Lindsey Curtis, 17, of Manhattan and Alex Stonebarger, 13, of Leawood today were named Kansas' top two youth volunteers for 2010 by The Prudential Spirit of Community Awards, a nationwide program honoring young people for outstanding acts of volunteerism. The awards program, now in its 15th year, is conducted by Prudential Financial in partnership with the National Association of Secondary School Principals (NASSP).
Lindsey was nominated by Manhattan High School in Manhattan, and Alex was nominated by Mission Valley Middle School in Prairie Village. As State Honorees, each will receive $1,000, an engraved silver medallion, and an all-expense-paid trip in early May to Washington, D.C., where they will join the top two honorees from each of the other states and the District of Columbia for several days of national recognition events. Ten of them will be named America’s top youth volunteers for 2010 at that time.
Lindsey, a senior at Manhattan High School, spent nearly a month last June helping to care for 55 abandoned children at an orphanage in Uganda. “I’ve always wanted to serve others somewhere in a third-world country,” said Lindsey. So, together with a friend who shared her passion, Lindsey earned and saved money for 10 months to pay for a trip to Jinja, Uganda, and landed at the Amani Baby Cottage.
From 8:00 a.m. until bedtime, Lindsey was directly responsible for 11 babies from 8 to 16 months old. She got them up in the morning; bathed, fed, and dressed them; changed their diapers; played with them; took them on outings; and got them ready for bed at night. She also helped care for the older kids at the orphanage. After three-and-a-half weeks of playing mother to the children, Lindsey returned home to begin collecting clothes, books, and shoes to send back to the orphanage. She vows to return to Uganda as soon as she can so that she can continue to support those who have so little. “I got the opportunity to serve and love those who needed it most, and in return, I learned the true meaning of unconditional love,” she said.
Alex, an eighth-grader at Mission Valley Middle School, founded a youth volunteer organization that has raised $3,500 for animal charities by making and selling pet toys and leashes from recycled materials. “I have always loved animals and I feel strongly about helping the environment, so I combined the two ideas and created pet toys made from recycled building materials, used clothing, and other discarded fabric,” said Alex.
She started her project, called “Fetching Dreams,” after discovering that she was too young to volunteer at an animal shelter. So instead, Alex designed pet-safe toys based on her experience with her own dog, and recruited and trained school groups, Girl Scouts, youth groups, and community volunteers to help her make the toys and leashes, which were then sold at festivals, art fairs, animal shows, and other local events. The proceeds, as well as donations solicited through her website (www.fetchingdreams.webs.com), go to the Humane Society of Kansas City, a no-kill shelter, and the Rolling Dog Ranch in Montana, a sanctuary for disabled animals. “I never realized that the world is willing to support a middle-school student and help me achieve my goals,” said Alex.
In addition, the program judges recognized four other Kansas students as Distinguished Finalists for their impressive community service activities. Each will receive an engraved bronze medallion:
Sarah Are, 17, of Leawood, a senior at Shawnee Mission East High School in Shawnee Mission, co-founded a school club called “Coalition” that sponsors eight fund-raising and awareness events a year for a variety of important causes. Sarah plans the group’s weekly meetings and oversees the development of two big events each quarter, which have included fund-raising walks, bake sales, a dance marathon, and a benefit concert.
Lauren Potts, 17, of Lawrence, a senior at Lawrence Free State High School, helped create a service learning class as an elective at her high school to encourage lifelong volunteerism and to focus social consciousness on local issues. Lauren, who is also a student leader in her school’s Social Awareness Club, worked with an advisor to brainstorm ideas, research successful service learning programs, develop a curriculum, and find community organizations where students could apply what they learn in class.
Jenna Rangel, 16, of Newton, a sophomore at Newton High School, developed a program of practical self-defense techniques for girls and young women. She has presented her “Girl2Girl Self Defense” program free of charge to nearly 1,000 girls and young women in Girl Scout troops, church groups, Rotary clubs, and at an air force base and a statewide church summer camp.
Aniruddha Rao, 18, of Overland Park, a senior at Blue Valley Northwest High School, helped develop a performance known as “The Outrage” at his school to educate the community about teen-dating violence and domestic abuse. He and other members of The Outrage theatre troupe performed the play more than 50 times for over 10,000 people in one year.
Monday, February 15, 2010
Friday, February 12, 2010
REPORT GIVES KANSAS A GRADE OF 'D-' FOR POLICIES THAT IMPACT QUALITY OF TEACHERS
A new report by the not-for-profit, non-partisan National Council on Teacher Quality (NCTQ) finds that Kansas's teacher policies largely work against the nation's goal of improving teacher quality. While the national focus on teacher quality has never been greater, the broad range of state laws, rules and regulations that govern the teaching profession too often impede rather than promote serious reform.
