board of education meeting agenda november 17, 2021

Manhattan-Ogden USD 383

Manhattan, Kansas

Building foundations for dynamic futures.

Board of Education Meeting Agenda November 17, 2021

Robinson Education Center Kirmser Conference Room

2031 Poyntz Avenue

5:30 p.m. Work Session – Secondary Site Council Report 6:30 p.m. Regular Business Meeting

Est. Time 5:30 1.0 Roll Call

2.0 Adoption of Agenda (A) (A=Action Item, D=Discussion Item, I=Information Item) 3.0 Work Session – Secondary Site Council Reports

3.1 Dwight D. Eisenhower Middle School (I) (Tracy Newell) (page 3) 3.2 Susan B. Anthony Middle School (I) (Vickie Kline) (page 17) 3.3 Manhattan High School (I) (Michael Dorst) (page 32)

6:30 4.0 Pledge of Allegiance 5.0 Special Recognition

5.1 Veterans Day Poster Competition Winner – Braelynn Buchanan (page 48) 5.2 USD 383 Teachers of the Year – Lindsey Umscheid and Emily Yeager (page 49) 5.3 National FCCLA Culinary Knife Skills Competition – Connor Andresen (page 50)

6.0 Recognition of Visitors and Citizen Comments 7.0 Consent Agenda (A2)

7.1 November 3, 2021 Minutes (page 51) 7.2 Consideration of Bills (page 55) 7.3 Financial Reports – October 2021

7.3.1 Clerk’s Report (page 63) 7.3.2 Treasurer’s Report (page 64) 7.3.3 Activities Report (page 66)

7.4 Human Resources Report (page 71) 7.5 Donations & Grants (page 74) 7.6 Early Learning Program Monthly Report – October 2021 (page 75) 7.7 Financial Audit FY 2021 Report (page 79)

6:45 8.0 Reports

8.1 Written 8.1.1 Safety and Security Annual Report (I) (Michele Jones) (page 143) 8.1.2 Fort Riley Partnerships Annual Report (I) (Paula Hough) (page 145)

8.2 Spoken 8.2.1 Anthony Middle School Student Council 8.2.2 Budget Update (I) (Lew Faust) (page 151) 8.2.3 Superintendent 8.2.4 NEA-Manhattan-Ogden 8.2.5 Board of Education

8.2.5.1 KASB Convention Report

9.0 Old Business 9.1 Pandemic Response Plan (A2) (Marvin Wade) (page 153)

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NOVEMBER 17, 2021 AGENDA PAGE 2

10.0 New Business 10.1 Pole Vault Pit Purchase (A2) (Mike Marsh) (page 184) 10.2 Eugene Field Early Learning Center Interior Camera Purchase (A2) (Andy

Hutchinson) (page 186) 10.3 Updated Backup System Purchase (A2) (Mike Ribble) (page 188) 10.4 Northview Elementary Guaranteed Maximum Price (A2) (Trisha Brooke-Fruendt)

(page 190) 10.5 Manhattan High School West Campus Short Throw Projector Purchase (A2)

(Trisha Brooke-Fruendt) (page 191) 10.6 Manhattan High School West Campus Guaranteed Maximum Price Increase –

PCCO #008 (A2) (Trisha Brooke-Fruendt) (page 192) 10.7 Manhattan High School West Campus Chiller Repairs (A2) (Matt Davis)

(page 194) 10.8 Course Proposals and Changes 2022-23 (A1) (Trina Dibbini, Paula Hough)

(page 195) 10.9 Indian Name and Image (D) (Kristin Brighton) (page 226)

11.0 Next Regular Meeting Items – December 1, 2021

11.1 ESOL Annual Report 11.2 Manhattan Virtual Academy Annual Report

12.0 Future Meeting Items

13.0 Meeting & Events

13.1 Board of Education Regular Meeting – Wednesday, December 1, 6:30 p.m., Robinson Education Center

13.2 Board of Education Regular Meeting – Wednesday, December 15, 6:30 p.m., Robinson Education Center

13.3 Board of Education Regular Meeting – Wednesday, January 5, 6:30 p.m., Robinson Education Center

13.4 Board of Education Regular Meeting – Elementary Site Council Reports Wednesday, January 19, 5:30 p.m., Robinson Education Center

14.0 Adjourn

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Manhattan-Ogden USD 383 Manhattan, Kansas

School Site Council/Building Needs Assessment Report Organizer (2021-22)

Building: Dwight D. Eisenhower Middle School Demographics: 9-20-21 9-21-20 9-20-19

• Enrollment 722 516 492

• Minority % 40% 41% 36%

• Low SES % 50% 47% 44%

• Parent Conference Attendance % 43% 78% 53%

• Students With Disabilities % 23% 21% 21%

• Gifted Education % 6% 6% 6%

• Student Mobility % 8% 10% 11%

• Military Dependent Children % 7% 8% 10%

Diversity and Inclusion

• Curriculum which demonstrates and present diversity throughout building - music, art, writing, reading, and historical perspectives

• School Spirit Week – TBD by STUCO

• Pepsi and Sonic “Students of the Week”

• Red Ribbon Week – daily activities and high school students leading positive choice activities with all students

• Beginning of the year half day orientation and team building

• End of the nine-week celebrations across the teams

• Back to school nights with students, parents, and teachers

• Lunch clubs

• After school clubs, which invite and include sixth grade this year o Go Green, GSA, Debate, Writers Club, Art Club, Math Madness, After School Band

Strategic Plan/Indicators of Success

• ELA With no State Assessment scores in 1920 and limited scores this past spring, the data our building discissions have been based upon are our Fastbridge screeners. On the aReading fall scores from fall 2020 (538) to fall of 2021 (531) for 7th had a drop for the second year, because of loss of instruction time face to face in 2020/2021. Scores in 8th grade maintained from 2019 (545) to fall 2020 (544) but saw a substantial drop (537) for the fall 2021 testing. With the transition to distance learning for the last quarter of the 19/20 school year, and hybrid for half of the 20/21 school year, along with approximately 20% remote learners, we see a significant amount of loss in learning across the board in reading. We have seen increased enrolment in our intervention classes as a result and are planning on recommending students for additional learning time in the upcoming summer if possible, with the ESSER monies the district is receiving.

ITEM 3.1

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• MATH The same holds true for aMath, dropping from 2019 (229) to 2020 (224), to 2021 (222) in 7th grade and dropping from 2019 (230) to 2020 (228), to 2021 (224) in 8th grade.

• SOCIAL o We have observed a large increase in students who need emotional assistance through

counseling and social work serves. o In addition to students working with their counselor or social worker, we have Pawnee

Mental Health coming one day per week working with a small list of students who are identified as the most in need. We are hoping to possibly add an additional day if we are able to.

o With the additional counselor for each middle school added for 7th and 8th grade in 2019/2020, we need one additional counselling position to allow for one at each grade level. This addition would lower our ratio of students to counselor from the current 361 to 1 to 240 to 1.

o We will have Manny Scott will be coming to speak with our students on November 19. His topic will be addressing social emotional issues, respect and accepting differences.

• Attendance/Graduation Rate Attendance continues to be a concerning element of educating all students. With the interruption of last year’s educational attendance, we are struggling with regular attendance with an increased number of students. Monitoring attendance rates and communication with families and the county attorney’s office is our primary focus to encourage attendance.

• Career Exposure We are currently in the planning stages with MHSW to bus our 8th grade students to the high school early next semester for exposure to opportunities which are offered across the CTE programs. If possible, we would also like to schedule spring field trips for our 8th grade students to MATC as we have in past before COVID. Starting this year, we switched our platform for the Individual Plans of Study for all students from Naviance to Xello.

Two Initiatives School is Currently Doing

• Eisenhower has reinstituted our Eagles of Excellence (EOE) program this year. The program is our academic, attendance and behavior incentive program. Through this program, students who qualified each grading period (nine week/quarter) by meeting high expectations were recognized and rewarded with a variety of incentives: a t-shirt, participation in school-wide events, and inclusion in special field trips, an Emerald and Gold Gala (a special evening including dinner served by the EMS staff) and more.

• Try to create a small amount of normalcy, with continuing with as many of our after-school activities and athletics have returned to in person with some restrictions of COVID.

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One Major Challenge School is Currently Facing Staff shortages are in most areas across the board; including administration, social emotional support (counselors, social workers, therapists), classroom teachers to lower student to teacher ratio, and support staff (hallway monitor/s, office professional, para-educators). Building Academic Needs Assessment Section 1: STUDENT NEEDS

a. How many students are attending classes in this attendance center? 725

b. How many students attending this building meet the definition of at-risk? 50%

c. What is the pupil-teacher ratio? Average class sizes are running between 24-27 depending on grade level.

d. What is the pupil-teacher ratio necessary to meet the needs of students and the goals of the attendance center? With the increase of at-risk, IEP or 504, and ESOL students, we would could address individual needs with lower class sizes in the 20-22 range.

e. How many students have an IEP, are severely handicapped, are English Language Learners, etc.? 123 students on an IEP for an exceptionality, 42 for a gifted IEP, and 32 ESOL students.

f. Do you have disparities in student achievement among ethnic groups? Yes, we have Identified our Special Education subgroup as a main priority for interventions.

Section 2: STAFF NEEDS

a. Are all your licensed teachers highly qualified and properly assigned? Yes

b. How many teachers are needed to meet the goals of the attendance center? • We are in need of additional reading and math interventionists for MTSS tier II and III

interventions.

• SPED caseloads are around 20 students per resource teacher; it’s difficult to give students individualized attention with such large caseloads. We could make use of 1-2 more resource special education teachers to reduce caseloads and allow more individualized instruction and support.

• We could utilize another Empower teacher (one to focus on mid-grade behaviors and one to focus on intense behaviors).

• Based on test scores, class sizes, and teacher-student ratio, more staff is needed. This is especially evident when looking at ratio of ELL and students with special needs in the Tier 1 classroom. We could consider adding teams and/or adding teachers to each team only in areas of demonstrated high needs.

c. What staff development is necessary for teachers to support student achievement and meet the goals of the attendance center?

• Behavior intervention strategies, classroom management strategies post COVID, collaboration time to address student needs academic and behavioral

• Staff development needed: Writing Across the Curriculum; diversity training from a wider array of sources.

• Assigning building-level mentors for first year teachers who would be provided time to observe and provide feedback.

• SPED teachers on gen ed curriculum and training so that we can assist and understand implementation.

d. How many qualified teachers are needed to meet the needs of students from an AYP viewpoint?

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• At a minimum two additional interventionists per grade level.

• Additional content teachers (1-2 per grade level) in determined high need areas (mostly likely math and Reading).

e. How much planning time do teachers currently have and how much is needed to meet their teaching schedule?

• With the Modified Block schedule an average of 49 minutes 4 times/week for Team time, one 49-minute PLC (departments) per week - with the number of students we have increasing needs, teachers need more time as many of the team times are utilized for the increased number of IEP, 504, and/or parent meetings.

f. How many paraprofessionals (support staff) are currently employed and how many are needed at this attendance center?

• Twenty-Eight are hired right now, we have 6-8 open positions. There are 2 ESOL Aides. • Para-educators – with more para support we could have greater consistency rather than having

different paras different days or different hours for given student/s not knowing when we can count on their presence. Paras need training in reading and literacy practices. Para retention bonuses could help paras accumulate training and experience for greater efficacy.

g. Do teachers and students have sufficient access to a variety of technology? • Yes. Staff and students have sufficient technology. • Some staff aren’t sufficiently trained on how to incorporate tech into the classroom for learning

purposes. • Students need explicit instruction about self-regulation and technology. h. Is staff properly trained to incorporate technology into the classroom? • Most staff are; newer staff have not received needed technology training • More staff training on monitoring technology. (Manager can be slow, Apple Classroom doesn’t

always work and has workarounds). Students are able to find ways around the firewall and other limitations and staff have not been adequately trained to avoid this. Teaching while closely monitoring a whole class of students’ behavior AND monitoring devices can be arduous.

• Additional Canvas training for teachers would help and resources at the district level when building level supports can’t help are needed (Seth, Lisa and Stacy have been great supports).

i. Are there adequate licensed support personnel such as counselors, librarians, nurses, etc.? • Social Workers caseload is at 73 for students needing service as listed in the IEP (59%).

Fortunately, we are getting an additional halftime Social Worker (although this has been difficult to fill at this time of the year).

• Counselors could also use one per grade level to loop with and allow for more individual attention.

• Significant POSITIVE support staff presence is needed! Our administrators and counselors dedicate a large number of hours every day to supervising lunch/before and after school.

o We need one counselor and one full-time administrator at each grade level. o We need an additional AES/behavior/therapeutic setting. o We need the presence of hall/restrooms monitors to ensure safety and security in the

building. o We need a school resource officer.

j. Are principals and other key staff trained to provide instructional leadership to teachers? • Leadership is too busy putting out fires, dealing with referrals, and other tasks, we don’t get that

readily available leadership for instructional support. • Our district needs more training/leadership to administrators in the realm of PD for their staff.

Section 3: CURRICULUM NEEDS

a. Is the curriculum aligned with state standards?

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• Yes, through district vertical alignment work which has been completed. b. What extended learning opportunities are provided (after school programs, summer school

programs, etc.)? • EDL, multitude of clubs, Summer STEM • Extension opportunities like Robotics and other clubs are not currently funded and could be

built into more robust programs if properly funded. Need more awareness of YES funds and support to write the grants.

c. Are there appropriate and adequate instructional materials?

• Appropriate curriculum materials are provided.

• For ELA: during the next round of curriculum selection, we would like to address areas we feel myPerspectives is weaker, such as writing, vocabulary, and grammar, plus enrichment. Pacing is not realistic for scaffolding that is needed in our school currently.

• Learning strategies teachers need additional resource materials. • Additional subscription services (online sites) to support traditional text materials.

d. What technology is needed to support the curriculum? • We believe we have needed technology.

e. Is current technology appropriate? • Yes, we find we have to balance using technology as 21st century learners and the research on

screen time’s effect on students. Some students tend to prefer paper and pencil.

Section 4: FACILITY NEEDS a. Is there adequate space for student learning? • No, we need additional flexible space for classes doing special projects is needed. • Additional classroom spaces for additional teaching staff. b. Are there necessary repairs and/or adjustment to the existing space that need to be made? • Sensory room in progress. • Empower room is not an adequate space for providing intensive behavioral supports. • As a result of many maintenance personnel needed to drive buses daily, work orders are in

many cases delayed for extended periods in some cases.

Section 5: PARENTAL NEEDS a. What parental involvement opportunities do you currently offer? • Open House before the start of the school year – two events, the building was opened for

students and their parents/guardians to walk the building as they choose • Back to School Nights once school started – three nights schedule, one for each grade level to

allow for smaller groups of 100-200 each night • Additional tours of the building would be a recommendation of the Sit Council. Possibly even

virtual tours.

b. How exactly do you want your parents to be involved in the school such as greater attendance, greater committee involvement, etc.?

• Currently we have Site Council, EMS Booster/PTO which meet monthly, Parent Teacher Conferences, Athletic and Fine Arts performances.

• Suggested from Site Council: Offering opportunities for parents and community members to volunteer in various roles; math or reading groups, lunch supervisor, assisting teachers with administrative tasks, etc. Survey teachers to see what opportunities parents could have to assist. Having volunteer fairs invite community and parents to sign up for opportunities to assist.

c. Are parent training programs (teaching parents how to give students help with homework, teaching parents how to use technology that students will be required to use, etc.) necessary?

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• Infinite Campus message to parents informing how to assist with iPad supervision while students have devices at home.

• Suggestions from Site Council: Video tutorials for parents on how to use Xello, Infinite Campus, Canvas, etc.

d. What types of communication exists with parents and community? Is it adequate? • Email, Text alerts form the district, Infinite Campus Messages, Facebook posts, Twitter posts. • We can always reflect on our communication modes and look for additional ways to get

messages out to families and the community. Section 6: OTHER

a. How many licensed personnel were involved in helping to determine the needs of this attendances center (teachers, principals, counselors, support staff, etc.)?

• Approximately 50 b. Are. Title II-A and Title V funds used to address the identified needs? • No

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Dwight D. Eisenhower Middle SchoolStudent Profile: September 20, 2021

Total Enrollment: 722

2018 2019 2020 2021Grade 6 255Grade 7 236 264 253 225Grade 8 240 228 263 242Total 476 492 516 722

As of September 20, 2021 there were 39 ESOL Students.

0.22 0.21 0.21

0.78 0.79 0.79

21% 21% 23%

79% 79% 77%

00.10.20.30.40.50.60.70.80.9

2019 2020 2021

Special Education Enrollment

Regular Education Special Education

0

100

200

300

400

500

600

700

800

2018 2019 2020 2021

Enrollment by Year and Grade

Grade 6 Grade 7 Grade 8 Total

0%

10%

20%

30%

40%

50%

60%

2019 2020 2021

Lunch Support

Free Reduced Full cost

Data Source: Infinite Campus 9

Dwight D. Eisenhower Middle SchoolStudent Profile: September 20, 2021


2018 2019 2020 2021Male 55% 52% 49% 54%Female 45% 47% 51% 46%

2018 2019 2020 2021Two or more races 10.10% 9.13% 8.88% 9.83%

Other 1.30% 1.45% 1.19% 1.10%African American 9.90% 7.88% 9.27% 10.80%

Asian 2.10% 2.49% 2.56% 3.04%Hispanic 17.40% 15.77% 18.93% 14.81%

White 59.20% 63.28% 59.17% 60.38%

Note: "Other" category includes American Indian and Native Hawaiian

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

Two or more races Other African American Asian Hispanic White

Ethnicity

2018 2019 2020 2021

0%

10%

20%

30%

40%

50%

60%

2018 2019 2020 2021

Gender

Male Female


Dwight D. Eisenhower Middle School2021 Kansas Assessment Results: Math

Grade 7 -8

Level 1 Level 2 Level 3 Level 42017 22% 42% 28% 8%2018 24% 41% 29% 7%2019 29% 45% 22% 4%2021 36% 38% 22% 5%

Grade 7


0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Level 1 Level 2 Level 3 Level 4

2017 2018 2019 2021

0%

10%

20%

30%

40%

50%

60%


2017 2018 2019 2021

Data source: KSDE Academic Measures of Student Success(AMOSS)Report Card Population; October 22,202111

Dwight D. Eisenhower Middle School2021 Kansas Assessment Results: Math

Grade 8


0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%


2017 2018 2019 2021


Dwight D. Eisenhower Middle School2021 Kansas Assessment Results: Science

Grade 8


0%

5%

10%

15%

20%

25%

30%

35%


2017 2018 2019 2021


Dwight D. Eisenhower Middle School2021 Kansas Assessment Results: English Language Arts

Grade 7 -8


Grade 7


0%

5%

10%

15%

20%

25%

30%

35%

40%

45%


2017 2018 2019 2021

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%


2017 2018 2019 2021


Dwight D. Eisenhower Middle School2021 Kansas Assessment Results: English Language Arts

Grade 8


0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%


2017 2018 2019 2021


Dwight D. Eisenhower Middle School2021 FastBridge Group Screening Average Scores

aReading

6th 7th 8th19-20 Fall 540.27 544.9120-21 Fall 537.59 544.0721-22 Fall 527.26 531.32 537.08

aMath


350

400

450

500

550

600

6th 7th 8th

Average Score

19-20 Fall 20-21 Fall 21-22 Fall

150160170180190200210220230240250

6th 7th 8th

Average Score

19-20 Fall 20-21 Fall 21-22 Fall

Data source: FastBridge Screening Reports Oct,2021 16



Building: Susan B. Anthony Middle School

DEMOGRAPHICS 9/20/2021 9/20/2020 9/20/2019

Enrollment 738 487 483

Minority % 34% 35% 34

Low SES % 20% 32% 29%

Parent Conf Attendance 51 83% 51%

Students with Disabilities 26% 25% 26%

Gifted Education 7.6 12% 12%

Student Mobility % 6% 7% 8.30%

Military Dependent Children % 10% 10.40% 10.50%

Diversity and Inclusion:

• Curriculum that demonstrates and presents diversity throughout building content- music, art, writing, reading, historical perspectives from various points of view.

• SEL (Social Emotional Learning Tier 1 curriculum) Second Step – Tier One Interventions, Full Staff Participation focusing on emotional regulation

• Building Wide Expectations -clarity across building in common places

• Student Recognition and Incentive that reinforces Building wide Expectations (daily weekly,

quarterly)

• Pride Club - Student Recognition Program as part of reinforcement of Academics, Behavior and Attendance

• Naviance Career Exploration and Strength Finder and Individual Plans of Study

• Military Support Groups (Deployed and Non-Deployed)

• Partnerships with local businesses and agencies.( Mostly Outside areas due to restrictions with Pandemic), Community Based Instruction (CBI) weekly trips, Dollar Tree, KSU Gardens, MH Trails, Konza Trail, Tractor Supply, Orscheln, Menards, Home Depot, Target, Wal-Mart, Dillons

• KAYS Club/STUCO as well as other clubs and activities many generated by students. (shared in Fall Activity Report) creating a niche for students and their areas of interest

• Entire Staff supporting students transitioning to middle school the first half day of school in 2020

• Back to School Nights – Zoom

ITEM 3.2

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Strategic Plan/Indicators of Success

• ELA- To start the 2020 school year we had limited data from the Spring of the previous year with state assessments. We utilized the Fastbridge data screeners. Fall A Reading scores for placement of students needing support and intervention. On the aReading fall scores from fall 2020 (540) to fall of 2021 (532) for 7th had a drop for the second year, because of loss of instruction time face to face in 2020/2021. Scores in 8th grade maintained from 2019 (544) to fall 2020 (544) but saw a drop (542) for the fall 2021 testing. With the transition to distance learning for the last quarter of the 19/20 school year, and hybrid for half of the 20/21 school year, along with approximately 20% remote learners, we see a significant amount of loss in learning across the board in reading. We have seen increased enrollment in our intervention classes as well as intervention support with At-risk dollars during the 2021-22 school year as staffing is available.

• Math To start the 2020 school year we had limited data from the Spring of the previous year with state assessments. We utilized the Fastbridge data screeners, for placement of students needing support and intervention. On the aMath fall scores from fall 2020 (228.9) to fall of 2021 (223.6) for 7th had a drop for the second year, because of loss of instruction time face to face in 2020/2021. Scores in 8th grade dropped (229.9) to fall 2020 (228.9) and saw a drop (227) for the fall 2021 testing. With the transition to distance learning for the last quarter of the 19/20 school year, and hybrid for half of the 20/21 school year, along with approximately 20% remote learners, we see a significant amount of loss in learning across the board in math. We have seen increased enrollment in our intervention classes and have larger numbers than what is recommended for students that are in need of tier three support. Additional staff to support students and instructional periods is being sought for Math Interventions utilizing At-Risk Funds.

• Social/Emotional

o We have observed a substantial increase in students who need emotional assistance through counseling and social work serves.

o In addition to students working with their counselor or social worker, we have Pawnee Mental Health coming one day per week working with a small list of students who are identified as the most in need.

o We utilize TRSP supports and are making referral o With the additional counselor for each middle school added for 7th and 8th grade in

2019/2020, we need one additional counseling position to allow for one at each grade level. This addition would lower our ratio of students to counselor from the current 369 to 1 to 246 to 1.

• Attendance/Graduation Rate

o Attendance continues to be a concerning element of educating all students. With the interruption of last year’s educational attendance, we are struggling with regular attendance with an increased number of students. Monitoring attendance rates and communication with families and the county attorney’s office is our primary focus to encourage attendance. There is not a truancy liaison anymore in our community that was prevalent in years past at meeting with families and students and aiding in prevention

o Additional office professional support to focus on attendance, truancy and scheduling support is needed. With the addition of 6th grade students, three office professionals are serving over 110 staff members, 738 students and their families.

• Career Exposure

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o Coordinating with MHSW to bus our 8th grade students to the high school early next semester for exposure to opportunities which are offered across the CTE programs.

o Career Exploration with Xello program for 8th grade students and Individual Plans of Study (IPS) This is a change from Naviance and is aligned at the secondary level.

o Strength Finder, and Inventories are areas that we focus on with 6th and 7th grades as students learn more about who they are as a learner.

Two Initiatives School is Currently Doing

• Addressing needs of staff and students as we attempt to return to Pre-Pandemic opportunities and what may have been “normal”. (This is in the midst of ongoing construction completion, roofing and difficulty with temperature regulation throughout the school with new systems that were installed. Students attending and participating as spectators at games, 6th grade play, clubs after school and PRIDE CLUB our Student Recognition Program

• Trauma Response Training for all certified staff. Incorporating strategies for students and families that have experienced trauma. (TRSP, Team Meetings, Module Training)

One Major Challenge School is Currently Facing- Shortage of Personnel and ability to re-tain those that we hire, particularly our classified employees.

