lawrence on cover · 2015-11-02 · 02 lawrence public schools newsletter lawrence board of...

Lawrence Journal-World Advertising supplement sponsored by:

Lawrence Public Schools Newsletter02

Lawrence Board of education

Jill FincherTerm: 2015-20191700 Inverness DriveLawrence, KS [email protected]

Vanessa SanburnPresidentTerm: 2013-2017765 Ash StreetLawrence, KS [email protected]

Photos by Diane Guthrie, except Beeson and Fincher.

Shannon Kimball Term: 2015-2019257 Earhart CircleLawrence, KS [email protected]

Rick IngramTerm: 2015-20191510 Crescent RoadLawrence, KS [email protected]

Kristie AdairTerm: 2013-20174924 Stoneback PlaceLawrence, KS [email protected]

Jessica BeesonTerm: 2015-20191720 Mississippi StreetLawrence, KS [email protected]

Marcel HarmonVice PresidentTerm: 2015-2017753 Lauren Street Lawrence, KS 66044 [email protected]

table of contents

Lawrence Public Schools110 McDonald DriveLawrence, KS 66044-1063785-832-5000www.usd497.orgFacebook.com/LawrencePublicSchools

Rick Doll,Superintendent of Schools

This newsletter produced by the USD 497 Communications Office, Julie Boyle, director, in partnership with the Lawrence Journal-World, Janella Williams, senior graphic artist/Creative Imaging.

Lawrence Public Schools USD 497 is an equal opportunity employer and will not discriminate in its employment practices and policies. Discrimination against any individual on the basis of race, color, religion, sex, age, national origin, disability, sexual orientation or gender identity is prohibited by Lawrence Board of Education policy.

West Middle School sixth grade students Quincy Kastens, Jalen Jordan, Lindsay Witt, Quez Lee, Lakin Peterson, Bianco Nieto and Ashley Edwinson gather their literature circle in a hallway at school to discuss “Maniac Magee.” The novel gives the students a good example of a story whose main character has strong personal experiences. They’ll use the example to guide them in writing personal narratives in English language arts. Their teacher, Kristyn Nieder, listens as they rotate through the roles of Discussion Director, who leads the group by posing thought-provoking questions; the Connector, who connects the text to self, the world and to other text; the Literary Luminary, who finds passages that are special, unique, confusing or descriptive; and the Illustrator, who draws and writes about a scene from the reading that is important to the plot. Nieder says rotating through these jobs as part of their literature group puts more responsibility on the students to facilitate the discussion. “Who doesn’t like to get together and talk about a good book?” Nieder asks.

Cover and pages 3-12 photos by Diane Guthrie

on the cover

Find it at www.usd497.org:

• JobOpportunities• NewStudentOnlineEnrollment• BoardMeetingAgendas• DistrictBudgetInformation• SchoolVideos• Breakfast/LunchMenus

3 Board of Education Goals

4-5 English Language Arts

6-7 Mathematics

8-9 New Kansas Assessments

10 Science

11 Social Studies

12 Equity Goal

13 Social Skills, Early Childhood Screenings

14-15 Bond Issue Update

16 Technology Improvements

Board Meeting calendarNovember 9 & 23December 14January 11 & 25February 8 & 22

March 28April 11 & 25May 9 & 23June 13 & 27

Public meetings begin at 7 p.m., unless otherwise announced, at 110 McDonald Drive. Review board agendas online at: usd497.orgWatch board meetings via:• Live broadcasts on LPS-TV 26 (with a WOW! cable box) with replays

at 6 p.m. on Wednesdays. • Live Webstream at http://video.usd497.org/26webstream/ with

video archives at http://publicmedia.usd497.org/

October 2015 03

Lawrence Board of education GoaLsIn order to achieve educational excellence and equity for students of all races and backgrounds, the Lawrence Board of Education and superintendent will establish a learning climate of high expectations, set annual equity and achievement goals and charge district- and school-level teams with responsibilities for developing strategies to eliminate achievement disparities, while improving achievement for all students.

MISSION: Lawrence USD 497 is a learning community committed to ensuring educational equity and excellence so that students of all races and backgrounds achieve at high levels and

graduate prepared for success in college, careers and life in a diverse and rapidly changing world.

VISION: The school board, administration, teachers and staff build positive relationships, seek multiple perspectives, set high expectations and hold each other accountable for ensuring that through equitable access to rigorous, culturally relevant and seamlessly aligned curriculum and effective, research-based instruction, all students achieve at high levels, graduate on time and are well prepared for their future.

Board GoaLS:EXCELLENCE: Raise the achievement of all students.

EQUITY: Raise achievement for all students, while closing achievement gaps.

ENGaGEMENT: Develop a learning community of school, family and community partnerships committed to ensuring educational equity and excellence so that all students achieve at high levels and graduate prepared for success in college, careers and life.

2015-2016 GoaLS:

1. Develop and align district expectations for curriculum and instruction in order to raise the achievement of all students.•Areas of Focus: Dual/Articulated Credit, Career and Technical/Virtual/Adult

Education, Blended Learning, Digital Citizenship, Beyond Diversity Training, LGBT Student Supports, School Equity Team Empowerment, Comprehensive, Integrated Three-Tiered Models of Intervention (CI3T); K-5 English Language Arts, Special Education Services, K-5 Science Standards, Integrated Digital Course Masters (Grades 6-8) and New Generation Science Standards (High School).