NCTQ's 2009 State Teacher Policy Yearbook examined state policy across five areas that include teacher preparation, evaluation, tenure and dismissal, alternative certification and compensation. Kansas earned the following grades, resulting in an overall grade of D-:
• Delivering Well Prepared Teachers: D+
• Expanding the Teaching Pool: F
• Identifying Effective New Teachers: D
• Retaining Effective New Teachers: C-
• Exiting Ineffective New Teachers: F
NCTQ President Kate Walsh said, "The release of the 2009 Yearbook comes at a particularly opportune time. Race to the Top, the $4.5 billion federal discretionary grant competition, has put unprecedented focus on education reform in general, and teacher quality in particular. We believe that the Yearbook provides a road map for achieving a Race to the Top grant, identifying where states are on the right track and where they have considerable work to do.
Walsh continued: “Unfortunately, states have tremendous ground to make up after years of policy neglect. There is much more Kansas can do to ensure that all children have the effective teachers they deserve."
Among the findings about Kansas:
• Kansas's evaluation and tenure policies do not consider what should count the most about teacher performance: classroom effectiveness. Kansas does not require any objective measures of student learning in teacher evaluations and does not require annual evaluations for all teachers. It also does not require that districts collect or consider any evidence of teacher effectiveness as part of tenure decisions.
• Kansas makes it too difficult for districts to attempt to dismiss poor performers by failing to articulate a policy for dismissing teachers for poor performance separate from dismissal policies for criminal and morality violations. Kansas also allows multiple appeals of dismissals.
• Although Kansas claims to offer an alternative route to certification, its burdensome requirements block talented individuals from entering the profession.
• Kansas's requirements for the preparation of elementary teachers do not ensure that these teachers are well prepared to teach reading or mathematics.
• Kansas fails to exercise appropriate oversight of its teacher preparation programs. The state allows programs to admit candidates without passing a basic skills test. It also fails to hold programs accountable for the quality of the teachers they produce.
• Kansas's pay and benefit policies for teachers—including the state-run retirement system—offer inadequate incentives to stay in teaching. The financial sustainability of the retirement system is also uncertain, based on the state's own report.
Despite these findings, Kansas has some bright spots, including its content requirements for the preparation of middle school teachers.
NCTQ's 2009 State Teacher Policy Yearbook examined state policy across five areas that include teacher preparation, evaluation, tenure and dismissal, alternative certification and compensation. Kansas earned the following grades, resulting in an overall grade of D-:
• Delivering Well Prepared Teachers: D+
• Expanding the Teaching Pool: F
• Identifying Effective New Teachers: D
• Retaining Effective New Teachers: C-
• Exiting Ineffective New Teachers: F
NCTQ President Kate Walsh said, "The release of the 2009 Yearbook comes at a particularly opportune time. Race to the Top, the $4.5 billion federal discretionary grant competition, has put unprecedented focus on education reform in general, and teacher quality in particular. We believe that the Yearbook provides a road map for achieving a Race to the Top grant, identifying where states are on the right track and where they have considerable work to do.
Walsh continued: “Unfortunately, states have tremendous ground to make up after years of policy neglect. There is much more Kansas can do to ensure that all children have the effective teachers they deserve."
Among the findings about Kansas:
• Kansas's evaluation and tenure policies do not consider what should count the most about teacher performance: classroom effectiveness. Kansas does not require any objective measures of student learning in teacher evaluations and does not require annual evaluations for all teachers. It also does not require that districts collect or consider any evidence of teacher effectiveness as part of tenure decisions.
• Kansas makes it too difficult for districts to attempt to dismiss poor performers by failing to articulate a policy for dismissing teachers for poor performance separate from dismissal policies for criminal and morality violations. Kansas also allows multiple appeals of dismissals.
• Although Kansas claims to offer an alternative route to certification, its burdensome requirements block talented individuals from entering the profession.
• Kansas's requirements for the preparation of elementary teachers do not ensure that these teachers are well prepared to teach reading or mathematics.
• Kansas fails to exercise appropriate oversight of its teacher preparation programs. The state allows programs to admit candidates without passing a basic skills test. It also fails to hold programs accountable for the quality of the teachers they produce.
• Kansas's pay and benefit policies for teachers—including the state-run retirement system—offer inadequate incentives to stay in teaching. The financial sustainability of the retirement system is also uncertain, based on the state's own report.
Despite these findings, Kansas has some bright spots, including its content requirements for the preparation of middle school teachers.
Tuesday, January 5, 2010
NCLB-Blue Ribbon Awards -5 Schools Nominated
A committee consisting of school administrators, staff members from previously honored NBR schools, representatives from the Kansas National Education Association (KNEA), the Kansas Association of School Boards, the Kansas Association of Elementary School Principals, and the Kansas Association of Secondary School Principals reviewed the data on schools deemed to be dramatically improved to high levels and those achieving at high levels regardless of demographics. The result of the process was the selection of five schools in two categories.
Group A – Schools identified as dramatically improved to high levels, serving least 40 percent disadvantaged students.
