New Staff Orientation Booklet

STUDENTS FIRST Working as a Team for Continuous Improvement

--- RECENT AWARDS AND HONORS ---

MAGNA AWARD

2020 New Staff Orientation Guide www.topekapublicschools.net

1

Legacy Your impact will last a lifetime

Brown v. Board of Education

Brown v. Board of Education of Topeka was a landmark 1954 Supreme Court case in which the justices ruled unanimously that racial segregation of children in public schools was unconstitutional. Brown v. Board of Education was one of the cornerstones of the civil rights movement, and helped establish the precedent that “separate-but-equal� education 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.

2

CONNECT WITH US www.facebook.com/ TopekaPublicSchools/ www.twitter.com/TPS_501/ www.instagram/TPS_501/

A Message from the Superintendent

Dear Topeka Public School District New Staff, Welcome to the new school year! This year is a historic year to enter the education profession and we congratulate you on taking this step. Students need dedicated educators to serve them now more than ever as we bring learning to life remotely. This is also a year in which we are celebrating the many accomplishments that we experienced despite the pandemic. Our graduation rates continue to increase, our online platforms and innovation in digital learning has been highlighted nationally and we have several staff who received state and local recognitions. As a result of our supportive community, the passing of a multi-million dollar bond resulted in our renovated school facilities which has further prepared us to address safety and innovative learning during a pandemic.

Topeka Public Schools has received the national Magna Award for innovation and we have been recognized for the creative mental health resources we have implemented.

Our partnership with the University of Kansas Hospital has allowed for the school district to have health services led by KU at Topeka High and our partnerships with other agencies has enabled our district to provide mental health services and other resources that are critical to learning as we navigate through the impact of COVID-19. The well being of our staff and students is our priority. We are one of the largest employers in the region with one of the most diverse school districts in the region. In addition to traditional schools, we have a virtual school and signature and magnet schools that focus on fine arts, international leadership studies, STEAM, dual language and much more. We are truly excited you are joining our school family!

Dr. Tiffany Anderson Superintendent

Together we will engage, prepare and inspire every student for a lifetime of learning!

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

///////////////

#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’ educational, physical and social emotional well-being.

Website: topekapublicschools.net

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

2019-2020

Degrees Held by Certified Personnel

47.8% - Masters or higher 46.8% - Bachelors 5.4% - Specializations

ABOUT

City of Topeka Topeka serves as the capital of Kansas, with amenities and opportunities 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 settle 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 opportunities including five signature campuses, two magnet schools, an international studies program and the Topeka Center for Advanced Learning and Careers (TCALC).

Website: visittopeka.com

Gage Park

4

State Capitol

NOTO Arts District

Brown v. Board site

Hummer Sports Park

5

6

7

STUDENT ENGAGEMENT Academic engagement is an essential component of student success. In Topeka Public Schools, teachers regularly engage students in learning activities that challenge them to think critically and creatively, while working closely in a cooperative group. Through engagement activities students are able to work on both interpersonal and academic skills.

Staff work to ensure students are not just compliant, but truly engaged in learning activities every day.

Kagan Cooperative Learning For over a decade, TPS had provided teachers training in Kagan Cooperative 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: Positive interdependence, individual accountability, equal participation, and simultaneous interaction.

When an experience includes all principles, students will be engaged, and not just compliant. With positive interdependence, students benefit from working with others. Individual accountability ensures no one person does all the work for the team. Equal participation means the activities have been designed to ensure everyone gets approximately equal time or equal turns throughout the experience, and simultaneous interaction looks at percent engagement in any one moment in time.

Cooperative learning is brain friendly instruction - it provides for a safe environment for all students, as well as time to stop and process information, which leads to retention. Throughout the use of structured activities, students work through a variety of interpersonal skills, like communication, social skills, and decision making. They also experience structures that help them work on knowledge building, critical thinking, and presentation skills. Both interpersonal and academic skills are necessary for success in any student’s next step whether that is transitioning to middle school or into the 86 / / / / / / / / / / / / / / / workforce.

8

What is Cooperative Learning?

Cooperative learning is a successful teaching strategy Angela in which small teams, each with students of different levels of ability, use a variety of learning actvities to improve their understand of a subject. It can raise achievement of students, build positive relationships among students - important for creating a learning community that values diversity. Cooperative learning also provides experiences that develop both good learning skills and social skills.

EQUITY Topeka Public Schools is committed to educational fairness and opportunity for all racial and ethnic groups and academic excellence and personal success for all students.