2. Enhance student wellness by integrating supports and services across the district.•Areas of Focus: Physical Activity/Recess, Farm-to-School Program, Curriculum

Connections to Outdoor Learning Environments and School Start Times Study.

3. Deliver a differentiated and comprehensive professional development plan to support best practices in instructional methods.•Areas of Focus: Certified Evaluation and Technology Integration.

4. Expand communication and community connections through increased engagement.•Areas of Focus: Partnerships for Academically Successful Students (PASS),

Employee Input/Feedback, School Boundaries, Bond Issue Progress, Parent Legislative Advocacy and Parent Organization Information Guide.

5. Deliver quality programs and services.•Areas of Focus: Classified Equity Teams, Equitable Access to Technology,

Integrated Software Management Systems and Salary/Benefits Study.

6. Create high quality and adaptable district facilities to meet the diverse 21st century educational program needs of all students and to enhance student achievement.•Areas of Focus: Low-Cost, High-Speed Internet Services; Capital

Outlay/Facility/Sustainability Planning, Warehouse/Maintenance Facilities and Safe Routes to School.

WakarusaWAKASHAW, LLC

Oral Surgery4901 Legends Dr. Lawrence, KS, 66049

785.856.6010 785.841.6480

Over 20 Years ServingLawrence and Eastern Kansas

Dr. Philip Gaus Dr. Justin Labart

Caring, Compassionate StaffExtractions • Wisdom Tooth Removal • Implants

Corrective Surgery • General Anesthesia

visit us at www.gausdds.com


English/language arts (ELA) continues to be a core subject matter for all students. Reading, writing, listening, speaking and language skills are keys to student success beyond the classroom. With Kansas College and Career Ready Standards requiring more rigorous and interactive requirements of students, teachers and staff are rising to the challenge to provide students enriched and exciting ELA experiences.

WhaT’S a ToSa?ELA Teachers on Special

Assignment (TOSAs) support teachers in all of the key areas of English/language arts. This includes providing professional

development for new staff and seasoned teachers. TOSAs provide assistance one-on-one or in small groups to address the needs of specific teams of teachers. Teachers and support staff may turn to the TOSAs to ask questions, such as how to utilize a district-provided resource, where to get help accessing an online resource or how to gain insight and gather ideas in the subject matter. Occasionally TOSAs co-plan, team teach or model lessons in classrooms.

A major focus for the K-5 ELA TOSA is providing support for elementary teachers districtwide in implementing the district’s new resource Reading Street. Other elements for the K-5

ELA TOSA include the district’s writing program, Units of Study; keyboarding program, Type 2 Learn; and handwriting program, Handwriting Without Tears. All are part of the elementary ELA program.

The secondary ELA TOSA provides support to teachers in grades 6-12 when it comes to implementing the Units of Study in Argument/Opinion, Information and Narrative Writing: A Common Core Workshop Curriculum. Last spring, the district expanded this program from the elementary level to middle schools. Starting with sixth grade, Lawrence Public Schools will be introducing Units of Study into middle schools, one grade level at a time, during the course of the next three years.

WhaT’S NEXT?ELA is an ever-evolving field.

New data, resources, information and goals are always in flux. The TOSAs and elementary, middle and high school English/language arts leadership teams comprised of strong teachers across all grade levels, library-media specialists, principals and other key staff members are highly engaged in keeping an eye out for future trends and preparing to meet those needs. These individuals bring a plethora of experiences and perspectives to help guide the district. They review current practices and materials, determine areas of strengths and of need and make recommendations that help guide district decisions.

English/languagE arts

By therese Brink Edgecomb (K-5) and greg Bonsignore (6-12), teachers on special assignment - English/language arts

teachers on special assignment Provide support for english Language arts

October 2015 05

A renewed focus on the practice of writing followed on the heels of the Kansas College and Career Ready Standards. Lawrence Public Schools adopted a new writing curriculum in the 2014-15 school year for students in grades K-5. Units of Study in Opinion/Argument, Information and Narrative Writing: A Common Core Workshop Curriculum is a research-based program based on the work of the leading think-tank in the field, the New York-based Teachers College Reading and Writing Project. Lucy Calkins is the series editor and primary author. After a positive reception from Lawrence students, teachers, administrators and parents, the district expanded this curriculum to the middle schools this year.

hoW doES WrITING WorkShoP-BaSEd INSTrUCTIoN dIffEr froM oThEr aPProaChES To TEaChING WrITING?

Writing workshop uses a predictable daily structure. Teachers lead students through a 10-15 minute mini-lesson after which students are free to experiment with and choose strategies that are most relevant to the writing they are doing for that day. While students are writing or revising their work, the teacher conferences with individual students or meets with small groups of students to support them with more personalized instruction. There are always a few minutes at the end of writing workshop to share or celebrate student progress and successes.

hoW doES WrITING WorkShoP SUPPorT rEadING INSTrUCTIoN or Work ThaT STUdENTS do IN oThEr CoNTENT arEaS?

Even in the sciences, the KCCRS expect students to demonstrate knowledge through their writing. Students can use the explicit instruction they receive during writing workshop throughout their educational career. When teachers sequence the work students do with literature and informational text to provide opportunities for students to experiment with producing the types of text they are reading, both reading and writing skills are enhanced.

WhaT TYPES of WrITING arE kIdS doING?

