Kinsley High School - Kihischo Yearbook (Kinsley, KS)

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. . . and Its Programs SRA achievement scores compare local students' to national norms Academic standards need to be raised decided the K-0 Board of Education in 1979. and one way of measuring students progress in meeting academic objectives since then has been by administering and evaluating the SRA (Science Research Associates) achievement tests given each spring to students K 12. This testing procedure serves primarily two purposes. First, the district fulfills the legal statute: 72-8231. Minimum competency assessment: test scores, achievement. In each school year, the board of education . . . shall cause to have prepared a report concerning the academic achievement testing program conducted during the school term to assess the educational performance of pupils enrolled in the school district. The report shall be presented at a regular meeting of the board of education in a form and manner determined and specified by it. Identification Second, according to Nadine L. Stallard. high school counselor, the tests help teachers identify a student's learning problem(s). help teachers identify strong academic talent, help the staff of the school (including parents) assess the wor thiness of the various programs, and help the students by reporting where improvement or greater emphasis is needed. Table 1 comparatively gives the composite scores per grade level. All scores are referred to the 50 percentile level -considered the national normed average. Scores for the kindergarten students are not given as this test at this grade level, says Robert J. Shanks, superintendent of schools, is a readiness test rather than an achievement test. Note that all of the local grade levels scored above the national norm. The score of 88 percentile for the first grade says this: Only 12 percent of the students in the nation scored higher than the local first graders. In explaining these scores. Miss Stallard says one should consider at least two factors: First, the scores depicted are composite group scores, not com posite individual scores. “If we compared these group scores with the scores from other larger school districts throughout Kansas, our scores would compare favorably-as we have less diversity among our school population. The larger the school, likely the more varied the interests of the students are.” Miss Stallard continues: We are basically a middle-class society, white, rural-oriented. and have relatively the same values relating to the importance of receiving an education. This homogeneity wouldn’t exist in many larger Kansas com munities. Individual performance Second, the crucial value of the test deals with individual performance. not group performance. Furthermore, the test varies for the various grade levels. The tests vary.” explains Miss Stallard. “in the nature of the test items, the number of the test items, the time allowed, and the specific directions to the stu dents. For example, the kindergarten students take level A where there are 110 items dealing with reading. This includes 25 on visual discrimination. 25 on auditory discrimination. 25 on recognition of letter sounds, and 35 with listening comprehension. An ad ditional 30 items deal with mathematics. The test takes two hours. At level C. for the second grade student. 89 items deal with reading. 72 with mathematics. 69 with language arts requiring 190 minutes for taking. For the level given to students Test scores by grade level for the 1983-84 school year USD No. 347 percentile scores National percentile average 78 65 ™ 63 Scores of USD No. 347 Students on SRA Tests in Comparison to National Normed Percentile grades 10-12, 90 items deal with reading. 80 with mathematics. 70 with language arts. These students are also tested on such areas as reference materials, social studies, science, and two additional subdivisions entitled survey of applied skills and educational ability. Testing time takes 315 minutes. What’s more important than the composite score that a student gains on the SRA test. Miss Stallard says, “is the student’s at titude not only towards taking the test but also using the final results. The informed student and his her parents will use these results to help define the child’s educational goals-and then determine the best avenue to reach those goals. Parents and students are urged to visit with the counselor about individual test scores. A ratio score for each division of the test, the number right to the total possible, not only indicates the individual’s performance but also states his relation to all students taking the test nationally. “In general. says Miss Stallard. the group composite scores show that our district is doing a reasonably good job. The scores do indicate that we need to have a If ’»!•«! M CllVd s i »Jo lfr9Z.9H™UBM ‘ dl«u!N |ooip§ qXfH AaiNU!M auiqaoa ud| o j(] :o) H§ojppv 'auivu puas ttksn30 Jd?)d|SMdu oj l!«W ST1 uouduosqns (Buosjad jnoA jo j continued emphasis on reading -wide reading in all types of literature. And families can have a lot of positive impart in this area. And for the student who scores high in a particular area. Miss Stallard says this: Don’t rest on your laurels. Keep learning . . . and keep doing your best. BOE approves calendar Board-of-education calendar for the 1984-85 school year has classes beginning next Wednesday. August 29. for all students K 12. On this first day. buses will run their regular routes both before as well as after school with classes for the day beginning at 8:20 a.m. Lunch will be served with dismissal time at the high school set at 3:20 p.m. Teachers of the district will have in-service days next Monday and Tuesday. Time will be spent with the teachers discussing curriculum matters as well as preparing for the opening day of class. Other dates on the school calen dar include these: •September 3 - Labor Day; no class. •November 22-23 Thanksgiving vacation •December 24-January 1 Christmas-New Year’s Day vacation •April 3-7 - spring break •May 24 - Last day for students •May 2829 Work days for teachers •Make-up days for snow days: April 3 4; May 28 29. 12