Central to this commitment is educational equity. Educational equity means raising the achievement of all students while (1) eradicating the achievement gaps between the lowest and highest performing students and (2) eliminating the racial predictability or disproportionality of which student groups occupy the highest and lowest achievement categories.

Equity Council The Topeka Public Schools Equity Council is a collaborative 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 eliminating the racial predictability and disproportionality 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 impacting our student achievement levels in a negative way. In order to have conversations about race, we needed guidance. We decided to solicit help and advice from Mr. Glenn Singleton with the Pacific Education Group. He co-authored the book “Courageous Conversations about Race” with Mr. Curtis Linton. We began our equity journey by participating in a book study, “Courageous Conversations 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 conversation about their learning with the whole administrative team. The learning all participants gained were how their own biases and perceptions 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 utilize a series of protocols to engage others in conversations 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 participate and to learn more about how race impacts our student achievement levels. Ultimately, we want all educators to make decisions by looking through the “racial lens” to ensure that our minority students are getting an equitable educational opportunity in Topeka Public Schools. The future will also include training 810 around the most promising culturally relevant practices that teachers should be utilizing to engage minority students.

Magna Award for Equity The Topeka Public Schools Equity Institute program has been recognized by the National School Boards Association by receiving first place for the 2018 Magna Award in the 5,000 to 20,000 student population 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 opportunities for students in high school. The advisory board has been used to ensure students attending 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 generational poverty, a mixed gender and race group of students are involved in meeting with Dr. Anderson to share issues, needs and new opportunities with the superintendent that improves access and opportunities, ending generational poverty.

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

9

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 expectations 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 implementation manual which clearly explains expectations for students, staff, families and administration.

w

Implementation Plan Each Topeka Public school’s implementation plan: • Describes Tier 1 (Primary Prevention) plan for social, behavioral and academic responsibilities of all stakeholders including suggested responsibilities for parents.

• Includes an Expectation Matrix for school settings and a Reactive Plan.

• Identifies supports available for students needing Tier II (Secondary) and/or Tier III (Tertiary) 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.

10

Learn More About It • Visit http://www.ci3t.org and view a brief video introduction to Ci3T: https://www.youtube.com/ watch?v=vyepd_175fg • Make sure that you receive a copy of your school’s Ci3T Implementation manual from your administrator.

• Read the manual so that you will be familiar with your school’s expectations for delivering academic, behavioral and social emotional instruction and support, your school’s behavioral expectations and reinforcement system and which Tier 2 and 3 supports are available in your building.

• If you have any questions, meet with your instructional coach and/or administrator to answer your questions

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 connection and insists that they become the best they can possibly be.”

Rookie Teacher Action Steps Routine & Procedures • Know what you’re going to do ahead of time!

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 Button!

• Whole class meetings are important!

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

• Down time will bring you & your students down.

None of this matters if you do not create positive relationships with your students!

11

DYSLEXIA Kansas Definition of Dyslexia “A specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.” -International Dyslexia Association, (2002)

Dyslexia is Not...

Characteristics of Dyslexia Pre-reader red flags: Lack of an ability to: • retain alphabetic writing instruction • retain alphabetic letter knowledge (sounds) • progress in phonemic awareness instruction • progress in phonics instruction • connect letters and their sound correspondence Phonological Processing Red Flags • Delayed speech, early articulation errors • Confusion of similar sounds /b/ /p/ /f/ /v/ • Poor rhyming skills • Inability to master segmenting • Difficulty identifying initial, medial, and final sounds in words Orthographic Processing • Difficulty copying from the board or book • Difficulty learning how to make letter forms • Difficulty remembering high frequency words • Confusion of similar looking letters and words • Rules of English spelling difficult to master Rapid Naming Red Flags • Difficulty sustaining attention to the process of naming and sounding of letter symbols • Difficulty retrieving verbal labels • Difficulty articulating words rapidly

8

12

• • • • • • •

A vision or hearing issue Seeing words/letters backwards Attributable to limited intelligence Due to low motivation or limited effort Due to poor teaching Rare A condition that can be outgrown

Empowering Student Learning

TEACHER CLARITY

When teachers are clear in the expectations and instruction, students learn more...teacher clarity [is defined] as “a measure of the clarity of communication between teachers and students in both directions”..

(The Teacher Clarity Playbook, 2019, p.xiv) Topeka Public Schools will continue to focus on the components of Teacher Clarity, as well as research based strategies found in John Hattie’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 essential that teachers are clear about expectations and provide clear instruction in order to support student learning. Through the work of John Hattie’s Visible Learning research, TPS has explored the essential components of Teacher Clarity, which include: • Clarity of Organization, such that lesson tasks, assignments, and activities include links to the objectives and outcomes of learning.