The KCCRS has standards for three main types of writing: argument/opinion, information and narrative. Units of Study has students experience all three types of writing every year at increasing levels of rigor. When it comes to information writing, for example, at the first grade, students publish nonfiction chapter books, while in the fifth grade, students publish research reports that rely on historical documents or primary sources like speeches. In eighth grade, students compose position papers that address multiple perspectives. One of the strengths of Units of Study is that it uses common language and expectations to help students progress across grade levels.

English/languagE arts

By gregory Bonsignore, teacher on special assignment – English/language arts, grades 6-12

why Lawrence Loves Lucy!

The series editor and primary author of Units of Study, Lucy Calkins, uses a variety of terms that might be unfamiliar to the average teacher, student or parent. Here are a few favorites:

• “FlashorDiscovery-Draft:” This is writing that’s done “fast and furious” and early in the process, filling up a page as quickly as possible to see what one knows about a topic.

• “Seedidea:” This is an idea for a story that focuses on a small-moment in a given period of time. In other words, students focus on “one seed” as opposed to the entire watermelon.

• “Mentor-text:” A piece of published writing that is “read like a writer,” almost like a form of reverse engineering.

• “Craftmoves:” The ideas one gets from a mentor-text, like starting a story with a one-word sentence for dramatic effect.

• “Whenyou’redone,you’vejustbegun!”This refers to the practice of revising or “seeing anew” that occurs when the writer believes he/she has come to the end of drafting a piece. This comes in handy with students who believe that writing time is done once they’ve filled the page or answered a question.

A Guide to Lucy-SpeAk


MathEMatics

By Philip thies (K-5) and Danira Flores (6-12), teachers on special assignment – Mathematics

Mathematics is for everyone!

Mathematics and math education are essential components for success in our modern world. Many people, however, hold disparaging beliefs about math. Some may believe there are people born with a “math brain.” Others think math is about memorizing procedures. Others think they will never be good at math. Educators in the Lawrence Public Schools are determined to overcome these unproductive beliefs.

We are all mathematicians! Everyone can be successful understanding and learning math. Educators are leveraging the Eight Standards for Mathematical Practice,

as part of the Kansas College and Career Ready Standards, to engage students in richer experiences with math.

“I believe the math practice standards outline the way math should have always been taught. Math classrooms should be active classrooms filled with students talking and sharing ideas with one another, using various tools to solve problems and taking risks during the process,” said Cara Aldridge, Southwest Middle School math teacher. “When we encourage students to utilize their natural mathematical intuition to explore math at greater depth, we not only increase their confidence in mathematics, we keep

them excited about the subject as well.”The Standards for Mathematical

Practice are process skills that educators help students develop. These processes are essential, because they assist in developing reasoning, understanding of mathematics and promote discourse of ideas using math. These processes are as important as content standards.

“The math standards help me to provide my students the opportunity to work together to solve problems that push them beyond basic computation into more rigorous thinking and the use of multiple problem solving strategies,” said Paula Barr, Quail Run Elementary School second grade teacher.

Barr says, for example, a math problem such as “Would you rather have 800 pennies or 3 one dollar bills, 10 quarters, 12 dimes and 22 nickels?” when given to a small group of students extends their thinking, pushes them to persevere and try multiple strategies, to engage in math discourse and to celebrate together their effort to reach an outcome. “The classroom erupts into a working buzz, heads are together, brows furrowed and eyes lit with ideas. It’s a very exciting place to be! We are growing mathematical thinkers, a step above simply solving computational problems at top speed,” Barr said.

standards for Mathematical PracticeSTaNdard 1: Make sense of problems and

persevere in solving them. Students can understand the problem, make a plan, and solve without giving up.

STaNdard 2: Reason abstractly and quantitatively. Students apply what they know about math and about number in different ways. They can look at a problem and represent it mathematically and they can see a math equation and identify a problem it represents.

STaNdard 3: Construct viable arguments and critique the reasoning of others. Students can explain their thinking and can construct questions that help

them understand others.STaNdard 4: Model with mathematics.

Students use and experience math in all aspects of life.

STaNdard 5: Use appropriate tools strategically. Students select math appropriate tools, such as ruler, calculator or math manipulative, to best support their process.

STaNdard 6: Attend to precision. Students are precise with their mathematical language, work deliberately and evaluate their solutions.

STaNdard 7: Look for and make use of structure. Students use previous knowledge and

understanding when solving math problems.STaNdard 8: Look for and express regularity

in repeated reasoning. Students look for rules and patterns, and can generalize their thinking to solve related types of math problems.

“Our focus on the math standards at the secondary level has brought about changes for teachers as well as students. When we plan together, we are more focused on the manner in which we teach content to students, so we can better facilitate the development of their reasoning and problem solving skills,” said Kathy Wagner, Lawrence Free State High School math teacher.

October 2015 07

Somerestrictionsapply.501S Johnstone Ave |800.897.6991

TRUITY SPIRIT CARDSupport our schools with a

TruityCU.org/SpiritCards | 785.749.2224 | 800.897.6991

Raisemoney for LawrenceSchoolswith every swipe!

� ��$19,000donated since 2009

� ��CheckingOptions

� ��Online&Mobile Banking

� ��Mobile CheckDeposit

By Philip thies (K-5) and Danira Flores (6-12), teachers on special assignment – Mathematics

nurturing K-5 MathematiciansFor many, the subject of mathematics instantly

causes nervousness or anxiety. When adults reflect on the classroom math experiences they may have had, they think about completing problems based on speed, concepts that were difficult to relate to or maybe even being embarrassed when their logic for solving a problem didn’t match the way it was being taught. These feelings or frustrations may impact the way parents support their children with math.