Franklin Elementary School
401 W. 2nd
Junction City, KS 66441
Principal: Mrs. Phyllis Gibson
Geary Co USD 475
Superintendent: Mr. Ron Walker
Lakeside Intermediate School
605 Maple
Cawker City, KS 67430
Principal: Mr. Robert Green
Waconda USD 272
Superintendent: Mr. Jeff Travis
Woodlawn Elementary School
508 Elm
Lawrence, KS 66044
Principal: Mrs. Jeanne Fridell
Lawrence USD 497
Superintendent: Dr. Rick Doll
Group B – Schools in the top 10% of the state on the reading and mathematics assessments, regardless of demographics.
Garden Plain High School
720 Sedgwick
Garden Plain, KS 67050
Principal: Mr. Troy McChristian
Renwick USD 267
Superintendent: Dr. Dan Peters
St. George Elementary School
200 Blackjack Road
St. George, KS 66535
Principal: Debbie Edwards
Rock Creek USD 323
Superintendent: Dr. Darrel Stufflebeam
Group A – Schools identified as dramatically improved to high levels, serving least 40 percent disadvantaged students.
Franklin Elementary School
401 W. 2nd
Junction City, KS 66441
Principal: Mrs. Phyllis Gibson
Geary Co USD 475
Superintendent: Mr. Ron Walker
Lakeside Intermediate School
605 Maple
Cawker City, KS 67430
Principal: Mr. Robert Green
Waconda USD 272
Superintendent: Mr. Jeff Travis
Woodlawn Elementary School
508 Elm
Lawrence, KS 66044
Principal: Mrs. Jeanne Fridell
Lawrence USD 497
Superintendent: Dr. Rick Doll
Group B – Schools in the top 10% of the state on the reading and mathematics assessments, regardless of demographics.
Garden Plain High School
720 Sedgwick
Garden Plain, KS 67050
Principal: Mr. Troy McChristian
Renwick USD 267
Superintendent: Dr. Dan Peters
St. George Elementary School
200 Blackjack Road
St. George, KS 66535
Principal: Debbie Edwards
Rock Creek USD 323
Superintendent: Dr. Darrel Stufflebeam
2010 Kansas Teacher of the Year
Karen Tritt, a foreign language teacher at Shawnee Mission West High School, Shawnee Mission USD 512, was named the 2010 Kansas Teacher of the Year.
Tritt was named the 2010 Kansas Teacher of the Year from a field of eight finalists. Throughout the coming year all of the finalists will work as a team to advocate for education and teaching. Selected from a pool of more than 90 nominations, the 2010 finalists are: Joan Moore, a first grade teacher at Lincoln Elementary School, McPherson USD 418; Jeline Harclerode, a technology teacher at Emporia Middle School, Emporia USD 253; Beth Slawson, a reading specialist and reading recovery teacher at Cottonwood Elementary School, Paola USD 368; Arthur Commons, a science teacher at Baxter Springs High School, Baxter Spring USD 508; Rose Nemchik, a resource teacher at Riverview Elementary School, De Soto USD 232; Cathy Durano, a third grade teacher at Cottonwood Elementary School, Andover USD 385; and Tracey Repp, a mathematics teacher at Andover Central Middle School, Andover USD 385.
Tritt has been a foreign language teacher at Shawnee Mission West High School for the past 4 years. She has seventeen years experience in the classroom. Karen received National Board Certification in World Languages Other than English (WLOTE) in 2003. She was the first in Kansas to be certified for WLOTE and has since mentored three candidates successfully through the process.
In a letter of nomination, Dr. Charles MCLean, Shawnee Mission West High School principal, writes,” Karen is a colleague who, in my professional opinion, emulates effectively engaging teaching skills to meet the needs of ALL students; she possesses the intellectual talent and the genuine caring spirit found in those we respectfully identify as ‘Master’ teachers.”
Karen says that her personal beliefs and feelings about teaching are derived not so much from being an educator as from being a parent. She states, “Every day I send my child to school hoping that his teachers will treat him with respect and dignity, will know him for the delightfully unique individual he is, will expect the best from him and hold him accountable for his learning, will find ways for him to use his strengths within the classroom, and will give him opportunities to shine in front of his peers.”
She continues, “By the same token, each student who walks through my door every day has been entrusted to me by loving parents or guardians who hope for these same qualities in their child’s teachers.” Tritt believes that good teachers are committed to students, highly motivational, and are always learning. Good teachers are reflective and continually evaluate the strengths and weaknesses of instructional activities. They are collaborative members of school or professional organizations through which they can stay current on issues and trends.
As Teacher of the Year, Tritt receives a $4,000 cash award from Security Benefit, a major sponsor of the Kansas Teacher of the Year program.
Tritt also receives a Lifelong Learning Scholarship from the Kansas Board of Regents, Washburn University, Baker University, Bethany College, Kansas Wesleyan University, MidAmerica Nazarene University, University of Saint Mary, Tabor College, and Webster University; and a Jostens Leader in Education ring.
As the 2010 Kansas Teacher of the Year, Tritt will also receive an educational technology package valued at approximately $16,000 from the SMARTer Kids Foundation and SMART Technologies of Canada. This year’s Teaching Excellence Award includes a SMART Board™ with projector and audio system; class license for
Notebook™ software; unlimited school site license for SMART Ideas®, a concept-mapping software; an AirLiner™ wireless slate; the Bridgit® data-conferencing software;
computer lab license for Synchron Eyes™ classroom management software; one class set of Senteo™ interactive response system; and technology training.
