There are some people who are saying that schools are failing. This is not true. In fact, schools are doing a better job now than any time in history. Here are a few facts to help us understand the improvement of Kansas Schools over the past few years.
According to the U.S Census, only 28.5 Percent of Kansas 25 years old or older had a high school diploma in 1940, it had risen to 86.0 percent and was estimated at 88.6 percent in 2005-2007 (three-year average). Kansas has consistently exceeded the national average and most neighboring states.
Since 2004 assessment scores in Kansas have risen from 70 percent to 86 percent. Math scores have risen from 65 percent to 84 percent. Groups targeted for more assistance - students qualifying for free and reduced price lunch, students with disabilities and English language learners – have also made significant progress, helping to narrow the “achievement gap” for these groups.
Critics have also charged that Kansas college readiness test have not shown improvement. In Kansas as in about half of the states in the nation, most graduating high school senior take the ACT. (In the other states, the SAT is predominant.) Generally the more students that take the test in a state, the lower its average score tends to be, because more students who rank in the bottom half of the class are assessed. Kansas ranks among the highest states nationally in students testing for college and completing college degrees.
Education, in its most basic form, has not changed over the past 50 years. We still have students assigned to a classroom and one teacher overseeing their studies. The biggest difference is in the strategies we use. We are moving toward more individual student assistance based on their need. Multiple Tier System of Support(MTSS)is the change of the future.
MTSS focuses on individual needs of students by “frequent monitoring”. This monitoring system helps to discern the weakness of a student and focuses attention for improvement. Schools are currently developing these programs and, for the first time, making major changes to the organization of our educational system. Through these changes come frustration and hard work. Teachers and staff are working harder than ever to find the best practices for student success. Educators are dedicated to the improvement of this improvement model and deserve the appreciation of our communities for their efforts.
Thursday, November 11, 2010
Friday, October 22, 2010
AYP
AYP stands for "Adequate Yearly Progress" and is based on reading and math state assessment scores, attendance rate, and graduation rate. Last year our students did a fantastic job. All three buildings made AYP with 14 areas of Standard of Excellence. In fact, our assessment scores continue to rise every year. Our 7th grade class actually had 100% of the students meeting or exceeding standard.
On the other hand, the district as a whole did not make AYP. This is due to "Subgroups". Once you have 30 students in a sub group such as Special Education, At-Risk, Ethnicity,or English Language Learners, they become a reportable group. Our subgroup is special education. Last year we missed the cut score by fractions.
What does this really mean to us? We are now a district "On-Watch". This is defined as a district who will be working toward improvements of strategies to work with students in the subgroup. We will be developing a plan of action with a focus of improving the educational strategies for our subgroup.
With all of this said, in a conversation with a patron I was asked,"Mr. Orth, you have been in a few different districts. How do you rate what we do here vs other districts you have been in?" My answer was simple, "this is the first district I have worked in that I would not hesitate to have my own children and grandchildren attend". We have a great staff who really cares about students. These staff members will go out of their way to find strategies for individual student needs.
Like all schools in the nation, we always have room to grow and improve. We will be studying ways to improve and develop a plan of action to make a clear focus for the future.
On the other hand, the district as a whole did not make AYP. This is due to "Subgroups". Once you have 30 students in a sub group such as Special Education, At-Risk, Ethnicity,or English Language Learners, they become a reportable group. Our subgroup is special education. Last year we missed the cut score by fractions.
What does this really mean to us? We are now a district "On-Watch". This is defined as a district who will be working toward improvements of strategies to work with students in the subgroup. We will be developing a plan of action with a focus of improving the educational strategies for our subgroup.
With all of this said, in a conversation with a patron I was asked,"Mr. Orth, you have been in a few different districts. How do you rate what we do here vs other districts you have been in?" My answer was simple, "this is the first district I have worked in that I would not hesitate to have my own children and grandchildren attend". We have a great staff who really cares about students. These staff members will go out of their way to find strategies for individual student needs.
Like all schools in the nation, we always have room to grow and improve. We will be studying ways to improve and develop a plan of action to make a clear focus for the future.
Friday, September 24, 2010
Building Committee Update
On September 22, 2010 the building committee met to review the updated plans for renovating the elementary building, other projects associated with the building and track/football field possibilities. After reviewing the plans, the committee expressed their interest in continuing the process of preparing information for public meetings.
