Building Needs Assessments
As required by Kansas state law (House Bill 2567), school leaders identify for their school what barriers exist to student achievement. They also identify what actions they will prioritize to make progress. The accordion below includes the 2025-26 Building Needs Assessments for our schools.
Wildly Important Goals (WIGs)
As part of our Lead Forward strategic plan, we have set a focused objective: By 2028, we aim to increase our reading proficiency rate from 73 percent to 80 percent on the Kansas State Assessment. This goal isn’t just a number. It reflects our shared mission to ensure every child in our district becomes a confident and capable reader.
To achieve this, each of our schools will establish a Wildly Important Goal (WIG) related to literacy. WIG is a discipline designed to keep our focus on what matters most. WIG is part of the 4 Disciplines of Execution (4DX) framework, developed by Sean Covey. Our leaders have been studying this approach, which centers on zeroing in on a single high-impact goal and making consistent progress.
- Maize Early Childhood Center
- Maize Central Elementary School
- Maize Elementary School
- Maize South Elementary School
- Pray-Woodman Elementary School
- Vermillion Elementary School
Maize Early Childhood Center
Needs
What barriers exist to student achievement? What does data tell you?
MECC students need to master pre-reading skills including concepts of print, and letter recognition. Staff will monitor and respond to identified skill gaps for literacy readiness through daily core instruction of key prereading skills. Early attendance habits are critical to establish for our youngest learners. MECC students need to attend school 95% of the time.
Priorities
What action will you prioritize in 2025-26 to make progress?
Staff will monitor and respond to identified skill gaps for literacy readiness through daily core instruction of key pre-reading skills along with formative, grade card, and FastBridge assessments. Staff will regularly monitor and provide resources to increase student attendance.
Presentation
Maize Board of Education presentation summary (December 2024): Maize Early Childhood Center Principal DeDe Pierce said that literacy begins when someone speaks to or reads to an infant. The foundational skills of listening, comprehension, and storytelling are nurtured as students grow. This year, the school aims for 80 percent of students to accurately retell story sequences by May, using enhanced read-alouds, retelling practices, and progress monitoring. In just three months, families in the nationally award-winning Parents as Teachers (PAT) program have read 3,400 stories aloud. Last year, 87 percent of PAT families attended at least one event—the highest participation rate in Kansas!
The school is also improving attendance, aiming to raise student attendance from 84 percent to 90 percent. Strategies include family engagement, newsletter snapshots, and proactive communication. Early results show a 92 percent attendance rate through November and fewer unexcused absences than last year. These efforts help families build good attendance habits early, benefiting students throughout their education. From newborns to kindergarten-aged students, Maize Early Childhood Center’s programs, including music groups, set the stage for lifelong learning.
Maize Central Elementary School
Needs
What barriers exist to student achievement? What does data tell you?
District-wide focus on student literacy is needed. MCE will focus on math skill development to bolster student achievement.
Priorities
What action will you prioritize in 2025-26 to make progress?
Each grade level will provide targeted, sequential instruction to improve reading comprehension skills that need attention as identified by the Kansas Assessment.
Each grade level will provide targeted, sequential instruction to improve foundational math skills that need attention as identified by the Kansas Assessment.
Presentation
Maize Board of Education presentation summary (December 2024): Maize Central Elementary School Principal David Jennings said the school aims to increase the percentage of 3rd and 4th graders scoring proficient or higher on the Kansas State Reading Assessment from 81 percent to 82.5 percent and on the Math Assessment from 86 percent to 86.5 percent. Grade-level teams have outlined specific strategies to support these goals, including the use of graphic organizers in reading and targeted math fluency activities. These efforts reflect the school’s commitment to enhancing student learning and fostering academic excellence.
Maize Elementary School
Needs
What barriers exist to student achievement? What does data tell you?
District-wide focus on student literacy is needed. MES will enhance tiered support for math skill development to bolster student achievement.