Building Academic Needs Assessment

Section 1: STUDENT NEEDS

• 738 Students in grades (6-8),

b. How many students attending this building meet the definition of at-risk?

• 20% (Free Lunch)

c. What is the pupil-teacher ratio?

• Average class sizes are running between 24-27 depending on grade level.

d. What is the pupil-teacher ratio necessary to meet the needs of students and the goals of the attendance center?

e. How many students have an IEP, are severely handicapped, are English Language Learners, etc.?

• 189 students on an IEP for an exceptionality, 56 for a gifted IEP, 6 with multiple exceptionalities and 4 with intellectual exceptionalities, 40 ESOL students.

f. What are your targets/goals regarding percentage of students at level 3 or 4 on the state assessment?

g. Do you have disparities in student achievement among ethnic groups?

Section 2: STAFF NEEDS

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a. Are all your licensed teachers highly qualified and properly assigned?

• 88% Fully Qualified 20-21 school year

b. How many teachers are needed to meet the goals of the attendance center?

• (2) We are in need of additional reading and math interventionists for MTSS tier II and III interventions.

• (1-2) SPED caseloads are around 20 and it’s difficult to give students individualized attention. We could make use of 1-2 more resource special education teachers to reduce caseloads and allow more individualized instruction and support.

• (1)We could also use another Lifeskill teacher (one to focus on mid-grade behaviors and one to focus on intense behaviors).

• Based on test scores, class sizes, and teacher-student ratio, more staff is needed. This is especially evident when looking at ratio of ELL and students with special needs in the Tier 1 classroom. We could consider adding teams and/or adding teachers to each team only in areas of demonstrated high needs.

• Substitutes for our staff, so they are not subbing during their collaboration or team time

c. What staff development is necessary for teachers to support student achievement and meet the goals of the attendance center?

• Meeting our students where they are Post Pandemic (staffing shortages and large numbers play into this.) Behavior intervention strategies, classroom management strategies post COVID, collaboration time to address student needs academic and behavioral

• Staff development needed: Continued Trauma Training from the point of view of student- day-to-day connection in a classroom. (Student dealing with abuse...might perceive___ this way) Writing Across all curriculum, Continued diversity training variety of sources

• Hiring of staff from diverse backgrounds and cultures. (HR is working on this)

• Assigning building-level mentors for first year teachers (or out of building mentors and in building buddies, both compensated for support and roles clearly defined). SPED teachers on gen ed curriculum and training so that we can assist and understand implementation.

d. How many qualified teachers are needed to meet the needs of students from an AYP viewpoint?

• (6)-two additional interventionists per grade level

e. How much planning time do teachers currently have and how much is needed to meet their teaching schedule?

• With the Modified Block schedule an average of 49 minutes 3 times/week and one-98 minute block on Wed/Thurs. Team time, one 49-minute PLC one 49 minutes per week - with the number of students we have increasing needs, teachers need more time as many of the team times are utilized for the increased number of IEP, 504, and/or parent meetings. (There is less time with the increase of staff, IEP, 504, Behavior Intervention Plans and teachers substituting in classes across the building)

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f. How many paraprofessionals (support staff) are currently employed and how many are needed at this attendance center?

• 30 para educators, 1 ESOL Aide ( we have 9 para positions open )

• Paras –We need consistency for best performance for students. Paras need training in reading and literacy practices as well as MANDT stage one that is not done during the school day. They need to be paid for this training.

g. Do teachers and students have sufficient access to a variety of technology?

• Yes. Staff and students have sufficient technology. Staff and students aren’t sufficiently trained on how to incorporate tech into the classroom for learning purposes. Students need explicit instruction about self-regulation and technology and hazards. (ongoing)

h. Is staff properly trained to incorporate technology into the classroom?

• We have some newer staff that need updates to their training. Receiving Canvas training at the beginning of the year is a starting place. Need onsite instructional technology that can support teachers in each building and intervene just in time and support alongside with training and application. (Within the building teachers support one another as able during the day and after school) More staff training on monitoring technology. (Manager can be slow, Apple Classroom does not always work and has workarounds). Students are able to find ways around the firewall teaching how to teach and monitor the technology to student attention to task.

i. Are there adequate licensed support personnel such as counselors, librarians, nurses, etc.?

• Social Work needs are great and need to be able to keep compliant with IEP’s. We are approved for another ½ Social Worker. We need applicants.

• The counseling department needs one per grade level (369 student to 1) also use one per grade level to loop with and allow for more individual attention.

• Full Time Assistant Principal

• Additional Full Time Office Professional to support the increase

• Additional Staff for Therapeutic Setting, hall monitors to ensure safety, security as well as timely attendance to class.

j. Are principals and other key staff trained to provide instructional leadership to teachers?

• Leadership is too busy putting out fires, dealing with referrals, substituting, behaviors of intensive needs students. Partially - our district needs more training/leadership to administrators in the realm of PD for their staff

Section 3: CURRICULUM NEEDS

a. Is the curriculum aligned with state standards?

• Yes, through district vertical alignment work which has been completed.

b. What extended learning opportunities are provided (after school programs, summer school programs, etc.)?

21

• · EDL, clubs, Summer STEM , reference board activities report. Extension opportunities are not always funded, time is donated at the end of the day by staff members.

c. Are there appropriate and adequate instructional materials?

• Appropriate curriculum materials are provided.

• Life Skills teachers need additional resource materials.(teachers are looking for their own resources)

• Additional subscription services (online sites) to support traditional text materials.

d. What technology is needed to support the curriculum?

• We believe we have needed technology.

e. Is current technology appropriate?

• Yes, when working.( Balancing technology with screen time)

Section 4: FACILITY NEEDS

a. Is there adequate space for student learning?

• No, we need additional flexible space for classes doing special projects is needed. All classrooms and offices are used.

b. Are there necessary repairs and/or adjustment to the existing space that need to be made?

• Sensory room needed.

• Empower room is not an adequate space for providing intensive behavioral supports., students are still crammed and not getting individual attention.

• As a result of many maintenance personnel needed to drive buses daily, work orders are in many cases delayed for weeks in some cases.

Section 5: PARENTAL NEEDS

a. What parental involvement opportunities do you currently offer?

• Open House before the start of the school year, (separate events to support separation needs due to Covid Restrictions and reopening plan. (200 each night)

• Attendance at sporting and music events this fall.

b. How exactly do you want your parents to be involved in the school such as greater attendance, greater committee involvement, etc.?

• When we are able to utilize more volunteers during the school day, attending workshops that would offer supports for families on topics such as monitoring screen time, safety with electronic devices, or other topics that families identify.

22

c. Are parent training programs (teaching parents how to give students help with homework, teaching parents how to use technology that students will be required to use, etc.) necessary?

Video- Infinite Campus, Messenger, and Canvas videos to go review any time they

need support- really like the help line we had last year during Covid.

d. What types of communication exists with parents and community? Is it adequate? Most of the time it is, Infinite Campus, Canvas, Messenger, individual teams give a weekly overview.

.

Section 6: OTHER

• a. How many licensed personnel were involved in helping to determine the needs of this attendances center (teachers, principals, counselors, social worker)

· 40-50

• b. Are. Title II-A and Title V funds used to address the identified needs? No

·

23

Susan B Anthony Middle SchoolStudent Profile: September 20, 2021


2018 2019 2020 2021Grade 6 245Grade 7 219 248 233 239Grade 8 221 235 254 250Total 440 483 487 738

*Four AMS 9th Graders have been excluded from this chart


0100200300400500600700800

2018 2019 2020 2021

Enrollment by Year and Grade

Grade 6 Grade 7 Grade 8 Total

22% 26% 25% 26%

78% 74% 75% 74%

0%10%20%30%40%50%60%70%80%90%

2018 2019 2020 2021

Special Education Enrollment

Special Education Regular Education

0%

10%

20%

30%

40%

50%

60%

70%

80%

2018 2019 2020 2021

Lunch Support



Susan B Anthony Middle SchoolStudent Profile: September 20, 2021


2018 2019 2020 2021Male 55% 52% 51% 50%Female 45% 48% 49% 50%

2018 2019 2020 2021Two or more races 6.10% 8.20% 10.02% 8.00%

Other 0.20% 0.41% 0.20% 1.00%African American 4.30% 6.76% 5.73% 6.00%

Asian 5.20% 6.56% 6.13% 5.00%Hispanic 14.10% 12.30% 12.68% 14.00%

White 70.00% 65.78% 65.24% 66.00%


0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

Two or moreraces

Other African American Asian Hispanic White

Ethnicity

2018 2019 2020 2021

0%

10%

20%

30%

40%

50%

60%

2018 2019 2020 2021

Gender

Male Female


Susan B. Anthony Middle School2021 Kansas Assessment Results: Math

Grade 7 - 8


Grade 7

Level 1 Level 2 Level 3 Level 42017 0.08 0.4341 0.3658 0.122018 0.13 0.40 0.37 0.092019 0.18 0.42 0.35 0.052021 0.17 0.48 0.30 0.06

0%

5%

10%

15%

20%

25%

30%

35%

40%


2017 2018 2019 2021

0.00

0.05

0.10

0.15

0.20

0.25

0.30

0.35

0.40

0.45

0.50


2017 2018 2019 2021


Susan B. Anthony Middle School2021 Kansas Assessment Results: Math

Grade 8


0%

5%

10%

15%

20%

25%

30%

35%

40%


2017 2018 2019 2021


Susan B. Anthony Middle School2021 Kansas Assessment Results: Science

Grade 8


0%

5%

10%

15%

20%

25%

30%

35%


2017 2018 2019 2021


Susan B. Anthony Middle School2021 Kansas Assessment Results: English Language Arts

Grade 7 -8


Grade 7


0%

5%

10%

15%

20%

25%

30%

35%

40%

45%


2017 2018 2019 2021

0%

5%

10%

15%

20%

25%

30%

35%

40%


2017 2018 2019 2021


Susan B. Anthony Middle School2021 Kansas Assessment Results: English Language Arts

Grade 8


0%

10%

20%

30%

40%

50%

60%


2017 2018 2019 2021


Susan B. Anthony Middle School2021 FastBridge Group Screening Average Scores

aReading


aMath


350

400

450

500

550

600

6th 7th 8th

Average Score

19-20 Fall 20-21 Fall 21-22 Fall

150160170180190200210220230240250

6th 7th 8th

Average Score

19-20 Fall 20-21 Fall 21-22 Fall

Data source: FastBridge Screening Reports Oct,2021 31



Building: Manhattan High School Demographics: 9-20-21 9-20-20 9-20-19

• Enrollment Total: 1864 1848 1833

• Minority % 37% 36% 38%

• Low SES % 35% 35% 36%

• Parent Conference Attendance % 37.6% 52.4% 45%

• Students with Disabilities % 22% 23% 22%

• Gifted Education % 8% 7.6% 7.8%

• Student Mobility % 9.5% 9.33%

• Military Dependent Children % 9.2% 10.87% 9.57%

Diversity and Inclusion

• College for a Day through JAG-K

• 15th year MHS students participated in the Hispanic American Leadership Organization (Halo) Conference. This in an opportunity where students can learn about the unexpected challenges they may encounter during their collegiate years, and how others before have overcome those challenges and attained their educational goals. It is also an educational tool that assists in Latino student identity development.

• Analyzing MHS Data on our Disproportionality of suspension

• Manny Scott November 18th all MHS presentation (three sessions)

• PLT & Advisory training on reporting

• Infinitec Training o Engaging all Families – Recognizing Diversity o Worn Out Welcome Mat – McKinney Vento Training o Educator Ethics

• JAG-K Jobs for America’s Graduates o Helping students prepare for a successful future o Identify barriers to graduation o Additional JAG-K Specialists (2 total) o Increase caseloads up to 120 kids o 9th – 12th grade o Counselor and Administration placement training o Leadership Development Conference o Elective course

• Course for Spanish for Speakers of Spanish – Provides literacy fundamentals that are needed for a successful transition into AP Spanish.

• MHS Clubs that represent our diverse student population: Asian Student, Hispanic Student Union, Black Student Union, Gay Straight Alliance

• History of Indigenous Peoples of America taught in Cultural & Ethnic Awareness and US History

• Continued preparation for the KSU concurrent credit course, American Ethnic Studies/Cultural and Ethnic Awareness

• Asian Student Union Student Led training on Implicit Bias Strategic Plan/Indicators of Success

ELA

• Tier One Reading Interventions

ITEM 3.3

32

o Teaching Notetaking Strategies (identifying heading, subheading, summarization) o Teaching Reading Strategies (summarization, context clues, highlighting, underlining)

• Reading Intervention Course 9th – 12th

• Full-time MTSS Coordinator o Administering CBM screeners o Collecting data and evaluating for placement

• Sophomore focused Reading course

Math

• Math Intervention Courses o Course sections are aligned with Algebra, Geometry, and Algebra 2 classes

• Full-time MTSS Coordinator o Administering screeners o Collecting data and evaluating for placement

Social/Emotional

• 9th grade Stop Breathe & Think Classroom pilot program o Decrease stress and anxiety, increase emotional regulation, build strong communication

skills

• Bully Prevention: College & Career Competencies Framework & KSDE Guidelines o Self-Efficacy: Focus on effort, progress, and learning - Take steps to increase confidence

in your abilities o Self-Regulation: Make a plan, monitor the plan, adjust the plan as needed, reflect on what

worked

• Infinitec Training o Bullying Basics o Erin’s Law – sexual abuse prevention o Support for Traumatized Youth o Suicide Prevention Amongst Teens o Harassment Prevention o Mandatory Reporting

• Pawnee Mental Health and Mental Health Intervention Program

• During Professional Development educators used SAEBRS (Social, Academic, Emotional Behavioral, Risk, Screener) reading and attendance data and contacted other teachers and parents of their Advisory students.

• Teaching Gratitude: Teacher and student created Advisory lessons

• Compassion Initiative: Formally taught in Advisory o 21-22 Focus on Healthy Self and Healthy Relationships o Empathetic Listening (Compassionate Communication), Gaining Perspectives, Self-

Control, and Grace

• Increasing cultural perspective and being culturally responsive

• Student created character building lessons

• In Advisory completed state required Bully and Harassment prevention training.

• Comprehensive Counseling Model (academic, social/emotional, college & career)

• MTSS Coordinator o Evaluate SAEBR’s data (Social, Academic, Emotional, Behavior, Risk Screener) o Behavior Interventionists o Clear expectations

• Required trainings completed through Infinitec

• BSEL all school training during PLT and PD.

Attendance/Graduation Rate

• BOE IHF: Issuing Diploma under Kansas Senate Bill 23

• Acellus Software‐Digital Learning Lab

• Traditional Parent Teacher Conferences in the Fall o Focus on the relationship between home and school

• Student Led Conferences in the Spring o Focused on the Individual Plan of Study, enrollment course selections, career interests

33

o Xello Strengths Explorer o Xello Career Interest Profiler o Grades o Attendance Progress o Goal Setting

• Graduation Rate for KSDE Building 5136 (MHS, MVA, Job Corps) o 2019 cohort – 82.4% (MHS, MVA, Job Corps) o 2020 cohort – 82.6% (MHS, MVA, Job Corps) o 2021 cohort – 86% (MHS, MVA, Job Corps)

• Teaching Clear Expectations discussed and posted in all classrooms o Classroom expectations

▪ Entering Class ▪ Attention ▪ Restroom/Drink ▪ Cell Phone ▪ Asking for Help ▪ Exiting Class

o Professionalism ▪ Show up on time ▪ Every day ▪ Ready to work ▪ Work hard ▪ Have a good attitude ▪ Be drug free

o Career Exposure

o MATC Concurrent Courses Taught at Manhattan High School ▪ Fall concurrent enrollment at MHS 608 ▪ Projected Spring enrollment at MHS 515 ▪ General Education College Concurrent Credits - 47 ▪ CTE College Concurrent/Dual Concurrent Credits - 63 ▪ Total Concurrent Credits=110

o Community Based instruction for our Life Skill Students o 18 Advanced Placement Classes Taught at Manhattan High School o MHS is the KSDE Pilot School for Scale High Quality Work-Based Learning (Region 2) o SPED Jobs program Transition Coordinator & 18-21 Employment Program Coordinator o Career Fair for graduating seniors entering the workforce (30+ area business) o College Fair o ACT & ACT WorkKeys offered to all 11th graders o Full-time CTE Coordinator o MATC Auto Technology Program taught at MHS o Certifications and Successful Kansas Graduate Recognition provided through MHS

courses ▪ OSHA 10 (provided in Into to Ag Welding) ▪ OSHA 30 (provided in Wood Technology) ▪ NCCER - National Center for Construction Education and Research (provided in

Wood Technology)

20-21 (all year)

Unexcused Tardy 954

Unexcused Absence by period 4073

19-20 (Beginning of school to Spring Break)

Unexcused Tardy 1473

Unexcused Absence by period 3996

34

▪ ServSafe Food Handler (provided in Culinary Essentials) ▪ ServSafe Food Manager (provided in Culinary Arts 1) ▪ Kansas Child Care Training Opportunities through Foundations in Health and

Safety Modules (provided in Foundations in Early Childhood course) ▪ Certified Nursing Assistant - CNA (provided through the CNA dual credit course) ▪ Adding the ability to obtain a Computer Science Certificate while taking MHS CS

courses and attend KSU ▪ Use Career Safe Employability Skill course modules within current CTE courses ▪ Use of Precision Exams in multiple pathway courses

o Offering KSU CIS 210 credit by successfully completing Computer Programing JAVA/Python and attending KSU

▪ Adding CIS 110 as a prerequisite to CIS 210 (this course can prepare students for the College Board AP Computer Science Principals Exam)

o Teaching as a Career course/pathway offered at MHS o Four concurrent credit College Accounting courses aligned with MATC/KSU/MHS o Job Shadowing formalized opportunities available to all 10th – 12th grade students. o Creation of a Work Based Experience application level semester course for every MHS

pathway o Manhattan High School Career and Technical Education KSDE approved pathways (19

pathways & MHS has at least one pathway in each of KSDE CTE seven clusters) ▪ Early Childhood Development & Services ▪ Family, Community & Consumer Services ▪ Teaching/Training ▪ Fashion, Apparel, Interior Design (FAID) Pathway ▪ Restaurant and Event Management ▪ Construction & Design ▪ Mobile Equipment Maintenance ▪ Business Finance ▪ Business Management and Entrepreneurship ▪ Marketing ▪ Power, Structural, & Technical Systems ▪ Comprehensive Agriculture Science ▪ Animal Science ▪ BioChemistry ▪ Health Science ▪ Programming & Software Development ▪ Digital Media Pathway (AV Communications) ▪ BioMedical ▪ Web & Digital Communications

o In the graduating class of 2021 MHS had 171 CTE concentrators (students successfully completed 2 or more classes in a pathway)

o Pre-ACT opt in for 9th grader administered on November 5th o Free WorkKeys for all 11th administered on October 20th o PSAT opt in for 10th and 11th graders o Free ACT for all 11th March 2022 o ASVAB - Armed Services Vocational Aptitude Battery – administered November 2021

and April 2022 o AP Exams administered at the end of the 21-22 school year o MHS In Person and Virtual Enrollment and Elective Fair

▪ Virtual Class meetings on Tuesday, February 8th 6PM-8PM ▪ Elective Fair during the school day and evening on Wednesday, February 9th

o USD 383 8th Grader Explore CTE Day – January 2022 Two Initiatives Manhattan High School is currently doing

• BSEL – Behavioral Social Emotional Learning o Completed through TASN – KSDE’s Technical Assistance Support Network o 11 Trauma- Responsive School Community eLearning Modules o Creation of a BSEL Committee (Counselor, Social Workers, MTSS Coordinator, Nurses)

35

o During Professional Learning Time the faculty will complete the 11 modules o During Professional Development days the faculty collaborates on topics and strategies

for the classroom. These lessons are created by the BSEL Committee. o Trauma- Responsive School Community eLearning Modules

▪ “Trauma” Defined ▪ The Stress Response System ▪ The Impact of Trauma on Children and Youth ▪ Building Resilience ▪ Core Principles of a Trauma-Responsive School Community ▪ Individual Well-Being ▪ Co-Regulated, Proactive School Community ▪ Assessing Needs and Designing Supports ▪ Meaningful Caregiver Engagement and Collaboration ▪ Adapting School Community Policies and Procedures

• Expanding Work Based Learning Opportunities o MHS is the KSDE Pilot School for Scale High Quality Work-Based Learning (Region 2)

▪ Year 3 of a 3-year Perkins Reserve Grant ▪ Build a districtwide system to audit K-12 career exploration opportunities ▪ Partnership with Kansas Works and Hartland Works to increase partnership with

local business/industry ▪ Formation of Work Based Learning Committee ▪ Creation of a Job Shadow Program with formalized screening and placement

procedures ▪ Creation of a Work Based Experience application level semester course for every

MHS pathway ▪ Full adoption of our Individual Plan of Study platform Xello - Individualized Plan

of Study (IPS) System used during Advisory for students and PLT for Educators. Tasks Accomplished:

• Matchmaker Career Survey

• Personality Styles Survey

• Learning Styles Survey

• x2Vol Distinguished Service Graduate Program

• Post-Secondary Exploration

• Career Clusters

• Resume Creation

• Explore Careers, Schools, and Majors

• Goals Setting

• Apprenticeship and Job Shadowing. One Major Challenge Manhattan High School is currently facing

• Student engagement o Reviewing attendance data and conducting parent and student phone calls o MTSS grade level team and individual student meetings o MTSS grade level teams conducting grade checks o Changing prerequisite requirements for classes o IEP and 504 Snapshots available to specific teachers in Infinite Campus o All of the aforementioned items listed above

Building Academic Needs Assessment

• Student Needs o Student Teacher Ratio for fall of 2021

▪ Class Average 21.9 ▪ Class Average Including Outliers 18.9

o The student teacher ratio required to meet MHS goals should be similar to the class averages listed above except for some core courses in areas like Math and ELA where a

36

lower student to teacher ratio would support greater engagement with our content area at-risk students.

o We are focusing on our students meeting or exceeding the College/Career Readiness Benchmarks on the Kansas Assessment Program in Reading (level 2 – score 22), English (level 2 – score 16), and Math (between level 2 & 3 – score 22)

o There are disparities in student achievement among ethnic groups.

• Staff Needs o The majority of Manhattan High School teachers are highly qualified and properly

assigned. We do have teachers in Transition to Teaching Programs at an accredited Kansas Universities.

o As our enrollment increases we should continue to maintain our building and department class averages to meet the goals of MHS. We are evaluating how lower student to teacher ratios would support greater engagement in specific content areas with our at-risk students.

o Manhattan High School wants professional development that provides the methods and resources to engage and help our students succeed.

o Teachers at Manhattan High School have one planning period on Monday, Tuesday, & Friday and one planning period on either Wednesday or Thursday, unless the teacher is on an overload.

o There are currently 47 paraprofessionals at MHS. We have 12 - 15 unfilled paraprofessional positions.

o All professionally licensed staff at MHS and students have access to a variety of technology. There are a few areas on both campuses that still require projectors and/or Apple TVs.

o There is a need for ongoing support and training for CANVAS and some Microsoft Office Suite Applications. There is extensive technology training needed for new professionally licensed staff.

o The need for professionally licensed support staff grows at the same rate, or faster than we have been able to increase the positions of counselors and social workers.

o Principals and other MHS Coordinators continue to be trained so they can provide instructional leadership to teachers.

• Curriculum Needs o Our curriculum is aligned with our state standards. o MHS offers free after school tutoring program known as ELT (Extended Learning Time)

We will have teachers available to help students with homework in Math, Science, Social Studies, and Language Arts. ELT runs Tuesdays/Wednesdays/Thursdays from 3:15-4:30pm. The Acellus Software‐Digital Learning Lab is used for the summer school program that runs through the month of June.

o Within each department there is a constant evaluation to obtain and maintain the current instructional materials that are required to prepare our students for the rigorous requirements of their postsecondary life.

o Student and teacher access to relevant websites while keeping our personal data safe and maintaining COPPA: Children’s Online Privacy Protection Act requirements remains a challenge.

• Facility Needs o There will be adequate space at Manhattan High School with the competition of the east

and west side additions at West Campus. o We have an amazing maintenance and custodial staff at MHS. The current challenge to

keep up with repairs and adjustment is hiring enough staff.

• Parental Needs o Parents are involved at Manhattan High School in many groups to include; Site Council,

Performing Arts Support Group, Booster Club, specific sport and activity parent support groups, judging competitions, Junior Prom Committees, Homecoming Dance, and parent volunteers for Parent Teacher Conferences.

o Manhattan High School welcomes parent involvement in the opportunities listed above and we are always looking for ways to expand them.

