New Staff Orientation Booklet 2020-2021

STUDENTS FIRST Working as a Team for Continuous Improvement

--- RECENT AWARDS AND HONORS ---

DISTRICTS OF DISTINCTION

MAGNA AWARD

2020 New Staff Orienta on Guide www.topekapublicschools.net

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Legacy Brown v. Board of Educa on Brown v. Board of Educa on of Topeka was a landmark 1954 Supreme Court case in which the jus ces ruled unanimously that racial segrega on of children in public schools was uncons tu onal. Brown v. Board of Educa on was one of the cornerstones of the civil rights movement, and helped establish the precedent that “separate-but-equal� educa on and other services were not, in fact, equal at all.

Topeka Public Schools is proud of being part of this landmark decision that changed the face of public schools forever. Topeka Public Schools celebrates our diversity and honors our heritage.

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CONNECT WITH US www.facebook.com/ TopekaPublicSchools/ www.twi er.com/TPS_501/ www.instagram/TPS_501/

A Message from the Superintendent Dear Topeka Public School district staff, As we begin the 2020-2021 school year, we are celebra ng the many accomplishments that we experienced last year and that con nue to dis nguish us as a na onal leader in many areas. In 2020, TPS was awarded the District of Dis nc on, which is awarded to school districts that are engaged in an innova ve project that improves student outcomes, streamlines opera ons and meets the needs of the community We are the only district with an interna onal program featuring dual language for preschool through 12th grade. We take pride in offering specialized educa on at our two magnet schools, Sco Dual Language Magnet and Williams Science and Fine Arts Magnet. As well as, our five signature programs: Ross and Eisenhower (music), State-Street and Chase (performing arts), Quincy (fine arts) and Topeka West (leadership) and Jardine Elementary and Middle School (STEAM).

Topeka Public Schools also offers the Topeka Center for Advanced Learning and Careers (TCALC) for all students and is home of the Kanza Educa on and Science Park, both of which offer hands-on educa on and training.

As a result of our suppor ve community, the passing of a mul -million dollar bond has resulted in new FEMA standard shelters at schools, TCALC that opened last year, the expansion of preschool for all families at the Shaner Early Learning Academy and the opening of Bishop Professional Development Center. We recognize that with the collec ve support of parent and community partners, such as Advisors Excel, United Way of Greater Topeka, The Topeka Community Founda on, The Topeka Housing Authority, The Greater Topeka Chamber of Commerce, Blue Cross Blue Shield, Westar Energy and many others, we are building a strong founda on for our scholars who will posi vely impact the future of Topeka and Shawnee County.

Dr. Tiffany Anderson Superintendent

Thank you for being part of a team that is commi ed to educa onal excellence for every scholar!

Sincerely, Dr. Tiffany Anderson Superintendent (785) 295-3059 tanderson@tps501.org

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#WeAreTPS • #ExploreTPS 3

ABOUT

Topeka Public Schools With almost 14,000 students district-wide and 2,500 staff, we are highly equipped to prepare students for college and careers. Strengthened by diversity and a welcoming and inclusive environment, our district strives to develop students’ educa onal, physical and social emo onal well-being.

Website: topekapublicschools.net

2019-2020 Student Ethnicity 37% - White 32% - Hispanic 18% - African American 13% - Other

2019-2020 Degrees Held by Cer fied Personnel

47.8% - Masters or higher 46.8% - Bachelors 5.4% - Specializa ons

ABOUT

City of Topeka

Topeka serves as the capital of Kansas, with ameni es and opportuni es making it the perfect place to raise a family and focus on your career. From Lake Shawnee to the NOTO arts district, you will find something for everyone. The up and coming downtown district and affordable housing, make Topeka an ideal place to se le down.

Shawnee County is home to 178,000 people who live, work and play in and near the capital city. Topeka Public Schools is the largest school district in the county serving approximately 14,000 students each year. We offer unique learning opportuni es including five signature campuses, two magnet schools, an interna onal studies program and the Topeka Center for Advanced Learning and Careers (TCALC).