Priorities
What action will you prioritize in 2025-26 to make progress?
Each grade level will provide targeted, sequential instruction to improve reading comprehension skills that need attention as identified by the Kansas Assessment.
Each grade level will provide targeted, tiered support instruction to improve foundational math skills that need attention as identified by the Kansas Assessment.
Presentation
Maize Board of Education presentation summary (November 2024): Maize Elementary School Principal Kyle White said that the school is focusing on goals to enhance student achievement in literacy and math. For literacy, the school aims to increase the percentage of students meeting grade-level benchmarks on the Early Reading and aReading FastBridge assessments from 62 percent to 70 percent. This goal involves daily phonics, vocabulary, and comprehension exercises tailored to each grade level. In math, the goal is to raise benchmark scores from 80 percent to 86 percent by focusing on number sense, fluency, and math vocabulary through daily practice across all grades. Teachers track progress through regular data discussions and weekly updates, with plans to celebrate students’ growth following the FastBridge winter benchmarks.
Maize South Elementary School
Needs
What barriers exist to student achievement? What does data tell you?
District-wide focus on literacy is needed. Increasing student resilience skills and understanding of behavioral expectations can decrease Office Discipline Referrals.
Priorities
What action will you prioritize in 2025-26 to make progress?
Each grade level will provide targeted, sequential instruction on literacy skills identified as areas of need through the FASTBridge assessment. Staff will provide daily SEL instruction for targeted areas of need as identified by ODR and SEL screener review.
Presentation
Maize Board of Education presentation summary (October 2024): Maize South Elementary School is focused on two major goals to boost student success this year. The first is to raise reading proficiency from 52 percent to 80 percent by the end of the 2024-2025 school year. Teachers will use strategies including daily phonics lessons, fluency practice, and team reviews to tailor instruction. For example, kindergarteners will focus on letter names and sounds, while 1st-grade students will practice nonsense words daily to build decoding skills. Second through 4th-grade students will work on fluency passages and phonics, while specials teachers will teach two to three key vocabulary words each week. The second goal is to reduce behavior issues by 10 percent each quarter, and the school has already had success with this so far this school year. Employees will teach 20 minutes of daily social-emotional learning (SEL) and review expectations regularly. Paras will also be in classrooms, ready to offer extra support, ensuring students stay focused and engaged. Together, these efforts aim to create a positive, structured learning environment for all.
Pray-Woodman Elementary School
Needs
What barriers exist to student achievement? What does data tell you?
District-wide focus on student literacy is needed. Improvement in PWS will focus on foundational math skill development to bolster student achievement.
Priorities
What action will you prioritize in 2025-26 to make progress?
Each grade level team will provide targeted, sequential instruction on literacy skills identified as areas of need through FASTBridge screener and Kansas State Assessments.
Each grade level team will provide targeted, sequential instruction to improve foundational math skills identified as areas of need through FASTBridge screener and Kansas State Assessments.
Presentation
Maize Board of Education presentation summary (February 2025): Pray-Woodman Elementary School is focused on improving student achievement through data-driven goals and strategies. At the end of last year, 58 percent of students were proficient in reading and 77 percent in math. The school’s goal is to increase reading proficiency to 62 percent and math proficiency to 79 percent by the end of the current school year. Progress is already ahead of schedule. Teachers and staff members are committed to structured instructional routines, monitoring student progress, and using scoreboards to track success. Looking ahead, the school is refining the Multi-Tiered System of Supports (MTSS) protocols and setting new goals for the 2025-26 school year.
Vermillion Elementary School
Needs
What barriers exist to student achievement? What does data tell you?
District-wide focus on student literacy is needed. High student engagement is key in maximizing the time students spend learning in classrooms. Meeting the needs of students through more inclusive practices.
Priorities
What action will you prioritize in 2025-26 to make progress?
Each grade level will provide targeted, sequential instruction on literacy skills identified as areas of need through the FASTBridge assessment.