• Clarity of Explanation, such that information is relevant, accurate, and comprehensible to students.

• Clarity of Examples and Guided Practice, such that the lesson includes information that is illustrative and illuminating 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 written responses.

810

Major Components of Teacher Clarity Throughout any learning opportunity, students should be able to answer the following questions: • Learning Intentions “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

13

SOCIAL & EMOTIONAL LEARNING Social, Emotional, and Character Development Standards is to provide schools a framework for integrating social-emotional growth (SEG) with character development so that students will learn, practice and model essential personal life habits that contribute to academic, social-emotional and post-secondary success. It is about learning to be caring and vicil, to make healthy decisions, to problem solve effectively, to value excellence, to be respectful and responsible, to be good citizens and to be emphathetic and ethnical individuals.

Social, Emotional, & 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

8 12

14

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 Prevention Suicide Prevention Protocol Mental Health Intervention 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 instruction in a trauma-sensitive 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. Sometimes, 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 emotional response called trauma. Possible symptoms of trauma include shock, emotional responses that don’t seem to make sense, negative 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 composition 3. Check in often 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 better 7. Utilize your mental health team for consultation- don’t be afraid to ask for help

Common Trauma Triggers • Emotional 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, outfit, 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

810

These essential tips will ensure you’re providing solid prevention on the first day of school: • Create and practice rules and routine • Allow for human error • Create safe space/structure • Reinforce the positive • Integrate social-emotional learning • Model respect • Incorporate self-control practices into daily routine 13 (breathing, mindfulness)

15

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 communication, creativity, math, writing, and confidence. Incorporating 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 better readers, writers, and mathematicians.

Coding is a behavior language and incorporating robotics allows students to write code and get immediate feedback on whether the intended behavior succeeded. Collaboration is built into all our coding and robotics curriculum so students learn to work together to find solutions 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 Robotics competition that our students particiapte in. Student teams work collaboratively addressing real world problems and design and create solutions made with Lego bricks and robots. They compete locally, regionally, and nationally. FLL is more than a robotics competion, it also requires students to present their ideas/solutions and work on digital citizenship.

ELEMENTARY PROGRAM Elementary coding begins with 3-year olds in preschool. They learn sequential tasks and the foundational skills needed.

Coding tasks are scaffolded up through 5th grade using Osmo, BeeBots, Blue Bots, and Dash robots. Instruction is built into core subjects and some schools have formed robotics clubs so students can compete in teams using robots to solve problems.

16

SECONDARY PROGRAM Secondary students segue from Blockly (graphical Javascript) to line coding using Swift coding, Cue robots, Sphero robots, Lego Robotics, 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 opportunities to learn outside the classroom walls. They can take virtual field trips, complete simulations on projects that require critical thinking and problem solving, work collaboratively 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 instruction and differentiate for all levels of learners. Students can focus on the parts of instruction they haven’t mastered to increase their mastery of standards. Correctly integrating technology into teaching and learning requires a pardigm shift in the teacher / student dynamic.

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

Seesaw PK-5 FlipGrid PK-5 Pear Deck PK-5 NoRedInk 3-5 Newsela K-5 MobyMax PK-5 Discovery Education PK-5

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

Second Step K-5 TylerSIS Zoom Destiny Library Manager World Book Online Eureka Math K-5

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

Pear Deck 6-12 FlilpGrid 6-12 Google Classroom 6-12 NoRedInk 6-12 Newsela 6-12 MobyMax 6-12 Desmos 6-12

Eureka Math 6-11 Google Docs 12 Embarc Online 6-12 Screencastify 6-12 Mastery Connect 6-12 Tynker 6-12 (Coding) Destiny Library Manager

HMH Collections 6-8 HMH Dimensions 6-8 TylerSIS 6-12 World Book Online Naviance 9-12 Zoom Discovery Education 6-12 13

17

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 contributions in the professional area. TCALC is an innovative high school program created through business partnerships. This program provides students with the opportunities 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 authentic exposure and skill acquisition 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’ questions about college requirements and career paths. High school students and families are encouraged to attend. In addition to hosting a college fair, Topeka Public Schools works alongside community partners, including Gear Up and TRIO, to ensure all students participate in multiple college visits.

College Fair 8 18

College Prep Academy Awards

College Visit to Washburn University

College Prep Academy Students

TCALC Pathways Teaching as a Profession Medical Professions Building Construction Trades Technology Web & Digital Communication 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 portion 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 preparation for collegiate success. College Prep students develop critical professional skills, such as time management and teamwork by visiting colleges, interning at businesses, and volunteering in the community. College Prep scholars graduate prepared to succeed in the college and career options of their choice.