Website: visi opeka.com

Gage Park

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State Capitol

NOTO Arts District

Brown v. Board site

Hummer Sports Park

Topeka Public Schools 2020-21 Academic Calendar

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No Personal Leave No School Professional Development Teacher Planning & Prep Beginning of Quarter End of Quarter Parent-Teacher Conferences

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Teachers on Duty ..........................................................September 1, 2020 School Based PD............................................................September 1, 2020 Half District PD, Half Teacher Planning & Prep.........September 2, 2020 District PD Day ..............................................................September 3, 2020 School Based PD............................................................September 4, 2020 Labor Day, No School ................................................. Septemeber 7, 2020 Teacher Planning & Prep..............................................September 8, 2020 First Day of School ........................................................September 9, 2020 End of First Quarter ......................................................November 6, 2020 Parent-Teacher Conferences .................................November 11-12, 2020 Conference Day (no school) .......................................November 13, 2020 Thanksgiving Break, No School............................November 26-27, 2020 Winter Break .....................................December 24, 2020-January 1, 2021 MLK Jr. Day, No School.................................................January 18, 2021 End of Second Quarter...................................................January 29, 2021 Parent-Teacher Conferences .................................. February 17-18, 2021 Conference Friday, No School......................................February 19, 2021 Spring Break, No School............................................... March 8-12, 2021 End of Third Quarter ....................................................... March 31, 2021 Memorial Day, No School................................................... May 31, 2021 End of Fourth Quarter (half day).........................................June 4, 2021

*On Elementary Late-Start Wednesdays, class begins at 9:30 a.m.

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Elementary Schools 1 Highland Park Central 2717 SE Illinois 66605 2 Jardine 2600 SW 33rd Street 66611 3 Lowman Hill 1101 SW GarĆeld 66604 4 McCarter 5512 SW 16th 66604 5 McClure 2529 SW Chelsea Dr. 66614 6 McEachron 4433 SW 29th 66614 7 Meadows 201 SW Clay 66606 8 Quincy 1500 NE Quincy 66608 9 Randolph 1400 SW Randolph 66604 10 Ross 1400 SE 34th 66605 11 Scott DL Magnet 401 SE Market 66607

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12 State Street 500 NE Sumner 66616 13 Stout 2303 SW College 66611 14 Whitson 1725 SW Arnold 66604 15 Williams Magnet 1301 SE Monroe 66612 Middle Schools 1 Chase MS 2250 NE State 66616 2 Eisenhower MS 3305 SE Minnesota 66605 3 French MS 5257 SW 33rd 66614 4 Jardine MS 731 SW Fairlawn 66616 5 Landon MS 731 SW Fairlawn 66606 6 Robinson MS 1125 SW 14th 66604

High Schools 1 Capital CityHS 2731 East Circle Dr South 66606

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3 Sheldon Child 4 Development Center 1155 SW Seabrook 66604

Other Facilities 2 Highland Park HS 2424 SE California 66605 1 Avondale East 3 Hope Street Academy Education Center 1900 SW Hope 455 SE Golf Park 66604 66605 4 Topeka Center for 2 Bishop Professional Advanced Learning and Development Center Careers (TCALC) 3601 SW 31st Street 500 SW Tuffy Kellog 66614 66606 3 Burnett Administrative 5 Topeka HS Center 800 SW 10th 624 SW 24th Street 66612 66611 6 Topeka West HS 2001 SW Fairlawn 66604 4 Linn Education Center 200 SE 40th Street 7 Avondale Academy 66609 Alternative School 3229 SW Westview 66611

5 Quinton Heights Education Center-ELL District Welcome Center 2331 SE 27th Early Childhood Education 66611 1 Pine Ridge Prep 1100 SE Highland 66607 6 Service Center 125 SE 27th 2 ShanerAcademy 1600 SW 34th 66605 66611

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STUDENT ENGAGEMENT Academic engagement is an essen al component of student success. In Topeka Public Schools, teachers regularly engage students in learning ac vi es that challenge them to think cri cally and crea vely, while working closely in a coopera ve group. Through engagement ac vi es students are able to work on both interpersonal and academic skills.

Sta work to ensure students are not just compliant, but truly engaged in learning ac vies every day.

Kagan Cooperative Learning For over a decade, TPS had provided teachers training in Kagan Coopera ve Learning structures (www. kaganonline.com). These structures are designed specifically to ensure all students engage with the content being learned, and with each other. The principles that define engagement in the Kagan philosophy include: Posi ve interdependence, individual accountability, equal par cipa on, and simultaneous interac on.

When an experience includes all principles, students will be engaged, and not just compliant. With posi ve interdependence, students benefit from working with others. Individual accountability ensures no one person does all the work for the team. Equal par cipa on means the ac vi es have been designed to ensure everyone gets approximately equal me or equal turns throughout the experience, and simultaneous interac on looks at percent engagement in any one moment in me.