Staff will use a student engagement rubric with students and implement / track OTR (Opportunities to Respond) in lessons.
Staff began receiving training for Specially Designed Instruction in the spring 2025. PD will continue as we will work toward more inclusive practices for students with special educational needs.
Presentation
Maize Board of Education presentation summary (September 2024): Vermillion Elementary School is dedicated to achieving a reading proficiency rate of 80 percent or above by investing in professional development for teachers and fostering a culture of shared success stories among educators. The school’s second goal is to enhance student engagement, aiming for 80 percent of students to actively participate in their learning. Students are taught the importance of taking ownership of their education—not just sitting and listening. When students are engaged and responsible for their learning, it positively affects their behavior, academics, and attendance.
Engaged students are more likely to ask questions, enjoy their learning, think critically, and set intentions for their growth. Likewise, teachers are encouraged to reflect on their practices and set achievable goals. Principal Jenny Nash said this approach has been a game-changer in the classroom, creating a more dynamic and effective learning environment.
- Maize Intermediate School
- Maize South Intermediate School
- Maize Middle School
- Maize South Middle School
- Maize High School
- Maize South High School
- Maize Virtual Preparatory School
Maize Intermediate School
Needs
What barriers exist to student achievement? What does data tell you?
District-wide focus on student literacy is needed. MIS will focus on application and integration of high impact literacy instructional strategies in all non-ELA core classes. In depth knowledge and application of high impact MTSS instructional strategies in Math. MIS students need to establish great attendance habits. MIS students need to attend school 95% of the time.
Priorities
What action will you prioritize in 2025-26 to make progress?
Each department will provide targeted, sequential instruction on literacy skills identified as areas of need on the Kansas Assessment. And, intentional integration of high impact literacy strategies in all non ELA classes.
Redesign of Math MTSS structure, processes and instructional strategies to better support students.
Staff will monitor, intervene, and provide resources to increase student attendance.
Presentation
Maize Board of Education presentation summary (February 2025): Maize Intermediate School is focused on two key goals for the 2024-25 school year: improving reading proficiency and increasing student attendance. The school aims to raise its average reading proficiency on the Kansas State Assessment from 68 percent to 72 percent by implementing structured literacy support, teacher-led interventions, and data-driven instructional strategies. Additionally, the school is working to increase the percentage of students attending at least 95 percent of school days from 61 percent to 68 percent through attendance tracking, one-on-one support meetings, and engagement initiatives like the Eagle Ambassadors Welcoming Committee and MIS Meaningful Jobs program. These efforts are designed to support student success and create a positive learning environment for all.
Maize South Intermediate School
Needs
What barriers exist to student achievement? What does data tell you?
District-wide focus on student literacy is needed. MSIS students need to establish great attendance habits. MSIS students need to attend school 95 percent of the time.
Priorities
What action will you prioritize in 2025-26 to make progress?
Each department will implement structured, high impact literacy instruction centered on vocabulary development and fluency, targeting areas of need through student data.
We will regularly monitor attendance data, identify students in need of support, and implement targeted interventions to address the root causes of absenteeism.
Presentation
Maize Board of Education presentation summary (September 2024): School leaders are implementing vocabulary and comprehension strategies to enhance student performance, with a goal of improving literacy by 2 percent each year. Common strategies are used across classrooms, and visible scoreboards track progress to keep the school community engaged.
Boosting attendance is the school’s second WIG. With 71 percent of students attending 95 percent of school days, the school prioritizes reducing chronic absenteeism. Defined as missing more than two days per month, chronic absenteeism can lead to academic struggles. To combat this, the school has weekly meetings to track unverified absences and identify at-risk students. Principal Karen LaMunyon said the school recognizes that students who are chronically absent often struggle with a sense of belonging. Counselors create positive attendance plans for struggling students, while teachers focus on knowing students personally and building meaningful relationships to help them feel connected to the school community.