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Its People . . . r Kuhn accepts challenges associated with head football position James Kuhn, high school head football coach, knows one of the consequences of a winning football season. “I would like to win some football games this year as winning increases the school morale. The type of football season that we have dictates how well the school year goes - even for the nonathletes. The biggest advantage that a high school sport, or for that matter any high school activity, can do for the student is this: it gets the kids involved. It helps the kids to associate with the high school.” To reach this goal, not only for the football team but also for the school. Kuhn has made several preparatory steps during the summer months. First, Kuhn has researched the type of offense most suitable for his players. “If we can get the numbers out, says Kuhn, “our team will be very competitive. Our line will be young - having experience from past years: two sophomores, two juniors, one senior on the front line. Tony Gales will return as a quarterback. Mark Poer as a running back.” Kuhn explains that his biggest challenge will be implementing offense as he has been more concerned about defense during his previous years as an assistant coach of football. Miked Coach Jim Tubbs’ offen se from a year ago as it was versatile; I liked Coach Keith Huslig’s from two years ago - a very powerful one. And to form his own plan. Kuhn has spent time researching in area libraries and in his own personal library. Behavioral policy Second, Kuhn has formulated a behavioral policy. I have a strong belief that high school students set an example for junior high and younger kids. Some little kid is always looking up to a high school student. says Kuhn. “For that reason. I stress that representing KHS is a privilege. I tell the parents at an opening meeting and repeat to the guys throughout the season that I don’t expect the guys to cuss, to swear, or to be seen with beer. They are to get plenty of sleep and to be on a good diet program, continues Kuhn. In short, I expect them to be leaders who calm things down, not pulling kiddish types of pranks. Third, Kuhn has spent time with David Smith, who for the first time is coaching football as an assistant. “Mr. Smith is enthusiastic about sports. He recalls favorably his high school sporting career and knows how important sports can be and are to a high school student. He gets along well with the students. Furthermore, since Mr. Smith has already worked in wrestling, his coaching football may bring out some of the wrestlers who wouldn’t otherwise come out for football. All decisions that Kuhn makes, he stresses, in preparing this year’s football program must benefit the players. Parents and prospective players met with Kuhn and Smith ten days ago for an introductory meeting. First practice session without pads occurred last Thursday; first prac tice session with pads occurred this week all in preparation for the September ? game. Pride “I stress pride, says Kuhn. He plans to have the players wear dress clothes on game days as “the students will have to go the extra mile. Kuhn also stresses self discipline. If a student participates in a sport, “he has to know that he will have to give up some other ac tivities. but time must remain for homework, explains Kuhn. Kuhn relates to the change in eligibility requirements which the Kansas High School Activities Association will implement for the spring semester: “Now an athlete needs to pass four subjects per semester. Begin ning in January, the athlete will need to pass five subjects the preceding semester in order to be eligible for the competitive athletic program the following semester, explains Kuhn. Coaching football complements Kuhn’s classroom work as a language arts teacher. Both are challenging in that something new is always going on, says Kuhn. This is the first year that I’ve been a head football coach; I’m looking forward to this. And I’m looking forward to the challenges of the school year. When head football coach James Kuhn allowed the prospective football players to try on helmets at the introductory meeting, he stressed pride: “On the Thursday before a Friday game, I’m asking the team members to take their helmets and their shoes home and shine them.” Freshman Gene Brake tries on a helmet while freshman Greg Short ob- At the introductory football meeting, Shawn Bruce, senior Tim Baker, junior Karl Hetzel, sophomore Curtis Gales, freshman the guys listened ... thought... decided. Darrell Peterson, freshman 11

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Board of Education President stresses teamwork One cannot do everything by himself. Julie Ackerman, president of our local board of education, says that teamwork is the key. She knows that even a school board must work as a team. Mrs. Ackerman has a great deal of confidence in the school's teachers because she sees that overall, the students are getting the preparation they need for higher education. Mrs. Ackerman’s biggest concern right now is curriculum, not only at the high school level, but also K-8. She wants to see the students as completely prepared for life” as possible. Mrs. Ackerman feels that the local curriculum has many strengths. “I feel we have a fine history department. I’ve had two kids go through high school here and have gone on to college and have had no problems. All activities in the school are part of the “pie, just as each student is a part of the school team. The members of the board cannot make satisfactory decisions for everyone, but they can hear what each person has to say. Mrs. Ackerman invites “anyone who wants to come to the BOE meetings. We welcome all of them. We need input from the community.” She continues, “I can’t even do it all by myself because after all, I'm only one person on the board. Upper left: Rod Haxton of the Kinsley Mercury observes one of the board meetings. Left: USD No. 347 school board: Back: Jennifer Fuller. Diane Zumwalt. Julie Ackerman-president, John Ploger vice president. Eula Westphal -clerk. Front: John Wire, Richard Wenstrom. Robert Shanks superintendent of schools. Larry Olsen. Bottom left. Mrs. Julie Ackerman and Mr. Shanks take note of a point during board meeting. Below: Mrs. Westphal concentrates on her work. Insert. Mr. Olsen pays close attention.