Coopera ve learning is brain friendly instruc on - it provides for a safe environment for all students, as well as me to stop and process informa on, which leads to reten on. Throughout the use of structured ac vi es, students work through a variety of interpersonal skills, like communica on, social skills, and decision making. They also experience structures that help them work on knowledge building, cri cal thinking, and presenta on skills. Both interpersonal and academic skills are necessary for success in any student’s next step whether that is transi oning to middle school or into the 86 /////////////// workforce.

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What is Cooperative Learning?

Coopera ve learning is a successful teaching strategy Angela in which small teams, each with students of dierent levels of ability, use a variety of learning actvi es to improve their understand of a subject. It can raise achievement of students, build posi ve rela onships among students - important for crea ng a learning community that values diversity. Coopera ve learning also provides experiences that develop both good learning skills and social skills.

EQUITY Topeka Public Schools is commi ed to educa onal fairness and opportunity for all racial and ethnic groups and academic excellence and personal success for all students.

Central to this commitment is educa onal equity. Educa onal equity means raising the achievement of all students while (1) eradica ng the achievement gaps between the lowest and highest performing students and (2) elimina ng the racial predictability or dispropor onality of which student groups occupy the highest and lowest achievement categories.

Equity Council The Topeka Public Schools Equity Council is a collabora ve group of individuals who are focused on the assignment of closing the racial achievement gap between minority students and other racial groups, while raising the achievement of all students, narrowing the gaps between highest and lowest performing students, and elimina ng the racial predictability and dispropor onality of which student groups occupy the highest and lowest achievement categories. Topeka Public Schools Equity Council members are elected or appointed to serve either a three-year term or a one-year term as described in Topeka Public Schools Equity Council by-laws.

During the 2011-2012 school year, our district and building leaders began to explore how race might be impac ng our student achievement levels in a nega ve way. In order to have conversa ons about race, we needed guidance. We decided to solicit help and advice from Mr. Glenn Singleton with the Pacific Educa on Group. He co-authored the book “Courageous Conversa ons about Race” with Mr. Cur s Linton. We began our equity journey by par cipa ng in a book study, “Courageous Conversa ons about Race”. Each school administrator was put on a team, and each team became the expert of one chapter of the book.

They facilitated the conversa on about their learning with the whole administra ve team. The learning all par cipants gained were how their own biases and percep ons about race impact decisions they make as leaders. What people believe, right or wrong, does impact what they do or how they act. The administrators also learned how to u lize a series of protocols to engage others in conversa ons about race. Most importantly, they learned to isolate race when looking at data and asking, “Do these results have anything to do with race”.

Our long-term goal is to offer advanced equity training so all staff can have an opportunity to par cipate and to learn more about how race impacts our student achievement levels. Ul mately, we want all educators to make decisions by looking through the “racial lens” to ensure that our minority students are ge ng an equitable educa onal opportunity in Topeka Public Schools. The future will also include training 8 10 around the most promising culturally relevant prac ces that teachers should be u lizing to engage minority students.

Magna Award for Equity The Topeka Public Schools Equity Ins tute program has been recognized by the Na onal School Boards Associa on by receiving first place for the 2018 Magna Award in the 5,000 to 20,000 student popula on category. The Superintendent’s Student Advisory Board was created in 2016 as a way for Dr. Tiffany Anderson to receive feedback about college and career readiness opportuni es for students in high school. The advisory board has been used to ensure students a ending the highest poverty schools have an opportunity to discuss challenges and needs in the community and at their schools. .

In an effort to break the cycle of genera onal poverty, a mixed gender and race group of students are involved in mee ng with Dr. Anderson to share issues, needs and new opportuni es with the superintendent that improves access and opportuni es, ending genera onal poverty.

/////////////// 7 On June 26, 2020, Topeka Public Schools hosted their first ever Equity Series featuring current and former students.

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Ci3T COMPREHENSIVE,

INTEGRATED, THREE-TIERRED MODEL OF PREVENTION

Topeka Public Schools is partnering with The University of Kansas and Dr. Kathleen Lane to implement Ci3T in all schools. Ci3T school plans outline expecta ons for addressing the academic, behavioral, and social needs of students. Ci3T plans help schools make data based decisions to support students in an inclusive, comprehensive and integrated system. School plans are delivered in an easy to use implementa on manual which clearly explains expecta ons for students, staff, families and administra on.

