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 2024-25 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.
Between September 2024 and January 2025, each school will present to the Maize Board of Education about this literacy goal and another WIG of their choice that helps support a need in their building. Please explore the presentation summaries as they become available.
- 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 identifying parts of a story and retelling a sequence of events. Early attendance habits are critical to establish for our youngest learners. MECC students need to attend school 95 percent of the time.
Priorities
What action will you prioritize in 2024-25 to make progress?
Staff will monitor and respond to identified skill gaps for literacy readiness through bi-weekly assessments for key pre-reading skills. 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 2024-25 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 2024-25 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.
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 2024-25 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 guidance structures for tier 2 support in both reading and math will bolster student achievement.
Priorities
What action will you prioritize in 2024-25 to make progress?
Staff will implement high-impact instructional strategies, conduct data dives during PLC time, and implement aligned components of the PWS Tier 2 structure guide for reading and math skills. The Tier 2 Structure Guide is a lesson plan form that includes a fluency component, concept development, and reflection. All PWS teams made a commitment to following this protocol as they believed it would have the biggest impact on student achievement.
Presentation
Coming soon: Maize Board of Education presentation summary
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.
Priorities
What action will you prioritize in 2024-25 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.
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 students need to establish great attendance
habits. MIS students need to attend school 95% of the time.
Priorities
What action will you prioritize in 2024-25 to make progress?
Each department will provide targeted, sequential instruction on literacy skills identified as areas of need on the Kansas Assessment.
Staff will monitor, intervene, and provide resources to increase student attendance.
Presentation
Coming soon: Maize Board of Education presentation summary
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 2024-25 to make progress?
Each department will provide targeted, sequential instruction on literacy skills identified as areas of need on the Kansas Assessment.
Staff will monitor, intervene, and provide resources to increase student attendance.
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. MMS students need to establish great attendance habits. MMS students need to attend class and be on time.
Priorities
What action will you prioritize in 2024-25 to make progress?
Each department will provide targeted, sequential instruction on literacy skills identified as areas of need on the Kansas Assessment.
Staff will monitor and collectively intervene to provide support, resources, and aligned consequences for student tardies.
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.
Click for the Maize middle School's website
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 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 2024-25 to make progress?
Each department will provide targeted, sequential instruction on literacy skills identified as areas of need on the FASTBridge assessment.
Mav time will be structured to facilitate weekly teacher/student conferences regarding grades. Teachers will receive and review grades data weekly.
Presentation
Coming soon: Maize Board of Education presentation summary
Maize High School
Needs
What barriers exist to student achievement? What does data tell you?
District-wide focus on student literacy is needed. MHS 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 2024-25 to make progress?
Each department will provide targeted, sequential instruction on literacy skills identified as areas of need on the PreACT and ACT.
Flex time will be structured to facilitate weekly teacher/student conferences regarding grades. Teachers will receive and review grades data every Monday.
Presentation
Coming soon: Maize Board of Education presentation summary
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. During the 2022-2023 school year, teachers followed students for the day, and their reflections were also reviewed.
Priorities
What action will you prioritize in 2024-25 to make progress?
Each department will provide targeted, sequential instruction on literacy skills identified as areas of need on the Kansas Assessments.
Staff will provide Professional Development opportunities to learn more about strategies that increase student engagement. Admin will note opportunities to respond and which strategies were used during walkthroughs. This school focused data will then help leadership highlight popular strategies to share.
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.
Click for the Maize south high School's website
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 2024-25 to make progress?
MVPS will empower students to guide their own learning by creating instructional SMART goals for each student. Each student will have one goal focused on literacy and one of choice.
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.