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Maize Middle School
Needs
What barriers exist to student achievement? What does data tell you?
District-wide focus on student literacy is needed. For MMS, vocabulary acquisition and development. MMS students need to refine good attendance habits, specifically being to class on time.
Priorities
What action will you prioritize in 2025-26 to make progress?
Each department will engage in a structured vocabulary routine to target specific growth in literacy skills, leading to improvement on the Kansas Assessment.
Continuing efforts in student and staff clarity for policy and practices regarding student attendance/tardies. This includes student behavior coaching, consequences, and layered positive reinforcement for meeting expectations.
Presentation
Maize Board of Education presentation summary (November 2024): Maize Middle School Principal Chad Cramer presented the school’s Instructional Scoreboard for the school year, highlighting key academic and behavioral goals focused on literacy and resilience. The primary objectives include raising reading proficiency among 7th- and 8th-grade students from 66 percent to 70 percent on the Kansas Assessment Program and reducing tardy occurrences from 902 to 857 by May. The school’s resilience goal aims to foster a culture of responsibility and punctuality, helping students develop positive habits and reduce barriers to learning. Each department supports these goals through targeted Lead Measures, such as bi-monthly team discussions, data-driven meetings, and specific vocabulary instruction. Administration, counseling, and educators teaching math, ELA, social studies, science, PE, fine arts, and electives each have set tailored goals. To address tardiness, educators engage students in solutions-oriented conversations and offer positive reinforcements, including no-tardy parties. Through regular communication with parents, teachers, and students, the school is trending in the right direction on these goals.
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Maize South Middle School
Needs
What barriers exist to student achievement? What does data tell you?
District-wide focus on student literacy is needed. MSMS will put specific attention on vocabulary. MSMS students need intentional time during the school day, with minimal distractions, for teachers and students to create action plans in support of improving grades.
Priorities
What action will you prioritize in 2025-26 to make progress?
Each department will provide literacy instruction by building vocabulary skills through targeted instruction on affixes and implement strategies identified by Dr. Anita Archer proven to foster comprehension of vocabulary terms.
Mav time will be structured to facilitate weekly teacher/student conferences regarding classroom academic performance and FASTBridge progress. Students will record weekly grade check sheets and update SMART goals.
Presentation
Maize Board of Education presentation summary (January 2025): Maize South Middle School Principal Cort Haynes announced initiatives to boost student performance and reduce failing grades. The school is focusing on aReading FastBridge scores and intends to raise the average composite scores for 7th and 8th grade students from 70 to 72 by May. The school also aims to lower the average number of students on the weekly FOCUS List—those with one or more failing grade—from 39 to 35 in the same timeframe.
To meet these goals, the school is implementing data tracking through scoreboards and grade check sheets, helping students monitor their math and reading scores and encouraging improvement in state assessments. Vocabulary development is emphasized across all subjects, including electives, to ensure relevance to each content area.
Mav Time sessions on Mondays allow teachers to review grades, identify missing assignments, and address failing grades with students. Students with an F in one or more class discuss strategies for improvement with their Mav Time teachers. Additionally, students on the FOCUS List receive targeted support on Tuesdays and Thursdays and are ineligible for athletics, including practices and games, serving as motivation for academic improvement.
The school collaborates with families by implementing after-school Academic Study Hall for students with 10 or more missing assignments in a two-week span, aiming to proactively address academic challenges and teach effective workload management.
Maize High School
Needs
What barriers exist to student achievement? What does data tell you?
District-wide focus on student literacy is needed. MHS has seen scores decline, indicating a need for stronger Tier 1 instruction. MHS sees consistent barriers including inconsistent instructional strategies across classrooms, gaps in foundational literacy and math skills, chronic absenteeism (although improving), and varied levels of student engagement. And, an increasing need for mental health services.
Priorities
What action will you prioritize in 2025-26 to make progress?