Parents’ past experiences don’t need to undermine their ability to support their children in math. Parents are in integral piece of the puzzle when it comes to supporting students’ math skill building. Math is not a concept only learned in school. Partnerships among parents and teachers must be formed so that math is continually present and experienced throughout students’ daily lives.

Jo Boaler, professor of mathematics and author of “Mathematical Mindsets,” and Carol Dweck,

professor of psychology and author of “Mindset: The New Psychology of Success,” recently shared tips for parents when helping with math at home:• Encourage children to play math puzzles and

games. Those that include dice especially help build numeracy and logic skills.

•Always be encouraging. Instead of telling children they are wrong find the logic in their thinking. Even if their “answer” may be incorrect, focus on the process, logic and perseverance they modeled when solving it.

•Disassociate math with speed. It is not important to work quickly, particularly in the younger years. Forcing children to work quickly on math is the leading cause of math anxiety for children, especially girls.

•Avoid sharing with your children the idea that you were bad at math in school or you disliked it, especially if you are a mother. Researchers

found that when mothers shared negative ideas about math with their daughters, their daughters’ achievement declined.

• Encourage number sense. What separates high and low achievers in elementary school is number sense or having an idea of the size of numbers and being able to separate and put numbers together flexibly.

• Perhaps most important of all, encourage a growth mindset. This is the idea that ability and smartness change as you work more and learn more. When children have a growth mindset, they do well with challenges and do better in school overall.

These six ideas will enrich the partnership between parents and teachers, while enhancing math experiences for children. By working in partnership, parents and teachers can help students grow to their fullest potential in mathematics.

MathEMatics


Kansas assEssMEnts

understandinGThe 2015 student test score reportLast spring marked the first time Kansas students were assessed in English language arts and mathematics using the new Kansas College and Career Ready Academic Assessment. Developed by the Center for Educational Testing and Evaluation at the University of Kansas, it fully aligns to the Kansas College and Career Ready Standards. Kansas Assessment Program tests also align to Kansas’ content standards, which help educators and policymakers evaluate student learning and meet federal and state accountability requirements.

Thank you for supporting your student’s participation in the Kansas Assessment Program. In Kansas, we believe in the need for high quality, meaningful assessments that are aligned to college and career ready academic standards and that challenge students to demonstrate the depths of their knowledge. The assessment your student took last spring did just that.

While assessments should not be viewed as the “end all, be all,” they do provide a critical piece of information that helps to inform instruction as well as provide consistent benchmarking to ensure students are prepared for whatever path they choose to pursue after graduation. State assessments provide an opportunity for teachers, parents and students alike to check in on the student’s progress.

Your student may have commented that this new assessment was more difficult than in previous years, and they would be right. Kansas adopted more rigorous academic standards in

2010, and last spring’s assessment was the first time students were asked to demonstrate their mastery of skills such as critical thinking. When you receive your student’s scores, it is important to remember they cannot be compared to your student’s performance in previous years. Doing so would be like comparing apples to oranges – there simply is no comparison.

Kansas schools are among the best in the nation, and we all share in the responsibility of and commitment to ensuring the success of your student.

Thank you for your continued support of Kansas education and for being the most important champion for your student’s education success.

Sincerely,Dr. Randy WatsonKansas Commissioner of Education

Because of the dramatic assessment format change as well as the increased rigor, results

cannot be compared to previous assessments. The 2015 results will serve as a benchmark to

measure future progress.

Also different is the use of scaled scores based on analysis of a large number of scores for the same test using expert committee-based decisions and mathematical formulas. With scaled scores, it doesn’t matter what version of an assessment a student took because the scores would be similar. To obtain a scale score, the total

number of score points attained by a student on a test is converted to a scale score, which looks different but still means the same. For instance, the fraction ¼ means the same when converted to the decimal .25. Kansas’ weighted scaled scores range from 220, the lowest, to 380, the highest score. Scaled scores create a measurement that isn’t attached to one type of test. That makes it easier to identify a student’s performance level as well as strengths and weaknesses across

tested subjects. While scale scores allow consistent reporting and score comparison, they do so only within a grade and content area.

HOw caN StudeNtS IMprOVe tHeIr State aSSeSSMeNt ScOre?•Talk with the classroom

teacher about ways to develop your child’s critical thinking skills.•Ask your child questions that

require explanations and can’t be answered with a single word.•Establish time for your child

to read and provide suitable reading materials.

•Have your child write lists, letters and other enjoyable or purposeful tasks.•Solve math problems with

your child using everyday materials such as road trip maps, sporting events or recipes.•Have your child explain to

you how she or he solves math problems.

TeSTPurPoSe TeSTCoMPonenTS TeSTForMaTThese student scores can be used to:

•Understand your child’s test results level as defined by the state of Kansas in English language arts and mathematics

•Compare your child’s performance to other students in the school, district and state

•Help identify your child’s relative strengths and limitations

For 2015, all students in grades 3-8 and grade 10 took untimed computerized assessments in English language arts and mathematics. The ELA assessment contained reading and writing sections, including a multidisciplinary performance task that required students to read, take notes and then write a response. Grades 4 and 7 also took a science assessment, and grades 6-8 participated in a required field test for history, social studies and government.

Unlike previous assessments, this computerized test employs technology-enhanced items that require students to do more than pick the right answer from a list. For example, students were required to order items, create categories, label areas, plot graphs and select multiple responses.