37

o We need to offer opportunities for our parents to be trained in the following management systems; SMS, LMS, and IPS. We need to simplify the massive and complex course system and pathways at MHS to empower parents with the knowledge to help guide their students in course and career choices.

o To communicate with our families the following is used; Infinite Campus Messenger, Parent Portal, MHS Webpage to include Resource Page, Daily posted announcements, MHS Facebook, Twitter, Instagram pages, beginning of the year Open House, Parent Teacher & Student Led Conferences, enrollment class meetings, elective fair evening event, and broadcasted sporting events,

• Other o Over 25 professionally licensed Manhattan High School building leaders helped acquire

or obtained vital feedback and information from their specific departments for our Site Council Building Report.

o Manhattan High School uses At-Risk Funds to address identified needs.

38

Manhattan High School

Student Profile: September 20, 2021


2019 2020 2021

Grade 9 487 468 532

Grade 10 438 484 454

Grade 11 485 435 472

Grade 12 423 457 406

Total 1833 1844 1864


0

100

200

300

400

500

600

2019 2020 2021

Enrollment by Grade and Year

Grade 9 Grade 10 Grade 11 Grade 12

28% 27% 27% 27%

8% 9% 8% 8%

64% 64% 65% 65%

0%

10%

20%

30%

40%

50%

60%

70%

2018 2019 2020 2021

Lunch Support


22% 22% 23% 22%

78% 78% 77% 78%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

2018 2019 2020 2021

Special Education

Special Education Regular Education



Student Profile: September 20, 2021


2018 2019 2020 2021

Male 51% 51% 52% 52%

Female 49% 49% 48% 48%

2018 2019 2020 2021

Two or more races 8% 8% 8% 8%

Other 1% 1% 1% 1%

African American 9% 10% 8% 8%

Asian 4% 4% 4% 4%

Hispanic 14% 15% 15% 16%

White 64% 62% 64% 63%


0%

20%

40%

60%

80%

100%

2018 2019 2020 2021

Gender

Male Female

0%

10%

20%

30%

40%

50%

60%

70%

Two or moreraces

Other African American Asian Hispanic White

Ethnicity

2018 2019 2020 2021



2021 FastBridge aMath Results

Fall 20-21 Fall 21-22 Students Tested Fall 20-21 Students Tested Fall 21-22

9th 544.25 548.89 437 531

10th 550.51 554.15 391 401

11th 555.86 550.43 363 288

12th 559.75 534.10 287 6

High Risk Some Risk Low Risk College Pathway

9th 28 39 109 355

10th 17 31 78 275

11th 17 20 44 207

12th 3 0 1 2

Student Risk

Average Scores and Total Students Tested

0

50

100

150

200

250

300

350

400


0.00

100.00

200.00

300.00

400.00

500.00

600.00

Fall 20-21 Fall 21-22 Students Tested Fall20-21

Students Tested Fall21-22

9th 10th 11th 12th

Data source: FastBridge Screening Reports, Oct. 2021 41


2021 FastBridge aMath Results

Fall 20-21 Fall 21-22 Students Tested 20-21 Students Tested 21-22

9th 227.73 228.95 442 518

10th 231.17 223.88 388 98

11th 213.60 222.07 10 49

12th 215.70 221.13 9 15

Student Risk


9th 39 90 179 210

10th 17 20 42 19

11th 11 10 18 10

12th 2 5 7 1

Average Scores and Total Students Tested

0.00

100.00

200.00

300.00

400.00

500.00

600.00

Fall 20-21 Fall 21-22 Students Tested 20-21 Students Tested 21-22

9th 10th 11th 12th

0

50

100

150

200

250


9th 10th 11th 12th

Data source: FastBridge Screening Reports, Oct. 2021 42


2021 Kansas Assessment Results

ELA - Grade 10


2017 23% 37% 28% 7%

2018 24% 35% 31% 10%

2019 25% 37% 31% 7%

2021 24% 38% 29% 9%

* Percentages represent portion of all students scoring in that Level

Math - Grade 10


2017 39% 30% 18% 10%

2018 35% 28% 21% 16%

2019 31% 33% 20% 16%

2021 38% 32% 20% 10%

0%

5%

10%

15%

20%

25%

30%

35%

40%


2017 2018 2019 2021

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%


2017 2018 2019 2021

Data source: KSDE Academic Measures of Student Success(AMOSS)Accountability Population; October 202143


2021 Kansas Assessment Results

Science - Grade 11


2017 23% 24% 31% 18%

2018 32% 30% 36% 12%

2019 25% 27% 29% 19%

2021 26% 25% 29% 20%

* Percentages represent portion of all students scoring in that Level

0%

5%

10%

15%

20%

25%

30%

35%

40%


2017 2018 2019 2021

Data source: KSDE Academic Measures of Student Success(AMOSS)Accountability Population; October 202144

Manhattan-Ogden USD383

Manhattan High School ACT Scores

English Math Reading Science Composite

2015-2016 23.30 23.70 24.60 23.80 24.00

2016-2017 22.40 22.90 23.70 23.20 23.20

2017-2018 22.50 22.70 23.70 23.20 23.40

2018-2019 22.60 23.10 24.20 23.50 23.00

2019-2020 20.30 21.20 22.30 21.90 23.20

2020-2021 22.10 22.10 23.80 23.00 20.60

Source: The ACT Profile Report-High School, October 2021

0.00

5.00

10.00

15.00

20.00

25.00

30.00

2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 2020-2021

English Math Reading Science Composite

45


Manhattan High School ACT Scores

Students Comp. Students Comp. Students Comp. Students Comp. Students Comp.

State 24,741 21.7 25,103 21.6 25,684 21.2 29,040 20.4 29,284 19.9

All USD 383 281 23.2 333 23.4 290 23 297 23.2 418 20.6Black/African

American 21 19 15 19 17 18.1 13 17.1 31 17.9American

Indian/Alaska Native 0 3 24.7 0 3 24 2 18.5

White 197 23.8 217 24.1 198 23.5 201 23.7 259 21.6

Hispanic/Latino 30 20.8 33 20.2 27 20.1 28 19.9 58 18.4

Asian 12 28.3 20 26.8 11 29.5 20 29.5 21 23.9Native

Hawaiian/Other

Pacific Islander 0 0 0 0 3 19.3

Two or more races 12 22.8 31 21.7 24 22.8 22 23.2 26 19.5

Prefer not to

respond/No response 9 22.9 14 24.1 13 22.7 10 18.1 18 16.4

Source: The ACT Profile Report-High School, October 2021

2017 2018 2019 2020 2021

46



2020-2021 Advanced Placement Information

Number of MHS Students Enrolled in AP Courses by Academic Year

15-16 16-17 17-18 18-19 19-20 20-21

Number of Students 328 360 379 366 360 282

Number of AP Exams Completed by MHS Students by Academic Year

15-16 16-17 17-18 18-19 19-20 20-21

Number of Exams 605 665 774 720 703 567

15-16 16-17 17-18 18-19 19-20 20-21

Number of Students 229 248 283 254 254 188

Source: CollegeBoard AP Reports, Retrived November, 2021

AP Students with Scores 3 +

328360 379 366 360

282

0

100

200

300

400

15-16 16-17 17-18 18-19 19-20 20-21

Nu

mb

er o

f St

ud

ents

605665

774720 703

567

0

100

200

300

400

500

600

700

800

15-16 16-17 17-18 18-19 19-20 20-21

Nu

mb

er o

f Ex

ams

229248

283254 254

188

0

100

200

300

400

15-16 16-17 17-18 18-19 19-20 20-21

Nu

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ams

47

Manhattan-Ogden Unified School District 383

Special Recognition Form

Name of individual/group to be recommended:

Braelynn Buchanan

Date:

November 17, 2021

Description of this individual’s/group’s achievement or accomplishment:

Congratulations to Marlatt Elementary School’s Braelynn Buchanan!

Braelynn’s poster was selected as the winner of the 2021 Veterans Day Poster contest.

Congratulations again to Braelynn – we are proud of you!

ITEM 5.1

48



Name of individual/group to be recommended: Lindsey Umscheid and Emily Yeager

Date: November 17, 2021


Congratulations to Lindsey Umscheid and Emily Yeager – the USD 383 Teachers of the

Year! Lindsey is a 1st grade teacher at Frank Bergman Elementary School and Emily is a

7th grade language arts teacher at Eisenhower Middle School.

Brief excerpts from their packets:

• Lindsey: “This job that we have all embarked on truly is the one with the highest

purpose and the most meaning. We are moving students to high school

graduation, one year at a time. It takes collaboration, a strong work ethic, and

your commitment to the process.”

• Emily: “I believe that relationships form the foundation of every school, and that

humor and storytelling, empathy and compassion are key components of strong and

healthy relationships between and among students, educators, and school leaders.”

Each USD 383 school was asked to nominate a teacher to be their Teacher of the Year

candidate. The Manhattan-Ogden NEA Master Teacher/Teacher of the Year committee

reviewed all of the nominees and selected Lindsey and Emily as our elementary and

secondary candidates.

Congratulations again to Lindsey Umscheid and Emily Yeager – USD 383 Teachers of

the Year - thank you for teaching in Manhattan/Ogden USD 383 – we are proud of you!

ITEM 5.2

49



Name of individual/group to be recommended:

Connor Andresen

Date:

November 17, 2021


Congratulations to MHS junior Connor Andresen!

Connor recently competed in the Level 3 FCCLA (Family, Career, Community Leaders

of America) Culinary Knife Skills event. He placed 3rd in the nation and received a

$20,000 scholarship from Sullivan University.

Congratulations again to Connor Andresen – we are proud of you!

ITEM 5.3

50

Board of Education Meeting Manhattan-Ogden

Unified School District 383 Wednesday, November 3, 2021, 6:30 p.m.

Minutes – Regular Meeting Robinson Education Center – Manhattan, Kansas

1.0 Roll Call

Members present: Brighton, Kristin Edie, Darell Hagemeister, Karla Herrman, Curt Lewison, Katrina (via telephone) Coleman, Jurdene (President – presiding) Denison, Diane (Clerk)

Members absent: Santos, Brandy

Also present were Superintendent Dr. Marvin Wade, Assistant Superintendent Eric Reid, District administrators, staff and media.

2.0 Adoption of Agenda Herrman moved to approve the agenda. Brighton seconded. Motion passed 6/0.

3.0 Pledge of Allegiance 4.0 Special Recognition

4.1 6A State Girls Singles Tennis Champion – Jillian Harkin Manhattan High School Junior Jillian Harkin was recognized for winning the 6A State Girls Singles Tennis Championship.

5.0 Recognition of Visitors and Citizen Comments

Cam Ward, District Parent, addressed the Board regarding the Bluemont Elementary Bond Project. Betty Mattingly-Ebert, District Patron, addressed the Board regarding the recent election.

6.0 Consent Agenda President Coleman reviewed Consent Agenda items. Herrman moved to approve the Consent Agenda. Hagemeister seconded. Motion passed 6/0. 6.1 Approved Minutes

6.1.1 October 20, 2021 6.1.2 October 27, 2021

6.2 Approved Payment of Bills in the amount of $1,462,214.99

6.3 Approved Human Resources Report CERTIFIED Kalaiselvi Pappankattur Senniappan, Speech Language Pathologist, Amanda Arnold/ Manhattan High School $62,655 PARAEDUCATORS, TUTORS, AND AIDES Brooke Breeden, Paraeducator, Oliver Brown Elementary School $11.50/hr

ITEM 7.1

51

NOVEMBER 3, 2021 MINUTES PAGE 2

Mary Murawski, Paraeducator, Anthony Middle School $11.50/hr Trinity Leahmon, Paraeducator, Oliver Brown Elementary School $11.50/hr Sara Mauricio, Health Aide, Eisenhower Middle School $12.50/hr Olga Garcia, Student Supervisor, Frank Bergman Elementary School $ 9.00/hr Lauren Lauffer, Classroom Floater, College Hill Early Learning Center $11.50/hr Taylor Lipford, Paraeducator, Eisenhower Middle School $11.50/hr Meagan Edge, Child Care Assistant, Amanda Arnold Elementary School $10.35/hr Steve Milligan, Substitute Paraeducator, District $10.15/hr Mallory Palmer, Classroom Support, College Hill Early Learning Center $10.50/hr Ametra Dixon, Paraeducator, Bluemont Elementary School $10.50/hr CENTRAL LIBRARY SERVICES Amanda Fisher, Library Clerk, Central Library Services $11.50/hr *Incorrect wage reported on September 1, 2021 Human Resources Board of Education Report CHILD NUTRITION Tomecia Reece, Child Nutrition Roamer, Central Kitchen $10.75/hr TRANSPORTATION Emily Clark, Bus Driver, Transportation $16.50/hr Ian Lutz, Bus Driver, Transportation $16.50/hr MAINTENANCE Jawohn Mays, Night Custodian, Eisenhower Middle School $12.50/hr SUBSTITUTES Lauren Besthorn, Emergency Substitute Teacher $15.00/hr Kenneth Kelley, Emergency Substitute Teacher $15.00/hr Malorie Depenbusch, Emergency Substitute Teacher $15.00/hr Nicolette Morgan, Emergency Substitute Teacher $15.00/hr Braxton Hubbart, Emergency Substitute Teacher $15.00/hr Matt DeVoe, Emergency Substitute Teacher $15.00/hr Jacob Weve, Emergency Substitute Teacher $15.00/hr COACHES Scott Roberts, Assistant Boys Basketball Coach, Manhattan High School $4,125 Cole McClure, Assistant Boys Swim Coach, Manhattan High School $2,625 RETIREMENTS Jodi Caldwell Laurie Davis Lynne Holley Gail Hughes Kim Iversen Leslie Oberhelman RESIGNATIONS James Eric Eklund Natron Gipson Carol Jones Shala Kruep Brady Ryan Darian Taylor TERMINATION Tristan Rios

6.4 Approved Donations & Grants

• $500 cash donation from Kansas State Bank to Manhattan High School for the orchestra trip to Louisiana. Total: $500

7.0 Reports

7.1 Written 7.1.1 Middle School Athletic & Activity Annual Report

The Board acknowledged the Middle School Athletic & Activity Annual Report.

7.1.2 State Assessment District Overview The Board acknowledged the State Assessment District Overview.

7.2 Spoken 7.2.1 Manhattan High School Student Council

Ella Ruliffson, Student Council President, and Ashi Wickramasundara, Student Council Vice President, reported on MHS athletics and activities. Discussion.

7.2.2 Facility/Capital Outlay Report Matt Davis, Director of Maintenance and Facilities, presented the Facility/Capital Outlay Report for 2020-2021 completed projects. Discussion.

7.2.3 Superintendent Commented on:

52


• Current Data Dashboard, and

• The discussion of personalized learning at the Board’s fall retreat.

Andrea Tiede, Executive Director of Special Services, shared the progress of the school mental health initiative team and some details regarding a forth coming survey of district staff. Discussion. Reid updated the Board regarding the bond construction and explained the IRS rule regarding completion in five years and arbitrage.

7.2.4 NEA-Manhattan-Ogden

Lisa Heller, NEA-Manhattan-Ogden President, commented on district teacher of the year winners, Lindsey Umscheid, 1st grade teacher at Frank Bergman Elementary, and Emily Yeager, 7th grade language arts teacher at Eisenhower Middle School, and the upcoming deadline for Master Teacher.

7.2.5 Board of Education

• Lewison thanked all the candidates that ran for the Board of Education and congratulated Hagemeister, Jayme Morris-Hardeman, and Christine Weixelman for winning seats.

• Edie echoed Lewison regarding the election, commented on school site councils, and National Indian Heritage Month.

• Hagemeister commented on how hard the election was, observing classes at Anthony Middle School, Eisenhower Middle School site council meeting, and the recent Manhattan Parks & Recreation Advisory Board meeting.

• Brighton commented on Native American Heritage Month and asked the Board to look at changing the mascot and creating policy disallowing human mascots.

• Herrman commented on the Board of Education election.

8.0 Old Business 8.1 Eugene Field Early Learning Center Purchase of IT Racks and Switches

Herrman moved to give final approval for the bid from K12 in the amount of $90,753 for the purchase of racks, switches and installation at Eugene Field Early Learning Center. Edie seconded. Motion passed 6/0.

9.0 New Business

9.1 Manhattan High School FACS Classroom Equipment Purchase Hagemeister moved to give final approval to the purchase of kitchen supplies and equipment from TriMark Foodservice Equipment, Supplies and Design, of Lenexa, KS in the amount of $49.877. Brighton seconded. Motion passed 6/0.

9.2 Maintenance Utility Vehicle Purchase Herrman moved to give final approval for the purchase of two new maintenance utility vehicles from Clark Equipment Company of West Fargo, North Dakota in the amount of $35,344. Hagemeister seconded. Motion passed 6/0.

53


9.3 Custodial Van Replacement for Maintenance Department Brighton moved to give final approval for the purchase of a new custodial van from National Auto Fleet Group of Watsonville, CA in the amount of $28,895. Hagemeister seconded. Motion passed 6/0.

9.4 Financial Audit FY 2021 Report April Swartz of Varney & Associates, CPAs, LLC reviewed the annual audit and financial statements for the district. Herrman moved to accept on first reading the annual audit report and financial statements for the fiscal year ended June 30, 2021. Edie seconded. Motion passed 6/0.

9.5 Real Estate Purchase Reid presented the proposal to purchase real estate at 2128 Oak Street. Edie moved to give final approval to purchase the property of 2128 Oak Street Manhattan, Kansas for the purchase price of $168,500 plus closing costs, fees, and applicable taxes. Brighton seconded. Motion passed 6/0.

10.0 Next Regular Meeting Items – November 17, 2021

Items were reviewed.

11.0 Future Meeting Items

12.0 Meeting & Events Meeting dates were reviewed.

13.0 Adjourn

Herrman moved to adjourn the meeting at 7:58 p.m. Edie seconded. Motion passed 6/0.

Respectfully submitted, Diane L. Denison, Clerk USD 383 Board of Education Jurdene Coleman, President USD 383 Board of Education

54

MANHATTAN-OGDEN USD 383

CHECK REGISTER TOTALS BY FUND

November 17, 2021

FUND 12 GENERAL FUND 154,253.39

FUND 13 SUPPLEMENTAL GENERAL 189,934.31

FUND 16 CAREER AND POST SECONDARY EDUCATION 35,856.59

FUND 18 AT RISK FUND 9,501.40

FUND 19 PARENT EDUCATION PROGRAM 76.52

FUND 20 STATE PRE-KINDERGARTEN PROGRAM 203.12

FUND 30 SPECIAL EDUCATION 25,245.15

FUND 35 FOOD SERVICE 144,186.12

FUND 45 MANHATTAN VIRTUAL ACADEMY 403.90

FUND 54 PROFESSIONAL DEVELOPMENT 716.54

FUND 55 CAPITAL OUTLAY 77,429.64

FUND 70 HEAD START 15,549.38

FUND 71 ESSER-SCHOOL EMERGENCY RELIEF 53.75

FUND 72 KLINK STRIVING READERS 20,000.00

FUND 73 CONCURRENT ENROLLMENT 6,533.33

FUND 77 COLLEGE HILL PRESCHOOL 1,154.79

FUND 79 COMMUNITY LEARNING CENTER 5,217.96

FUND 80 TITLE I 2,130.00

FUND 83 TITLE III-ENG LANG LEARNR 314.89

FUND 86 DODEA MILITARY IMPACT 38.84

FUND 87 TITLE II A TEACHR QUALITY 1,178.80

FUND 88 FAMILIES IN TRANSITION 1,964.86

FUND 90 ALCOHOL PREVENTION 785.13

FUND 94 CHILDCARE/PRE-SCHOOL 4,854.09

FUND 95 EMERGENCY CRISIS GRANT 416.67

FUND 96 YES GRANT 8,146.88

FUND 97 BOND CONSTRUCTION 1,486,521.89

FUND 99 MINI GRANTS 13,638.54

REPORT TOTAL 2,206,306.48

ITEM 7.2

55

Report Date 11/10/21 01:31 PM 1Page NoUNIFIED SCHOOL DISTRICT #383

A/P Summary Check Register FPREG01A

Check NoBank Amount Date Vendor Type

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

00184127

00184128

00184129

00184130

00184131

00184132

00184133

00184134

00184135

00184136

00184137

00184138

00184139

00184140

00184141

00184142

00184143

00184144

00184145

00184146

00184147

00184148

00184149

00184150

00184151

00184152

00184153

00184154

00184155

00184155

00184156

00184157

00184158

00184159

00184160

00184161

00184162

00184163

00184164

00184165

00184166

00184167

00184168

00184169

00184170

00184171

00184172

00184173

00184174

00184175

00184176

00184177

00184178

00184179

00184180

437.57

1,137.00

614.95

29,717.08

45.28

6,254.17

1,053.80

134.00

3,126.17

2,318.39

78.33

2,300.00

15,771.73

53.11

155.00

1,482.12

372.50

200.00

79.66

5,860.06

70.00

4,686.99

42.62

346.70

224.95

300.00

768.43

487.03

1,050.00

-1,050.00

1,347.50

20.38

80.00

280.00

153.98

100.00

88.00

288.15

8,096.05

40.00

120.78

2,100.00

20.00

5.59

70.14

1,120.00

23.30

141.51

727.17

868.72

374.90

3,210.05

44.52

1,195.00

733.70

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

7407

16695

21188

7145

16692

709

9022

19756

562513

1860

601187

610569

1343

20114

36409

569089

546062

558290

15014

25099

621749

1687

7778

32513

562491

32040

4138

36324

6271

6271

5844

609684

30990

920827

6320

24966

26107

573612

593770

610763

31867

94784

625787

597

597

567620

999474

22629

547727

24166

7582

624349

609030

4291

4357

ACCREDITED LOCK & SUPPLY

APPLE INC.

BAND SHOPPE

BEN E KEITH CO

BORDER STATES INDUSTRIES

CENTRAL MECHANICAL CONSTRUCTION CO., INC

CENTURY BUSINESS SYSTEMS

CITY OF MANHATTAN MANHATTAN PARKS & RECR

TIMECLOCK PLUS

DEMCO, INC.

EDER, AMBER

EMOTIONAL MILESTONES, LLC

F & A SALES, INC.

FASTENAL COMPANY

FERGUSON ENTERPRISES, INC.

FOLLETT SCHOOL SOLUTIONS, INC.

GANTT, JOSEFINA

GARDNER-EDGERTON HIGH SCHOOL

GLOBAL EQUIPMENT CO. INC.

HILAND/STEFFENS DAIRY COMPANY

HINOJOSA, FRANCISCA

HOBART CORPORATION

HUFFMAN, JEANETTE

HUMES, KARI

HYVEE- CATERING

ISOM, WILLIAM

J.W. PEPPER & SON, INC

KARL, MICAH

KASB

KASB

KELLER, KATHY A.

KENWORTHY, ELLEN

KROLL, TONI

K-STATE STUDENT UNION BUSINESS OFFICE

LAKESHORE LEARNING MATERIALS

LANSING HIGH SCHOOL

LASER TECH SERVICES

LEARNING TREE INSTITUTE AT GREENBUSH

LIBERTY FRUIT CO.

LOPEZ, JESUS ROCIO

MANHATTAN WINNELSON

THE MASTER TEACHER

MENDEZ, VANESSA

MIDWEST ACE HARDWARE


NATIONAL AFTERSCHOOL ASSOCIATION

NUSSBAUMER, EMILY

O'REILLY AUTO PARTS

OTIS ELEVATOR COMPANY

PARSONS COMMUNICATIONS

PIONEER MANUFACTORING

PORTIONPAC CHEMICAL CORP

PUDERBAUGH, ALEXANDRIA

PUR-O-ZONE

REEVES-WIEDEMAN CO., INC.

C

C

C

C

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C

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C

C

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C

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56




01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

00184181

00184182

00184183

00184184

00184185

00184186

00184187

00184187

00184188

00184189

00184190

00184191

00184192

00184193

00184194

00184195

00184196

00184197

00184198

00184199

00184200

00184201

00184202

00184203

00184204

00184205

00184206

00184207

00184208

00184209

00184210

00184211

00184212

00184213

00184214

00184215

00184216

00184217

00184218

00184219

00184220

00184221

00184222

00184223

00184224

00184225

00184226

00184227

00184228

00184229

00184230

00184231

00184232

00184233

00184234

174.33

900.00

150.00

206.60

615.25

1,680.00

1,868.00

-1,868.00

2,173.19

508.21

41.25

239.00

783.98

5,562.72

300.00

174.00

12.77

150.00

300.00

4,648.27

8,206.01

45.52

86.47

38,871.16

106,521.87

7,181.50

73.91

235.60

4,063.52

58,960.16

715.70

4,325.00

80.64

15.96

144.00

30.52

225.11

196.09

80.00

50.96

931.94

100.80

1,383.65

4,830.06

70.73

27.78

46.65

179.99

2,198.60

5,000.00

271.62

78.15

1,441.10

5,274.44

488.00

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/09/21

11/17/21

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11/17/21

11/17/21

11/17/21

579122

610909

9114

603376

4529

595888

8053

8053

1031

544426

589241

608734

1427

859

596523

609072

5094

27643

44185

601217

5093

33299

40518

622680

610640

10604

2130

625450

616940

36288

997528

624527

28969

559423

992828

625655

7145

43755

17427

41026

526

571164

595

9022

625973

2866

624489

569275

999644

588431

30786

8038

569089

4107

539848

REID, ERIC

RELATE 360 INC.