The main discussion of the evening dealt with funding of this project. Kenton Cox (the architect for the project) and I have been asked to work on possible ways to fund these upgrades. Funding ideas would include FEMA grants, Jones Fund grant and possible bond loans through the Federal Stimulus Fund. Once we have answers on these possible types of funding we will reconvene the group for further discussion.
Please feel free to contact the superintendent's office if you have questions pertaining to the plans themselves or would just like to view the architectural drawings. Your input is always welcome.
The main discussion of the evening dealt with funding of this project. Kenton Cox (the architect for the project) and I have been asked to work on possible ways to fund these upgrades. Funding ideas would include FEMA grants, Jones Fund grant and possible bond loans through the Federal Stimulus Fund. Once we have answers on these possible types of funding we will reconvene the group for further discussion.
Please feel free to contact the superintendent's office if you have questions pertaining to the plans themselves or would just like to view the architectural drawings. Your input is always welcome.
Wednesday, September 15, 2010
A Big Thank You
Osage City Schools would like to thank the Osage County Health Department for the generous gift of a pulse oximeter. A pulse Oximeter is used to check oxygen levels on our students and staff.
This gift was given to the district for the assistance of our school nurse in giving H1N1 vaccines last year. This is another example of the partnership we work toward with all agencies in the city and county.
This gift was given to the district for the assistance of our school nurse in giving H1N1 vaccines last year. This is another example of the partnership we work toward with all agencies in the city and county.
Thursday, September 2, 2010
Building Committee Meeting
A building committee meeting has been scheduled for September 22, 2010. This informative meeting will be held in the High School Commons Area at 6:00 PM.
Architect Kenton Cox will lead discussions pertaining to the history of the project, architectural designs and develop our goals for future planning.
Please contact the Superintendent's office if you are interested in serving on this committee.
Architect Kenton Cox will lead discussions pertaining to the history of the project, architectural designs and develop our goals for future planning.
Please contact the Superintendent's office if you are interested in serving on this committee.
Thursday, August 19, 2010
ACT Scores Oustanding
After a small drop last year, the 2010 ACT college readiness exam showed an increase in average scores for Kansas. The average composite score of 22.0 tied the 2008 score, which was the highest state score in at least 20 years. Osage City Students had scores coming in above the state average at 22.7.
Kansas continues to outperform the national average of 21.0. In fact, Kansas posted the highest average composite score among the 13 states that had at least 75 percent of graduates participating in the exam.
We are proud of our students and their accomplishments. These scores show the determination of our students and staff. They have now set the bar and we need to continue to focus on the continued improvement of our schools.
The Kansas Commissioner of Education noted that Kansas students performed particularly well in the areas of English and reading, where 74 percent and 60 percent of test-takers respectively met college readiness benchmarks established by ACT. The benchmarks represent scores that would indicate a level of preparation needed to have at least a 50 percent chance of achieving a grade of B or above in entry-level college coursework. Fifty-one percent of Kansas graduates met the benchmark in math and 34 percent achieved the science benchmark. In all cases, the percent of Kansas graduates meeting the benchmarks was at or above the percentages meeting the benchmarks last year and exceeded the percent of graduates meeting the benchmarks nationwide. Osage City School students proved that they are also ready for college. They were above the state average in every category.
To help with our continued growth and success in student achievement we must focus on the teamwork of students, teachers, staff, administration, the Board of Education, parents and community. Thank you for your ongoing support in this important goal.
Kansas continues to outperform the national average of 21.0. In fact, Kansas posted the highest average composite score among the 13 states that had at least 75 percent of graduates participating in the exam.
We are proud of our students and their accomplishments. These scores show the determination of our students and staff. They have now set the bar and we need to continue to focus on the continued improvement of our schools.
The Kansas Commissioner of Education noted that Kansas students performed particularly well in the areas of English and reading, where 74 percent and 60 percent of test-takers respectively met college readiness benchmarks established by ACT. The benchmarks represent scores that would indicate a level of preparation needed to have at least a 50 percent chance of achieving a grade of B or above in entry-level college coursework. Fifty-one percent of Kansas graduates met the benchmark in math and 34 percent achieved the science benchmark. In all cases, the percent of Kansas graduates meeting the benchmarks was at or above the percentages meeting the benchmarks last year and exceeded the percent of graduates meeting the benchmarks nationwide. Osage City School students proved that they are also ready for college. They were above the state average in every category.