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Implementa on Plan Each Topeka Public school’s implementa on plan: • Describes Tier 1 (Primary Preven on) plan for social, behavioral and academic responsibili es of all stakeholders including suggested responsibili es for parents.

• Includes an Expecta on Matrix for school setngs and a Reac ve Plan.

• Iden fies supports available for students needing Tier II (Secondary) and/or Tier III (Ter ary) supports in academic, social and behavioral areas.

• Is monitored by a building level Ci3T leadership team.

• Is not a “program,” but the umbrella under which the school operates.

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Learn More About It •

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Visit h p://www.ci3t.org and view a brief video introduc on to Ci3T: h ps://www.youtube.com/ watch?v=vyepd_175fg Make sure that you receive a copy of your school’s Ci3T Implementa on manual from your administrator.

Read the manual so that you will be familiar with your school’s expecta ons for delivering academic, behavioral and social emo onal instruc on and support, your school’s behavioral expecta ons and reinforcement system and which Tier 2 and 3 supports are available in your building.

If you have any ques ons, meet with your instruconal coach and/or administrator to answer your ques ons

CLASSROOM MANAGEMENT Dr. Rita Pierson was an incredible educator. If you follow her advice, classroom management will be less of an issue.

“We’re educators. We’re born to make a difference.”

“Kids don’t learn from people they don’t like.”

“Every child deserves a champion; an adult who will never give up on them, who understands the power of connec on and insists that they become the best they can possibly be.”

Rookie Teacher Ac on Steps Rou ne & Procedures • Know what you’re going to do ahead of me!

Strong Voice • Know the difference between a stern voice not a yelling voice Teacher Radar • Always be two steps ahead of the kids Whole Class Reset Bu on!

• Whole class mee ngs are important!

• Know when to step back and reevaluate the plans Pacing for Success!

• Down me will bring you & your students down.

None of this ma ers if you do not create posi ve rela onships with your students!

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DYSLEXIA Kansas Defini on of Dyslexia “A specific learning disability that is neurobiological in origin. It is characterized by difficul es with accurate and/or fluent word recogni on and by poor spelling and decoding abili es. These difficul es typically result from a deficit in the phonological component of language that is o en unexpected in rela on to other cogni ve abili es and the provision of effec ve classroom instruc on. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.” -Interna onal Dyslexia Associa on, (2002)

Dyslexia is Not...

Characteristics of Dyslexia Pre-reader red flags: Lack of an ability to: • retain alphabe c wri ng instruc on • retain alphabe c le er knowledge (sounds) • progress in phonemic awareness instruc on • progress in phonics instruc on • connect le ers and their sound correspondence Phonological Processing Red Flags • Delayed speech, early ar cula on errors • Confusion of similar sounds /b/ /p/ /f/ /v/ • Poor rhyming skills • Inability to master segmen ng • Difficulty iden fying ini al, medial, and final sounds in words Orthographic Processing • Difficulty copying from the board or book • Difficulty learning how to make le er forms • Difficulty remembering high frequency words • Confusion of similar looking le ers and words • Rules of English spelling difficult to master Rapid Naming Red Flags • Difficulty sustaining a en on to the process of naming and sounding of le er symbols • Difficulty retrieving verbal labels • Difficulty ar cula ng words rapidly

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A vision or hearing issue Seeing words/le ers backwards A ributable to limited intelligence Due to low mo va on or limited effort Due to poor teaching Rare A condi on that can be outgrown

Student Learning

TEACHER CLARITY

When teachers are clear in the expecta ons and instruc on, students learn more...teacher clarity [is defined] as “a measure of the clarity of communica on between teachers and students in both direc ons”..

(The Teacher Clarity Playbook, 2019, p.xiv) Topeka Public Schools will con nue to focus on the components of Teacher Clarity, as well as research based strategies found in John Ha e’s Visible Learning research.

Teacher Clarity in Four Dimensions Teacher Clarity has been a topic of discussion in Topeka Public Schools for the last three years. It is essen al that teachers are clear about expectaons and provide clear instruc on in order to support student learning. Through the work of John Ha e’s Visible Learning research, TPS has explored the essen al components of Teacher Clarity, which include: • Clarity of Organiza on, such that lesson tasks, assignments, and ac vi es include links to the objec ves and outcomes of learning.

• Clarity of Explana on, such that informa on is relevant, accurate, and comprehensible to students.

• Clarity of Examples and Guided Prac ce, such that the lesson includes informa on that is illustra ve and illumina ng as students gradually move to independence, making progress with less support from teacher.