In addition, Tritt will receive The Hubbard Foundation Kansas Teacher of the Year Ambassadorship. The ambassadorship provides funds for travel and other necessary expenses incurred by the Kansas Teacher of the Year. Enterprise Rent-a-Car will provide the lease of a car and the Kansas Corn Commission will provide ethanol gas for Tritt to use while fulfilling her Teacher of the Year duties.
All eight members of the 2010 Kansas Teacher of the Year team will receive a $2,000 cash award from the Security Benefit, and a one year site license for SMART Ideas concept mapping software and technology training. The Kansas Teacher of the Year semi-finalists and finalists also receive a ceramic apple with engraved base from The Master Teacher in Manhattan.
The Teacher of the Year program has state and national competitions. The national program, presented by the ING Foundation, is a project of the Council of Chief State School Officers. The Kansas program is sponsored by the Kansas State Department of Education.
Tritt was named the 2010 Kansas Teacher of the Year from a field of eight finalists. Throughout the coming year all of the finalists will work as a team to advocate for education and teaching. Selected from a pool of more than 90 nominations, the 2010 finalists are: Joan Moore, a first grade teacher at Lincoln Elementary School, McPherson USD 418; Jeline Harclerode, a technology teacher at Emporia Middle School, Emporia USD 253; Beth Slawson, a reading specialist and reading recovery teacher at Cottonwood Elementary School, Paola USD 368; Arthur Commons, a science teacher at Baxter Springs High School, Baxter Spring USD 508; Rose Nemchik, a resource teacher at Riverview Elementary School, De Soto USD 232; Cathy Durano, a third grade teacher at Cottonwood Elementary School, Andover USD 385; and Tracey Repp, a mathematics teacher at Andover Central Middle School, Andover USD 385.
Tritt has been a foreign language teacher at Shawnee Mission West High School for the past 4 years. She has seventeen years experience in the classroom. Karen received National Board Certification in World Languages Other than English (WLOTE) in 2003. She was the first in Kansas to be certified for WLOTE and has since mentored three candidates successfully through the process.
In a letter of nomination, Dr. Charles MCLean, Shawnee Mission West High School principal, writes,” Karen is a colleague who, in my professional opinion, emulates effectively engaging teaching skills to meet the needs of ALL students; she possesses the intellectual talent and the genuine caring spirit found in those we respectfully identify as ‘Master’ teachers.”
Karen says that her personal beliefs and feelings about teaching are derived not so much from being an educator as from being a parent. She states, “Every day I send my child to school hoping that his teachers will treat him with respect and dignity, will know him for the delightfully unique individual he is, will expect the best from him and hold him accountable for his learning, will find ways for him to use his strengths within the classroom, and will give him opportunities to shine in front of his peers.”
She continues, “By the same token, each student who walks through my door every day has been entrusted to me by loving parents or guardians who hope for these same qualities in their child’s teachers.” Tritt believes that good teachers are committed to students, highly motivational, and are always learning. Good teachers are reflective and continually evaluate the strengths and weaknesses of instructional activities. They are collaborative members of school or professional organizations through which they can stay current on issues and trends.
As Teacher of the Year, Tritt receives a $4,000 cash award from Security Benefit, a major sponsor of the Kansas Teacher of the Year program.
Tritt also receives a Lifelong Learning Scholarship from the Kansas Board of Regents, Washburn University, Baker University, Bethany College, Kansas Wesleyan University, MidAmerica Nazarene University, University of Saint Mary, Tabor College, and Webster University; and a Jostens Leader in Education ring.
As the 2010 Kansas Teacher of the Year, Tritt will also receive an educational technology package valued at approximately $16,000 from the SMARTer Kids Foundation and SMART Technologies of Canada. This year’s Teaching Excellence Award includes a SMART Board™ with projector and audio system; class license for
Notebook™ software; unlimited school site license for SMART Ideas®, a concept-mapping software; an AirLiner™ wireless slate; the Bridgit® data-conferencing software;
computer lab license for Synchron Eyes™ classroom management software; one class set of Senteo™ interactive response system; and technology training.
In addition, Tritt will receive The Hubbard Foundation Kansas Teacher of the Year Ambassadorship. The ambassadorship provides funds for travel and other necessary expenses incurred by the Kansas Teacher of the Year. Enterprise Rent-a-Car will provide the lease of a car and the Kansas Corn Commission will provide ethanol gas for Tritt to use while fulfilling her Teacher of the Year duties.
All eight members of the 2010 Kansas Teacher of the Year team will receive a $2,000 cash award from the Security Benefit, and a one year site license for SMART Ideas concept mapping software and technology training. The Kansas Teacher of the Year semi-finalists and finalists also receive a ceramic apple with engraved base from The Master Teacher in Manhattan.
The Teacher of the Year program has state and national competitions. The national program, presented by the ING Foundation, is a project of the Council of Chief State School Officers. The Kansas program is sponsored by the Kansas State Department of Education.