To help with our continued growth and success in student achievement we must focus on the teamwork of students, teachers, staff, administration, the Board of Education, parents and community. Thank you for your ongoing support in this important goal.
Tuesday, August 17, 2010
Welcome Back
It is exciting to know that the students are soon going to fill our halls. We have many things to look forward to starting with the back to school nigh and meet the Indians night. I look forward to seeing everyone at our school activities. It is not only a way to support our students, but a great way to spend time with our community.
We look forward to visiting with all of you.
We look forward to visiting with all of you.
Monday, April 26, 2010
Funding Information
Kansans have recently been seeing and hearing ads questioning the need to protect schools from funding cuts because of past increases in school budgets and large amounts of cash balances. These reports leave out the most important facts about why school funding and cash balances have increased and what has happened as a result.
• School funding increased over the past five years because school boards and patrons, the Governor and Legislature, Presidents and Congress, and the Kansas Supreme Court, all recognized that it takes more money to ensure more students reach higher standards of achievement.
• Student Adequate Yearly Progress requirements for school districts have increased more than school funding over this period. Much of the new funding was directed toward at-risk, bilingual and special education programs to help school districts meet these and other requirements.
• Increased funding also includes payments to correct the under-funding of the state retirement system, and decisions by local voters to approve bond issues, capital outlay and other local funding measures.
• Districts have cash balances at the beginning of each year to operate until state aid payments or property tax revenues arrive, to cover costs if state aid payments are late (as has frequently happened recently), or for emergency expenses.
• The Legislature is considering a constitutional amendment to require a state general fund reserve fund. School districts shouldn’t be criticized for maintaining adequate balances.
Here the facts about school spending and balances:
Overall Spending per Pupil
1. Total aid per K-12 pupil has increased by 26 percent over the past five years, but the consumer price index increased by 13.6 percent from January 2005 to January 2010, which equals over half of the increase. Kansas personal income increased 18.2 percent and, average teacher salaries in Kansas rose 19.4 percent. Over half of the “per pupil” increase would be expected due to inflation, salaries and general economic conditions.
State Funding
2. In 2005, the Kansas Supreme Court ordered the Legislature to correct its failure to provide constitutionally suitable funding. The only way to respond to underfunding was to add funding at a significantly higher rate than inflation.
3. The reason the Court ordered more money was due to the Legislature's own cost studies which showed funding was inadequate to meet rising performance targets mandated by the state. Between 2005 and 2010, the student proficiency targets mandated by the Kansas State Board of Education under the Federal No Child Left Behind Act (NCLB) increased from 46.8 percent to 76.5 percent in math and from 58.0 percent to 81.3 percent in reading, far more than the increase in funding(especially after adjusting for inflation).
4. Most of the new state funding wasn't distributed on a per pupil basis; it was targeted at students who have been lagging on achievement. Special education funding increased from $246.7 million to $423.3 million; at-risk funding from $52.7 million to $348.8 million; and bilingual funding from $9.8 million to $28.9 million.
Those groups have shown significant progress on state assessments. We shouldn’t roll back achievement for special education, minority and low income students who will be needed for future economic vitality.
5. State spending also increased from $161.1 million to $256.0 million, or 58.9 percent, to make up for substantial increases in KPERS contributions due to underfunding of the system. School districts don't control KPERS benefits, and funding is simply “passed through” USD budgets. This cost will continue to increase as the state works to keep the system solvent.
6. State spending also increased because the Legislature voted to increase Local Option Budget (LOB)aid to hold down property taxes, changing the equalization point from the 75th percentile to the 81.2nd percentile. Cutting state aid will raise local property taxes. If the Legislature reduces funding, most districts will have to raise local taxes to avoid cuts in staff and programs, if they can.
Local Funding
7. Local spending has increased largely because the Legislature voted to increase the maximum LOB from 25 percent to 31 percent - a 24 percent increase in spending authority. The Legislature also approved the cost of living weighting and declining enrollment weightings, which are funded entirely by local property taxes.