Topeka Public Schools has supported the implementation of AVID in seven of our schools some for more than a decade. The AVID program provides staff with training in the use of effective instructional 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 instructional strategies that help them become better readers, writers, and deeper thinkers. In the secondary AVID sites students can apply and interview to be part of the AVID Elective class. The AVID Elective is taught by specially trained teachers who provide students with additional opportunities to learn organization 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 • Writing • Inquiry • Collaboration • Organization • Reading

19

10

LEARNING PRINCIPLES

Learning is defined as the natural, self-regulated process of constructing personal meaning from information and experience, filtered through each individual’s unique perceptions, thoughts and feelings. This definition of learning should guide all TPS educators as they plan for and provide instruction 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 foundation for how people learn. Learning principles add insight into what makes people learn most effectively. These learning principles should consistently guide all TPS staff in their instructional and other decisions.

Evidence of these principles should be apparent in classroom instruction.

1

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

2

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

3

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 patterns and cultural, linguistic and social backgrounds.

5 Learning is influenced by emotional state, social interactions, interpersonal relations and communication with others.

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

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

8 Learners need multiple opportunities over time to practice in supportive, respectful environments.

9 Learners need regular, specific and timely feedback with opportunities to use the feedback to maximize learning experiences.

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

20

OUR FIVE PILLARS Our five pillars support our instructional 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 articulated 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 opportunities.

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

• Offer two years of college courses in high school.

• Implement career placement and internship programs.

HIGHLY EFFECTIVE STAFF Recruit, attract, develop and retain highly effective staff to carry out the district’s mission.

Outcomes • Implement innovative recruitment techniques (virtual hiring fairs) • Implement a Teacher Academy training institutute.

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

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

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

Outcomes • Facilities 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 positive, inclusive school culture and positive collaboration and communication 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 tiered interventions, trauma training and diversity and inclusion training).

• Expand equity training for students, parents and staff (includes tiered interventions, trauma training and diversity and inclusion training) • Expand student services support systems and implment an alternative school that serves general education students.

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

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

• Subgroup achievement: Implement systems for data utilization, interventions and data driven instruction.

• ACT composite scores: Implement ACT tutoring and testing during the school day to expand participation • Kindergarten Readiness: Open a new early childhood center in 2018-19.

21

Topeka Public Schools Board of Education Dr. Scott 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 Consulting Teacher anash@tps501.org

22

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

Nick Gardner

Elementary PE Consulting Teacher ngardner@tps501.org

Kevin Hopp

Elementary PE Consulting Teacher khopp@tps501.org

Michelle Rumrill

High School Special Education Consulting Teacher mrumrill@tps501.org

Michelle Seidner Elementary Special Education Consulting 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 Consulting Teacher dkimsey@tps501.org

Betty Young

Professional Learning Coordinator Induction & Mentoring byoung@tps501.org

Leslie Nelson

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

Bryan Candea-Kromm

School Psychologist Coordinator bkromm@tps501.org

Dr. Jennifer Harrington

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

Anita Curry

Director of EL Programs acurry@tps501.org

Cherryl Delacruz

6-12 Math Consulting Teacher cdelacruz@tps501.org

Angela Dick

Instructional Coaching and Cooperative Learning Coordinator/AVID adick@tps501.org

Lindsey Noonan

PK-5 Science Consulting Teacher lnoonan@tps501.org

Leslie Carr

Social Work Coordinator lcarr@tps501.org

Aarion Gray

Director of Instructional Services agray@tps501.org

Roger Laubengayer

EL Coach/Consulting Teacher rlaubengayer@tps501.org

Robin Dixon

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

Gail Ramirez

Technology Curriculum Specialist gramirez@tps501.org

Nicholas Anderson

6-12 Science Consulting Teacher nanderson1@tps501.org

Elisabeth Mikesic

Speech & Language Coordinator @tps501.org

Dr. Bill Macdonald

School Improvement Specialist bmacdonald@tps501.org

Teresa Cotton

Elementary EL Coach Consulting Teacher tcotton@tps501.org

Mary Casey

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

Travis True

Technology Curriculum Specialist ttrue@tps501.org

Sara Hermann

Pre-K Education Coordinator shermann@tps501.org

Sandra Hanson

Special Education Consulting Teacher shanson@tps501.org

Catherine Wrisley

School Improvement Specialist cwrisley@tps501.org

Chris Reynolds

Consulting Teacher of Fine Arts creynolds@tps501.org

Nichole Kuhn

Reading Interv. Consulting 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 Education Consulting Teacher tross@tps501.org

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

23