October 2015 09

STuDenTTeSTSCorerePorT

Student name, identification number and test year are here.

This area provides grade level, content area assessed, school and district.

The arrow points to the student’s score. Note the thicker line that divides standards-achieved levels (3, 4) from those that have not (1, 2). The four regions differ in size because score ranges

for performance levels (maximum score possible for the performance level minus minimum score possible for the performance level) are not equal.

Additional graphs show how this student compares to other students in the school, district and state.

A small percentage of students also may have the notification “exited” (student was not enrolled in the reporting school at year end), “incomplete” (student

did not complete all sections of assessment) or “data not shown to protect student privacy” (total

number of students by grade and content area was too small to report fairly and accurately).

The score range possible within each achievement level was determined by more than 150 Kansas

educators who gathered in the summer to recommend “cut scores,” which categorize students based on their state assessment performance last spring.

Differing for each grade and content area, the four performance levels are Level 1, a student is below grade level; Level 2, a student is at grade level, but

not on track for college or career readiness; Level 3, a student is at grade level and on track for college or career readiness; and Level 4, a student exceeds

grade-level expectations and is on track for college or the workplace. At the 2015 September State

Board of Education meeting, members approved these cut scores and four performance levels.

Skills listed indicate capabilities for the student’s achievement level within the content level.

The Kansas Assessment Program builds on Kansas standards by focusing on broader skills and strategies rather than separate skills. This

underlying framework organizes Kansas standards into “claims,” which are broad statements about

student mastery of standards (“evidence”).

CLaIMSTargeTS

STanDarDS

evIDenCe

Claim scores are based on different numbers of test items. Generally, claim scores with more items will have smaller standard error of measurement.

If the number of items for a claim is too small, that claim can’t be reliably reported on its own.

So it may be combined into other claims and will contribute to the total score in a content area.

Included on the Kansas State Department of Education website are academic content standards

and contact information. The Kansas Assessment Program website offers practice tests, news items

and a Frequently Asked Questions section.

Detailed information about Kansas standards can be found at the Kansas Assessment Program website at http://www.ksassessments.org/.

Kansas assEssMEnts


sciEncE

By lizette Burks, teacher on special assignment – K-12 science

Lawrence students Question, explore and discuss science

Lawrence Public Schools’ students, teachers and support staff are learning, growing and working together to provide a new vision for science education and to raise student achievement.

“Instead of reading a textbook, my students last year investigated the increasing number of earthquakes in Kansas using a combination of science websites and news reports. This was a hot topic in the news. As students studied this topic, they not only learned about the science of earthquakes, but made cross-curriculum connections to other disciplines, including social studies, math and language arts,” Anna Busby said of the change in her classroom practice with the adoption of Kansas College and Career Ready Standards in science. Busby teaches science at South Middle School.

“My students continued to report learning more about the connection between fracking and earthquake activity in Kansas throughout the year and were eager to discuss their new evidence and conclusions, even after we had finished our earthquake unit. Exploring, investigating and evaluating a local issue is a great way to motivate and inspire students to learn,” Busby said.

Science and science education leaders from across the United States developed the KCCRS for science. After the Kansas State Board of Education adopted them in 2013, the Lawrence Public Schools began implementation. In a recent publication “NGSS Parent Q & A,” the National Science Teachers Association describes that the new standards “encourage students to learn the processes of science in a deep, meaningful way through firsthand investigative experiences, instead of just memorizing facts for a test… [t]his scientific way of thinking will ensure that the concepts children learn in school will stay with them not just for a day, a week, or a year-but for a lifetime.”

“My teaching has changed into more student-led investigations. I take a step back and without giving them step-by-step directions I watch my students create theories, experiment and feel successful,” said Melissa Roberts, Schwegler Elementary fifth grade teacher.

“The engineering and scientific practices help my class understand how these can transfer into all of their core classes. My students have learned science throughout all of their education, but now

they are applying it to their future. What they learn now will help them throughout their lives and could lead them in the direction of a career that may not even exist today,” said Roberts

kaNSaS CoLLEGE aNd CarEEr rEadY STaNdardS for SCIENCE

The new standards promote students to experience science in a deep and meaningful way by integrating three dimensions of learning:

•Science Disciplinary Core Ideas (the content, for example, physics)

•Major Practices (conducting science in an authentic context, for example, developing and using models); and

•Crosscutting Concepts (science ideas that permeate all the sciences, such as cause and effect)

Engineering and technology principles also are incorporated at every grade level.

hoW WILL ThIS NEW ShIfT IN SCIENCE EdUCaTIoN ChaNGE ThE SCIENCE CLaSSrooM?

•Scientific exploration and experimentation will be emphasized.

•Students will be encouraged to ask more questions, exploring and discussing possible solutions.

• Instruction will mirror authentic science practices, such as using argumentation and being fully active in the learning process.

“The new science standards focus on students learning ways of thinking rather than learning only facts. There is an emphasis on inquiry labs and argumentation. In my classroom, I focus on teaching students how to set up an experiment and how to make an argument based on evidence. We learn about ‘real-life’ applications of the content and how to connect the content within our class to other classes,” said Mattithyah Bergersen, Lawrence Free State High science teacher.

October 2015 11

��

��

��

social stuDiEs

By Kristl taylor, teacher on special assignment – K-12 social studies

social studies: Preparing informed, thoughtful and engaged citizens

The Kansas Standards for History, Government and Social Studies support college, career and citizenship outcomes for student learning. They go beyond simple recitation of foundational information and instead encourage the application of that information in authentic and realistic situations. The standards reflect the Kansas College and Career Ready Standards for English/Language Arts and for Literacy in History/Social Studies, Science and Technical Subjects, and current research in discipline-specific best practices.