• Clarity of Assessment of Student Learning, such that the teacher is regularly seeking out and acting upon the feedback he or she receives from students, especially through their verbal and wri 8 10 en responses.

Major Components of Teacher Clarity Throughout any learning opportunity, students should be able to answer the following ques ons: • Learning Inten ons “What am I learning today?”

• Relevance “Why am I learning this?”

• Success Criteria “When will I know that I have learned it?”

Watch Teacher Clarity Video

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SOCIAL & EMOTIONAL LEARNING Social, Emo onal, and Character Development Standards is to provide schools a framework for integra ng social-emo onal growth (SEG) with character development so that students will learn, prac ce and model essen al personal life habits that contribute to academic, social-emo onal and post-secondary success. It is about learning to be caring and vicil, to make healthy decisions, to problem solve effec vely, to value excellence, to be respec ul and responsible, to be good ci zens and to be emphathe c and ethnical individuals.

Social, Emo onal, & Character Model Standards 1. Character Development Core Principles Responsible Devision-Making and Problem Solving 2. Personal Development Self-Awareness Self-Management 3. Social Development Social Awareness Interpersonal Skills

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TPS Resources • • • • • • • • • • • • •

Building Mental Health Teams Advisor Base (Middle School) Seminar (High School) Elementary Classroom Guidance Lessons Second Step Curriculum Olweus Curriculum Ci3T Programming Youth Development Program (YDP) via FSG Midland Grief Counseling Bully Preven on Suicide Preven on Protocol Mental Health Interven on Program Individual and Group Sessions

TRAUMA & INFORMED CARE Being Trauma-Informed means knowing what trauma is, how to spot its effects, and knowing how to approach instruc on in a trauma-sensi ve way. Trauma-informed schools ensure that the policies and culture of each school supports student mental health and safety.

Terrible events are stressful for everyone. Some mes, the event is severe, the ability to cope is poor, or the event occurs over and over, causing more stress than a person can manage. When this happens, the person has an emo onal response called trauma. Possible symptoms of trauma include shock, emo onal responses that don’t seem to make sense, nega ve behaviors, flashbacks, poor social skills, headache, stomachache, and lots of other changes to mood, behavior, and health.

What Can I Do? 1. Learn about how trauma impacts the brain- TPS provides training to ensure you’re educated 2. Know your students and their families- their needs, strengths, interests, family composi on 3. Check in o en and with curiosity, the more you know, the more you will appreciate the things they have overcome 4. Learn strategies to manage classroom behaviors 5. Know your Ci3T Plan and school discipline policies 6. Advocate for change when you see something that could be done be er 7. U lize your mental health team for consulta on- don’t be afraid to ask for help

Common Trauma Triggers •

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Emo onal responses can be triggered by seemingly innocent things in the classroom. Your mental health team can help you to figure out the trigger and how to help. Triggers might include: An object A face, ou it, or mannerism Perceived anger or harm to someone Loud noises (slamming door, something breaking, arguing, raised voices) Sounds of pain/fear Being touched or standing too close

Tips for the Classroom

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These essen al ps will ensure you’re providing solid preven on on the first day of school: • Create and prac ce rules and rou ne • Allow for human error • Create safe space/structure • Reinforce the posi ve • Integrate social-emo onal learning • Model respect • Incorporate self-control prac ces into daily rou 13ne (breathing, mindfulness)

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CODING & ROBOTICS Coding is a basic literacy in the digital age, and it is important for students to understand and be able to work with and understand the technology around them. Having children learn coding at a young age prepares them for the future. Coding helps students with communica on, crea vity, math, wri ng, and confidence. Incorpora ng coding into the core curriculum helps students gain skills such as sequencing, problem solving, math concepts, as well as perseverance so that they will become be er readers, writers, and mathema cians.

Coding is a behavior language and incorpora ng robo cs allows students to write code and get immediate feedback on whether the intended behavior succeeded. Collabora on is built into all our coding and robo cs curriculum so students learn to work together to find solu ons to problems.

LEGO ROBOTICS - FIRST LEGO LEAGUE (FLL) FLL Discover (K-1), FLL Explore (2-4), FLL Challenge (4-8) are the three divisions of the Lego Robo cs compe on that our students par ciapte in. Student teams work collabora vely addressing real world problems and design and create solu ons made with Lego bricks and robots. They compete locally, regionally, and na onally. FLL is more than a robo cs compe on, it also requires students to present their ideas/solu ons and work on digital ci zenship.