Presumably, when the Legislature approved this additional authority, it was expected to be used for appropriate education purposes by local boards.
8. The House Education Budget Committee has recommended HB 2739, which would create two additional local funding options, the Budget Equity Fund and the Local Activities Budget. Both would likely result in additional local expenditures, but in a limited number of school districts.
9. Local spending has also increased because local voters in over a quarter of all school districts have approved bond issues in the past five years, including some of the state's largest districts. Voters are smart enough to understand what they are doing, when a majority supports this increased investment in local schools.
Federal Funding
10. Federal spending has increased in part because of federal stimulus funding, but much of that was used to offset state funding. However, funding for special education and Title I programs for students under the No Child Left Behind Act also increased as the nation works to raise education levels in the face of economic needs and international competition.
District Cash Balances
11. School districts have unrestricted cash balances on July 1 of each year for the same reason families have cash in the bank at the beginning of each month: to pay bills that come due before the next paycheck or other income, to cover expenses if expected income is late, and for emergencies.
12. On average, districts try to maintain cash balances to cover at least one month’s expenses. Every single scheduled state aid payment so far this year has been late, sometimes by many weeks. Because of
adequate reserve and planning, districts have been able to pay their employees and bills on time.
• School funding increased over the past five years because school boards and patrons, the Governor and Legislature, Presidents and Congress, and the Kansas Supreme Court, all recognized that it takes more money to ensure more students reach higher standards of achievement.
• Student Adequate Yearly Progress requirements for school districts have increased more than school funding over this period. Much of the new funding was directed toward at-risk, bilingual and special education programs to help school districts meet these and other requirements.
• Increased funding also includes payments to correct the under-funding of the state retirement system, and decisions by local voters to approve bond issues, capital outlay and other local funding measures.
• Districts have cash balances at the beginning of each year to operate until state aid payments or property tax revenues arrive, to cover costs if state aid payments are late (as has frequently happened recently), or for emergency expenses.
• The Legislature is considering a constitutional amendment to require a state general fund reserve fund. School districts shouldn’t be criticized for maintaining adequate balances.
Here the facts about school spending and balances:
Overall Spending per Pupil
1. Total aid per K-12 pupil has increased by 26 percent over the past five years, but the consumer price index increased by 13.6 percent from January 2005 to January 2010, which equals over half of the increase. Kansas personal income increased 18.2 percent and, average teacher salaries in Kansas rose 19.4 percent. Over half of the “per pupil” increase would be expected due to inflation, salaries and general economic conditions.
State Funding
2. In 2005, the Kansas Supreme Court ordered the Legislature to correct its failure to provide constitutionally suitable funding. The only way to respond to underfunding was to add funding at a significantly higher rate than inflation.
3. The reason the Court ordered more money was due to the Legislature's own cost studies which showed funding was inadequate to meet rising performance targets mandated by the state. Between 2005 and 2010, the student proficiency targets mandated by the Kansas State Board of Education under the Federal No Child Left Behind Act (NCLB) increased from 46.8 percent to 76.5 percent in math and from 58.0 percent to 81.3 percent in reading, far more than the increase in funding(especially after adjusting for inflation).
4. Most of the new state funding wasn't distributed on a per pupil basis; it was targeted at students who have been lagging on achievement. Special education funding increased from $246.7 million to $423.3 million; at-risk funding from $52.7 million to $348.8 million; and bilingual funding from $9.8 million to $28.9 million.
Those groups have shown significant progress on state assessments. We shouldn’t roll back achievement for special education, minority and low income students who will be needed for future economic vitality.
5. State spending also increased from $161.1 million to $256.0 million, or 58.9 percent, to make up for substantial increases in KPERS contributions due to underfunding of the system. School districts don't control KPERS benefits, and funding is simply “passed through” USD budgets. This cost will continue to increase as the state works to keep the system solvent.
6. State spending also increased because the Legislature voted to increase Local Option Budget (LOB)aid to hold down property taxes, changing the equalization point from the 75th percentile to the 81.2nd percentile. Cutting state aid will raise local property taxes. If the Legislature reduces funding, most districts will have to raise local taxes to avoid cuts in staff and programs, if they can.