During the last couple of years, educators in the Lawrence Public Schools have been unraveling the new standards and developing a plan for full implementation.

“It is exciting to see kids get more involved in their social studies education through approaches like the College, Career and Civic Life Framework. Using an inquiry-based approach allows students to take ownership of their education and how they communicate what they have learned,” said Phil Mitchell, Lawrence Free State High Social Studies Department chairman.

MISSIoN STaTEMENT:The Kansas Standards for History,

Government and Social Studies prepare students to be informed, thoughtful, engaged citizens as they enrich their communities, state, nation, world and themselves. •An informed citizen possesses the

knowledge needed to understand contemporary political, economic and social issues.

•A thoughtful citizen applies higher order thinking skills to make connections between the past, present and future in order to understand, anticipate, respond to and solve problems.

•An engaged citizen collaborates, contributes, compromises and participates as an active member of a community.

kaNSaS hISTorY, GovErNMENT aNd SoCIaL STUdIES STaNdardS, k-12:

1. Choices have consequences.2. Individuals have rights and

responsibilities.3. Societies are shaped by

beliefs, ideas and diversity.4. Societies experience

continuity and change over time.

5. Relationships between people, places, ideas and environment are dynamic.

“Finding new ways to incorporate technology also allows us to give students access to diverse and divergent perspectives as they investigate social studies content,” said Tracy Murray, Lawrence High School Social Studies Department chairperson.

“We are finding ways to give students more choice in regards to how they want to approach the content. Using the new standards creates exciting opportunities for both students and teachers to increase their creativity, while examining the content in more meaningful and in-depth ways,” said Murray.

“Using an inquiry-based approach allows students to take ownership of their education and how they

communicate what they have learned.”— Phil Mitchell, Lawrence Free State High

Social Studies Department chairman.


Equity

intentionality is Key to equity transformation Process

Lawrence Public Schools celebrate many accomplishments made during the past six years toward the district’s Equity Goal. The district has increased graduation rates and narrowed achievement gaps. More than 1,300 employees and school partners have participated in Beyond Diversity training in order to learn a shared protocol for engaging school communities in courageous conversations about race. The District Equity Leadership Team, along with Equity Teams at each school, guide these conversations. The district has created a staff of color support group and middle and high school student leadership groups to further these conversations. Two teachers have completed affiliate training in order to provide on-site leadership for continued development.

This year the district committed to a new level of engagement involving equity training by sharing the two-day Beyond Diversity seminar with all new teachers, as part of staff induction week activities. Approximately 75 new teachers participated in this foundational equity training prior to the start of the school year. The Teaching and Learning Division and the Human Resources Department will continue to collaborate to ensure all new employees have an opportunity to participate.

“It’s one thing to acknowledge the disparity, but it’s another thing to tackle the ‘how’ as an educator. I think Beyond Diversity starts to open the door in providing a lens to tackle the ‘how,’” said Jennifer Bessolo, South Middle School principal. “My staff came in fired up and ready to act. I had at least five new teachers ask, ‘What can I do to be involved?’ This is refreshing to hear as an administrator.”

As the district looks to further its work toward its Equity goal, moving forward with intentionality, without settling for incremental change, will be its challenge. Employees have already begun asking the question, “What’s next?”

Danica Moore, Teacher on Special Assignment - Equity, Jennifer Attocknie, Native American Student Services coordinator, and Cara Smith, learning coach, collaborated last fall to create a professional development experience for teaching staff around the creation of a rubric to evaluate resources and teaching materials for cultural relevancy. Smith brought this idea back after attending a reading conference in New Orleans and a session focused on using rubrics to evaluate gender equity in texts.

”When I heard the idea of searching for gender biases in teaching resources, I wondered if there was a way to screen for racial biases and stereotypes in our district,” Smith said.

Last fall, more than 30 teachers gathered to identify misrepresentations and biases that occur in school materials. Staff created a rubric to use to gather multiple perspectives before reviewing materials as teaching tools. School Equity Teams were trained to use the rubric and now have the task of training entire building faculties to utilize this rubric in their lesson planning and material selection.

“There are many books and materials that must be taught, but the rubric provides a way for teachers to have meaningful conversations with students to really break down stereotypes and disprove them. This is the start!” said Smith.

The district now utilizes this tool as part of its curriculum adoption process. This year all school Equity Teams will train teachers and educational support staff to apply the rubric. Staff look forward to the dialogue and extensive lessons that teachers will be able to create due to their increased awareness. Providing students with multiple perspectives and seeking these out as educators is a true sign of commitment to the work of the district. It is not enough to say we are training teachers, it is more empowering to see how we are guiding individuals to impact student learning.

By Danica Moore, teacher on special assignment – Equity

October 2015 13

In addition to academic instruction and support, Lawrence Public Schools are committed to providing students proactive behavior and social skills instruction and support.

“Social development is an integral part of adolescence and preteen maturation. The Connect with Kids Curriculum and time allotted during middle school Advisory period provides us with an opportunity to not only engage students around meaningful, practical issues our students face, but also to provide appropriate strategies and decision making skills they can apply in daily situations. It’s about being proactive and getting out in front of our students’ needs,” said Jennifer Bessolo, South Middle School principal.

