities and then
facilitating student engagement for the
purpose of learning. In other words,
acquisition is the introductory stage of
learning, where the teacher’s expertise
allows modeling for the student.
The second stage, fluency, is when the
student practices in order to reach
mastery.
Proficiency, however, requires two
additional instructional stages—
generalization and adaptation—that are
often student-led. These stages involve
using learning in new settings and
contexts and document the student’s
ability to apply learning to specific
situations.
Learning requires enough time engaged
in each stage of the hierarchy for the
student to become the expert.
WHY ARE BOTH
ACQUISITION AND
PROFICIENCY DATA
IMPORTANT?
Acquisition and proficiency data are
both used by schools to measure a
student’s performance. Multiple data
points are key to:
• Understanding the whole child
• Tracking skill progress
• Predicting future performance
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Acquisition and proficiency data are
important because each provides
insight into students’ current level of
competency and serves as a predictor of
how students will perform in a variety
of subjects in the future.
Assessing the student by acknowledging
the bigger picture, as well as the
individual parts that contribute to the
learning curve, allows educators who
use a multi-tiered system of support
(MTSS) to best determine what will be
the most effective intervention.
USING ACQUISITION
DATA FOR STUDENT
INTERVENTION
From the moment a student first
encounters a learning objective,
acquisition of that skill begins. Thus,
data should track the student’s progress
as they move through deliberate skills
practice to reach proficiency.
Acquisition data typically include
information about the student’s accuracy
and automaticity with the target skill.
Acquisition data are individualized and
based on the student’s unique ability to
acquire the knowledge or skill and will
also indicate where the student may be
struggling.
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GATHERING
ACQUISITION DATA
Information regarding a student’s level
of knowledge and skill acquisition can be
determined by more than just nominal
data. Acquisition data can be gathered
for many different subjects and will
reflect the accuracy of the student in
the particular skill being tested.
For example: For students who score
low on a classroom or state reading
assessment, a curriculum-based measure
(CBM) can be administered to assess
the rate at which the student reads,
as well as how accurate the student is
when reading.
IMPORTANCE OF
ACQUISITION DATA
Key indicators in acquisition data can
inform the educator if a student needs
support in acquiring a new skill. The
choice of which type of intervention and
tier to use is usually based on how far
behind the student is, and the resources
necessary to help the student catch up.
Students who are near a grade-level goal
can often be supported in Tier 1. Those

who are farther behind will likely need
the combination of Tier 1 and Tier 2 or
3. Importantly, Tier 1 core instruction
must be the foundation for all students,
with Tiers 2 or 3 added for those whose
data indicate larger and more significant
deficits.
Acquisition data can help educators
identify what type of intervention and
level of intensity is needed to support a
student.
HOW ARE ACQUISITION
DATA USED?
Each student has different needs,
and some will need more one-onone
instruction than others. When a
student’s acquisition data reflects low
performance with many errors, that
insight helps the educator to understand
which intervention might best meet the
student’s needs.
Determining if an acquisition
intervention is necessary ensures
the educator can quickly and easily
understand the student’s needs and
respond appropriately with extended
instruction.
Let’s return to our example of
acquisition data obtained from a CBM
reading assessment. We might ask
ourselves: Does the student’s acquisition
data reflect slow reading with many
errors? A slow reading rate coupled
with low accuracy scores indicates
the student has not yet acquired the
target skills. Therefore, an acquisition
intervention will be the most effective
for that student.
When selecting an acquisition
intervention, it is important to
determine whether the focus needs
to be on accuracy or automaticity.
Importantly, accuracy must always come
before automaticity. A student needs
to be 95% accurate with the target
skill before moving on to improving
automaticity.
Once a student reaches 95% or better
accuracy, an automaticity intervention is
best. There are many progress measures
and norms that educators can use
to monitor students’ accuracy and
automaticity to reach acquisition.
USING PROFICIENCY
DATA FOR STUDENT
INTERVENTION
Proficiency data reflect the student’s
current level of skill or mastery in a
subject. For example, proficiency can
be identified by comparing a student’s
47

current reading level to grade-level
expectations. Proficiency data will
influence the educator’s assessment of
the student’s competency level, as well
as the tier and type of intervention most
likely to improve student outcomes.
GATHERING
PROFICIENCY DATA
Proficiency data are typically composed
of student scores from a range of
tasks representing grade-level skills.
Computer-adaptive tests (CATs) are
widely used proficiency assessments
because they adapt the items each
student completes in relation to their
performance on prior items. In this way,
CAT scores reflect the student’s current
skills and level of proficiency.
Proficiency data can be gathered
through a variety of assessments in
different subjects where application of
basic skills can be measured, including:
• Math
• Reading
• Language
• And more
IMPORTANCE OF
PROFICIENCY DATA
Proficiency data are important because
they can inform:
• Instruction
• Assessment
• Intervention
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Proficiency data provide a deeper look
into the student’s comprehension of the
curriculum because they measure:
1. If the student can grasp the skill; and
2. The student’s level of command of
the skill
HOW ARE PROFICIENCY
DATA USED?
Proficiency data are used to determine if
the student can apply the learned skill or
if a proficiency intervention is needed.
Proficiency data document whether the
student recognizes what knowledge or
skill is required for a specific question,
and the depth of their understanding
in a variety of learning domains. In
relation to the instructional hierarchy,
proficiency includes generalization and
adaptation, which are the indicators of
mastery, as mentioned earlier.
ACQUISITION
VS. PROFICIENCY
INTERVENTIONS: HOW
DO THEY AFFECT
STUDENT OUTCOMES?
To sum up, acquisition interventions
are intended to help students learn
new material more easily. In contrast,

proficiency interventions focus
on helping students improve their
application of material they’ve already
learned. Let’s explore each point.
mastery of the material, such that the
student can use the knowledge and skills
across any and all new situations.
#1: Helping students to acquire learning
objectives
Acquisition interventions are designed
to improve a student’s basic skills and
understanding of a subject, and to
increase accuracy and automaticity.
These interventions may include:
• Direct instruction with student
practice
• Immediate feedback
• A progression of learning that leads
to specific skills
Educators implement acquisition
interventions with the goal of teaching
the basic knowledge and skills from the
beginning, and with ample opportunities
for the student to practice.
#2: Helping students to master learning
objectives
Proficiency interventions are designed
to increase a student’s ability to recall
a learned skill and to apply it with
ease, elevating their competency in the
subject. Some examples of proficiency
interventions might include:
• Problem-solving
• Applying skills in new situations
• Adapting skills to meet new needs
With proficiency interventions, the
educator aims to elevate the student’s
IMPLEMENT EFFECTIVE
INTERVENTIONS WITH
RENAISSANCE
With MTSS collaboration and
management tools from Renaissance,
you can enter both academic and socialemotional
behavior (SEB) interventions,
allowing you to track…
• Fidelity
• Participation
• Engagement
…as well as monitor on-track status, in
real-time.
Whether you need to complement
your current system with realtime
dashboards or comprehensive
assessments, Renaissance can help
your educators respond effectively and
efficiently using in-depth acquisition and
proficiency data.
LEARN MORE
Connect with an expert today to learn
more about Renaissance’s instructional
ecosystem and MTSS management tools.
(800) 338-4204
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