Local Funding
7. Local spending has increased largely because the Legislature voted to increase the maximum LOB from 25 percent to 31 percent - a 24 percent increase in spending authority. The Legislature also approved the cost of living weighting and declining enrollment weightings, which are funded entirely by local property taxes.
Presumably, when the Legislature approved this additional authority, it was expected to be used for appropriate education purposes by local boards.
8. The House Education Budget Committee has recommended HB 2739, which would create two additional local funding options, the Budget Equity Fund and the Local Activities Budget. Both would likely result in additional local expenditures, but in a limited number of school districts.
9. Local spending has also increased because local voters in over a quarter of all school districts have approved bond issues in the past five years, including some of the state's largest districts. Voters are smart enough to understand what they are doing, when a majority supports this increased investment in local schools.
Federal Funding
10. Federal spending has increased in part because of federal stimulus funding, but much of that was used to offset state funding. However, funding for special education and Title I programs for students under the No Child Left Behind Act also increased as the nation works to raise education levels in the face of economic needs and international competition.
District Cash Balances
11. School districts have unrestricted cash balances on July 1 of each year for the same reason families have cash in the bank at the beginning of each month: to pay bills that come due before the next paycheck or other income, to cover expenses if expected income is late, and for emergencies.
12. On average, districts try to maintain cash balances to cover at least one month’s expenses. Every single scheduled state aid payment so far this year has been late, sometimes by many weeks. Because of
adequate reserve and planning, districts have been able to pay their employees and bills on time.
Thursday, April 15, 2010
Note from the County Attorney's Office
This letter is a joint communication from the school district, Brandon L. Jones, County Attorney, and Drug Free Osage County Inc.:
Dear Parents:
This letter is to encourage you not to let the celebration of a high school prom, graduation, or any other special event turn into a tragedy due to the use of alcohol. Students have reported that some parents and other adults are hosting private parties in homes, at the lakes, or other locations where alcohol will be provided.
You may have heard of the term “social hosting”. Social hosting is defined as providing and/or serving alcohol to a young person who is under the minimum legal drinking age. This can take place at a party or by any adult simply providing alcohol to young people and their peers for them to drink. It can even extend to homeowners who are not home, out-of-town, or unaware that underage drinking is taking place in their home. Unlawfully hosting minors who are consuming alcohol or cereal malt beverage is a Class A person misdemeanor, and carries a minimum fine of $1,000.
In addition if you host a party for underage drinkers, or allow your children to attend such parties, you are sending a message to teens that it is okay to break the law. You may think that you are doing teens a favor by allowing them to drink in a safe environment. The truth is, there is no safe environment for underage drinking. As a host, you can’t predict the behavior of teens drinking in your home, or the amount of alcohol consumed. If injuries, alcohol poisoning, or sexual assaults occur on your property, you can be held criminally liable. In addition, current research has shown that the human brain does not fully develop until about the age of 24. Individuals who drink at an early age not only risk harm to their brain development, but are four times more likely to develop alcohol dependence. Teens who drink alcohol are also more likely to become sexually active, be involved in traffic accidents, use other drugs, and do poorly in school.
USD 420, in cooperation with the Osage County Attorney, and Drug Free Osage County, Inc., supports education and activities on drug and alcohol awareness. It takes the commitment of the community, families and schools to truly make a difference in creating a safe and healthy environment for our youth to live, learn, and grow into successful adults. Let’s work together to send a strong message to our youth that we care enough for them NOT to allow them to use alcohol or other drugs.
Dear Parents:
This letter is to encourage you not to let the celebration of a high school prom, graduation, or any other special event turn into a tragedy due to the use of alcohol. Students have reported that some parents and other adults are hosting private parties in homes, at the lakes, or other locations where alcohol will be provided.
You may have heard of the term “social hosting”. Social hosting is defined as providing and/or serving alcohol to a young person who is under the minimum legal drinking age. This can take place at a party or by any adult simply providing alcohol to young people and their peers for them to drink. It can even extend to homeowners who are not home, out-of-town, or unaware that underage drinking is taking place in their home. Unlawfully hosting minors who are consuming alcohol or cereal malt beverage is a Class A person misdemeanor, and carries a minimum fine of $1,000.