Teams of teachers, staff, parents, students and administrators from each middle and high school reviewed a

variety of social skills curricula and chose Connect with Kids. Through national studies by the Institute of Educational Sciences, including one conducted in the Kansas City, Kansas Public Schools, Connect with Kids was found to have positive effects on middle and high school students’ behavior. The U.S. Department of Education designated the program an “Effective Producer.” The review teams were excited for the opportunity to bring an award-winning and evidence-based program to Lawrence Public Schools. They especially liked the social skills curriculum’s multimedia programming and the potential for digital learning.

“It’s a great opportunity for students to build skills in communication, interpersonal relationships and working with others—skills that will be important to them throughout their

lives,” said Marc Conover, South Middle School counselor. “Connect with Kids also includes resources and lessons for parents and teachers. I like that parents will be able to make use of specific videos and lessons to address their needs.”

Emphasizing core character values, Connect with Kids promotes positive behavior and pro-social attitudes designed to improve students’ behavior, health and wellness. The Connect with Kids education network produces and provides documentary-style videos and evidence-based curriculum focusing on discussion and dialogue around social wellness. Lesson plans for each video include summaries of the lesson, discussion questions and student games and activities. As part of the Lawrence school district’s implementation of Connect with Kids,

student representatives from each middle and high school previewed many of the videos and provided positive feedback about having the chance to discuss social wellness issues at school.

“The Connect with Kids program is a great resource for teachers to address a wide range of issues that may affect teenagers in our building – attendance, bullying, life skills, technology and drug and alcohol prevention, to name a few. The short documentary-style videos of teenagers dealing with everyday issues are a great way for teachers to help students build strengths beyond academic aptitude,” said Bill DeWitt, Lawrence High assistant principal. “Part of the educational process needs to focus on the social and emotional well-being of our students. I see Connect with Kids as a valuable resource for supporting those student needs at our school.”

Children develop differently and at their own pace. While the range of what’s “normal” in terms of child development is broad, it’s not uncommon for parents to become concerned when their children don’t seem to be developing at similar rates as other children of the same age.

When looking at a child’s educational developments, five areas are considered:• Cognitive development• Physical development, including

vision and hearing• Communication• Social or emotional development• Adaptive development Early intervention is critical for

children who have developmental delays. Parents concerned about a child’s

development should contact the child’s pediatrician. Lawrence Public Schools provide screenings for children to identify possible suspected educational disabilities or developmental delays.

Lawrence Public Schools provide early childhood programs for children ages 3-5 (if not eligible for kindergarten)

who meet the eligibility requirements for special education services. School staff and parents work together to determine how to best to meet a child’s needs. Early childhood special education service delivery models for children 3-5 (not kindergarten eligible) include:• Appointment services• Community-based services (within

Lawrence school district boundaries)• Early childhood special education/

Peer Model classrooms• Early childhood special education

classroom

Eligibility for services is determined through the screening and evaluation process for special education. How and where special education services are provided will depend on the unique educational needs and circumstances of each child. Lawrence Public Schools strive to serve students in their Least Restrictive Environment to the maximum extent appropriate. School staff works closely with parents and outside agencies throughout this process.

SCrEENINGSMonthly screenings are held

throughout the school year. During these screenings, the school team gathers information from parents and children and makes recommendations about next steps. During screenings, children will spend time with early childhood professionals. They will be engaged in games and play activities that allow district professionals to observe developmental areas. School staff focuses on making this experience fun and engaging for children while creating opportunities to identify any possible development concerns. Information from interviews, observations as well as standardized measures are used during each screening. Vision and hearing are also screened for each child. Screening appointments typically last about 35 minutes, although they can take more or less time depending on the unique needs of the child.

Depending on information provided by parents on the screening day and what the education professionals

observe, the screening team will make a recommendation.

Possible recommendations may include:• No recommendations – skills appear

within age-appropriate limits at this time,

• Further evaluation - with parent permission, professional staff would like to conduct a more formal evaluation in one or more developmental areas,

• More information needed - staff would like to visit with the parent and observe the child in another setting, to determine next steps.

Contact Kennedy Elementary School, 785-832-5760, for further information about developmental screenings or to request a screening appointment for children ages 3-5 (not kindergarten eligible).

Tiny-K of Douglas County serves eligible children ages 0-2 years. Families may contact Tiny-K at 785-843-3059 for more information.

“connect with Kids” Promotes Behavioral Health and wellness

early childhood special education services

social sKills

Early chilDhooD scrEEnings

By leah Wisdom, student services coordinator

By laura Basham, assistant Director of special Education


Package Number/D&c Teams/schools

2015 2016 2017

ocT Nov Dec JaN Feb mar aPr may JuNe July aug sePT ocT Nov Dec JaN Feb mar aPr may JuNe July

#1 - goulD evaNs/smiTh & boucher/mccowNgorDoN

SunsetHillElementary

PinckneyElementary

#2 - sabaTiNi - hollis & miller/heNDersoN/Nabholz

KennedyElementary

SchweglerElementary

DeerfieldElementary

LawrenceHigh

#3-a - bg/lsT/mccowNgorDoN

SunflowerElementary

BrokenArrowElementary

PrairieParkElementary

#4-b - goulD evaNs/smiTh & boucher/ab braDley

WoodlawnElementary

Bond Construction Timeline color keyDesigN To biD To

coNsTrucTioN mobilizaTioNsubsTaNTial comPleTioN

& Full occuPaNcycoNsTrucTioN DesigN

BonD issuE uPDatE

Thanks to voter approval on April 2, 2013, of a $92.5 million bond issue, Lawrence Public Schools continue to work to improve facilities, enhance technology and expand career and technical educational opportunities for students. Bond projects at each school are in various stages of design development, construction and completion. Eleven projects are substantially complete (marked with an * below). Four projects are scheduled to be completed around the first of the calendar year and the remaining six projects will begin later this school year.