ELEMENTARY PROGRAM Elementary coding begins with 3-year olds in preschool. They learn sequen al tasks and the founda onal skills needed.

Coding tasks are scaolded up through 5th grade using Osmo, BeeBots, Blue Bots, and Dash robots. Instruc on is built into core subjects and some schools have formed robo cs clubs so students can compete in teams using robots to solve problems.

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SECONDARY PROGRAM Secondary students segue from Blockly (graphical Javascript) to line coding using Swi coding, Cue robots, Sphero robots, Lego Robo cs, Mambo parrot drones, 3-D modeling using 3-D printers, python coding, and game design.

Students also learn to code addons and extensions for Google using Google App Script.

INSTRUCTIONAL TECHNOLOGY When technology is integrated into classroom learning, students have more opportuni es to learn outside the classroom walls. They can take virtual field trips, complete simula ons on projects that require cri cal thinking and problem solving, work collabora vely with other students - even if they are not in the same room, create content to solve real world problems and more. Teacher also benefit because is is easier to scaffold instruc on and differen ate for all levels of learners. Students can focus on the parts of instruc on they haven’t mastered to increase their mastery of standards. Correctly integra ng technology into teaching and learning requires a pardigm shi in the teacher / student dynamic.

ELEMENTARY EXPECTED TECHNOLOGY INTEGRATION The district has purchased the following content for elementary classrooms.

Seesaw PK-5 Pear Deck PK-5 NoRedInk 3-5 Newsela K-5 MobyMax PK-5 Eureka Math K-5

ReadyGen/Realize K-5 Google Docs 3-5 Embarc Online K-5 Screencas fy 2-5 Mastery Connect K-5 Mystery Science K-5

Second Step K-5 TylerSIS Zoom Des ny Library Manager World Book Online

SECONDARY EXPECTED TECHNOLOGY INTEGRATION The district has purchased the following content for secondary classrooms.

Pear Deck 6-12 Google Classroom 6-12 NoRedInk 6-12 Newsela 6-12 MobyMax 6-12 Desmos 6-12 Des ny Library Manager

Eureka Math 6-11 Google Docs 12 Embarc Online 6-12 Screencas fy 6-12 Mastery Connect 6-12 Tynker 6-12 (Coding)

HMH Collec ons 6-8 HMH Dimensions 6-8 TylerSIS 6-12 World Book Online Naviance 9-12 Zoom 13

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College & Career Readiness The Topeka Center for Advanced Learning and Careers (TCALC) is all about students solving real-world problems with real tools, used by real professionals, being mentored by real employers, leading to real contribu ons in the professional area. TCALC is an innova ve high school program created through business partnerships. This program provides students with the opportuni es to deeply explore professions of high interest through profession-based, inquiry-based, and project-based curriculum as a junior and/ or senior. Students are provided authen c exposure and skill acquisi on in high-demand, high-skill 21st century professions.

College Visits/College Fair Topeka Public School hosts a College & Career Fair for students across Shawnee County each October.

More than 100 college/university and career professionals are available to answer students’ ques ons about college requirements and career paths. High school students and families are encouraged to a end. In addi on to hos ng a college fair, Topeka Public Schools works alongside community partners, including Gear Up and TRIO, to ensure all students par cipate in mul ple college visits.

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College Prep Academy Awards

College Visit to Washburn University

College Prep Academy Students

TCALC Pathways Teaching as a Profession Medical Professions Building Construc on Trades Technology Web & Digital Communica on Engineering and Applied Math

Baking & Pastry Arts Management Sports Medicine Emergency & Fire Management Kaw & Public Safety Animal Science

AVID

Chase AVID Students

College Prep Academy The Topeka Public Schools College Prep Academy, which offers accelerated courses in Math and English Language Arts, is housed at TCALC. Scholars in grades 7-10 are bused from their home school to TCALC for courses for a por on of the school day. An Early College Prep Academy at Lowman Hill Elementary School will be opening for the 2020-2021 school year.

Through accelerated coursework and real-world learning, students strengthen their academic skills in prepara on for collegiate success. College Prep students develop cri cal professional skills, such as me management and teamwork by visi ng colleges, interning at businesses, and volunteering in the community. College Prep scholars graduate prepared to succeed in the college and career op ons of their choice.