In addition if you host a party for underage drinkers, or allow your children to attend such parties, you are sending a message to teens that it is okay to break the law. You may think that you are doing teens a favor by allowing them to drink in a safe environment. The truth is, there is no safe environment for underage drinking. As a host, you can’t predict the behavior of teens drinking in your home, or the amount of alcohol consumed. If injuries, alcohol poisoning, or sexual assaults occur on your property, you can be held criminally liable. In addition, current research has shown that the human brain does not fully develop until about the age of 24. Individuals who drink at an early age not only risk harm to their brain development, but are four times more likely to develop alcohol dependence. Teens who drink alcohol are also more likely to become sexually active, be involved in traffic accidents, use other drugs, and do poorly in school.
USD 420, in cooperation with the Osage County Attorney, and Drug Free Osage County, Inc., supports education and activities on drug and alcohol awareness. It takes the commitment of the community, families and schools to truly make a difference in creating a safe and healthy environment for our youth to live, learn, and grow into successful adults. Let’s work together to send a strong message to our youth that we care enough for them NOT to allow them to use alcohol or other drugs.
Wednesday, March 24, 2010
Board Vision Planning
Tough times call for all stakeholders to come together, roll up our sleeves and put our best foot forward. To begin the planning and "Vision" a special board meeting was held on Monday, March 22, 2010 to discuss Vision Statement Planning. During these times of financial difficulty and uncertainty it is extremely important for us to continue planning for the future.
The planning session was guided by Steve Owens of Wichita, Kansas. His past experiences working with businesses in Kansas and his lack of personal attachment to the district helped the Board and Administration come to some solid outcomes.
The current goal is to have a vision statement completed and approved by the board at the May regular Board meeting. The themes of the basic vision includes: 1) Technology rich facility to prepare students for the future 2) Develop a successful Academic/Educational experiences that is well rounded, rich in experiences, engaging and includes life skills 3) Complete facility project goals keeping in mind energy efficiency and plan for growth 4) A staff who is engaged, excited, focused on students and have personal goals to advance themselves professionally and 5) A school community focused as the community hub.
The Board continued to work on a basic Thematic Goal. Their goal is to “engage the whole community into understanding, buying into and supporting the district vision”. To accomplish this goal the board and administration will develop plans to 1) Keep the communication lines open to all stakeholders keeping in mind a transparency of results and conversations 2) Finalize and refine the district vision 3) Continue to develop positive community relations 4) Develop community involvement activities and 5) Provide leadership from the Board of Education and Administration.
Our next step is to finalize our Vision Statement and continue the process through planning and executing the key elements to reach this lofty goal.
The USD 420 School Board and Administration welcome the community to attend the next regular Board meeting scheduled for Wednesday, April 14, 2010 at 7:00 P.M. in the High School vocal music room. Our discussions are important to the community and school. We want to make sure that all stakeholders understand the direction we are moving.
The planning session was guided by Steve Owens of Wichita, Kansas. His past experiences working with businesses in Kansas and his lack of personal attachment to the district helped the Board and Administration come to some solid outcomes.
The current goal is to have a vision statement completed and approved by the board at the May regular Board meeting. The themes of the basic vision includes: 1) Technology rich facility to prepare students for the future 2) Develop a successful Academic/Educational experiences that is well rounded, rich in experiences, engaging and includes life skills 3) Complete facility project goals keeping in mind energy efficiency and plan for growth 4) A staff who is engaged, excited, focused on students and have personal goals to advance themselves professionally and 5) A school community focused as the community hub.
The Board continued to work on a basic Thematic Goal. Their goal is to “engage the whole community into understanding, buying into and supporting the district vision”. To accomplish this goal the board and administration will develop plans to 1) Keep the communication lines open to all stakeholders keeping in mind a transparency of results and conversations 2) Finalize and refine the district vision 3) Continue to develop positive community relations 4) Develop community involvement activities and 5) Provide leadership from the Board of Education and Administration.
Our next step is to finalize our Vision Statement and continue the process through planning and executing the key elements to reach this lofty goal.
The USD 420 School Board and Administration welcome the community to attend the next regular Board meeting scheduled for Wednesday, April 14, 2010 at 7:00 P.M. in the High School vocal music room. Our discussions are important to the community and school. We want to make sure that all stakeholders understand the direction we are moving.
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