RILEY COUNTY HIGH SCHOOL ATHLETICS

ROSAS, OSCAR GONZALEZ

SCHOLASTIC, INC

SOLIANT HEALTH, INC.

SOUTHEAST KANSAS EDUCATION SERVICE CENTE


STANION WHOLESALE ELEC. CO.

STAPLES ADVANTAGE

STEPHENS, SHEILA

TECHCYCLE SOLUTIONS

THERMAL COMFORT AIR

USD #383 TRANSPORTATION

VANDERLINDIN, NATHAN

CHRISTINE MARIE WARREN

WATERS TRUE VALUE HARDWARE

WICHITA STATE UNIVERSITY OFFICE UNIVERSI

WOODFORD, JEB

AMAZON CAPITAL SERVICES, INC.

CITY OF MANHATTAN

COX BUSINESS

COX COMMUNICATIONS

EMS LINQ, INC

EVERGY

HOWIES ENTERPRISES

KANSAS GAS SERVICE

RURAL WATER DISTRICT #1 POTT. COUNTY

SYMMETRY ENERGY SOLUTIONS, LLC

UNITE PRIVATE NETWORKS

VERIZON WIRELESS

WAMEGO TELECOMMUNICATIONS CO, INC

APGAR, DAVID

AUGUSTINE, HEATHER

BATTERIES PLUS

CAMILLE BAUMGARDT

BEN E KEITH CO

BLICK ART MATERIALS

BLUE VALLEY NORTH HIGH SCHOOL

BORG, DEANNA

BOUND TO STAY BOUND BOOKS, INC

BRUMMETT, KELLEY

BURNETT AUTOMOTIVE


DANENBURG, AMY

DICK, KENT

DIETRICH, DANIEL A

DILLON CUSTOMER CHARGES

ESPECIAL NEEDS, LLC

FIRST

PNC BANK C/O FIRST BOOK

FLINN SCIENTIFIC, INC.

FOLLETT SCHOOL SOLUTIONS, INC.

PAXTON HARDWODDS

FRED J. MILLER

C

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57




01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

00184235

00184236

00184237

00184238

00184239

00184240

00184241

00184242

00184243

00184244

00184245

00184246

00184247

00184248

00184249

00184250

00184251

00184252

00184253

00184254

00184255

00184256

00184257

00184258

00184259

00184260

00184261

00184262

00184263

00184264

00184265

00184266

00184267

00184268

00184269

00184270

00184271

00184272

00184273

00184274

00184275

00184276

00184277

00184278

00184279

00184280

00184281

00184282

00184283

00184284

00184285

00184286

00184287

00184288

00184289

325.00

2,000.00

631.68

52.08

27.67

47.94

213.39

62.05

4,696.99

160.59

200.00

75.00

3,500.00

26.77

195.00

85.00

204.29

30.07

1,473.08

100.00

16.13

159.00

3,428.04

21.28

48.94

103.65

26.43

59.88

80.83

217.03

595.00

262.99

2,821.00

37.50

110.00

130.00

6,499.04

222.94

19.10

297.00

63.00

3,064.81

114.66

153.77

80.47

48.55

171.14

27.83

1,655.38

40.77

57.77

4,648.75

116.82

35.56

80.00

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

593478

626066

580961

585734

32110

625710

23528

23537

1687

608610

10604

10604

623164

996505

43043

24011

36324

568392

43997

7075

36067

7821

573612

620068

618403

33514

621617

611530

597

590088

24956

7239

590894

583243

24946

7769

24166

31355

477

626422

582085

626074

32251

4291

571962

585580

991902

564729

36064

594881

29638

745

21929

23850

22108

GAME PLAN CAMERA SYSTEMS

GENESIS HEALTH CLUB

HAEFELE, LORI

HANNAN, LAURA

HARRIS, STACY

HEFLEY, EMMA

HELLO DIRECT

HIGGINS, SUSIE

HOBART SERVICE; ITW FOOD EQUIPMENT GROUP

HOLBORN, CHRIS

HOWIE'S TRASH SERVICE

HOWIES ENTERPRISES

IMAGINE LEARNING, INC

JOHNSTON, CARLA

KAAE EXECUTIVE TREASURER

KANSAS DEPARTMENT OF AGRICULTURE

KARL, MICAH

KLEIN, HOLLY

KELLER FIRE & SAFETY, INC.

KSHSAA

LARKIN, STACEY

LEARNING FORWARD

LEARNING TREE INSTITUTE AT GREENBUSH

LEON, ARIBEL

TERRI ELIZABETH LITTLE

LUNSWAY, SUMMER

MARRERO, LUIS

MCCOY, MEGAN


MULLINIX, ELISSA

N ZONE SPORTSWEAR

NAPA AUTO PARTS OF MANHATTAN

NATIONAL FOOD GROUP, INC.

NELSON, JOSH

NETWORK COMPUTER SOLUTIONS

ONAGA SENIOR HIGH

PARSONS COMMUNICATIONS

PAYNE, AMY

PFANNENSTIEL,JILL

PIXTON COMICS

PLANKINTON, LISA

POWERSTARTS

PRAIRIELAND PARTNERS, LLC

PUR-O-ZONE

RAFFERTY, HEATHER

RANSOM, JOSHUAH (EMPLOYEE REIMBURSEMENT)

REHABMART.COM

RHODES, KATIE

IKON OFFICE SOLUTIONS, INC

MOLLY ANN RYAN

SCHOLASTIC INC

SCHOOL SPECIALTY, LLC

SCHUH, BRIAN

SCHWARTZ, JEANETTE

SHAWNEE MISSION SOUTH HIGH SCH

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

58




01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

00184290

00184291

00184292

00184293

00184294

00184295

00184296

00184297

00184298

00184299

00184300

00184301

00184302

00184303

00184304

00184305

00184306

00184307

00184308

00184309

00184310

00184311

00184312

00184313

00184314

00184315

00184316

00184317

00184318

00184319

00184320

00184321

00184322

00184323

00184324

00184325

00184326

00184327

00184328

00184329

00184330

00184331

00184332

00184333

00184334

00184335

00184336

00184337

00184338

00184339

00184340

00184341

00184342

00184343

00184344

60.00

801.60

118.78

604.24

172.57

70.99

1,890.00

10,235.00

8.40

104.99

29.42

105.74

55.44

100.00

35.00

286.00

151.18

48.00

10.58

19,800.00

972.36

159.01

2,046.11

1,000.00

100.00

204.00

320.54

426.36

219.12

447.56

334.88

1,243.29

49.87

9.86

61.74

544.84

516.90

828.40

17.86

28.50

39.10

154.91

61.50

72.74

142.80

2,325.00

150.00

973.32

54.99

5.25

350.00

198.00

799.75

75.11

459.37

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/04/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

22108

1641

94679

588083

601659

33224

595888

8053

1031

544426

589241

626260

32663

5220

5220

4369

859

607258

9387

5046

5113

36262

626147

6374

575100

16695

33033

35888

7987

43755

626171

526

567

7410

922369

5496

600652

583642

594601

23837

571954

20114

36409

1176

608718

36530

10604

560413

603520

2152

6271

625426

625507

578

31867

SHAWNEE MISSION SOUTH HIGH SCH

SIR SPEEDY

SLEZINGER, JAN

SMITH, BRANDI

SMITH, JOSEF

SNYDER, LUKE




STAPLES ADVANTAGE

STEPHENS, SHEILA

STRODA, JACOB

THILGES, LAURA

TOPEKA WEST HIGH SCHOOL

TOPEKA WEST HIGH SCHOOL

UNITED RENTALS (NORTH aMERICA), INC


USD 230

VAN NEVEL, ANITA

VARNEY AND ASSOCIATES, CPA'S

WEST MUSIC COMPANY

WOHLER, LESLIE

YOUNG SIGN CO

CHARLSON AND WILSON BONDED ABSTRACTERS,

ADVANCED AUDIOLOGY, INC.

APPLE INC.

ATCHISON, DAVID

BAKER DISTRIBUTING

BD4 DISTRIBUTING

BLICK ART MATERIALS

BOBIAN, MATTHEW


BROOKS YAMAHA, INC.

CARPENTER, JERRY

CARQUEST OF MANHATTAN

CHAMPION TEAMWEAR AR

CHEFWORKS INC

CLASS C SOLUTIONS GROUP

CONWAY, HALEY

CRAMER, ANN-MARY

DAHNKE, MARY K.

FASTENAL COMPANY

FERGUSON ENTERPRISES, INC.

GOPHER SPORT

HAMILTON, SID

HEINEKEN ELECTRIC

HOWIES ENTERPRISES

ITsavvy LLC

JONES, TORRI

KARSMIZKI LOCKSMITH & ALARMS

KASB

JOHANNA KATHRYN KING

KRISPY CLEAN INC

SEATON PUBLISHING

MANHATTAN WINNELSON

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

59




01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

00184345

00184346

00184347

00184348

00184349

00184350

00184351

00184352

00184353

00184354

00184355

00184356

00184357

00184358

00184359

00184360

00184361

00184362

00184363

00184364

00184365

00184366

00184367

00184368

00184369

00184370

00184370

00184371

00184372

00184373

00184374

00184375

00184376

00184377

00184378

00184379

00184380

00184381

00184382

00184383

00184384

00184385

00184386

00184387

00184388

00184389

00184390

00184391

00184392

00184393

00184394

00184395

00184396

00184397

00184398

110.40

50.05

110.60

376.65

9.50

5,955.00

283.00

44.80

169.92

532.09

60.00

3,939.73

122.98

1,354.04

159.84

27.00

5,908.99

1,235.00

8,196.55

56.44

6,464.84

17.99

8,319.00

2,281.60

322.70

20,000.00

-20,000.00

955.00

10,000.00

10,000.00

69,576.60

21,000.00

108.00

12,998.21

1,382,142.73

629.94

1,952.00

220.00

831.00

729.32

18,471.08

1,758.82

1,159.25

1,051.25

1,688.00

1,292.68

446.05

425.00

350.00

19.01

195.00

60.87

30.86

15,699.90

76.78

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

598763

570648

597

559920

559083

5338

23954

609030

4291

4357

13702

588326

564516

1641

544426

32558

36466

619566

32254

561959

859

5094

5594

621471

588318

611301

611301

543152

611301

611301

16827

540757

36567

996769

610356

745

567230

8887

612529

7145

7145

526

13431

922369

23487

566713

9022

581429

772

583642

618489

569275

619361

1343

552585

MANNING MUSIC, INC.

MID KANSAS COOPERATIVE ASSOCIATION


MIDWEST TRANSIT EQUIPMENT, INC.

OSBORNE, LINDSAY

PHONE CONNECTION

PROFESSIONAL CLEANING SYSTEMS, INC.

PUDERBAUGH, ALEXANDRIA

PUR-O-ZONE


RILEY COUNTY HEALTH DEPARTMENT

SALINA STEEL SUPPLY INC

SHIVERS, LUCAS

SIR SPEEDY

STAPLES ADVANTAGE

STENHOUSE PUBLISHERS

SUMMIT TRUCK GROUP

TEAMVIEWER GERMANY GMBH

TYLER TECHNOLOGIES, INC

UNIFIRST CORPORATION



CYTEK MEDIA SYSTEMS, INC.

VIKING PRODUCTS GROUP, INC

HAND2MIND, INC

INK INTERNATIONAL, INC


SMH CONSULTANTS PA



BG CONSULTANTS INC.

CBS MANHATTAN

COPY KATS

GOULD EVANS ASSOCIATES

MCCOWNGORDON CONSTRUCTION

SCHOOL SPECIALTY

A & H FARM

AMERICAN PEST MANAGEMENT, INC.

B.A.C HORN DR, LLC

BEN E KEITH CO

BEN E KEITH CO


BRACKER'S GOOD EARTH CLAYS INC

CARQUEST OF MANHATTAN

CDI DALLAS LLC

CE WATER MANAGEMENT, INC


CHIROPRACTIC FAMILY HEALTH CENTER

CITY OF MANHATTAN

CLASS C SOLUTIONS GROUP

KONNOR LEE COOK

DILLON CUSTOMER CHARGES

AMANDA MICHELLE ERICSON

F & A SALES, INC.

FREY, MACIE

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

CV

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

60




01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

01

00184399

00184400

00184401

00184402

00184403

00184404

00184405

00184406

00184407

00184408

00184409

00184410

00184411

00184412

00184413

00184414

00184415

00184416

00184417

00184418

00184419

00184420

00184421

00184422

00184423

00184424

00184425

00184426

00184427

00184428

00184429

00184430

00184431

00184432

00184433

00184434

00184435

00184436

00184437

00184438

00184439

00184440

00184441

00184442

00184443

00184444

00184445

00184446

00184447

00184448

00184449

00184450

00184451

00184452

00184453

7,691.27

27.23

34.40

1,576.00

196.78

183.89

11.50

32.93

52.64

85.00

9,867.65

49.39

278.50

22,389.24

85.85

139.98

25.76

68.16

899.99

4,651.00

1,421.18

42.25

38.30

288.00

121.41

140.88

3,210.05

1,350.00

21.00

279.92

57.00

53.75

1,890.00

27.38

3,240.60

1,600.00

230.96

1,013.00

650.36

7,925.00

381.00

58.30

110.40

1,180.00

22,870.34

56.44

4,750.14

57.35

23.52

15.00

8,456.56

29,755.58

85.47

193.11

5,855.66

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/17/21

11/10/21

11/10/21

11/10/21

11/10/21

11/10/21

25099

568716

4641

538876

32247

27999

33017

579939

589055

7075

593770

559253

94784

570648

597

559920

626449

36696

7239

600229

31682

24946

564575

611980

584827

4195

624349

591742

611832

7921

4357

1641

595888

594903

8053

1025

1031

544426

36466

9000

595764

626406

31436

608734

626457

561959

859

5094

626015

626228

601217

31117

773

626031

40518

HILAND/STEFFENS DAIRY COMPANY

HUFF, MELISSA (EMPLOYEE REIMBURSEMENT)

INFORMATION NETWORK OF KANSAS

JAYHAWK FIRE SPRINKLER INC.

JONES, MICHELE

KA-COMM., INC.

KANSAS TURNPIKE AUTHORITY

KEPHART, BARBARA

KING, KRISTIE

KSHSAA

LIBERTY FRUIT CO.

LOUGHMILLER, LUCAS

THE MASTER TEACHER

MID KANSAS COOPERATIVE ASSOCIATION


MIDWEST TRANSIT EQUIPMENT, INC.

MORLOCK, ELYSE

MORTON, RENEE OR MARK

NAPA AUTO PARTS OF MANHATTAN

NARDONE BROS BAKING CO INC.

NATIONAL RESTAURANT ASSOCIATION SOLUTION

NETWORK COMPUTER SOLUTIONS

NEWELL, TRACY

ONTHECLOCK.COM LLC

OSTERMANN, JULIE

POPPLERS MUSIC STORE

PORTIONPAC CHEMICAL CORP

POTTERS SWEEL

PRUSER, CRISTY

REALLY GOOD STUFF, LLC


SIR SPEEDY


SOPPE, ALISON


STAGG HILL GOLF COURSE


STAPLES ADVANTAGE

SUMMIT TRUCK GROUP

SUNFLOWER RESTAURANT SUPPLY

SYN-TECH SYSTEMS INC

TARTER, LIZ

TEACHER DIRECT

TECHCYCLE SOLUTIONS

TRIMARK HOCKENBERGS

UNIFIRST CORPORATION



WOODEN, AMY

WRIGHT, EMILY


CARD CENTER

CITY OF OGDEN

POTTAWATOMIE COUNTY UTILITIES

COX COMMUNICATIONS

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

61




01Total Bank No

01

01

00184454

00184455

214.00

196.86

11/10/21

11/10/21

32005

601217

UNDERGROUND VAULT AND STORAGE INC


C

C

Total Manual Checks

Total Computer Voids

Total Manual Voids

Total Computer Checks

Grand Total

2,206,306.48

2,206,306.48

.00

-22,918.00

.00

2,229,224.48

.00Total ACH Checks

22

22

2222

2222

2222

22

22

Batch Yr

000646

000669

000675000700

000704000712

000718000728

000729

000732

Batch No

113,338.38

233,934.69

100,633.86 1,000.00

44,757.24 46,400.97

1,486,455.48 11,878.30

20,000.00

147,907.56

Amount

Total ACH Voids .00

Total Other Voids

Total Electronic Checks

.00

.00

.00Total Other Checks

Total Electronic Voids .00

Number of Checks 332

62

ITEM 7.3.1

63

ITEM 7.3.2

64

ITEM 7.3.3

66

HUMAN RESOURCES

AGENDA BACKGROUND

November 17, 2021

The administration recommends the following individuals for employment with USD 383:

PARAEDUCATORS, TUTORS, AND AIDES

Ciara Bailey, Paraeducator, Oliver Brown Elementary School $10.50/hr

Denise Brentzel, At-Risk Aide, Amanda Arnold Elementary School $12.00/hr

Megan Squire, Paraeducator, Northview Elementary School $10.50/hr

Alyssa Rooker, Paraeducator, Anthony Middle School $11.50/hr

Amaline Figuero, Student Supervisor, Frank Bergman Elementary $ 9.00/hr

Gabriele Harms, Paraeducator, Anthony Middle School $12.90/hr

Lauren Cox, Paraeducator, Manhattan High School West $12.50/hr

Rachel Huffman, Paraeducator, Eisenhower Middle School $11.50/hr

Hortencia Sanchez, Paraeducator, Ogden Elementary School $10.50/hr

Jose Lopez, Paraeducator, Oliver Brown Elementary School $10.50/hr

Emallie Gowans-Finch, Paraeducator, Anthony Middle School $11.50/hr

Liane Blankley, Student Supervisor, Northview Elementary School $ 9.00/hr

TECHNOLOGY

Eryk Hayden, District IT Support Tech, Manhattan High School East $16.50/hr

CHILD NUTRITION

Joshua Minnich, Child Nutrition Roamer, Central Kitchen $10.50/hr

TRANSPORTATION

Mistie Stradford, Bus Driver, Transportation $16.50/hr

MAINTENANCE

Carlitta Mays, Custodian, Lee Elementary School $12.50/hr

SUBSTITUTES

Aleah Nicholson, Emergency Substitute Teacher $15.00/hr

Aaron Tien, Emergency Substitute Teacher $15.00/hr

OFFICE PROFESSIONAL

Veronica Preciado, Front Desk Security, Manhattan High School $16.00/hr

COACHES

Abraham Sanchez, Assistant Wrestling Coach, Eisenhower Middle School $3,000

Jonathan Hoard, Head 9th Grade Boys Basketball Coach, Manhattan High School $4,125

RETIREMENTS

Deanna Borg, Administrative Assistant for Teaching and Learning, Manhattan High School East,

has submitted her retirement effective December 3, 2021. Ms. Borg has been with the district since July

2003.

ITEM 7.4

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Dorothy Claussen, Librarian, Woodrow Wilson Elementary School, has submitted her retirement

effective June 1, 2022. Ms. Claussen has been with the district since August 1992.

Ann Mary Cramer, Health Aide, Ogden Elementary School, has submitted her retirement effective

January 1, 2022. Ms. Cramer has been with the district since February 1996.

Jeffry Eckelberry, Industrial Technology Teacher, Anthony Middle School, has submitted his

retirement effective June 1, 2022. Mr. Eckelberry has been with the district since August 1991.

Glenda Eichman, Business Teacher, Manhattan High School West, has submitted her retirement

effective the end of the 2021-2022 school year. Ms. Eichman has been with the district since August

1992.

Linda Duckworth, 3rd Grade Teacher, Northview Elementary School, has submitted her retirement

effective June 1, 2022. Ms. Duckworth has been with the district since September 1990.

Heidi Francis, ESL Teacher, Northview Elementary School, has submitted her retirement effective

June 1, 2022. Ms. Francis has been with the district since August 1989.

Toni Haddock, 4th Grade Teacher, Lee Elementary School, has submitted her retirement effective

June 1, 2022. Ms. Haddock has been with the district since August 1992.

Susan Lowman, 3rd Grade Teacher, Northview Elementary School, has submitted her retirement

effective June 1, 2022. Ms. Lowman has been with the district since August 1991.

Mary-Kris Roberson, Language Arts Teacher, Manhattan High School West, has submitted her

retirement effective June 1, 2022. Ms. Roberson has been with the district since August 1991.

Shirley Vogts, Librarian, Amanda Arnold Elementary School, has submitted her retirement effective

June 1, 2022. Ms. Vogts has been with the district since August 1992.

Jo Wolters, Reading Specialist, Northview Elementary School, has submitted her retirement effective

June 1, 2022. Ms. Wolters has been with the district since August 1998.

It is the recommendation of the administration to approve these retirements. Best wishes are extended to Ms. Borg, Ms. Claussen,

Ms Cramer, Mr. Eckelberry, Ms. Eichman, Ms. Duckworth, Ms. Francis, Ms. Haddock, Ms. Lowman, Ms. Roberson, Ms. Vogts, and

Ms. Wolters.

RESIGNATIONS

Katharine Allemon, Paraeducator, Manhattan High School, has submitted her resignation effective November 5, 2021. Ms. Allemon has been with the district since October 2018. Tatiana Briceno Padron, ESOL Aide, Manhattan High School East, has submitted her resignation effective December 17, 2021. Ms. Briceno Padron has been with the district since November 2019. Karen Fish, Bus Monitor, Transportation, has submitted her resignation effective November 19, 2021. Ms. Fish has been with the district since April 2021. Brynna Gill, Paraeducator, Theodore Roosevelt Elementary School, has submitted her resignation effective November 5, 2021. Ms. Gill has been with the district since September 2021.

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Alexis Herndon, Paraeducator, Manhattan Catholic School, has submitted her resignation effective October 28, 2021. Ms. Herndon has been with the district since February 2021. Scott Nading, Custodian, Manhattan High School, has submitted his resignation effective November 30, 2021. Mr. Nading has been with the district since December 2018. Jackie Platt, Custodian, Maintenance, has submitted her resignation effective November 2, 2021. Ms. Platt has been with the district since October 2020. LaNajia Sanders, Paraeducator, Bluemont Elementary School, has submitted her resignation effective October 19, 2021. Ms. Sanders has been with the district since November 2020.

It is the recommendation of the administration to approve these resignations.

TERMINATION

Summer Helms, Paraeducator, Bluemont Elementary School, has been recommended for termination

effective November 2, 2021. Ms. Helms has been with the district since December 2020.

It is the recommendation of the administration to approve this termination.

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Manhattan, Kansas

Donations & Grants

Approval (A2) to Accept

11-17-21

• $4,500 cash donation from the following donors to Manhattan High School for the orchestra trip to Louisiana:

o Community First National Bank $500 o Steel & Pipe Supply Company $2,500 o Olive Branch LLC $500 o Flint Hills Neuropsychology LLC $1,000

• $500 cash donation from The Pilot Club of Manhattan to USD 383 for autism resources.

• $538.30 cash donation from Marlatt Elementary PTO to Marlatt Elementary to reimburse for field trip bus expense.

• $1,929.72 cash donation from Sunflower Bank for class use: o Marlatt Elementary $704.44 o Manhattan High School $1,225.28

• $5,522 cash donation from Manhattan Cross Country Club for class use: o Frank Bergman Elementary $592 o Marlatt Elementary $1,202 o Lee Elementary $1,102 o Anthony Middle School $522 o Theodore Roosevelt Elementary $902 o Amanda Arnold Elementary $1,202

• $14,000 cash donation from Riley County Raising Riley to College Hill Early Learning Center for reduced fees for families.

• $4,000 cash donation from Riley County Raising Riley to Eugene Field Early Learning Center for behavioral and mental health support personnel.

• $4,500 cash donation from Pepsi-Cola of Manhattan to Manhattan High School for student and staff activities.

Total: $35,490.02

ITEM 7.5

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Date: November 17, 2021 To: Board of Education From: Superintendent Marvin Wade Re: Early Learning Report for November 2021 Prepared by: Andy Hutchinson, Assistant Director of Early Learning Background Information: The Manhattan-Ogden USD 383 Board of Education is the Governing Board for the Head Start and

Early Head Start programs. Programs are required to submit monthly Program Information Reports to

the Governing Board, in addition to other program reports or documents that require board review

and acceptance.