Topeka Public Schools has supported the implementa on of AVID in seven of our schools some for more than a decade. The AVID program provides staff with training in the use of effec ve instruc onal strategies, along with ways to increase awareness of, and promote college and careers to students at each of the AVID sites. Students enrolled in our AVID schools are exposed to instruc onal strategies that help them become be er readers, writers, and deeper thinkers. In the secondary AVID sites students can apply and interview to be part of the AVID Elec ve class. The AVID Elec ve is taught by specially trained teachers who provide students with addi onal opportuni es to learn organiza on and study techniques, and is a place where they truly develop into an AVID “Family”.

TPS AVID Sites Quincy Elementary School Ross Elementary School Chase Middle School Eisenhower Middle School Robinson Middle School Highland Park High School Topeka High School

A Focus on WICOR • Wri ng • Inquiry • Collabora on • Organiza on • Reading

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LEARNING PRINCIPLES

Learning is defined as the natural, self-regulated process of construc ng personal meaning from informa on and experience, filtered through each individual’s unique percep ons, thoughts and feelings. This defini on of learning should guide all TPS educators as they plan for and provide instruc on to students.

The goal of learning is to understand, apply and transfer knowledge in a variety of contexts.

Learning principles are laws of learning. They provide a research-based and conceptual founda on for how people learn. Learning principles add insight into what makes people learn most effec vely. These learning principles should consistently guide all TPS staff in their instruc onal and other decisions.

Evidence of these principles should be apparent in classroom instruc on.

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Learning is an ac ve process in which learners use sensory input to construct meaning.

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Learners link new informa on with prior knowledge and experiences in meaningful ways.

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Learning requires the use of various forms of language (e.g., words, symbols, numbers and images) to capture and develop thinking.

4 Learning is influenced by many contextual factors, including differences in background knowledge, thinking pa erns and cultural, linguis c and social backgrounds.

5 Learning is influenced by emo onal state, social interac ons, interpersonal rela ons and communica on with others.

6 Learners’ mo va on, both extrinsic and intrinsic, is a key component to ensure engagement and learning.

7 Learners’ persistent effort, developmentally appropriate challenges and instruc onal support result in rigorous learning.

8 Learners need mul ple opportuni es over me to prac ce in suppor ve, respec ul environments.

9 Learners need regular, specific and mely feedback with opportuni es to use the feedback to maximize learning experiences.

10 Learners reflect, monitor and adjust their thinking and reasoning to achieve learning goals (meta-cogni on).

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OUR FIVE PILLARS Our five pillars support our instruc onal vision and serve as a guide for every students to be college and career ready when they complete high school. For each pillar, we have ar culated professional outcomes that guide what we will accomplish to ensure students and staff are engaged, prepared, and inspired!

COLLEGE AND CAREER PLACEMENT Implement career pathways and prepare students for career and college placement opportuni es.

Outcomes • Build an Innova ve Project Based Career Academy (TCALC).

• Offer two years of college courses in high school.

• Implement career placement and internship programs.

HIGHLY EFFECTIVE STAFF Recruit, a ract, develop and retain highly effec ve staff to carry out the district’s mission.

Outcomes • Implement innova ve recruitment techniques (virtual hiring fairs) • Implement a Teacher Academy training ins tutute.

• Integrate teaching and learning and professional development programs in human resources.

• Implement a tui on-based preschool service for teachers’ children.

DISTRICT FINANCE Ensure efficient opera ons and accountability for responsible use of district resources.

Outcomes • Facili es plan: Construct a staff development center, an early childhood center and a career academy as services for students and families across the community.

• Balanced budget: Maintain a balanced budget and secure corporate sponsors and grants.

SCHOOL CLIMATE AND EQUITY Create a safe and caring learning environment that includes a posi ve, inclusive school culture and posi ve collabora on and communica on throughout the school and community Outcomes • Student well-being: Implement school-based clinics for dental and health services for students.

• Reduce poverty in Topeka by expanding supports for job placement, mental health and homelessness.

• Implement a Parent Empowerment center to increase parent engagement.Expand equity training for students, parents and staff (includes ered interven ons, trauma training and diversity and inclusion training).

• Expand equity training for students, parents and staff (includes ered interven ons, trauma training and diversity and inclusion training) • Expand student services support systems and implment an alterna ve school that serves general educa on students.

STUDENT LEARNING All students will demonstrate academic growth and will have dquitable access to academic opportuni es.

Outcomes • State-level assessments: Meet or exceed state benchmark standards.

• Subgroup achievement: Implement systems for data u liza on, interven ons and data driven instruc on.