Top Performing Schools
The fourth annual Governor’s Achievement Awards, honoring top performing schools in the state, were recently announced.
To receive this prestigious award, schools must have achieved the Standard of Excellence in both reading and mathematics for 2009. Additionally, the school must have made Adequate Yearly Progress (AYP) in both reading and mathematics and one additional measure in 2009. For elementary schools and middle/junior high schools that measure is attendance and for high schools the measure is graduation rate. Additionally, the school must have been among the top 5 percent of schools in both reading and mathematics on the 2009 state assessments at its respective level, i.e. elementary schools, middle/junior high schools, or high schools.
Forty-one elementary schools, 12 middle/junior high schools, and 17 high schools qualified for the award.
Schools receiving this award are as follows:
ELEMENTARY SCHOOLS
Argonia Elementary School, USD 359 Argonia
Brookridge Day School, Overland Park
Clifton-Clyde Grade School, USD 224 Clifton-Clyde
Dighton Elementary School, USD 482 Dighton
Edgerton Elementary School, USD 231Gardner Edgerton
Eisenhower Elementary School, USD 211 Norton
Franklin Elementary School, USD 475 Geary County
Gardner Elementary School, USD 231 Gardner Edgerton
Holy Cross Catholic Elementary School, Wichita Catholic Diocese
Holy Family School, Dodge City Catholic Diocese
Jennie Wilson Elementary School, USD 457 Garden City
Lakeside Elementary School, USD 272 Waconda
Lakeside Intermediate School, USD 272 Waconda
Lakewood Elementary School, USD 229 Blue Valley
Lincoln Elementary School, USD 402 Augusta
Lincoln Elementary School, USD 475 Geary County
Linn Elementary School, USD 223 Barnes
Mont Ida Elementary School, USD 365 Garnett
Moonlight Elementary School, USD 231 Gardner Edgerton
Morse Elementary School, USD 229 Blue Valley
Most Pure Heart Mary Elementary School, Kansas City Catholic Diocese
Olsburg Elementary School, USD 384 Blue Valley
Pawnee Heights Elementary School, USD 496 Pawnee Heights
Phillipsburg Elementary School, USD 325 Phillipsburg
Plymell Elementary School, USD 457 Garden City
Regency Place Elementary School, USD 233 Olathe
Robinson Elementary School, USD 402 Augusta
Sheridan Elementary School, USD 475 Geary County
Smith Center Elementary School, USD 237 Smith Center
St Ann Elementary School, Kansas City Catholic Diocese
St John Elementary School, Salina Catholic Diocese
St Joseph Elementary School, Dodge City Catholic Diocese
St Mary Elementary School, Wichita Catholic Diocese
St Patrick Catholic Elementary School, Wichita Catholic Diocese
Stafford Elementary School, USD 349 Stafford
Stilwell Elementary School, USD 229 Blue Valley
Sunnyside Elementary School, USD 233 Olathe
Tipton Community School, USD 272 Waconda
Union Valley Elementary School, USD 313 Buhler
Wellington Christian Academy, Wellington
Westmoreland Elementary School, USD 323 Rock Creek
MIDDLE/JR HIGH SCHOOLS
Clifton-Clyde Middle School, USD 224 Clifton-Clyde
Kennedy Middle School, USD 489 Hays
Lakeside Junior High School, USD 272 Waconda
Lakewood Middle School, USD 229 Blue Valley
Leawood Middle School, USD 229 Blue Valley
Oakley Middle School, USD 274 Oakley
Oxford Middle School, USD 229 Blue Valley
Pioneer Ridge Middle School, USD 231 Gardner Edgerton
Prairie Heights Middle School, USD 417 Morris County
Prairie Star Middle School, USD 229 Blue Valley
Sabetha Middle School, USD 441 Sabetha
Thunder Ridge Middle School, USD 110 Thunder Ridge
HIGH SCHOOLS
Baileyville-St. Benedict High School, USD 451 Baileyville-St. Benedict
Blue Valley High School, USD 229 Blue Valley
Blue Valley North High School, USD 229 Blue Valley
Centralia High School, USD 380 Vermillion
Claflin Jr/Sr High School, USD 354 Claflin
Clifton-Clyde Sr High School, USD 224 Clifton-Clyde
Frankfort High School, USD 380 Vermillion
Garden Plain High School, USD 267 Renwick
Hanover High School, USD 223 Barnes
Lakemary Center Paola, Paola
Linn High School, USD 223 Barnes
Little River High School, USD 444 Little River
Minneola High School, USD 219 Minneola
Norwich High School, USD 331 Kingman - Norwich
Oswego High School, USD 504 Oswego
Weskan High School, USD 242 Weskan
Wilson Jr/Sr High School, USD 328 Lorraine
To receive this prestigious award, schools must have achieved the Standard of Excellence in both reading and mathematics for 2009. Additionally, the school must have made Adequate Yearly Progress (AYP) in both reading and mathematics and one additional measure in 2009. For elementary schools and middle/junior high schools that measure is attendance and for high schools the measure is graduation rate. Additionally, the school must have been among the top 5 percent of schools in both reading and mathematics on the 2009 state assessments at its respective level, i.e. elementary schools, middle/junior high schools, or high schools.