Current Considerations: We are submitting our regular report and accompanying documents required for Head Start and Early

Head Start.

District Goal: Students are well equipped for lifelong success at increasingly higher levels of academic growth,

social-emotional development, and postsecondary preparation.

District Objectives and Strategies: 1. Provide every student equitable access to learner-centered curriculum, instruction, assessment

and interventions.

2. Provide a culture and environment to promote positive and productive conditions for learning,

teaching and working.

c. Align non-instructional operations in support of students, staff and schools.

3. Develop and enhance mutually beneficial relationships where schools, families and community

partners share a commitment to student success.

b. Expand and strengthen community partnerships to enrich student learning.

Board of Education Policy: IDAA Special Programs

Recommendation: The administration respectfully recommends that the Board give final approval (A

2) to the early

learning report for November 2021.

Recommended Motion: “I move to give final approval to the early learning report for November 2021.”

ITEM 7.6

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USD 383 Early Learning Community Monthly report for October 2021 – to ensure the sharing of accurate and regular information about program planning, policies, and operations

Monthly Financial Statements Financial statements are included in monthly USD 383 Board of Education packets.

o Attachment: Procurement Card Purchasing Log

Enrollment & Attendance Enrollment Attendance IEPs Wait List

College Hill 234 92.9% 48 -

ELC Total 359 93.6% 98 36

Head Start 125 90.4% 13 18

Home-based Total 105 - 7 4

Parents As Teachers 93 82% 5 4

Early Head Start 12 76% 2 0

Communication & Guidance from the Secretary of DHHS Announcements, Information Memorandums (IMs), Program Instructions (PIs), Policy Clarifications, and other information can be found on the Office of Head Start’s Early Childhood Learning and Knowledge Center (ECLKC) online at: http://eclkc.ohs.acf.hhs.gov. (attached) • 10/13/2021 Dear Colleague Letter: Investing ARP and PDG funds to address the early childhood

workforce shortage

Recent and upcoming opportunities for the Early Learning Community: Community Collaborations: • Early Childhood Community Screening – October 14th and November 19th • Flint Hills Wellness Coalition – October 14th and December 9th • Greater Manhattan Interagency Coordinating Council – October 25th • Kindergarten Transition Task Force – November 10th • Policy Council – November 4th

Group Connections: • Playground Playgroup: Fire Safety – October 9th • Parent Café: Temperament – October 20th

Professional Learning: • Misguided Goals of Misbehavior & Deactivating Dysregulation (Amy Nelson) - October 11th • Science of Reading (Dyslexia) & PAVED Vocabulary Strategies (Jill Rich) - November 22nd • Invisible Inequalities (Josh Tanguaway) - December 20th

Early Learning Staffing Vacancies: 1

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Dear Colleague Letter

Date: October 13, 2021

To: State, territory, and tribal lead agencies administering the Child Care and Development Fund program, Head Start programs, and Preschool Development Grant Program grant recipients

Subject: Investing ARP and PDG funds to address the early childhood workforce shortage

Dear Colleagues,

A strong, stable early care and education (ECE) workforce is essential to economic recovery, child learning and development and overall family well-being. However, ECE programs across the country face unprecedented shortages in staff; a problem that existed prior to, and was exacerbated by, the COVID-19 pandemic. The child care industry down more than 10 percent of pre-pandemic levels and child care staff hiring is more challenging than ever.

HHS’ Administration for Children and Families (ACF) released American Rescue Plan (ARP) Act funds last spring, with resources for states, Head Start programs, and other ECE programs to invest in recruiting, supporting and retaining staff. Additionally, ACF published guidance for Child Care and Development Fund (CCDF) administrators and Head Start program operators that strongly encourages these entities to use ARP funds to increase payments and compensation and benefits for the ECE workforce.

Federal investments in ECE programs are key to our nation’s economic recovery from the pandemic, providing critical infrastructure for parents to work or to pursue training or education while their child is in an affordable, safe, nurturing and educationally enriching environment. We urge states, communities, and local programs to take bold action now to invest ARP funds and other sources of COVID-19 relief funding to address the current ECE workforce shortage this fall and beyond. Some of the strategies that states, communities, and early childhood programs may use to support the ECE workforce in the short-term include:

• Improve child care subsidy payment rates to providers. • Increase staff wages or provide one-time incentives, such as hiring or retention

bonuses. • Provide benefits including paid leave, health insurance, child care and retirement

benefits. • Fund scholarships and time off for training or enrollment in educational coursework,

apprenticeships, or other practice-based learning that leads towards a credential or degree.

• Expand shared services models, substitute pools, and family child care networks.

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Administration for Children and Families | Early Childhood Development | www.acf.hhs.gov/ecd

• Provide staff wellness supports such as guaranteed breaks during the work day, access to adult-sized furniture in classrooms, mentoring and coaching, and/or mental health consultation for ECE staff and providers.

We also encourage states and territories to leverage their Preschool Development Grant Birth to Five grants, in keeping with their early childhood care and education system building plans, to address the current ECE workforce shortage.

Last week, we released guidance from the Office of Head Start that describes additional specific strategies to support staff wellness with ARP and other COVID-19 relief funding. Examples of promising strategies used by states and local programs to recruit and retain a strong ECE workforce are also highlighted in this appendix along with selected resources and federal investments to support your efforts. The Office of Child Care is continually releasing new technical assistance products and offering regular office hours for states to learn from peers, to ask questions, and to obtain support. If you need additional support or technical assistance to address the ECE workforce shortage in your state or local community, please contact your ACF regional office program staff.

Thank you for your commitment to serving young children and families,

Sincerely,

Katie Hamm, Deputy Assistant Secretary, Office of Early Childhood Development, Administration for Children and Families, HHS Dr. Bernadine Futrell, Director, Office of Head Start, Administration for Children and Families, HHS Dr. Ruth Friedman, Director, Office of Child Care, Administration for Children and Families, HHS

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Date: November 17, 2021 To: Board of Education From: Superintendent Marvin Wade Re: 2020-21 Financial Audit Report Prepared by: Lew Faust, Director of Business Services Jill Tatum, Budget and Grant Accountant Background Information: Kansas Statute 75-1120 requires unified school districts to have their accounts examined and audited at least once each year. Additionally, all non-federal entities with annual expenditures of $500,000 or more in federal funds are required to obtain an annual audit in accordance with OMB (Federal Office of Management and Budget) Circular A-133. The audit report is filed with the Kansas Director of Accounts and Reports and the Federal Clearing House. Purpose of an Audit: The primary purpose of an audit is for the expression of an opinion on the financial statements by an independent accountant. The audit includes a review of the district’s systems of internal control to the extent deemed necessary by the accountant for the evaluation of the district’s accounting systems in place, in order to establish a basis for reliance on the systems. The financial statements included with the audit report are the responsibility of district administration. Current Considerations: The audit for the fiscal year ended June 30, 2021 has been completed by Varney and Associates, CPA’s. The audit report was prepared by Varney and Associates and presented to the District Finance Committee, for comment or clarification. The audit report will also be posted on the district website, once reviewed and approved by the Board. Additionally, the report included the management letter prepared by Varney and Associates. Generally, the management letter includes suggestions to improve accounting practices and internal controls, and also notes anything the auditors viewed during the course of the audit which needs improvement. The Finance Committee has reviewed the audit and management letter with the auditors. District Goal: Students are well equipped for lifelong success at increasingly higher levels of academic growth, social-emotional development, and postsecondary preparation. District Objective and Strategy: 2. Provide a culture and environment to promote positive and productive conditions for learning,

teaching and working. 2C. Align non-instructional operations in support of students, staff and schools. Board of Education Policy: Kansas Statute 75-1122 covers requirements for public school district audits:

The governing body of every unified school district, the governing body of every recreation commission having aggregate annual gross receipts in excess of $150,000 and the governing body of all other municipalities either having aggregate annual gross receipts in excess of $275,000 or which has general obligation or revenue bonds outstanding in excess of $275,000 shall have its accounts examined and audited by a licensed municipal public accountant or accountants or certified public accountant or accountants at least once each year. In the case of school districts, all tax and other funds such as activity funds and accounts shall also be examined and audited.

Financial Implications: The base contract with Varney and Associates for conducting the 2020-21 audit estimates that it will not exceed $19,800/year for the duration of the engagement. This is the first of three years of the current contracted engagement for the annual financial audit.

ITEM 7.7

79

Recommendation: Administration respectfully recommends the Board of Education give final approval (A2) to the annual audit report and financial statements prepared on the basis of cash receipts and disbursements as adjusted to show compliance with the cash basis and budget laws of Kansas for the fiscal year ended June 30, 2021. Recommended Motion: “I move to give final approval to the annual audit report and financial statements for the fiscal year ended June 30, 2021.”

80

October 25, 2021 USD 383 - Manhattan-Ogden 2031 Poyntz Avenue Manhattan, KS 66502 We have audited the financial statement of USD 383 - Manhattan-Ogden (the District) as of and for the year ended June 30, 2021, and have issued our report thereon dated October 25, 2021. Professional standards require that we advise you of the following matters relating to our audit. Our Responsibility in Relation to the Financial Statement Audit As communicated in our engagement letter dated February 8, 2021, our responsibility, as described by professional standards, is to form and express an opinion(s) about whether the financial statement that has been prepared by management with your oversight are presented fairly, in all material respects, in accordance with accounting principles generally accepted in the United States of America. Our audit of the financial statement does not relieve you or management of your respective responsibilities. Our responsibility, as prescribed by professional standards, is to plan and perform our audit to obtain reasonable, rather than absolute, assurance about whether the financial statement is free of material misstatement. An audit of financial statement includes consideration of internal control over financial reporting as a basis for designing audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the District’s internal control over financial reporting. Accordingly, as part of our audit, we considered the internal control of the District solely for the purpose of determining our audit procedures and not to provide any assurance concerning such internal control. We are also responsible for communicating significant matters related to the audit that are, in our professional judgment, relevant to your responsibilities in overseeing the financial reporting process. However, we are not required to design procedures for the purpose of identifying other matters to communicate to you. Planned Scope and Timing of the Audit We conducted our audit consistent with the planned scope and timing we previously communicated to you. Compliance with All Ethics Requirements Regarding Independence The engagement team, others in our firm, as appropriate, and our firm have complied with all relevant ethical requirements regarding independence. Qualitative Aspects of the Entity’s Significant Accounting Practices Significant Accounting Policies Management has the responsibility to select and use appropriate accounting policies. A summary of the significant accounting policies adopted by the District is included in Note 1 to the financial statement. There has been no initial selection of accounting policies and no changes in significant accounting policies or their application during 2021. No matters have come to our attention that would require us, under professional standards, to inform you about (1) the methods used to account for significant unusual transactions and (2) the effect of significant accounting policies in controversial or emerging areas for which there is a lack of authoritative guidance or consensus.

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October 25, 2021 USD 383 - Manhattan-Ogden Page two Qualitative Aspects of the Entity’s Significant Accounting Practices (Continued) Significant Accounting Estimates Accounting estimates are an integral part of the financial statement prepared by management and are based on management’s current judgments. Those judgments are normally based on knowledge and experience about past and current events and assumptions about future events. Certain accounting estimates are particularly sensitive because of their significance to the financial statement and because of the possibility that future events affecting them may differ markedly from management’s current judgments. We did not identify any such estimates. Financial Statement Disclosures Certain financial statement disclosures involve significant judgment and are particularly sensitive because of their significance to financial statement users. There are no sensitive disclosures affecting the District’s financial statement. Significant Unusual Transactions For purposes of this communication, professional standards require us to communicate to you significant unusual transactions identified during our audit. There were no such unusual transactions identified. Identified or Suspected Fraud We have not identified or obtained information that indicates fraud may have occurred. Significant Difficulties Encountered during the Audit We encountered no significant difficulties in dealing with management relating to the performance of the audit. Uncorrected and Corrected Misstatements For purposes of this communication, professional standards require us to accumulate all known and likely misstatements identified during the audit, other than those that we believe are trivial, and communicate them to the appropriate level of management. Further, professional standards require us to also communicate the effect of uncorrected misstatements related to prior periods on the relevant classes of transactions, account balances or disclosures, and the financial statement. We did not identify any such misstatements. In addition, professional standards require us to communicate to you all material, corrected misstatements that were brought to the attention of management as a result of our audit procedures. We did not identify any such misstatements. Disagreements with Management For purposes of this letter, professional standards define a disagreement with management as a matter, whether or not resolved to our satisfaction, concerning a financial accounting, reporting, or auditing matter, which could be significant to the District’s financial statement or the auditor’s report. No such disagreements arose during the course of the audit. Representations Requested from Management We have requested certain written representations from management, which are included in a separate letter dated the same as this letter. Management’s Consultations with Other Accountants In some cases, management may decide to consult with other accountants about auditing and accounting matters. Management informed us that, and to our knowledge, there were no consultations with other accountants regarding auditing and accounting matters.

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October 25, 2021 USD 383 - Manhattan-Ogden Page three Other Significant Matters, Findings, or Issues In the normal course of our professional association with the District, we generally discuss a variety of matters, including the application of accounting principles and auditing standards, operating and regulatory conditions affecting the District, and operational plans and strategies that may affect the risks of material misstatement. None of the matters discussed resulted in a condition to our retention as auditors. This report is intended solely for the information and use of the Board of Directors and management of USD 383 - Manhattan-Ogden and is not intended to be and should not be used by anyone other than these specified parties.

Certified Public Accountants Manhattan, Kansas

83

VARNEY & ASSOCIATES, CPAs, LLCManhattan, Kansas

MANHATTAN-OGDEN UNIFIED SCHOOL DISTRICT NO. 383

Manhattan, Kansas

FINANCIAL STATEMENT

WITH REGULATORY-REQUIRED SUPPLEMENTARY INFORMATION

and

INDEPENDENT AUDITOR'S REPORT

June 30, 2021

84

MANHATTAN-OGDEN UNIFIED SCHOOL DISTRICT NO. 383Manhattan, Kansas

TABLE OF CONTENTSJune 30, 2021

PageINDEPENDENT AUDITOR'S REPORT 1 - 3

FINANCIAL STATEMENTSummary Statement Of Receipts, Expenditures And Unencumbered Cash Statement 1 4 - 5

NOTES TO FINANCIAL STATEMENT 6 - 16

REGULATORY-REQUIRED SUPPLEMENTARY INFORMATIONSummary of Expenditures - Actual and Budget Schedule 1 18

Schedule of Receipts and Expenditures - Actual and BudgetGeneral Fund Schedule 2-A 19Supplemental General Fund Schedule 2-A 20Career and Postsecondary Education Fund Schedule 2-A 21Special Education Fund Schedule 2-A 22Food Service Fund Schedule 2-A 23Adult Education Fund Schedule 2-A 24Virtual Education Fund Schedule 2-A 25At-Risk Fund Schedule 2-A 26Preschool-Aged At-Risk Fund Schedule 2-A 27Summer School Fund Schedule 2-A 28Driver Training Fund Schedule 2-A 29Professional Development Fund Schedule 2-A 30Capital Outlay Fund Schedule 2-A 31Parent Education Fund Schedule 2-A 32Bilingual Education Fund Schedule 2-A 33KPERS Special Retirement Contribution Fund Schedule 2-A 34Special Assessment Fund Schedule 2-A 35Bond and Interest Fund Schedule 2-A 36

Schedule of Receipts and Expenditures - Non-Budgeted Funds Schedule 2-B 37 - 40

Summary of Receipts and Disbursements - Agency Funds Schedule 3 41 - 42

Schedule of Receipts, Expenditures, and Unencumbered Cash - Activity Funds Schedule 4 43 - 45

OTHER SUPPLEMENTARY INFORMATIONSchedule of Investments Schedule 5 47

Funds on Deposit Compared with Depository Coverage (Includes Activity Funds) Schedule 6 48

Statement of Receipts and Expenditures - Infant Toddler Services Schedule 7 49

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TABLE OF CONTENTS (CONTINUED)June 30, 2021

PageSUPPLEMENTAL INFORMATION (CONTINUED)

Independent Auditor's Report on Internal Control Over Financial Reporting and on 50 - 51 Compliance and Other Matters Based on an Audit of Financial Statement Performed in Accordance with Government Auditing Standards

Independent Auditor's Report on Compliance for Each Major Program and on 52 - 53 Internal Control over Compliance in Accordance with the Uniform Guidance

Schedule of Expenditures of Federal Awards 54 - 55

Schedule of Findings and Questioned Costs 56

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October 25, 2021

Board of EducationManhattan-Ogden Unified School District No. 383Manhattan, Kansas

Independent Auditor's Report

We have audited the accompanying fund summary statement of regulatory receipts, expenditures, andunencumbered cash balances - regulatory basis (the financial statement) of the Manhattan-Ogden Unified SchoolDistrict No. 383 (the District) as of and for the year ended June 30, 2021 and the related notes to the financialstatement.

Management's Responsibility for the Financial StatementManagement is responsible for the preparation and fair presentation of this financial statement in accordancewith the Kansas Municipal Audit and Accounting Guide as described in Note 1 to meet the financial reportingrequirements of the State of Kansas; this includes determining that the regulatory basis of accounting is anacceptable basis for the preparation of the financial statement in the circumstances. Management is alsoresponsible for the design, implementation, and maintenance of internal control relevant to the preparation andfair presentation of the financial statement that is free from material misstatement, whether due to fraud or error.

Auditor's ResponsibilityOur responsibility is to express an opinion on this financial statement based on our audit. We conducted ouraudit in accordance with auditing standards generally accepted in the United States of America, the KansasMunicipal Audit and Accounting Guide, and the standards applicable to financial audits contained in GovernmentAuditing Standards, issued by the Comptroller General of the United States. Those standards require that weplan and perform the audit to obtain reasonable assurance about whether the financial statement is free frommaterial misstatement.

An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in thefinancial statement. The procedures selected depend on the auditor's judgment, including assessment of therisks of material misstatement of the financial statement, whether due to fraud or error. In making those riskassessments, the auditor considers internal control relevant to the entity's preparation and fair presentation of thefinancial statement in order to design audit procedures that are appropriate in the circumstances, but not for thepurpose of expressing an opinion on the effectiveness of the entity's internal control. Accordingly, we express nosuch opinion. An audit also includes evaluating the appropriateness of accounting policies used and thereasonableness of significant accounting estimates made by management, as well as evaluating the overallpresentation of the financial statement.

We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our auditopinion.

Basis for Adverse Opinion on U.S. Generally Accepted Accounting PrinciplesAs described in Note 1 of the financial statement, the financial statement is prepared by the District to meet therequirements of the State of Kansas on the basis of the financial reporting provisions of the Kansas MunicipalAudit and Accounting Guide, which is a basis of accounting other than accounting principles generally acceptedin the United States of America.

The effects on the financial statement of the variances between the regulatory basis of accounting described inNote 1 and accounting principles generally accepted in the United States of America, although not reasonablydeterminable, are presumed to be material.

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October 25, 2021Manhattan-Ogden Unified School District No. 383(continued)

Certified Public Accountants

Adverse Opinion on U.S. Generally Accepted Accounting PrinciplesIn our opinion, because of the significance of the matter discussed in the previous paragraph, the financialstatement referred to above does not present fairly, in accordance with accounting principles generally accepted inthe United States of America, the financial position of the District as of June 30, 2021, or changes in financialposition or cash flows thereof for the year then ended.

Opinion on Regulatory Basis of AccountingIn our opinion, the financial statement referred to above presents fairly, in all material respects, the aggregate cashand unencumbered cash balance of the District as of June 30, 2021, and the aggregate receipts and expendituresfor the year then ended in accordance with the financial reporting provisions of the Kansas Municipal Audit andAccounting Guide described in Note 1.

Report on Regulatory-Required Supplementary InformationOur audit was conducted for the purpose of forming an opinion on the fund summary statement of regulatory basisreceipts, expenditures, and unencumbered cash balances as a whole. The summary of regulatory basisexpenditures-actual and budget, individual fund schedules of regulatory basis receipts and expenditures - actualand budget, summary of receipts and disbursements - non-budgeted funds, summary of receipts anddisbursements - agency funds, and schedule of regulatory basis receipts and expenditures - activity funds(Schedules 1, 2-A, 2-B, 3 and 4 as listed in the table of contents) are presented for analysis and are not a requiredpart of the basic financial statement, however are required to be presented under the provisions of the KansasMunicipal Audit and Accounting Guide. Such information is the responsibility of management and was derivedfrom and relates directly to the underlying accounting and other records used to prepare the basic financialstatement. The information has been subjected to the auditing procedures applied in the audit of the basicfinancial statement and certain additional procedures, including comparing and reconciling such informationdirectly to the underlying accounting and other records used to prepare the basic financial statement or to thebasic financial statement itself, and other additional procedures in accordance with auditing standards generallyaccepted in the United States of America. In our opinion, the information is fairly stated in all material respects inrelation to the basic financial statement as a whole, on the basis of accounting described in Note 1.

Regulatory-Required Supplementary Information - Prior Year ComparisonThe June 30, 2020 actual column presented in the individual fund schedules of receipts and expenditures(Schedules 2A as listed in the table of contents) is also presented for comparative analysis and is not a requiredpart of the June 30, 2021 basic financial statement upon which we rendered an unmodified opinion dated October22, 2020. The June 30, 2020 basic financial statement and our accompanying report are not presented herein, butare available in electronic form from the web site of the Kansas Department of Administration at the following linkhttp://da.ks.gov/ar/muniserv/. Such prior year comparative information is the responsibility of management andwas derived from and relates directly to the underlying accounting and other records used to prepare the prior yearbasic financial statement. The prior year comparative information was subjected to the auditing proceduresapplied in the audit of the prior year basic financial statement and certain additional procedures, includingcomparing and reconciling such information directly to the underlying accounting and other records used toprepare the prior year basic financial statement or to the prior year basic financial statement itself, and otheradditional procedures in accordance with auditing standards generally accepted in the United States ofAmerica. In our opinion, the prior year comparative information is fairly stated in all material respects in relation tothe prior year basic financial statement as a whole, on the basis of accounting described in Note 1.

Page 288


Certified Public Accountants

Certified Public AccountantsManhattan, Kansas

Other Reporting Required by Government Auditing StandardsIn accordance with Government Auditing Standards, we have also issued our report dated DATE on ourconsideration of the District's internal control over financial reporting and on our tests of its compliance with certainprovisions of laws, regulations, contracts and grant agreements, and other matters. The purpose of that report is todescribe the scope of our testing of internal control over financial reporting and compliance and the results of thattesting, and not to provide an opinion on the internal control over financial reporting or on compliance. That report isan integral part of an audit performed in accordance with Government Auditing Standards in considering theDistrict's internal control over financial reporting and compliance.

Supplementary Information - Schedule 5, 6 and 7Our audit was performed for the purpose of forming an opinion on the regulatory basis financial statement of theDistrict, taken as a whole. The accompanying Schedules 5, 6, and 7 are presented for purposes of additionalanalysis but are not a required part of the financial statement. Such information is the responsibility of managementand was derived from and relates directly to the underlying accounting and other records used to prepare thefinancial statement. The information has been subjected to the auditing procedures applied in the audit of thefinancial statement and certain additional procedures, including comparing and reconciling such information directlyto the underlying accounting and other records used to prepare the financial statement or to the financial statementitself, and other additional procedures in accordance with auditing standards generally accepted in the UnitedStates of America. In our opinion, Schedules 5, 6 and 7 are fairly stated in all material respects in relation to thefinancial statement as a whole.

Report on Schedule of Expenditures of Federal Awards Required by Uniform GuidanceOur audit was performed for the purpose of forming an opinion on the regulatory basis financial statement of theDistrict, taken as a whole. The accompanying Schedule of Expenditures of Federal Awards is presented forpurposes of additional analysis as required by the audit requirements of Title 2 U.S. Code of Federal Regulations(CFR) Part 200, Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards(Uniform Guidance), and is not a required part of the financial statement. Such information is the responsibility ofmanagement and was derived from and relates directly to the underlying accounting and other records used toprepare the financial statement. The information has been subjected to the auditing procedures applied in the auditof the financial statement and certain additional procedures, including comparing and reconciling such informationdirectly to the underlying accounting and other records used to prepare the financial statement or to the financialstatement itself, and other additional procedures in accordance with auditing standards generally accepted in theUnited States of America. In our opinion, the Schedule of Expenditures of Federal Awards is fairly stated in allmaterial respects in relation to the financial statement as a whole.