• ACT composite scores: Implement ACT tutoring and tes ng during the school day to expand par cipa on • Kindergarten Readiness: Open a new early childhood center in 2018-19.

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Topeka Public Schools Board of Educa on Dr. Sco Mickelsen, President Rev. John R. Williams, Vice-President Ms. Sue Bolley Dr. C. Richard Bonebrake Dr. Michael R. Morrison Mr. Lalo Munoz Ms. Melanie Stuart-Campbell Dr. Tiffany Anderson, Superintendent

Thanks to our sponsors!

Important Dates: Tuesday, September 1 - School-based professional development Wednesday, September 2 (am) - District-based professional development (pm) - Teacher planning and prep Thursday, September 3 - District-based professional development Friday, September 4 - School-based professional development Monday, September 7 - Labor Day, no school Tuesday, September 8 - Teacher planning and prep Wednesday, September 9 - First day of school, remote learning

Meet the Teaching and Learning Team

Alyx Nash

High School PE Consulࢼng Teacher anash@tps501.org

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Courtney Halverson Middle School PE Consulࢼng Teacher chalverson@tps501.org

Nick Gardner

Elementary PE Consulࢼng Teacher ngardner@tps501.org

Kevin Hopp

Elementary PE Consulࢼng Teacher khopp@tps501.org

Michelle Rumrill

High School Special Educaࢼon Consulࢼng Teacher mrumrill@tps501.org

Michelle Seidner Elementary Special Educaࢼon Consulࢼng Teacher emikesic@tps501.org

Teaching & Learning continued on next page...

Meet the Teaching and Learning Team

Billie Wallace

Assistant Superintendent, Teaching & Learning bwallace@tps501.org

Stacey Kramer

Grant Facilitator Ci3T Coordinator skramer@tps501.org

Diane Kimsey

PK-5 Math Consulࢼng Teacher dkimsey@tps501.org

Be y Young

Professional Learning Coordinator Inducࢼon & Mentoring byoung@tps501.org

Leslie Nelson

6-12 Social Studies Consulࢼng Teacher lnelson@tps501.org

Bryan Candea-Kromm

School Psychologist Coordinator bkromm@tps501.org

Dr. Jennifer Harrington

General Director of Special Educaࢼon and Special Services jharrington@tps501.org

Anita Curry

Director of EL Programs acurry@tps501.org

Cherryl Delacruz

6-12 Math Consulࢼng Teacher cdelacruz@tps501.org

Angela Dick

Instrucࢼonal Coaching and Cooperaࢼve Learning Coordinator/AVID adick@tps501.org

Lindsey Noonan

PK-5 Science Consulࢼng Teacher lnoonan@tps501.org

Leslie Carr

Social Work Coordinator lcarr@tps501.org

Aarion Gray

Director of Instrucࢼonal Services agray@tps501.org

Roger Laubengayer

EL Coach/Consulࢼng Teacher rlaubengayer@tps501.org

Robin Dixon

ELA & Social Studies Consulࢼng Teacher (PK-5) rdixon@tps501.org

Gail Ramirez

Technology Curriculum Specialist gramirez@tps501.org

Nicholas Anderson

6-12 Science Consulࢼng Teacher nanderson1@tps501.org

Elisabeth Mikesic

Speech & Language Coordinator @tps501.org

Dr. Bill Macdonald

School Improvement Specialist bmacdonald@tps501.org

Teresa Co on

Elementary EL Coach Consulࢼng Teacher tcotton@tps501.org

Mary Casey

ELA & Social Studies Consulࢼng Teacher (6-12) mcasey@tps501.org

Travis True

Technology Curriculum Specialist ttrue@tps501.org

Sara Hermann

Pre-K Educaࢼon Coordinator shermann@tps501.org

Sandra Hanson

Special Educaࢼon Consulࢼng Teacher shanson@tps501.org

Catherine Wrisley

School Improvement Specialist cwrisley@tps501.org

Chris Reynolds

Consulࢼng Teacher of Fine Arts creynolds@tps501.org

Nichole Kuhn

Reading Interv. Consulࢼng Teacher nkuhn@tps501.org

Diane Leupold

Coordinator of Media Services dleupold@tps501.org

Kassi Neufeld

Sheldon Compliance Coordinator kneufeld@tps501.org

Tom Ross

Middle School Special Educaࢼon Consulࢼng Teacher tross@tps501.org

Topeka Public Schools • 624 S.W. 24th Street Topeka, KS 66611 • 785-295-3000 • topekapublicschools.net

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