MHS plans to prioritize Tier 1 instruction through professional development focused on high-impact instructional strategies, increasing data-driven intervention systems, and strengthening student engagement initiatives. This includes consistent classroom expectations, targeted support for struggling learners, and building a more positive and inclusive school culture.
Presentation
Maize High School Principal Dr. Chris Botts said that the school’s first key focus area for this school year is to increase the percentage of juniors meeting proficiency in text complexity on the ACT from 43 percent to 50 percent by the end of their junior year. Teachers are actively incorporating text complexity into the curriculum. The second goal is to increase the percentage of students earning As, Bs, and Cs from 67 percent to 77 percent by May. The school’s grade checks are improving student self-awareness of academic progress. Educators school-wide are committed to these goals. They continue to analyze ACT data. Administrators talk to students on the D and F list. Students know where they are, what they need to do to get off those lists, and they are talking with teachers regularly. He said the progress is refreshing. There is information that the ACT may be changing in the future. They will need to reflect whether to modify their goal to remain relevant in the future. They have been “laser-sharp focused” and believe data will show improvement.
Maize South High School
Needs
What barriers exist to student achievement? What does data tell you?
District-wide focus on student literacy is needed. MSHS students need increased opportunities for interactive and engaging activities in classrooms. The Building Leadership Team reviewed data such as ewalkThrough, attendance, Office Discipline Referrals, and qualitative observations.
Priorities
What action will you prioritize in 2025-26 to make progress?
Staff will implement explicit vocabulary instruction as a building Tier 1 strategy. Each department will provide targeted, sequential instruction on literacy skills identified as areas of need on the Kansas Assessments.
Staff will engage in professional learning opportunities to explore strategies that increase student engagement.
Presentation
Maize Board of Education presentation summary (October 2024): Maize South High School is focused on two key goals to boost student achievement this year. The first goal is to increase reading proficiency on state assessments, from 71.9 percent to 73.1 percent, by enhancing student engagement in reading activities. Teachers across departments are implementing strategies, including incorporating business articles in reading time and reviewing 8th-grade test scores to place freshmen in appropriate reading courses. A major emphasis is on vocabulary strategies, which are being shared and refined across the school to ensure consistent application. The second goal is to boost student participation by increasing “opportunities to respond” in class from 45 percent to 60 percent. Teachers will create more interactive lessons, ensuring students have a chance to respond at least once every 10 minutes during each class. Professional development will support these efforts, and departments will reflect on and share best practices. This helps build culture and positively push employees to continue to grow and improve.
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Maize Virtual Preparatory School
Needs
What barriers exist to student achievement? What does data tell you?
MVPS students are meeting or exceeding state standards as measured by the Kansas Assessment. Therefore, MVPS will focus on individual student growth. The virtual learning environment creates unique opportunities for each student with a tailored individual learning plan.
Priorities
What action will you prioritize in 2025-26 to make progress?
As a staff, we will strengthen our collective practices in data-driven instruction by refining how we gather and analyze student data, implement targeted interventions, and conduct consistent progress monitoring.
Presentation
Maize Board of Education presentation summary (September 2024): The K-12 school is emphasizing student-centered learning and goal-setting, utilizing state assessment scores to inform their strategies. Each student will create their own two SMART goals (Specific, Measurable, Attainable, Relevant, and Time-bound), fostering a sense of ownership in their learning and prioritizing meaningful educational experiences. One will be related to literacy, and another will be an individual impactful goal. For example, a student might set a goal to read 100 books across different genres or focus on foundational skills like phonics.
The initiative already has yielded significant results, with students becoming more engaged in understanding their learning needs and asking, “Where am I? What do I need to learn?” Back-to-school professional development included training for teachers and administrators on setting and achieving SMART goals, reinforcing their collective commitment to student success and accountability. Principal Melinda Holmes said that 90 percent of students are expected to reach their WIG goal by May.