Page 389


Manhattan, KansasSUMMARY STATEMENT OF RECEIPTS, EXPENDITURES, AND UNENCUMBERED CASH

Regulatory BasisFor the Year Ended June 30, 2021

AddOutstanding

Beginning Prior Year Ending EncumbrancesUnencumbered Canceled Cash Unencumbered and Accounts EndingCash Balance Encumbrances Receipts Expenditures Cash Balance Payable Cash Balance

GOVERNMENTAL TYPE FUNDSGeneral Funds:

General 7,132$ 19,510$ 48,361,727$ 48,368,852$ 19,517$ 145,345$ 164,862$ Supplemental General 611,566 137 15,825,994 15,471,057 966,640 47,348 1,013,988

Special Purpose FundsBudgeted Funds

Career and Postsecondary Education 657,918 293 1,194,143 913,502 938,852 18,810 957,662 Special Education 3,515,865 1,538 15,708,760 15,324,366 3,901,797 17,977 3,919,774 Food Service 610,059 636 3,227,230 3,189,252 648,673 - 648,673 Adult Education 102,113 - 43,769 50,000 95,882 - 95,882 Virtual Education 646,175 - 1,127,135 903,412 869,898 3,963 873,861 At-Risk 2,548,913 - 4,735,000 3,470,442 3,813,471 16,477 3,829,948 Preschool-Aged At-Risk Fund 108,552 - 187,329 127,100 168,781 - 168,781 Summer School 74,670 - 20,935 11,930 83,675 - 83,675 Driver Training 304,043 - 168,943 111,665 361,321 - 361,321 Professional Development 236,068 - 108,749 52,406 292,411 - 292,411 Capital Outlay 8,985,882 252,267 7,497,786 10,254,118 6,481,817 5,651,026 12,132,843 Parent Education 169,054 873 342,877 319,562 193,242 21,731 214,973 Bilingual Education 397,572 - 500,000 415,980 481,592 481,592 KPERS Special Retirement Contribution - - 6,999,991 6,999,991 - - - Special Assessments 104,876 - 11,132 4,393 111,615 - 111,615

Non-Budgeted FundsAlcohol Prevention - - 191,974 142,506 49,468 - 49,468 College Hill Preschool (117,385) 1,557 366,141 269,500 (19,187) 9,134 (10,053) Community Learning Center 22,488 - 130,000 130,000 22,488 - 22,488 Contingency Reserve 5,226,159 1,056,704 1,290,542 240,173 7,333,232 83,590 7,416,822 District Activities 372,671 - 262,329 346,012 288,988 - 288,988 DODEA Military Impact 1,214 - 106,259 112,599 (5,126) 6,340 1,214 Emergency Crisis Management Grant 840 - - - 840 - 840 ESL Training for all Teachers 238 - - - 238 - 238 Families in Transition 1,230 - 17,325 17,219 1,336 - 1,336 Grant Administration 9,634 - 68,746 78,380 - - - Head Start (198,299) 1,925 1,822,809 1,785,026 (158,591) 158,591 -

The accompanying notes are an integral part of this financial statement.See Independent Auditor's Report.

(Continued)

STATEMEN

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Manhattan, KansasSUMMARY STATEMENT OF RECEIPTS, EXPENDITURES, AND UNENCUMBERED CASH


AddOutstanding


Heartland Works 4,483 - - - 4,483 - 4,483 Indian Education 79 - 12,271 12,271 79 - 79 Kansas Early Learning 26,409 - - 20,432 5,977 19,936 25,913 Kindergarten/Preschool 515,453 4,210 258,651 297,303 481,011 7,630 488,641 Concurrent Courses 631,264 - 305,346 146,851 789,759 16,664 806,423 Migrant Education 911 - - - 911 911 Mini Grants 1,495,727 650 493,160 742,172 1,247,365 179,606 1,426,971 Safe and Supportive Schools 3,280 - - - 3,280 - 3,280 Student Materials 70,442 - 215,357 215,357 70,442 - 70,442 Textbook Rental 308,590 - 536,372 123,668 721,294 49,039 770,333 Title I 14,143 - 960,000 970,284 3,859 11,366 15,225 Title II A Teacher Quality (17,558) - 170,022 140,517 11,947 2,574 14,521 Title II D Education Technology 456 - - - 456 - 456 Title III ESL 7,181 - 26,000 33,181 - - - Yes Grant 150,628 974 64,738 84,558 131,782 8,225 140,007 Kansas Reading Roadmap (32,129) - 32,129 - - - - Immigrant 47 - - - 47 47 Title IV Student Support 9,225 - 32,608 52,448 (10,615) 13,101 2,486 K Link Striving Readers 98,578 1,326 1,300,650 1,381,465 19,089 37,635 56,724 ESSER - COVID19 Emergency Relief (12,685) - 1,408,617 2,353,154 (957,222) 660 (956,562)

Bond and Interest FundsBond and Interest 11,450,546 - 14,295,577 13,895,923 11,850,200 - 11,850,200

Capital Project Funds:Construction Project 116,034,517 - 1,498,672 54,259,453 63,273,736 - 63,273,736

Total Reporting Entity (Excluding Agency Funds) 155,158,835$ 1,342,600$ 131,927,795$ 183,838,480$ 104,590,750$ 6,526,768$ 111,117,518$

Composition of CashMunicipal investment pool 39,332,818$ Security Bank of KC 63,193,680 Interest bearing accounts 8,687,275

Total Cash 111,213,773$ Less: Agency funds per Schedule 3 (96,255)

Total Reporting Entity (Excluding Agency Funds) 111,117,518$

The accompanying notes are an integral part of this financial statement.See Independent Auditor's Report.

STATEMEN

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NOTES TO FINANCIAL STATEMENTJune 30, 2021

Note 1: Summary of Significant Accounting Policies

Regulatory Basis Fund Types

Basis of Accounting

Budgetary Information

1.2.

3.4.

The Manhattan-Ogden Unified School District No. 383 (the District) is a Kansas school district governed by anelected seven-member board of education. The District prepares and reports its financial information in conformancewith the regulatory basis of accounting as prescribed by the Director of Accounts and Reports of the State of Kansasand published in the Kansas Municipal Audit and Accounting Guide.

The Manhattan-Ogden Unified School District No. 383 (the District) is a Kansas school district governed by anelected seven-member Board of Education. The District prepares and reports its financial information inconformance with the regulatory basis of accounting as prescribed by the Director of Accounts and Reports of theState of Kansas and published in the Kansas Municipal Audit and Accounting Guide.

General Fund -- the chief operating fund. Used to account for all resources except those required to beaccounted for in another fund.

Special Purpose Fund -- used to account for the proceeds of specific tax levies and other specific revenuesources (other than Capital Project and tax levies for long-term debt) that are intended for specified purposes.

Capital Project Fund -- used to account for the debt proceeds and other financial resources to be used foracquisition or construction of major capital facilities or equipment.

Bond and Interest Fund -- used to account for the accumulation of resources, including tax levies, transfers fromother funds and payment of general long-term debt.

Agency Fund -- used to report assets held by the District in a purely custodial capacity.

Regulatory Basis of Accounting and Departure from Accounting Principles Generally Accepted in theUnited States of America. The Kansas Municipal Audit and Accounting Guide (KMAAG) regulatory basis ofaccounting involves the recognition of cash, cash equivalents, marketable investments, and certain accountspayable and encumbrance obligations to arrive at a net unencumbered cash and investments balance on aregulatory basis for each fund, and the reporting of changes in unencumbered cash and investments of a fundresulting from the difference in regulatory basis receipts and regulatory basis expenditures for the fiscal year. Allrecognized assets and liabilities are measured and reported at cost, unless they have been permanently impairedand have no future cash value or represent no future obligation against cash. The KMAAG regulatory basis doesnot recognize capital assets, long-term debt, accrued receivables and payables, or any other assets, liabilities ordeferred inflows or outflows, other than those mentioned above.

The District has approved a resolution that is in compliance with K.S.A. 75-1120(a)(c), waiving the requirement ofapplication of generally accepted accounting principles and allowing the District to use the regulatory basis ofaccounting.

Kansas statutes require that an annual operating budget be legally adopted for the general fund, special purposefunds (unless specifically exempted by statute) and bond and interest funds. The statutes provide for the followingsequence and timetable in the adoption of the legal annual operating budget:

Preparation of the budget for the succeeding twelve month period on or before August 1st of each year.Publication in a local newspaper of the proposed budget and this notice of public hearing on the budget on orbefore August 5th.Public hearing on or before August 15th, but at least ten days after publication of notice of hearing.Adoption of the final budget on or before August 25th.

Page 692



Note 1: Summary of Significant Accounting Policies (Continued)Budgetary Information (Continued)

Alcohol Prevention Head Start Student MaterialsCollege Hill Preschool Heartland Works Textbook RentalCommunity Learning Center Immigrant Education Title IConcurrent Courses Indian Education Title II A Teacher QualityContingency Reserve Fund Kindergarten / Preschool Title II D Educ TechnologyDistrict Activities KS Early Learning Title III ESLDODEA Grants Kansas Reading Roadmap Title IV Student SupportESSER-Covid-19 Emerg Relief K Link Striving Readers Yes GrantsESL Training for all Teachers Migrant EducationFamilies in Transition Mini GrantsGrant Administration Safe and Supportive Schools

Reimbursed Expenses

Compensated Absences

The statutes allow for the governing body to increase the originally adopted budget for previously unbudgetedincreases in revenue other than ad valorem property taxes. To do this, a notice of public hearing to amend thebudget must be published in the local newspaper. At least ten days after publication the hearing may be heldand the governing body may amend the budget at that time.

The statutes permit transferring budgeted amounts between line items within an individual fund. However,such statutes prohibit expenditures in excess of the total amount of the adopted budget of expenditures ofindividual funds. Budget comparison statements are presented for each fund showing actual receipts andexpenditures compared to legally budgeted receipts and expenditures.

All legal annual operating budgets are prepared using the regulatory basis of accounting, in which revenuesare recognized when cash is received and expenditures include disbursements, accounts payable, andencumbrances, with disbursements being adjusted for prior year's accounts payable and encumbrances.Encumbrances are commitments by the District for future payments and are supported by a documentevidencing the commitment, such as a purchase order or contract. Any unused budget expenditure authoritylapses at year end.

A legal operating budget is not required for capital project funds, trust and agency funds, and the followingspecial purpose funds:

The District records reimbursable expenditures in the fund that makes the disbursement and recordsreimbursements as revenue to the fund. For purposes of budgetary comparisons, the expenditures areproperly offset by the reimbursements.

Spending in funds which are not subject to the legal annual operating budget requirement are controlled byfederal regulations, other statutes, or by the use of internal spending limits established by the governing body.

The District's policy regarding vacation permits employees to use their vacation no later than six months afterthe year in which it is earned. If it is not used within six months after year end, it is lost. All employees whoreceive vacation pay are entitled to payment for all accrued vacation earned prior to termination or resignation.All other compensated absences do not vest or accumulate and the vacation pay does not accumulate;therefore, all compensated absences are recorded as expenditures when they are paid.

Page 793


June 30, 2021

Note 1: Summary of Significant Accounting Policies (Continued)Use of Estimates

Note 2: Deposits and InvestmentsAs of June 30, 2021, the District had the following idle fund investments and maturities:

Fair Value Less than 1 1 - 2 Rating U.S.Kansas Municipal Investment Pool 39,332,818$ 39,332,818$ -$ S&P AAAf/S1+

Percentage ofInvestments

Kansas Municipal Investment Pool 100%

Investment Type

Investment Maturities (in Years)

Investment

NOTES TO FINANCIAL STATEMENT (CONTINUED)

K.S.A. 9-1401 established the depositories which may be used by the District. The statute requires banks eligibleto hold the District's funds have a main or branch bank in the county in which the District is located, or in anadjoining county if such institution has been designated as an official depository, and the banks provide anacceptable rate of return on funds. In addition, K.S.A. 9-1402 requires the banks to pledge securities for depositsin excess of FDIC coverage. The District has no other policies that would further limit interest rate or depositoryrisk.

K.S.A. 12-1675 limits the District's investment of idle funds to time deposits, open accounts, and certificates ofdeposit with financial institutions; U.S. government securities; temporary notes; no-fund warrants; repurchaseagreements; and the Kansas Municipal Investment Pool. The District has no investment policies that wouldfurther limit its investment choices.

Concentration of credit risk. State statutes place no limit on the amount the District may invest in any one issueras long as the investments are adequately secured under K.S.A. 9-1402 and 9-1405. The District's allocation ofinvestments as of June 30, 2019, is as follows:

Custodial credit risk -- deposits. Custodial credit risk is the risk that in the event of a bank failure, the District'sdeposits may not be returned to it. K.S.A. 9-1402 and 9-1405 require the District's deposits in a financialinstitution be entirely covered by federal depository insurance or by collateral held under a joint custody receiptissued by a bank within the State of Kansas, the Federal Reserve Bank of Kansas City, or the Federal Home LoanBank of Topeka.

At June 30, 2018, the carrying amount of the District's deposits was $5,031,995. The bank balance was$7,250,544. The bank balance was held by two banks resulting in a concentration of credit risk. Of the bankbalance, $500,000 was secured by FDIC insurance and the remaining $6,750,544 was collateralized by pledgedsecurities with a fair market value of $25,585,222 held under joint custody receipts issued by a third-party bank inthe school district's name. The third-party bank holding the pledged securities is independent of the pledgingbank.

Custodial credit risk -- investments. For an investment, this is the risk that, in the event of the failure of the issueror counterparty, the District will not be able to recover the value of its investments or collateral securities that arein the possession of an outside party. State statutes require investments to be adequately secured.

The preparation of a financial statement on a prescribed basis of accounting that demonstrates compliance withthe cash basis and budget laws of the State of Kansas requires management to make estimates andassumptions that affect the reported amounts of assets and liabilities and disclosure of contingent assets andliabilities at the date of the financial statements and reported amounts of revenues and expenses during thereporting period. Actual results could differ from those estimates.

K.S.A. 9-1401 established the depositories which may be used by the District. The statute requires banks eligibleto hold the District's funds have a main or branch bank in the county in which the District is located, or in anadjoining county if such institution has been designated as an official depository, and the banks provide anacceptable rate of return on funds. In addition, K.S.A. 9-1402 requires the banks to pledge securities for depositsin excess of FDIC coverage. The District has no other policies that would further limit interest rate or depositoryrisk.

K.S.A. 12-1675 limits the District's investment of idle funds to time deposits, open accounts, and certificates ofdeposit with financial institutions; U.S. government securities; temporary notes; no-fund warrants; repurchaseagreements; and the Kansas Municipal Investment Pool. The District has no investment policies that wouldfurther limit its investment choices.

Concentration of credit risk. State statutes place no limit on the amount the District may invest in any one issueras long as the investments are adequately secured under K.S.A. 9-1402 and 9-1405. The District's allocation ofinvestments as of June 30, 2021, is as follows:

Custodial credit risk -- deposits. Custodial credit risk is the risk that in the event of a bank failure, the District'sdeposits may not be returned to it. K.S.A. 9-1402 and 9-1405 require the District's deposits in a financialinstitution be entirely covered by federal depository insurance or by collateral held under a joint custody receiptissued by a bank within the State of Kansas, the Federal Reserve Bank of Kansas City, or the Federal Home LoanBank of Topeka.

At June 30, 2021, the carrying amount of the District's deposits was $8,687,274. The bank balance was$14,601,347. The bank balance was held by two banks resulting in a concentration of credit risk. Of the bankbalance, $500,000 was secured by FDIC insurance and the remaining $14,101,347 was collateralized by pledgedsecurities with a fair market value of $32,629,444 held under joint custody receipts issued by third-party banks inthe school district's name. The third-party banks holding the pledged securities are independent of the pledgingbank.

Custodial credit risk -- investments. For an investment, this is the risk that, in the event of the failure of the issueror counterparty, the District will not be able to recover the value of its investments or collateral securities that arein the possession of an outside party. State statutes require investments to be adequately secured.

The preparation of a financial statement on a prescribed basis of accounting that demonstrates compliance withthe cash basis and budget laws of the State of Kansas requires management to make estimates andassumptions that affect the reported amounts of assets and liabilities and disclosure of contingent assets andliabilities at the date of the financial statement and reported amounts of revenues and expenses during thereporting period. Actual results could differ from those estimates.

Page 894

NOTES TO FINANCIAL STATEMENT (CONTINUED)June 30, 2021

Note 2: Deposits and Investments (Continued)

Note 3: Defined Benefit Pension Plan


The District made the following operating transfers during the fiscal year 2018. The transfers were approved by theBoard of Education.

As of June 30, 2019, the District held one investment with the Kansas Municipal Investment Pool with a fair value of $29,132,380. The municipal investment pool is under the oversight of the Pooled Money Investment Board. The board is comprised of the State Treasurer and four additional members appointed by the State Governor. The board reports annually to the Kansas legislature. State pooled monies may be invested in direct obligations of, or obligations that are insured as to principal and interest, by the US Government or any agency there of, with maturities up to four years. No more than ten percent of those funds may be invested in mortgage backed securities. In addition, the State pool may invest in repurchase agreements with Kansas banks or with primary government securities dealers.As of June 30, 2019, the District's capital project fund had $140,530,221 of cash balance. Of this amount, $78,297 was held in bank deposits with the remaining $140,451,923 held at Escrow Bank of Kansas City. The funds held at Escrow Bank of Kansas City are invested in bonds and money market funds which had a fair value of $137,241,403 as of June 30, 2019.

As of June 30, 2019, the District held one investment with the Kansas Municipal Investment Pool with a fair value of$29,132,380. The municipal investment pool is under the oversight of the Pooled Money Investment Board. The boardis comprised of the State Treasurer and four additional members appointed by the State Governor. The board reportsannually to the Kansas legislature. State pooled monies may be invested in direct obligations of, or obligations that areinsured as to principal and interest, by the US Government or any agency there of, with maturities up to four years. Nomore than ten percent of those funds may be invested in mortgage backed securities. In addition, the State pool mayinvest in repurchase agreements with Kansas banks or with primary government securities dealers.

As of June 30, 2019, the District's capital project fund had $140,530,221 of cash balance. Of this amount, $78,297 washeld in bank deposits with the remaining $140,451,923 held at Escrow Bank of Kansas City. The funds held at EscrowBank of Kansas City are invested in bonds and money market funds which had a fair value of $137,241,403 as of June30, 2019.

Plan description: The District participates in the Kansas Public Employees Retirement System (KPERS), a cost-sharing, multiple-employer defined benefit pension plan as provided by K.S.A. 74-4901, et seq. Kansas law establishesand amends benefit provisions. KPERS issues a publicly available financial report that includes financial statements andrequired supplementary information. KPERS’ financial statements are included in its Comprehensive Annual FinancialReport which can be found on the KPERS website at www.kpers.org or by writing to KPERS (611 South Kansas, Suite100, Topeka, KS 66603) or by calling 1-888-275-5737.

Contributions: K.S.A. 74-4919 and K.S.A. 74-49,210 establish the KPERS member-employee contribution rates.KPERS has multiple benefit structures and contribution rates depending on whether the employee is a KPERS 1,KPERS 2 or KPERS 3 member. KPERS 1 members are active and contributing members hired before July 1, 2009.KPERS 2 members were first employed in a covered position on or after July 1, 2009 and KPERS 3 members were firstemployed in a covered position on or after January 1, 2015. Effective January 1, 2015, Kansas law established theKPERS member-employee contribution rate of 6% of covered salary for KPERS 1, KPERS 2 and KPERS 3 members.Member contributions are withheld by their employer and paid to KPERS according to the provisions of Section 414(h) ofthe Internal Revenue Code.

State law provides that the employer contribution rates for KPERS 1, KPERS 2 and KPERS 3 be determined based onthe results of each annual actuarial valuation. Kansas law sets a limitation on annual increases in the employercontribution rates. The actuarially determined employer contribution rate and the statutory contribution rate (not includingthe 1% contribution rate for the Death and Disability Program) was 16.38% and 12.01%, respectively, for the fiscal yearended June 30, 2018. The actuarially determined employer contribution rate and the statutory contribution rate was14.59% and 13.21% for the fiscal year ended June 30, 2019.

Per 2017 Senate Substitute for House Bill 2052, Section 37(a), state general fund employer contributions to KPERSwere decreased by $64,130,234 for the fiscal year ended June 30, 2017. Section 43(17) of the bill also stipulated thatrepayments of the reduced contributions are to be amortized over twenty years at a level dollar amount commencing infiscal year 2018. The level dollar amount was computed to be $6.4 million dollars per year. The first year payment of$6.4 million was received in July 2017.

Per 2017 Senate Substitute for House Bill 2002, Section 51(a), state general fund employer contributions to KPERSwere decreased by $194,022,683 for the fiscal year ended June 30, 2019. Section 56(19) of the bill also stipulates thatrepayments of the reduced contributions are to be amortized over twenty years at a level dollar amount commencing infiscal year 2020. The level dollar amount was computed to be $19.4 million per year.

The State of Kansas is required to contribute the statutory required employer ’s share except for retired Districtemployees. The District is responsible for the employer’s portion of the cost for retired District employees. The Districtreceived and remitted amounts equal to the statutory contribution rate, which totaled $3,032,103 for the year ended June30, 2019.

As of June 30, 2021, the District held one investment with the Kansas Municipal Investment Pool with a fair market valueof $39,332,818. The municipal investment pool is under the oversight of the Pooled Money Investment Board. Theboard is comprised of the State Treasurer and four additional members appointed by the State Governor. The boardreports annually to the Kansas legislature. State pooled monies may be invested in direct obligations of, or obligationsthat are insured as to principal and interest, by the US Government or any agency there of, with maturities up to fouryears. No more than ten percent of those funds may be invested in mortgage backed securities. In addition, the Statepool may invest in repurchase agreements with Kansas banks or with primary government securities dealers.

As of June 30, 2021, the District's capital project fund had $63,273,736 of cash balance. Of this amount, $80,056 washeld in bank deposits with the remaining $63,193,680 held at Escrow Bank of Kansas City. The funds held at EscrowBank of Kansas City are invested in bonds and money market funds which had a fair value of $63,110,406 as of June30, 2021.

Plan description: The District participates in the Kansas Public Employees Retirement System (KPERS), a cost-sharing, multiple-employer defined benefit pension plan as provided by K.S.A. 74-4901, et seq. Kansas law establishesand amends benefit provisions. KPERS issues a publicly available financial report that includes financial statements andrequired supplementary information. KPERS’ financial statements are included in its Comprehensive Annual FinancialReport which can be found on the KPERS website at www.kpers.org or by writing to KPERS (611 South Kansas, Suite100, Topeka, KS 66603) or by calling 1-888-275-5737.

Contributions: K.S.A. 74-4919 and K.S.A. 74-49,210 establish the KPERS member-employee contribution rates.KPERS has multiple benefit structures and contribution rates depending on whether the employee is a KPERS 1,KPERS 2 or KPERS 3 member. KPERS 1 members are active and contributing members hired before July 1, 2009.KPERS 2 members were first employed in a covered position on or after July 1, 2009 and KPERS 3 members were firstemployed in a covered position on or after January 1, 2015. Effective January 1, 2015, Kansas law established theKPERS member-employee contribution rate of 6% of covered salary for KPERS 1, KPERS 2 and KPERS 3 members.Member contributions are withheld by their employer and paid to KPERS according to the provisions of section 414(h) ofthe Internal Revenue Code.

State law provides that the employer contribution rates for KPERS 1, KPERS 2 and KPERS 3 be determined based onthe results of each annual actuarial valuation. Kansas law sets a limitation on annual increases in the employercontribution rates. The actuarially determined employer contribution rate and the statutory contribution rate (not includingthe 1% contribution rate for the Death and Disability Program) was 16.15% and 14.41%, respectively, for the fiscal yearended June 30, 2020. The actuarially determined employer contribution rate and the statutory contribution rate was15.59% and 14.23% for the fiscal year ended June 30, 2021.

Senate Substitute for House Bill 2052 authorized the delay of $64.1 million in fiscal year 2017 contributions. Thesecontributions were set up as a long-term receivable. Payment is scheduled to be made in a series of twenty annualpayments of $6.4 million dollars per year beginning in fiscal year 2018. Senate Substitute for House Bill 2002 authorizedthe delay of $194.0 million in fiscal year 2019 contributions. Payment is scheduled to be made in a series of twentyannual payments of $19.4 million starting in fiscal year 2020.

House Substitute for Senate Bill 109 from the 2018 Legislative session provided for additional funding for the KPERSSchool Group. A payment of $56 million was paid in fiscal year 2018. This bill also authorized a payment of $82 million infiscal year 2019. The 2019 legislative session authorized an additional fiscal year payment for the KPERS School Group.2019 Senate Bill 9 authorized a payment of $115 million for the KPERS School Group. House Substitute for Senate Bill25 from the 2019 Legislative session authorized additional funding for the KPERS School Group in fiscal year 2020 of$51 million.