Forty-one elementary schools, 12 middle/junior high schools, and 17 high schools qualified for the award.
Schools receiving this award are as follows:
ELEMENTARY SCHOOLS
Argonia Elementary School, USD 359 Argonia
Brookridge Day School, Overland Park
Clifton-Clyde Grade School, USD 224 Clifton-Clyde
Dighton Elementary School, USD 482 Dighton
Edgerton Elementary School, USD 231Gardner Edgerton
Eisenhower Elementary School, USD 211 Norton
Franklin Elementary School, USD 475 Geary County
Gardner Elementary School, USD 231 Gardner Edgerton
Holy Cross Catholic Elementary School, Wichita Catholic Diocese
Holy Family School, Dodge City Catholic Diocese
Jennie Wilson Elementary School, USD 457 Garden City
Lakeside Elementary School, USD 272 Waconda
Lakeside Intermediate School, USD 272 Waconda
Lakewood Elementary School, USD 229 Blue Valley
Lincoln Elementary School, USD 402 Augusta
Lincoln Elementary School, USD 475 Geary County
Linn Elementary School, USD 223 Barnes
Mont Ida Elementary School, USD 365 Garnett
Moonlight Elementary School, USD 231 Gardner Edgerton
Morse Elementary School, USD 229 Blue Valley
Most Pure Heart Mary Elementary School, Kansas City Catholic Diocese
Olsburg Elementary School, USD 384 Blue Valley
Pawnee Heights Elementary School, USD 496 Pawnee Heights
Phillipsburg Elementary School, USD 325 Phillipsburg
Plymell Elementary School, USD 457 Garden City
Regency Place Elementary School, USD 233 Olathe
Robinson Elementary School, USD 402 Augusta
Sheridan Elementary School, USD 475 Geary County
Smith Center Elementary School, USD 237 Smith Center
St Ann Elementary School, Kansas City Catholic Diocese
St John Elementary School, Salina Catholic Diocese
St Joseph Elementary School, Dodge City Catholic Diocese
St Mary Elementary School, Wichita Catholic Diocese
St Patrick Catholic Elementary School, Wichita Catholic Diocese
Stafford Elementary School, USD 349 Stafford
Stilwell Elementary School, USD 229 Blue Valley
Sunnyside Elementary School, USD 233 Olathe
Tipton Community School, USD 272 Waconda
Union Valley Elementary School, USD 313 Buhler
Wellington Christian Academy, Wellington
Westmoreland Elementary School, USD 323 Rock Creek
MIDDLE/JR HIGH SCHOOLS
Clifton-Clyde Middle School, USD 224 Clifton-Clyde
Kennedy Middle School, USD 489 Hays
Lakeside Junior High School, USD 272 Waconda
Lakewood Middle School, USD 229 Blue Valley
Leawood Middle School, USD 229 Blue Valley
Oakley Middle School, USD 274 Oakley
Oxford Middle School, USD 229 Blue Valley
Pioneer Ridge Middle School, USD 231 Gardner Edgerton
Prairie Heights Middle School, USD 417 Morris County
Prairie Star Middle School, USD 229 Blue Valley
Sabetha Middle School, USD 441 Sabetha
Thunder Ridge Middle School, USD 110 Thunder Ridge
HIGH SCHOOLS
Baileyville-St. Benedict High School, USD 451 Baileyville-St. Benedict
Blue Valley High School, USD 229 Blue Valley
Blue Valley North High School, USD 229 Blue Valley
Centralia High School, USD 380 Vermillion
Claflin Jr/Sr High School, USD 354 Claflin
Clifton-Clyde Sr High School, USD 224 Clifton-Clyde
Frankfort High School, USD 380 Vermillion
Garden Plain High School, USD 267 Renwick
Hanover High School, USD 223 Barnes
Lakemary Center Paola, Paola
Linn High School, USD 223 Barnes
Little River High School, USD 444 Little River
Minneola High School, USD 219 Minneola
Norwich High School, USD 331 Kingman - Norwich
Oswego High School, USD 504 Oswego
Weskan High School, USD 242 Weskan
Wilson Jr/Sr High School, USD 328 Lorraine
Kansas Making Some Progress on Afterschool
Afterschool Alliance Survey of Kansas Households Finds Increase in Afterschool Enrollment Since 2004, But Also Vast Unmet Demand for Afterschool Programs
A new survey finds an increase in participation in afterschool programs by Kansas youth over the last five years, along with high satisfaction rates among their parents. The percentage of Kansas children in afterschool programs increased to 13 percent, up from just 9 percent in 2004. But a significant percentage of the state’s children are still unsupervised each afternoon after the school day ends. The data come from the landmark America After 3PM study, conducted for the Afterschool Alliance.
