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 2026-27 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 pre-reading skills.
Self-regulation is a critical skill and begins by identifying emotions in ourselves and others. MECC students need to be aware of the types of emotions and feelings they experience to help maintain a regulated state.
Priorities
What action will you prioritize in 2026-27 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 and common assessments.
Staff will monitor and respond to identified needs in social emotional learning through weekly classroom instruction and monthly targeted counselor lessons along with formative and Student Risk Screening Scale assessments.
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 2026-27 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.
Increase student engagement in all learning environments to maximize student achievement.
Priorities
What action will you prioritize in 2026-27 to make progress?
All grade levels will provide comprehensive literacy skills instruction, with targeted emphasis on reading fluency as identifed as an area of need in our FASTBridge data.
MES Staff will implement a student engagement rubric and track opportunities to respond in lessons with planning and eWalkthrough data.
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.
Improve overall math achievement and increase student performance to Levels on state assessments.
Priorities
What action will you prioritize in 2026-27 to make progress?
Increase overall reading proficiency by strengthening targeted literacy instruction and improving the percentage of students meeting benchmark on FASTBridge.
Improve math achievement by increasing student performance at Levels 3 and 4 on state assessments through focused, standards-aligned instruction.
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.
PWS will focus on foundational math key fluency standards and routines to bolster student achievement.
Priorities
What action will you prioritize in 2026-27 to make progress?
Staff will provide explicit, systematic encoding/spelling instruction aligned to phonics patterns scope and sequence.
Staff will provide targeted, sequential instruction to improve foundational math key fluency standards and routines.
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 special education practices.
Priorities
What action will you prioritize in 2026-27 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 will continue to implement a Co-Teach model with Special Education and continue to work on SDI and more inclusive practices.
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?
Grading Philosphy and Practice Refresh - Work with classroom teachers to build a Building Wide grading philosophy and practice that values learning progression above all else.
Continued work towards building common pacing and assessment practices across all 5th and 6th Grade Math classrooms.
Staff provided more intentional opportunities throughout the day to foster positive and meaningful connections with each other.
Priorities
What action will you prioritize in 2026-27 to make progress?
Working together during PLC and PD Days in Hallway Teams and Content Teams to build foundation of grading philosophy and practice at MIS.
Continue to create collabartive pockets of time to allow Math Department to finalize pacing gudie and Common Formative Assessments.
Implement classroom and Hallway Team level activies on a weekly basis to foster connection and belonging at MIS.
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?
Our schoolwide data continues to reflect the need to continue our focus on high impact literacy strategies.
Increasing active student engagement is essential to improving achievement and closing learning gaps for all learners. This focus will strengthen learning outcomes, increase student ownership, and reduce off-task behaviors.
Priorities
What action will you prioritize in 2026-27 to make progress?
All teachers will implement structured, high-impact literacy instruction by consistently using an explicit vocabulary routine with a targeted emphasis on morphology.
All teachers will implement active student engagement strategies that will increase oportunities for all learners to actively think, respond, and engage within grade-level content.
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.
Click for the Maize SOUTH Intermediate School's website
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 and hight impact literacy strategies.
Removing obstacles to high quality instruction across subjects. MMS, a building wide focus on decreasing student behavior as an obstacle to high quality instruction.
Priorities
What action will you prioritize in 2026-27 to make progress?
Each department will engage in a structured vocabulary routine or a high impract literacy strategy to target specific growth in literacy skills, leading to improvement on the Kansas Assessment.
All departments will develop lead measures to decrease office discipline referrals thus keeping students in classroom settings more frequently and increasing engagement.
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 focus on vocabulary instruction and comprehension.
Recent FastBridge and Reading State Assessment scores reflect improvement. MSMS will continue to emphasize vocabulary aquisition to continue drive this progress. Weekly student-driven email communication with families, regarding academic performance and attendance, will foster executive functioning skills and increased student accountability for academic success.
Priorities
What action will you prioritize in 2026-27 to make progress?
Each department will provide literacy instruction by building vocabulary through targeted instruction and implementing strategies identified by Dr. Anita Archer that foster comprehension of vocabulary terms.
Mav time will be structured to facilitate weekly teacher/student conferences regarding classroom academic performance, behavior, and attendance. Students will complete weekly electronic grade check sheets and email those to families each Monday.
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?
According to our data, a focus on student literacy continues to be needed. While some areas of student performance have improved, MHS continues to see achievement gaps that indicate a need for stronger and more consistent Tier 1 instruction, particularly through high-impact literacy strategies across all content areas.
Priorities
What action will you prioritize in 2026-27 to make progress?
MHS will prioritize the implementation of structured literacy practices and increased professional collaboration among staff.
Teachers will focus on incorporating high-impact literacy strategies across all content areas to strengthen student reading, writing, vocabulary, and critical thinking skills.
In addition, staff will engage in purposeful collaboration through re-energized and focused PLCs and respond more effectively to student learning needs.
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 literacy and professional collaboration.
MSHS building leadership team, and subsequently faculty, need to shift focus from administrative meetings to student-centered, collaborative inquiry conversations.
Priorities
What action will you prioritize in 2026-27 to make progress?
MSHS will increase the frequency of high-leverage literacy vocabulary and summarization strategies.
MSHS will also establish a culture of trust and shared responsibility, protecting time for collaboration, and using data to drive instructional changes.
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 2026-27 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.