The State of Kansas is required to contribute the statutory required employer’s share except for retired Districtemployees. The District is responsible for the employer’s portion of the cost for retired District employees. The Districtreceived and remitted amounts equal to the statutory contribution rate, which totaled $6,999,991 for the year ended June30, 2021.

Page 995


Note 3: Defined Benefit Pension Plan (Continued)

Note 4: Interfund Transfers

Statutory Transfers TransfersFund Authority In Out

General Fund K.S.A. 72-6428 -$ 13,742,759$ Supplemental General Fund K.S.A. 72-6433 - 9,610,121 Special Purpose Funds:

At-Risk Fund K.S.A. 72-6428 & 6433 4,735,000 - Bilingual education Fund K.S.A. 72-6428 & 6433 500,000 - Capital Outlay Fund K.S.A. 72-6428 700,000 - Contingency reserve Fund K.S.A. 72-6428 1,290,542 - Driver training Fund K.S.A. 72-6433 120,000 - Preschool-Aged At-Risk Fund K.S.A. 72-6428 187,329 - Parent Education Fund K.S.A. 72-6433 130,000 - Professional Development Fund K.S.A. 72-6433 100,000 - Special Education Fund K.S.A. 72-6428 & 6433 13,085,400 - Textbook Rental Fund K.S.A. 72-6433 300,000 - Career & Postsecondary Edu K.S.A. 72-6428 & 6433 1,100,000 - Virtual Education Fund K.S.A. 72-6428 1,104,609 -

Total Transfers 23,352,880$ 23,352,880$

Note 5: In-Substance Receipt in Transit


The District made the following operating transfers during the year ended June 30, 2021. The transfers wereapproved by the Board of Education and authorized by Kansas statute as follows:

The District received $2,872,213 in final state aid payments subsequent to June 30, 2021, and as required by K.S.A.72-5135(d), this receipt was recorded as an in-substance receipt in transit and included as a receipt for the yearended June 30, 2021.

Net Pension Liability: At June 30, 2021, the District’s proportionate share of the collective net pension liabilityreported by KPERS was $76,972,262. The net pension liability was measured as of June 30, 2020, and the totalpension liability used to calculate the net pension liability was determined by an actuarial valuation as of December31, 2019, which was rolled forward to June 30, 2020. The District’s proportion of the net pension liability was basedon the ratio of the District’s contributions to KPERS, relative to the total employer and non-employer contributions ofthe State/School subgroup within KPERS for the fiscal year ended June 30, 2020. Since the KMAAG regulatory basisof accounting does not recognize long-term debt, this liability is not reported in these financial statements.

The complete actuarial valuation report including all actuarial assumptions and methods, and the report on theallocation of the KPERS collective net pension liability to all participating employers are publicly available on thewebsite at www.kpers.org or can be obtained as previously described.

Page 1096

Note 6: General Long-Term Debt

Interest Date of Amount of Date of Beginning Reductions/ End InterestIssue Rates Issue Issue Final Maturity of Year Additions Payments of Year Paid

General obligation bonds:Series 2011 2.00 - 3.50% 3/1/2012 7,755,000$ 9/1/2031 180,000$ -$ 180,000$ -$ 1,800$ Series 2013 2.00 - 3.00% 3/1/2013 8,935,000 9/1/2029 8,835,000 - 6,725,000 2,110,000 234,162 Series 2014 2.00 - 4.00% 11/13/2014 8,825,000 9/1/2023 8,825,000 - 50,000 8,775,000 273,550 Series 2015 3.00 - 4.00% 8/13/2015 8,750,000 9/1/2024 8,750,000 - - 8,750,000 288,550 Series 2016 3.00 - 5.00% 3/1/2016 50,880,000 9/1/2030 49,880,000 - - 49,880,000 2,182,700 Series 2018-A 3.00 - 5.00% 11/20/2018 129,500,000 9/1/2039 129,500,000 - 56,015,000 73,485,000 6,137,762 Series 2018-B 3.15 - 3.65% 12/20/2018 1,010,000 9/1/2024 1,010,000 - 225,000 785,000 30,654 Series 2019 3.00% 7/2/2019 4,385,000 9/1/2021 4,385,000 - 3,450,000 935,000 79,800 Series 2020 2.72% 3/4/2020 6,560,000 9/1/2031 6,560,000 - - 6,560,000 176,945 Series 2021 0.2-2.43% 4/1/2021 77,770,000 9/1/2039 - 77,770,000 - 77,770,000 -

Total general obligation bonds 217,925,000$ 77,770,000$ 66,645,000$ 229,050,000$ 9,405,923$

Total Long-Term Debt 217,925,000$ 77,770,000$ 66,645,000$ 229,050,000$ 9,405,923$


NOTES TO FINANCIAL STATEMENTManhattan, Kansas

June 30, 2021

Following is a summary of long-term debt transactions of the District for the year ended June 30, 2021:

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Note 6: General Long-Term Debt (Continued)General Obligation Bonds


The Series 2011 issue includes capital appreciation bonds with principal of $1,942,195 which accumulate interest throughout the lifeof the issue with both principal and all accrued interest being due in full at the maturity date. Thus, there is no interest or principalpayment due until the maturity date of September 1, 2031 at which point there will be a principal payment of $1,942,195 and aninterest payment of $2,532,805, for a total of $4,475,000.

The Series 2013 issue was a refinancing of a significant portion of the Series 2008A bonds, which reduced the principal obligation inthis series to $1,350,000. The difference in the principal from the 2008A series was moved into the Series 2013 issue utilizing acrossover refinancing process. The interest payments for the new bond series (2013) is paid from the escrow account and theinterest on the original (2008A) issue was payable by the District until the crossover date of September 1, 2018.

The Series 2014 issue was a refinancing of a significant portion of the Series 2009A bonds, which reduced the principal obligation inthis series to $18,620,000. The difference in the principal from the 2009A series was moved into the Series 2014 issue utilizing acrossover refinancing process. The interest payments for the new bond series (2014) is paid from the escrow account and theinterest on the original (2009A) issue was payable by the District until the crossover date of September 1, 2019.

The Series 2015 issue was a refinancing of another portion of the Series 2009A bonds, which reduced the principal obligation in thisseries to $9,820,000. The difference in the principal from the 2009A series was moved into the Series 2015 issue utilizing acrossover refinancing process. The interest payments for the new bond series (2015) is paid from the escrow account and theinterest on the original (2009A) issue was payable by the District until the crossover date of September 1, 2019.

The Series 2016 issue was a refinancing of the entire Series 2009B (Build America Bonds), with a principal amount of $54,280,000.The difference in the principal from the 2009B (BAB) series was moved into the Series 2016 issue utilizing a crossover refinancingprocess. The interest payments for the new bond series (2016) was paid from an escrow account and the interest on the original(2009B) issue is payable by the District, less the Federal Tax Credits noted above, through the crossover date of September 1, 2019.

The series 2018A issue provided necessary financing for capital projects of the District as disclosed further in Note 14. This debt wasissued with original principal of $129,500,000, a premium of $12,249,827 and an underwriter's discount of $1,295,000, ultimatelyyielding net bond proceeds of $140,454,827.

The series 2018B issue was a refinancing of a portion of the Series 2016 bonds, which reduced the principal obligation in this seriesby $1,000,000. The difference in the principal from the 2016 series was moved into the Series 2018B issue utilizing a net cashadvance refinancing process. The interest payments on the series 2016 bonds refinanced are paid from the escrow account until theredemption date of September 1, 2026 at which time the bonds refinanced will be redeemed. The interest payments on the newissue (2018B) is payable by the District.

The series 2019 issue was a refinancing of the outstanding callable maturities of the remaining Series 2009A bonds, which reducedthe principal obligation in this series by $4,405,000. The difference in the principal from the 2009A series was moved into the Series2019 issue utilizing a current refunding process which is a result of the bonds being refunded within 90 days of the redemption date(9-1-2019). The interest payments for the new bond series is paid by the District and the bonds refinanced are redeemed in full onthe redemption date (9-1-2019).

The series 2020 issue was a refinancing of the outstanding callable maturities of the Series 2011 bonds, which reduced the principalobligation in this series by $5,417,195. The difference in the principal from the 2011 series was moved into the Series 2020 issueutilizing a net cash taxable advance refinancing process. In addition, the bonds were issued as Cinderella bonds (convertible bonds)which allows the initial taxable interest rate to convert to a tax exempt rate on the conversation date (September 1, 2021). Theinterest payments on the series 2011 bonds refinanced is paid from the escrow account until the redemption date of September 1,2021 at which time the bonds refinanced will be redeemed. The interest payments on the new issue (2020) is payable by the District.

The series 2021 issue was a refinancing of a portion of the outstanding callable maturities of the Series 2013 and 2018A bonds,which reduced the principal obligation in these series by $62,155,000. The difference in the principal from the 2013 and 2018Aseries was moved into the Series 2021 issue utilizing a net cash taxable advance refinancing process. A net cash taxable advancerefinancing requires bonds proceed to be placed into an escrow account sufficient to retire the amount of principal refinanced plus theinterest due on that principal between the time of the refinancing and the call date on the bonds. As such, the amount of 2021 bondsissued is $77,770,000 to fund the escrow requirements related to refinancing the 2013 and 2018A bonds. The net debt servicesavings as a result of this refinancing is $8,020,602.05. The combined average interest rate on the prior bonds (2013 and 2018A)was 4.91% and the final average interest rate after refinancing is 2.22%. As a result of funding the escrow account, the interestpayments on the portions of the Series 2013 and 2018A bonds refinanced is paid from the escrow account until the redemption dateof September 1, 2022 on the 2013 bonds and September 1, 2027 on the 2018A bonds at which time the respective bonds refinancedwill be redeemed. The escrowed portions of the 2013 and 2018A bonds are no longer an obligation of the District. The interestpayments on the new issue (2021) is payable by the District.

Page 1298

Note 6: General Long-Term Debt (Continued)

2022 2023 2024 2025 2026 2027-2031 2032-2036 2037-2040 Total

5,660,000$ 7,430,000$ 7,640,000$ 7,690,000$ 8,515,000$ 55,255,000$ 70,065,000$ 66,795,000$ 229,050,000$

InterestGeneral obligation bonds 7,645,087$ 7,563,374$ 7,380,309$ 7,192,531$ 6,920,962$ 28,724,077$ 16,582,542$ 4,663,343$ 86,672,225$

Note 7: Debt Management Strategy



General obligation bondsPrincipal

Kansas Statute Annotated 72-6761 restricts the level of authorized and outstanding bond indebtedness of the District to not more than 14% of the assessed valuation oftangible taxable property within the District without obtaining approval from the State Board of Education. The assessed valuation as of June 30, 2021 is $738,067,942 whichcreates a general legal debt limit of $103,329,512 for 2022 budgeting purposes. The State of Kansas Department of Education authorized the District to conduct a bondelection in the amount of $129,500,000 for District wide renovations. The voting electorate approved this bond issue thereby increasing the maximum legal debt limit to$232,829,512, which is in excess of the total principal outstanding at June 30, 2021.

Current maturities of long-term debt and interest for the next five years and in five year increments through maturity are as follows:

The District administration along with bond advisory personnel monitor the bond markets regularly and meet periodically to review potential refinancing options. The Board ofEducation and District administration has established a minimum threshold of 3% present value savings of the outstanding principal of the bonds before any portion of a bondseries would be given consideration for refinancing. This refinancing strategy remains in place and has established a baseline value that drives any discussions orconsiderations relating to refinancing of existing bonds. All refinancing options will be presented to the Board of Education for review and approval, and all steps established bystatute will be adhered to working with Gilmore and Bell, the district's bond attorney firm.

Page 13

99



Note 8: Contingencies

Note 9: Risk Management

Note 10: Other Post Employment Benefits

Note 11: Early Retirement

Note 12: Stewardship, Compliance and Accountability

The District receives significant financial assistance from numerous federal and state governmental agencies inthe form of grants and state pass-through aid. The disbursement of funds received under these programsgenerally requires compliance with terms and conditions specified in the grant agreements and is subject to audit.Any disallowed claims resulting from such audits could become a liability of the General Fund or other applicablefunds. However, in the opinion of management, any such disallowed claims will not have a material effect on thefinancial statements of the District at June 30, 2018.

The District receives significant financial assistance from numerous federal and state governmental agencies inthe form of grants and state pass-through aid. The disbursement of funds received under these programsgenerally requires compliance with terms and conditions specified in the grant agreements and is subject to audit.Any disallowed claims resulting from such audits could become a liability of the General Fund or other applicablefunds. However, in the opinion of management, any such disallowed claims will not have a material effect on thefinancial statement of the District at June 30, 2021.

The District is exposed to various risks of loss related to torts; theft of, damage to, and destruction of assets;errors and omissions; and natural disasters for which the District carries commercial insurance. Settlements ofclaims have not exceeded coverage during the past three fiscal years.

As provided by K.S.A. 12-5040, the District allows retirees to participate in the group health insurance plan. Whileeach retiree pays the full amount of the applicable premium, conceptually, the District is subsidizing the retireesbecause each participant is charged a level of premium regardless of age. However, the cost of this subsidy hasnot been quantified in these financial statements.

Under the Consolidated Omnibus Budget Reconciliation Act (COBRA), the District makes health care benefitsavailable to eligible former employees and eligible dependents. Certain requirements are outlined by the federalgovernment for this coverage. The premium is paid in full by the insured. There is no cost to the District underthis program.

The District provides an early retirement program for certain eligible employees, which includes several layers.The totals for each layer for the year ended June 30, 2021 are as follows: 199-Monthly Benefit - $0; 290-Benefitto 403(b) Self-funded Plan for Current Employees - $373,584; and 295-Benefit to 403(b) for Disbursement toEmployees - $255,216, for a grand total of $628,800.

Funds with a Deficit Unencumbered Cash Balance - Generally, municipals are required by K.S.A. 10-1113 to limitfund expenditures to the available monies in that fund. K.S.A. 12-1664 provides an exception for those fundswhich are to be financed by Federal government sources. This exception allows these funds to expend in excessof currently available resources with the expectation that the District will be reimbursed for qualifying grantexpenditures.

The following funds had a deficit balance of unencumbered cash as of June 30, 2021: College Hill Preschool,DODEA Military Impact, Head Start, Title IV Student Support and ESSER - COVID19 Emergency Relief. Thesefunds are financed by State and Federal funding and the District is expecting reimbursement of qualifying grantexpenditures.

Page 14100



Note 13: Summary of Funding Sources

Local County State Federal Other Funds TotalGeneral fund 135,545$ 7$ 48,159,957$ 66,218$ -$ 48,361,727$ Supplemental general fund 11,231,957 1,075,724 3,518,314 - - 15,825,995 Special purpose funds 8,000,266 541,521 8,191,073 11,860,081 23,352,880 51,945,821 Bond and interest fund 13,050,451 843,917 388,562 12,647 - 14,295,577

32,418,219$ 2,461,169$ 60,257,906$ 11,938,946$ 23,352,880$ 130,429,120$

The District's operations for 2021 were financed from the following sources:

The total operating cash receipts above of $130,429,123 are exclusive of ($1,498,672) of cash receipts in the capital project fund. These amounts combinedrepresent total reporting entity (excluding agency funds) cash receipts of $131,927,795 as reported on statement 1.

Page 15

101



Note 14: Capital Projects

FY21 ActualProject To Date

Actual Project Name Budget Expenditures Expenditures

District Expenses 1,821,075$ 375,178$ 1,257,156$ Amanda Arnold Elementary 224,240 - 221,786 Bluemont Elementary 2,021,634 1,300 6,906 Blue Township Elementary 20,305,727 13,837,930 17,140,647 Eugene Field ELC 7,443,719 1,349,492 1,514,367 Frank Bergman Elementary 3,696,421 3,334,150 3,473,430 Lee Elementary 941,519 248,546 575,504 Marlatt Elementary 2,276,000 539,863 624,203 Northview Elementary 2,243,333 20,816 27,104 Ogden Elementary 1,050,246 920 5,860 Theodore Roosevelt Elementary 1,880,254 6,720 13,491 Woodrow Wilson Elementary 2,200,850 2,579 10,455 College Hill ELC 8,095,041 3,289,575 7,905,891 D.D. Eisenhower Middle School 16,764,844 9,153,322 13,431,895 S.B. Anthony Middle School 16,902,234 9,502,355 14,099,362 Manhattan High School 29,118,329 10,740,470 12,178,140 Poyntz Avenue Campus 3,803,848 - - Keith Noll Maintenance Center 951,163 257,548 1,127,123 District Warehouse 3,099,399 1,493,007 2,628,857 Transportation Services 1,332,849 - - Central Kitchen 3,327,275 105,683 105,683

129,500,000$ 54,259,454$ 76,347,860$

Note 15: Subsequent Events

Note 16: COVID-19

Note 17: CRF and CARES Act Funding

During 2019, the District issued GO Bond Series 2018A in order to finance the following capital projects:

The District evaluated subsequent events through October 25, 2021, which is the date the financial statement wasavailable to be issued.

On January 30, 2020, the World Health Organization (“WHO”) announced a global health emergency because of a newstrain of coronavirus in Wuhan, China (the “COVID-19 outbreak”) and the risks to the international community as the virusspreads globally beyond its point of origin. In March 2020, the WHO classified the COVID-19 outbreak as a pandemic,based on the rapid increase in exposure globally. The full impact of the COVID-19 outbreak continues to evolve as of thedate of this report. As such, it is uncertain as to the full magnitude that the pandemic will have on the District’s financialcondition, liquidity and future results of operations. Management is actively monitoring the global and local situation on itsfinancial condition, liquidity, operations, suppliers, industry and workforce. Given the daily evolution of the COVID-19outbreak and the global responses to curb its spread, the District is not able to estimate the effects of the COVID-19outbreak on its results of operations, financial condition or liquidity for fiscal year 2021.

As a result of COVID-19, the State of Kansas has received Coronavirus Relief Funds (CRF) under the Coronavirus Aid,Relief and Economic Security (CARES) Act. The CRF were passed through to the counties of Kansas throughStrengthening People and Revitalizing Kansas (SPARK). SPARK’s first round distribution was to local governments in theamount of $400 million. The District received CRF in the amount of $287,885 during fiscal year 2021. The CRF are to beused to strengthen health, to allow the economy to reopen safely and to remain open. Additional information and updateson SPARK, the CARES Act and CRF, which includes audit requirements, can be found at https://covid.ks.gov/.

Page 16102

REGULATORY-REQUIRED SUPPLEMENTARY INFORMATION

103


SUMMARY OF EXPENDITURES - ACTUAL AND BUDGETFor the Year Ended June 30, 2021

Adjustment to Adjustment for Total Expenditures Variance -Certified Comply with Qualifying Budget for Chargeable to FavorableBudget Legal Max Budget Credits Comparison Current Year (Unfavorable)

FundsGovernmental Type Funds

General FundsGeneral 48,296,569$ (637,048)$ 709,331$ 48,368,852$ 48,368,852$ -$ Supplemental General 15,675,314 (204,257) - 15,471,057 15,471,057 -

Special Purpose FundsCareer and Postsecondary Education 1,046,350 - - 1,046,350 913,502 132,848 Special Education 15,724,210 - - 15,724,210 15,324,366 399,844 Food Service 3,993,850 - - 3,993,850 3,189,252 804,598 Adult Education 50,000 - - 50,000 50,000 - Virtual Education 1,107,500 - - 1,107,500 903,412 204,088 At-Risk 5,349,625 - - 5,349,625 3,470,442 1,879,183 Preschool-Aged At-Risk 127,100 - - 127,100 127,100 - Summer School 30,000 - - 30,000 11,930 18,070 Driver Training 192,700 - - 192,700 111,665 81,035 Professional Development 181,850 - - 181,850 52,406 129,444 Capital Outlay 12,150,160 - - 12,150,160 10,254,118 1,896,042 Parent Education 381,550 - - 381,550 319,562 61,988 Bilingual Education 500,850 - - 500,850 415,980 84,870 KPERS Special Retirement Contribution 7,738,215 - - 7,738,215 6,999,991 738,224 Special Assessments 90,000 - - 90,000 4,393 85,607

Bond and Interest FundsDebt Service 13,895,923 - - 13,895,923 13,895,923 -

Total Funds 126,531,766$ (841,305)$ 709,331$ 126,399,792$ 119,883,951$ 6,515,841$

Page 18

SCHEDULE 1

104

MANHATTAN-OGDEN UNIFIED SCHOOL DISTRICT NO. 383Manhattan, KansasGENERAL FUND

SCHEDULE OF RECEIPTS AND EXPENDITURES - ACTUAL AND BUDGETRegulatory Basis

For the Year Ended June 30, 2021With Comparative Actual Totals For The Prior Year Ended June 30, 2020

Prior Variance -Year Published Favorable

Actual Actual Budget (Unfavorable)CASH RECEIPTS

Local SourcesTuition -$ 125$ -$ 125$ Other 272,132 135,420 - 135,420

County SourcesIn lieu of taxes - 7 - 7

State SourcesGeneral aid 37,697,099 39,376,790 39,886,937 (510,147) General aid - reimbursements 28,668 35,558 - 35,558 General aid - job corps 890,749 538,228 - 538,228 Special education aid 8,334,141 8,209,351 8,350,000 (140,649) Mineral taxes 49 30 - 30

Federal SourcesPL 382 (Impact Aid) 53,151 66,218 52,500 13,718 Total Cash Receipts 47,275,989$ 48,361,727$ 48,289,437$ 72,290$

EXPENDITURESInstruction 20,813,465$ 20,521,058$ 21,605,350$ (1,084,292)$ Support - Student 1,676,916 1,809,400 1,929,712 (120,312)Support - Staff 763,161 715,098 686,250 28,848Support - General administration 566,754 599,589 649,380 (49,791)Support - School administration 3,225,104 3,303,182 3,301,050 2,132Support - Central services 1,103,104 1,182,404 1,205,050 (22,646)Support - Operations and maintenance 4,067,623 4,220,918 4,498,250 (277,332)Transportation services 2,379,852 2,243,359 2,619,400 (376,041)Other 21,521 31,085 - 31,085Transfers to other funds 12,678,487 13,742,759 11,802,127 1,940,632Adjustment to comply with legal maximum - - (637,048) 637,048

Legal general fund budget and expenditures 47,295,987$ 48,368,852$ 47,659,521$ 709,331$ Adjustments for qualifying budget credits - - 709,331 (709,331)

Total Expenditures 47,295,987$ 48,368,852$ 48,368,852$ -$

RECEIPTS OVER (UNDER)EXPENDITURES (19,998)$ (7,125)$

UNENCUMBERED CASH - BEGINNING 19,998 7,132

Prior year canceled encumbrances 7,132 19,510

UNENCUMBERED CASH - ENDING 7,132$ 19,517$

*

Current Year

SCHEDULE 2-A

In accordance with the Kansas Municipal Audit and Accounting Guide, receipts from the State of Kansas in theamount of $ 2,595,762 which were to be received as of June 30, 2021 but which were received thereafter havebeen recorded as intergovernmental cash receipts as of June 30, 2021.

Page 19105


SUPPLEMENTAL GENERAL FUNDSCHEDULE OF RECEIPTS AND EXPENDITURES - ACTUAL AND BUDGET


With Comparative Actual Totals For The Prior Year Ended June 30, 2020

Prior Variance -Year Favorable


Local SourcesAd valorem taxes 10,396,904$ 11,067,143$ 11,681,402$ (614,259)$ Delinquent taxes 164,255 164,814 162,274 2,540

County SourcesMotor vehicle taxes 949,982 998,556 981,606 16,950Recreational vehicle taxes 7,346 9,216 7,982 1,234Commercial vehicle taxes 42,245 43,348 32,414 10,934In lieu of taxes 25,899 24,603 23,090 1,513

State SourcesSupplemental aid 2,832,473 3,517,752 3,606,890 (89,138) Mineral taxes 990 562 - 562Total Cash Receipts 14,420,094$ 15,825,994$ 16,495,658$ (669,664)$

EXPENDITURESInstruction 1,567,481$ 1,664,732$ 2,454,114$ 789,382$ Support - Staff 1,741,608 1,741,721 1,802,100 60,379 Support - School administration 45,208 31,136 66,750 35,614 Support - Central services 1,002,610 1,039,538 990,800 (48,738) Support - Operations and maintenance 1,487,594 1,377,478 1,820,050 442,572 Other 12,734 6,331 6,500 169 Transfers to other funds 9,185,000 9,610,121 8,535,000 (1,075,121) Adjustment to comply with legal maximum - - (204,257) (204,257)

Total Expenditures 15,042,235$ 15,471,057$ 15,471,057$ -$

RECEIPTS OVER (UNDER)EXPENDITURES (622,141)$ 354,937$

UNENCUMBERED CASH - BEGINNING 1,231,286 611,566

Prior year canceled encumbrances 2,421 137


Current Year

SCHEDULE 2-A

*In accordance with the Kansas Municipal Audit and Accounting Guide, receipts from the State of Kansas in theamount of $276,451 which were to be received as of June 30, 2021 but which were received thereafter have beenrecorded as intergovernmental cash receipts as of June 30, 2021.