“Kansas is making some progress, and can be proud of that,” said Afterschool Alliance Executive Director Jodi Grant. “But there’s still a long way to go. The great majority of Kansas parents who want their kids in afterschool programs aren’t able to find them, usually because programs aren’t available, they can’t afford the fees, or transportation issues make it impossible. These are all barriers we can and should overcome. Quality afterschool programs keep kids safe, inspire them to learn, and help working families. Every Kansas family that needs an afterschool program should have access to one.”
The new study finds that 35 percent of the state’s schoolchildren are on their own in the afternoons, and another 13 percent are in the care of their brothers or sisters. In addition, the parents of 31 percent of children not already in afterschool say they would enroll their kids in a program if one were available.
Ninety-five percent of Kansas parents say they are satisfied with the afterschool program their child attends. “Despite hard work by the afterschool community, we’re barely holding our own in the effort to provide afterschool for all Kansas kids and families,” said Marcia Dvorak, Director of the Kansas Enrichment Network. “So we’ve clearly got our work cut out for us. Too many children who need afterschool programs don’t have them, and families are carrying a heavier burden as a result. That’s particularly difficult during these hard economic times. For afterschool programs to meet the huge unmet demand from families, they’re going to need more support from all sectors – from the business and philanthropic communities, as well as from the government at all levels.”
“This research confirms what we see every day, that afterschool programs are reaching only a fraction of the children and families who need them – and the recession is making matters worse,” said Afterschool Ambassador Patricia Houston, Community Education Coordinator for the City of Wichita Community Education program. “Afterschool programs make such a difference in children’s lives and futures. We simply must find a way to significantly expand the availability of afterschool programs.
In key respects, the Kansas results from the America After 3PM study reflect national findings:
• The number and percentage of children participating in afterschool programs in the nation has increased significantly in the last five years, with 8.4 million children (15 percent) now participating. That compares with 6.5 million children in 2004 (11 percent).
• But the number of children left alone after the school day ends also has risen, to 15.1 million children (26 percent of school-age children) in 2009. That is an increase of 800,000 children since 2004. Thirty percent of middle schoolers (3.7 million kids) are on their own, as are four percent of elementary school children (1.1 million children).
• The parents of 18.5 million children (38 percent) not currently participating in an afterschool program would enroll their children in a program if one were available to them, a significant increase from the 15.3 million (30 percent) seen in 2004.
• The vast majority of parents of children in afterschool programs are satisfied with the programs their children attend, and overall public support for afterschool programs is similarly strong. Nine in 10 parents (89 percent) are satisfied with the afterschool programs their children attend. Eight in 10 parents support public funding for afterschool programs.
More national data
More Kansas data
KANSAS: $178 Million in Federal Education Grants
Formula grant programs are noncompetitive awards based on a predetermined formula and provide funding for a variety of programs, including resources to improve teacher quality, career and technical education, and support for children facing the challenges of living in poverty. The Individuals with Disabilities Education Act (IDEA) Part B grant program supports children and students with disabilities from ages 3 to 21.
The grants are being distributed through the following programs:
Title I of the Elementary and Secondary Education Act to help students living in poverty. $10.8 billion.
Individuals with Disabilities Education Act, Part B for America's six million students with disabilities. $8.6 billion.
Improving Teacher Quality State Grants.$1.6 billion. And, Career and Technical Education. $773.6 million.
These so-called formula grant programs dispense funds to states on July 1 and Oct. 1 based on congressionally mandated formulas that, depending on the program, take into account such measures as population, poverty rates and enrollment. Formula grants originate from the Education Department's annual appropriation from Congress and are separate from the $100 billion in stimulus funds under the American Recovery and Reinvestment Act.
KANSAS breakdown— Title I: $77.42 million; IDEA-B: $80.07 million; Teacher Quality: $12.96 million; Career-Tech: $7.43 million; TOTAL: $177.88 million.
The grants are being distributed through the following programs:
Title I of the Elementary and Secondary Education Act to help students living in poverty. $10.8 billion.
Individuals with Disabilities Education Act, Part B for America's six million students with disabilities. $8.6 billion.
Improving Teacher Quality State Grants.$1.6 billion. And, Career and Technical Education. $773.6 million.
These so-called formula grant programs dispense funds to states on July 1 and Oct. 1 based on congressionally mandated formulas that, depending on the program, take into account such measures as population, poverty rates and enrollment. Formula grants originate from the Education Department's annual appropriation from Congress and are separate from the $100 billion in stimulus funds under the American Recovery and Reinvestment Act.
KANSAS breakdown— Title I: $77.42 million; IDEA-B: $80.07 million; Teacher Quality: $12.96 million; Career-Tech: $7.43 million; TOTAL: $177.88 million.
87.6% ofSchools & 88.5%of Districts Make AYP
For the 2008-09 testing cycle, 87.6% of the state’s public schools and 88.5% of districts made adequate yearly progress (AYP), even though the targets for mathematics and reading have been steadily increasing since 2002. This compares with 90% of public schools and 92% of districts making AYP last year and 89 % the previous year.