PaCkaGE #1 – Gould Evans architects, McCownGordon Construction, Smith &

Boucher Engineers*Langston hughes Elementary

• Project completed.*Cordley Elementary

• Building construction complete. Site work continues into the fall season.

*hillcrest Elementary• Building construction complete.

Site work continues into the fall season.

• Ryan Gray Playground improvements will occur next spring/summer.

Sunset hill Elementary• In- progress and on schedule

with target date for completion of June 2016.

• Students attending school at East

Heights August 2015 – May 2016.Pinckney Elementary

• Board approval of construction bids planned for February 2016.

• Students will attend school at East Heights August 2016 - May 2017.

• Construction to begin in June 2016, with target date for completion of July 2017.

PaCkaGE #2 – Sabatini & hollis & Miller architects; Nabholz Construction; henderson Engineers*free State high


Lawrence high• Phase I of building construction

(includes mechanical, electrical, plumbing improvements) complete.

• Phase II of the project (addition of a black box theater, new safe entry and cafeteria expansion) in progress.

• Target date for substantial completion is February 2016.

• Additional improvements planned for food service dock and site improvements, completion in July 2016.

kennedy Elementary• Building construction of Phase

I and II (classroom and office addition, interior remodeling of classrooms) complete.

• Phase III construction (includes

Left photo: Kennedy Elementary’s new safe entry; Center photo: construction on an addition at Woodlawn Elementary of two classrooms, a learning pocket, a music room and an art room. The addition will double as a storm shelter; Right photo: work begins on Lawrence High’s black box theater.

October 2015 15

� � �� Best Midwestern College*

� �� top-notchhealth care programs, business,accounting, pre-engineering,education, andmore!

�One-on-one attention ��

� Generous financial aid��

� �� college sports experience� ��

��

��

INDIVIDUAL ATTENTION.AFFORDABLE EDUCATION.

stmary.edu/Lawrence

SCHEDULE AVISIT TODAY!DAY!

NEW!STEM Scholarship

worth up to$10,000 a year!

STEM Scholarshipworth up to

$10,000 a year!

JOIN US FORDISCOVERY DAYNOV. 8-9

TERRANCE RIORDAN, MDBETH RUNDQUIST, MDMARSHALL KELLEY, MDCHRIS KOSTER, MD

WACO GOODNIGHT, MD

346 MAINE STREETLAWRENCE, KS 66044

&4824 QUAIL CREST PLACELAWRENCE, KS 66049

WWW.PANDAPEDS.COMPHONE: (785) 842-4477FAX: (785) 842-7433

courtyard infill and classroom remodel) in process with completion in January 2016.

deerfield Elementary• Board approval of construction

bids in October 2015.• Construction to begin in January

2016, with target date for completion of December 2016.

Schwegler Elementary

• Board approval of construction bids in October 2015.

• Construction to begin in January 2016, with target date for completion of August 2016.

PaCkaGE #3a – BG architects; McCownGordon Construction; LST Engineers*Quail run Elementary

• Building construction complete.Broken arrow Elementary

• Board approval of construction bids in February 2016.

• Construction to begin in June 2016, with target date for completion of August 2016.

Prairie Park Elementary• Board approval of construction

bids in February 2016.• Construction to begin in June

2016, with target date for completion of August 2016.

Sunflower Elementary • Board approval of construction

bids in February 2016.• Construction to begin in June

2016, with target date for completion of November 2016.

PaCkaGE #3B – BG architects; B.a. Green Construction; LST Engineers*Liberty Memorial Central Middle School

• Building construction complete.*South Middle School

• Building construction complete.*Southwest Middle School

• Building construction complete.*West Middle School

• Building construction complete.

PaCkaGE #4a – Gould Evans architects, Combes Construction, Smith & Boucher Engineers*New York Elementary


PaCkaGE #4B – Gould Evans architects, a.B. Bradley Construction, Smith & Boucher EngineersWoodlawn Elementary

• Phase I of building construction (includes remodeled office area, classrooms, kitchen and new elevator) complete.

• Phase II construction of classroom addition has a target completion date of December 2015.

PaCkaGE #5 - Sabatini & Momenta architects; Nabholz Construction; henderson Engineers*Lawrence College & Career Center

• Building construction complete. Site work continues through the fall season.

BonD issuE uPDatE


Two Weeks in the Life of the Lawrence Public Schools’ IT Department

10Hourly employees

clocked 1076 hours in 2 weeks

800iPads

deployed

20IT closets installed

90Projectors installed

assisted by KCAV

145Apple TVs installed

42Switches

configured

130Blended Learning classrooms set up

35Large wall

mounted monitors installed

Set up college & career center technology and wireless access

1000Macbooks deployed

225Wireless access points installed

thank you for your patience. the It

department wishes you the best

school year yet!

260Mac Mini

desktops set up in classrooms

185Security cameras

installed

wi Fi

2015-2016

School Year

lawrence on cover · 2015-11-02 · 02 lawrence public schools newsletter lawrence board of...

Documents