Ninety-five percent or 625 of all Title 1 schools (657) in Kansas met or exceeded the reading and mathematics targets, all of which increased by 4 to 6 percentage points over the previous year.
Ninety-five percent or 625 of all Title 1 schools (657) in Kansas met or exceeded the reading and mathematics targets, all of which increased by 4 to 6 percentage points over the previous year.
$301 Million in Recovery Fund for Kansas
to Save Teaching Jobs and Drive Education Reform
$301 million was made available for Kansas under the American Recovery and Reinvestment Act (ARRA) of 2009. This funding will lay the foundation for a generation of education reform and help save hundreds of thousands of teaching jobs at risk of state and local budget cuts. Kansas will be eligible to apply for another $148 million this fall. The funding is being made available per Kansas's successful completion of Part 1 of the State Stabilization Application, which was made available on April 1st.
To date, Kansas has received $98 million in education stimulus funds-representing a combination of funding for Title I, IDEA, Vocational Rehabilitation Grants, Independent Living Grants and Impact Aid. On April 1, Kansas received more than $35 million in Title I funding and $58 million in IDEA funding. This represents 50 percent of the Title I and IDEA funding Kansas is eligible for in total. On April 1, Kansas also received $2.6 million in Vocational Rehab funds and more than $564,000 in Independent Living funds. On April 10, Kansas received $1.5 million in Impact Aid funding.
In order to receive today's funds, Kansas provided assurances that it will collect, publish, analyze and act on basic information regarding the quality of classroom teachers, annual student improvements, college readiness, the effectiveness of state standards and assessments, progress on removing charter caps and interventions in turning around underperforming schools.
Kansas is also required by the Department of Education to report the number of jobs saved through Recovery Act funding, the amount of state and local tax increases averted, and how funds are used.
See Kansas and other state applications for initial funding under the State Fiscal Stabilization Fund Program
$301 million was made available for Kansas under the American Recovery and Reinvestment Act (ARRA) of 2009. This funding will lay the foundation for a generation of education reform and help save hundreds of thousands of teaching jobs at risk of state and local budget cuts. Kansas will be eligible to apply for another $148 million this fall. The funding is being made available per Kansas's successful completion of Part 1 of the State Stabilization Application, which was made available on April 1st.
To date, Kansas has received $98 million in education stimulus funds-representing a combination of funding for Title I, IDEA, Vocational Rehabilitation Grants, Independent Living Grants and Impact Aid. On April 1, Kansas received more than $35 million in Title I funding and $58 million in IDEA funding. This represents 50 percent of the Title I and IDEA funding Kansas is eligible for in total. On April 1, Kansas also received $2.6 million in Vocational Rehab funds and more than $564,000 in Independent Living funds. On April 10, Kansas received $1.5 million in Impact Aid funding.
In order to receive today's funds, Kansas provided assurances that it will collect, publish, analyze and act on basic information regarding the quality of classroom teachers, annual student improvements, college readiness, the effectiveness of state standards and assessments, progress on removing charter caps and interventions in turning around underperforming schools.
Kansas is also required by the Department of Education to report the number of jobs saved through Recovery Act funding, the amount of state and local tax increases averted, and how funds are used.
See Kansas and other state applications for initial funding under the State Fiscal Stabilization Fund Program
Kansas ACT and SAT Results
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ACT Results
The percentage of U.S. high school graduates meeting all four of ACT’s College Readiness Benchmarks increased slightly in 2009 as the pool of students taking the ACT® continued to expand, according to the not-for-profit ACT’s annual grad class report on college readiness. Nevertheless, the findings suggest continued effort to improve college readiness is needed on the part of states and school districts.
Kansas ACT Report
SAT Results
More than 1.5 million students (1,530,128) in the class of 2009 took the SAT, the most widely used and researched standardized college admission test.
Kansas SAT Report
ACT Results
The percentage of U.S. high school graduates meeting all four of ACT’s College Readiness Benchmarks increased slightly in 2009 as the pool of students taking the ACT® continued to expand, according to the not-for-profit ACT’s annual grad class report on college readiness. Nevertheless, the findings suggest continued effort to improve college readiness is needed on the part of states and school districts.
Kansas ACT Report
SAT Results
More than 1.5 million students (1,530,128) in the class of 2009 took the SAT, the most widely used and researched standardized college admission test.
Kansas SAT Report
Has NCLB Hurt Kansas Students?
Many States Show Gains Since 2002 at All Achievement Levels
Kansas Report
Student performance on state reading and math tests has generally risen at three achievement levels, according to a 50-state study by the Center on Education Policy (CEP). The study found more states with gains than declines in the percentages of students reaching or exceeding the basic, proficient, and advanced levels of achievement, and relatively few instances of sizeable declines in the percentage scoring below the basic level.
Kansas Report
Student performance on state reading and math tests has generally risen at three achievement levels, according to a 50-state study by the Center on Education Policy (CEP). The study found more states with gains than declines in the percentages of students reaching or exceeding the basic, proficient, and advanced levels of achievement, and relatively few instances of sizeable declines in the percentage scoring below the basic level.
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