Page 20106


CAREER AND POSTSECONDARY EDUCATION FUNDSCHEDULE OF RECEIPTS AND EXPENDITURES - ACTUAL AND BUDGET





Local SourcesOther 1,250$ -$ -$ -$

State SourcesCareer technical education grant 250 - - -

Federal SourcesVocational aid 102,579 94,143 - 94,143

Other SourcesTransfers from other funds 1,025,000 1,100,000 1,100,000 - Total Cash Receipts 1,129,079$ 1,194,143$ 1,100,000$ 94,143$

EXPENDITURESInstruction 857,966$ 887,961$ 1,011,900$ 123,939$ Support - Staff 32,517 24,145 29,450 5,305 Support - Operations and maintenance 3,844 1,396 5,000 3,604

Total Expenditures 894,327$ 913,502$ 1,046,350$ 132,848$

RECEIPTS OVER (UNDER)EXPENDITURES 234,752$ 280,641$


Prior year canceled encumbrances - 293


Current Year

SCHEDULE 2-A

Page 21107


SPECIAL EDUCATION FUNDSCHEDULE OF RECEIPTS AND EXPENDITURES - ACTUAL AND BUDGET





Local SourcesOther 80,084$ 100,000$ 80,000$ 20,000$

State SourcesDeaf/blind 430 5,683 - 5,683 Targeted Improvement Plan 40,550 43,550 - 43,550 Interagency coordinating council 245,445 283,230 280,000.00 3,230

Federal SourcesPL 382 38,638 40,962 40,000 962 Aid regular 1,279,761 1,350,298 1,300,000 50,298 Medicaid 595,312 655,678 610,000 45,678 ESSER - 143,959 - 143,959

Other SourcesTransfers from other funds 12,605,000 13,085,400 12,300,000 785,400 Total Cash Receipts 14,885,220$ 15,708,760$ 14,610,000$ 1,098,760$

EXPENDITURESInstruction 10,479,394$ 10,790,037$ 11,144,100$ 354,063$ Support - Student 3,300,293 3,574,858 3,523,170 (51,688) Support - Staff 48,599 55,584 52,140 (3,444) Support - General administration 369,475 395,840 386,800 (9,040) Transportation services 562,551 508,047 618,000 109,953

Total Expenditures 14,760,312$ 15,324,366$ 15,724,210$ 399,844$


UNENCUMBERED CASH- BEGINNING 3,389,491 3,515,865


UNENCUMBERED CASH - ENDING 3,515,865$ 3,901,797$

Current Year

SCHEDULE 2-A

Page 22108


FOOD SERVICE FUNDSCHEDULE OF RECEIPTS AND EXPENDITURES - ACTUAL AND BUDGET





Local SourcesStudent sales 726,535$ 32,988$ 700,515$ (667,527)$ Adult and student sales - - 180,017 (180,017)Other 49,461 6,800 50,000 (43,200)

State SourcesSchool food assistance 47,557 43,659 16,874 26,785

Federal SourcesChild nutrition programs 2,424,971 3,143,783 2,517,735 626,048 Total Cash Receipts 3,248,524$ 3,227,230$ 3,465,141$ (237,911)$

EXPENDITURESFood service operation 3,460,227$ 3,162,922$ 3,953,350$ 790,428$ Support - Operations and maintenance 26,237 26,330 40,500 14,170




Prior year canceled encumbrances - 636


Current Year

SCHEDULE 2-A

Page 23109


ADULT EDUCATION FUNDSCHEDULE OF RECEIPTS AND EXPENDITURES - ACTUAL AND BUDGET





Local SourcesAd valorem taxes 287,651$ 12,430$ 9,337$ 3,093$ Delinquent taxes 4,055 4,076 4,516 (440)

County SourcesMotor vehicle taxes 22,776 25,249 24,845 404 Recreational vehicle taxes 166 231 202 29 Commercial vehicle taxes 1,026 1,184 820 364 In lieu of taxes 617 599 584 15

State SourcesMineral taxes 28 - - - Total Cash Receipts 316,319$ 43,769$ 40,304$ 3,465$

EXPENDITURESInstruction 316,331$ 50,000$ 50,000$ -$

RECEIPTS OVER (UNDER)EXPENDITURES (12)$ (6,231)$



Current Year

SCHEDULE 2-A

Page 24110


VIRTUAL EDUCATION FUNDSCHEDULE OF RECEIPTS AND EXPENDITURES - ACTUAL AND BUDGET






Other SourcesTransfers from other funds 833,545 1,104,609 1,127,127 (22,518) Total Cash Receipts 850,847$ 1,127,135$ 1,142,127$ (14,992)$

EXPENDITURESInstruction 726,043$ 735,137$ 925,000$ 189,863$ Support - Staff - 168 - (168)Support - School administration 156,936 168,107 182,500 14,393

Total Expenditures 882,979$ 903,412$ 1,107,500$ 204,088$




Current Year

SCHEDULE 2-A

Page 25111


AT-RISK FUNDSCHEDULE OF RECEIPTS AND EXPENDITURES - ACTUAL AND BUDGET





Other SourcesTransfers from other funds 4,552,223$ 4,735,000$ 4,552,223$ 182,777$

EXPENDITURESInstruction 3,692,580$ 3,447,744$ 5,164,500$ 1,716,756$ Support - Student 126,853 - 165,000 165,000 Support - Staff - 22,698 20,125 (2,573)

Total Expenditures 3,819,433$ 3,470,442$ 5,349,625$ 1,879,183$

RECEIPTS OVER (UNDER)EXPENDITURES 732,790.00$ 1,264,558$

UNENCUMBERED CASH - BEGINNING 1,816,123 2,548,913


Current Year

SCHEDULE 2-A

Page 26112


PRESCHOOL-AGED AT-RISK FUNDSCHEDULE OF RECEIPTS AND EXPENDITURES - ACTUAL AND BUDGET





Other SourcesTransfers from other funds 125,000$ 187,329$ 125,000$ 62,329$

EXPENDITURESInstruction 109,809$ 126,859$ 127,100$ 241$ Facility acquisition and construction - 241 - (241)

Total Expenditures 109,809$ 127,100$ 127,100$ -$




Current Year

SCHEDULE 2-A

Page 27113


SUMMER SCHOOL FUNDSCHEDULE OF RECEIPTS AND EXPENDITURES - ACTUAL AND BUDGET





Local SourcesTuition 6,551$ 20,935$ 6,000$ 14,935$

EXPENDITURESInstruction 16,392$ 11,930$ 28,300$ 16,370$ Support - School administration - - 1,700 1,700

Total Expenditures 16,392$ 11,930$ 30,000$ 18,070$




Current Year

SCHEDULE 2-A

Page 28114


DRIVER TRAINING FUNDSCHEDULE OF RECEIPTS AND EXPENDITURES - ACTUAL AND BUDGET






State SourcesState safety aid 45,890 18,462 30,000 (11,538)

Other SourcesTransfers from other funds 110,000 120,000 120,000 - Total Cash Receipts 179,323$ 168,943$ 175,000$ (6,057)$

EXPENDITURESInstruction 125,182$ 107,707$ 135,200$ 27,493$ Support - Student - - 40,000 40,000 Support - Operations and maintenance 9,104 3,958 17,500 13,542





Current Year

SCHEDULE 2-A

Page 29115


PROFESSIONAL DEVELOPMENT FUNDSCHEDULE OF RECEIPTS AND EXPENDITURES - ACTUAL AND BUDGET





State SourcesProfessional development aid 10,638$ 8,749$ 18,750$ (10,001)$

Other SourcesTransfers from other funds 100,000 100,000 - 100,000Total Cash Receipts 110,638$ 108,749$ 18,750$ 89,999$

EXPENDITURESSupport - Staff 62,628$ 52,406$ 181,850$ 129,444$




Current Year

SCHEDULE 2-A

Page 30116


CAPITAL OUTLAY FUNDSTATEMENT OF CASH RECEIPTS AND EXPENDITURES - ACTUAL AND BUDGET




Local SourcesAd valorem taxes 5,473,862$ 5,701,543$ 4,515,765$ 1,185,778$ Delinquent taxes 74,895 80,269 86,008 (5,739) Interest 368,771 14,240 300,000 (285,760) Other 26,467 23,525 25,000 (1,475)

County SourcesMotor vehicle taxes 430,947 473,124 464,829 8,295 Recreational vehicle taxes 3,333 4,352 3,780 572 Commercial vehicle taxes 19,125 22,495 15,350 7,145 In lieu of taxes 21,081 11,136 10,934 202

State SourcesMineral taxes 524 289 - 289 Capital outlay state aid 167,944 285,635 291,950 (6,315)

Federal SourcesImpact Aid Construction 154,702 152,799 175,000 (22,201) PL 382 (Impact Aid) 22,779 28,379 - 28,379

Other SourcesTransfers from other funds 500,000 700,000 - 700,000 Total Cash Receipts 7,264,430$ 7,497,786$ 5,888,616$ 1,609,170$

EXPENDITURESInstruction 1,799,241$ 2,207,662$ 2,128,600$ (79,062)$ Support - General administration 4,430 12,323 35,000 22,677 Support - Operations and Maintenance 75,971 89,593 100,000 10,407 Support - Transportation 591,773 416,975 425,000 8,025 Facility Acquisition & Construction Services 3,922,584 7,527,565 9,461,560 1,933,995

Total Cash Disbursements 6,393,999$ 10,254,118$ 12,150,160$ 1,896,042$

RECEIPTS OVER (UNDER)EXPENDITURES 870,431$ (2,756,332)$




Current Year

SCHEDULE 2-A

Page 31117


PARENT EDUCATION FUNDSCHEDULE OF RECEIPTS AND EXPENDITURES - ACTUAL AND BUDGET





Local SourcesOther 1,185$ -$ 1,000$ (1,000)$

State SourcesParent education aid 227,579 212,877 227,500 (14,623)

Other SourcesTransfers from other funds 125,000 130,000 130,000 - Total Cash Receipts 353,764$ 342,877$ 358,500$ (15,623)$

EXPENDITURESSupport - Student 336,599$ 317,943$ 331,050$ 13,107$ Support - Staff 7,802 1,619 9,500 7,881 Support - Central services 600 - 41,000 41,000




Prior year canceled encumbrances 3,073 873


Current Year

SCHEDULE 2-A

Page 32118


BILINGUAL EDUCATION FUNDSCHEDULE OF RECEIPTS AND EXPENDITURES - ACTUAL AND BUDGET





Other SourcesTransfers from other funds 488,150$ 500,000$ 400,000$ 100,000$

EXPENDITURESInstruction 350,127$ 415,980$ 500,850$ 84,870$



Prior year canceled encumbrances - -


Current Year

SCHEDULE 2-A

Page 33119


KPERS SPECIAL RETIREMENT CONTRIBUTION FUNDSCHEDULE OF RECEIPTS AND EXPENDITURES - ACTUAL AND BUDGET





State SourcesKPERS 7,258,773$ 6,999,991$ 7,738,215$ (738,224)$

EXPENDITURESInstruction 4,941,772$ 4,765,593$ 5,268,176$ 502,583$ Support - Student 528,439 509,599 563,342 53,743 Support - Instructional 286,722 276,500 305,659 29,159 Support - General administration 130,658 126,000 139,288 13,288 Support - School administration 434,800 419,299 463,519 44,220 Support - Central services 209,053 201,600 222,861 21,261 Support - Operations and maintenance 370,923 357,700 395,423 37,723 Support - Student transportation services 180,018 173,600 191,908 18,308 Food service 176,388 170,100 188,039 17,939


RECEIPTS OVER (UNDER)EXPENDITURES -$ -$

UNENCUMBERED CASH - BEGINNING - -

Prior year canceled encumbrances - -

UNENCUMBERED CASH - ENDING -$ -$

Current Year

SCHEDULE 2-A

Page 34120


SPECIAL ASSESSMENT FUNDSCHEDULE OF RECEIPTS AND EXPENDITURES - ACTUAL AND BUDGET





Local SourcesAd valorem taxes 99,855$ 4,497$ 3,434$ 1,063$ Delinquent taxes 276 756 1,633 (877) Other - 2,730 - 2,730

County SourcesMotor vehicle taxes 1,008 2,751 2,650 101 Recreational vehicle taxes 8 24 22 2 Commercial vehicle taxes 5 374 88 286 In lieu of taxes 38 - 62 (62)

State SourcesMineral taxes 10 - - - Total Cash Receipts 101,200$ 11,132$ 7,889$ 3,243$

EXPENDITURESSite improvement services 1,460$ 4,393$ 90,000$ 85,607$




Current Year

SCHEDULE 2-A

Page 35121


BOND AND INTEREST FUNDRegulatory Basis

SCHEDULE OF RECEIPTS AND EXPENDITURES - ACTUAL AND BUDGETRegulatory Basis




Local SourcesAd valorem taxes 12,427,422$ 12,908,401$ 12,292,539$ 615,862$ Delinquent taxes 100,801 142,050 198,545 (56,495) Other 3,826 - -

County SourcesMotor vehicle taxes 556,840 772,839 756,616 16,223 Recreational vehicle taxes 4,307 7,014 6,152 862 Commercial vehicle taxes 25,445 49,192 24,984 24,208 In lieu of taxes 14,995 14,871 17,798 (2,927)

State SourcesMineral taxes 1,204 655 655 State Aid 220,037 387,908 387,908 -

Federal SourcesFederal tax credit 588,613 - - -

Bond Proceeds 7,032,009 12,647 - 12,647 Total Cash Receipts 20,975,499$ 14,295,577$ 13,684,542$ 611,035$

EXPENDITURESDebt service 15,264,549$ 13,895,923$ 13,895,923$ -$

RECEIPTS OVER (UNDER)EXPENDITURES 5,710,950$ 399,654$



Current Year

SCHEDULE 2-A

Page 36122

Community Contingency ESL TrainingAlcohol College Hill Learning Reserve DODEA Emergency for all

Prevention Preschool Center Fund Grants Crisis Grant TeachersRECEIPTS

Local SourcesStudent Activities -$ -$ -$ -$ -$ -$ -$ Other 191,974 - - - - - -

State SourcesState Aid - 134,750 - - - - -

Federal SourcesFederal Aid - 231,391 130,000 - 106,259 - -

Other SourcesInterest - - - - - - - Transfers from other funds - - - 1,290,542 - - - Total Receipts 191,974$ 366,141$ 130,000$ 1,290,542$ 106,259$ -$ -$

EXPENDITURESInstruction 5,938$ 199,757$ 34,545$ 117,176$ 40,747$ -$ -$ Support

Student 129,561 2,402 - - - - - Staff - - 95,455 - 66,852 - - General administration - 8,735 - - - - - School administration - 43,612 - - - - - Other 7,007 - - - - - - Central services - 0 - 39,100 - - - Operations and maintenance - - - 83,590 - - -

Food service - 4,598 - - - - - Student activities - - - - - - - Facility acquisition and construction - - - - - - - Transportation - 10,396 - - - - - Other - - - 307 5,000 - - Debt service - - - - - - - Operating transfers - - - - - - -

Total Expenditures 142,506$ 269,500$ 130,000$ 240,173$ 112,599$ -$ -$

RECEIPTS OVER (UNDER) EXPENDITURES 49,468$ 96,641$ -$ 1,050,369$ (6,340)$ -$ -$

UNENCUMBERED CASH - BEGINNING - (117,385) 22,488 5,226,159 1,214 840 238

Prior year canceled encumbrances - 1,557 - 1,056,704 - - -

UNENCUMBERED CASH - ENDING 49,468$ (19,187)$ 22,488$ 7,333,232$ (5,126)$ 840$ 238$

For the Year Ended June 30, 2021


SCHEDULE OF RECEIPTS AND EXPENDITURESRegulatory Basis

NON-BUDGETED FUNDS

(Continued)

Page 37

SCHEDULE 2-B

123

Families in Grant Head Heartland Indian KS Early Kindergarten/ ConcurrentTransition Administration Start Works Education Learning Preschool Courses

RECEIPTSLocal Sources

Student Activities -$ -$ -$ -$ -$ -$ -$ -$ Other - 68,746 - - - - 258,651 305,346

State SourcesState Aid - - - - - - - -

Federal SourcesFederal Aid 17,325 - 1,822,809 - 12,271 - - -

Other SourcesInterest - - - - - - - - Transfers from other funds - - - - - - - - Total Receipts 17,325$ 68,746$ 1,822,809$ -$ 12,271$ -$ 258,651$ 305,346$

EXPENDITURESInstruction 17,209$ -$ 1,156,285$ -$ 12,271$ -$ -$ -$ Support

Student - - 113,747 - - - - - Staff - - 1,243 - - - - 146,851General administration - - 210,057 - - - - - School administration - - 247,406 - - - - - Other - - - - - 20,432 11,309 - Central services - - - - - - - Operations and maintenance - - 22,330 - - - - -

Food service - - - - - - - - Student activities - - - - - - - - Facility acquisition and construction - - - - - - - - Transportation 10 - 33,958 - - - - - Other - 78,380 - - - - 285,994 - Debt service - - - - - - - - Operating transfers - - - - - - - -

Total Expenditures 17,219$ 78,380$ 1,785,026$ -$ 12,271$ 20,432$ 297,303$ 146,851$

RECEIPTS OVER (UNDER) EXPENDITURES 106$ (9,634)$ 37,783$ -$ -$ (20,432)$ (38,652)$ 158,495$

UNENCUMBERED CASH - BEGINNING 1,230 9,634 (198,299) 4,483 79 26,409 515,453 631,264

Prior year canceled encumbrances - - 1,925 - - - 4,210 -

UNENCUMBERED CASH - ENDING 1,336$ -$ (158,591)$ 4,483$ 79$ 5,977$ 481,011$ 789,759$

Manhattan, Kansas

Regulatory Basis



SCHEDULE OF RECEIPTS AND EXPENDITURES

(Continued)

NON-BUDGETED FUNDS (CONTINUED)

Page 38

SCHEDULE 2-B

124

Safe & Title II DMigrant Mini Supportive Student Textbook Title II A Education

Education Grants Schools Materials Rental Title I Tchr Qlty TechnologyRECEIPTS

Local SourcesStudent Activities -$ 35,945$ -$ -$ 185$ -$ -$ -$ Other - 304,051 - 215,357 236,187

State SourcesState Aid - 153,164 - - - - - -

Federal SourcesFederal Aid - - - - - 960,000 170,022 -

Other SourcesInterest - - - - - - - - Transfers from other funds - - - - 300,000 - - - Total Receipts -$ 493,160$ -$ 215,357$ 536,372$ 960,000$ 170,022$ -$

EXPENDITURESInstruction -$ 460$ -$ 215,357$ 123,668$ 917,422$ -$ -$ Support

Student - 458,745 - - - 4,727 - - Staff - 1,977 - - - 19,741 135,133 - General administration - - - - - - - - School administration - - - - - - - - Other - (7,007) - - - - - - Central services - - - - - - - - Operations and maintenance - - - - - - - -

Food service - - - - - - - Student activities - 13,617 - - - - - - Facility acquisition and construction - - - - - - - - Transportation - - - - - - - - Other - 274,380 - - - 28,394 5,384 - Debt service - - - - - - - - Operating transfers - - - - - - - -

Total Expenditures -$ 742,172$ -$ 215,357$ 123,668$ 970,284$ 140,517$ -$

RECEIPTS OVER (UNDER) EXPENDITURES -$ (249,012)$ -$ -$ 412,704$ (10,284)$ 29,505$ -$

UNENCUMBERED CASH - BEGINNING 911 1,495,727 3,280 70,442 308,590 14,143 (17,558) 456

Prior year canceled encumbrances - 650 - - - - - -

UNENCUMBERED CASH - ENDING 911$ 1,247,365$ 3,280$ 70,442$ 721,294$ 3,859$ 11,947$ 456$



(Continued)


NON-BUDGETED FUNDS (CONTINUED)

Manhattan, Kansas

Regulatory Basis

Page 39

SCHEDULE 2-B

125

Title III Yes Construction Kansas Reading Title IV Student K Link Striving ESSER - COVID19ESL Grants Projects Roadmap Immigrant Support Readers Emergency Relief Total

RECEIPTSLocal Sources

Student Activities -$ -$ -$ -$ -$ -$ -$ -$ 36,130$ Other - 64,738 - - - - - 1,264,691 2,909,741

State SourcesState Aid - - - - - - - - 287,914

Federal SourcesFederal Aid 26,000 - - 32,129 - 32,608 1,300,650 143,926 4,985,390

Other SourcesInterest - - 1,498,672 - - - - - 1,498,672 Transfers from other funds - - - - - - - - 1,590,542 Total Receipts 26,000$ 64,738$ 1,498,672$ 32,129$ -$ 32,608$ 1,300,650$ 1,408,617$ 11,308,389$

EXPENDITURESInstruction 32,398$ -$ -$ -$ -$ 51,064 -$ 2,324,392$ 5,248,689$ Support

Student - - - - - - 115,833 1,943 826,958 Staff - - - - - - 1,231,852 - 1,699,104 General administration - - - - - - - - 218,792 School administration - - - - - - - - 291,018 Other - - - - - - - - 31,741 Central services - - 31,109 - - - - - 70,209 Operations and maintenance - - - - - - - - 105,920

Food service - - - - - - - 26,819 31,417 Student activities - - - - - - - - 13,617 Facility acquisition and construction - - 54,064,141 - - - 1,100 - 54,065,241 Transportation - - - - - - - - 44,364 Other 783 84,558 - - - 1,384 32,680 - 797,244 Debt service - - 164,203 - - - - - 164,203

Total Expenditures 33,181$ 84,558$ 54,259,453$ -$ -$ 52,448$ 1,381,465$ 2,353,154$ 63,608,517$

RECEIPTS OVER (UNDER) EXPENDITURES (7,181)$ (19,820)$ (52,760,781)$ 32,129$ -$ (19,840)$ (80,815)$ (944,537)$ (52,300,128)$

UNENCUMBERED CASH - BEGINNING 7,181 150,628 116,034,517 (32,129) 47 9,225 98,578 (12,685) 124,255,160

Prior year canceled encumbrances - 974 - - - - 1,326 - 1,067,346

UNENCUMBERED CASH - ENDING -$ 131,782$ 63,273,736$ -$ 47$ (10,615)$ 19,089$ (957,222)$ 73,022,378$

For the Year Ended June 30, 2021NON-BUDGETED FUNDS (CONTINUED)

Manhattan, Kansas

Regulatory Basis



Page 40

SCHEDULE 2-B

126

MANHATTAN-OGDEN UNIFIED SCHOOL DISTRICT NO. 383Manhattan, KansasAGENCY FUNDS

SCHEDULE OF RECEIPTS AND DISBURSEMENTSRegulatory Basis


Balance BalanceJuly 1, Cash Cash June 30,2020 Receipts Disbursements 2021

Student Organization FundsHigh School

Thespians 95$ 429$ 101$ 423$ Scholar Bowl 2,682 66 - 2,748 Comm/Civic Engagement - 100 - 100 Blue Light Journal 13 - - 13 Tribe 5,107 548 2,554 3,101 AFS Club 753 152 110 795 F.C.A. 324 - - 324 Crimestoppers 222 78 300 - Fine Arts Club 367 - - 367 French Club 331 79 - 410 FFA 4,012 625 847 3,790 Key Club 63 1,805 1,621 247 Robotics Club 6,416 998 1,241 6,173 FCCLA 2,608 - 438 2,170 Environmental Science 873 240 - 1,113 Science Olympiad 440 179 619 - Black Student Org. 967 255 257 965 Medical Explorers 792 - - 792 Spanish Club 1,555 - 60 1,495 Hispanic Club 1,570 37 560 1,047 Asian Student Union - 37 - 37 SADD 1,429 3,387 3,192 1,624 Audio Visual Club 45 - - 45 Social Fund-West 933 1,400 1,186 1,147 National Honor Society 1,245 6,498 4,560 3,183 German Club 1,836 106 328 1,614 Anime Club 1,031 53 - 1,084 Anthology 275 - - 275 Class of 2020 14,251 500 5,268 9,483 Class of 2023 - 81 70 11 Class of 2021 15,256 303 14,686 873 Class of 2022 1,479 14,366 8,860 6,985 Class of 2019 7,354 - 360 6,994 Auto Mechanic Club 1,057 233 464 826 Business Club 8,057 1,519 2,102 7,474 Graduated Class Fund 15,468 - 1,125 14,343 Student to Student 51 - - 51 GSA 368 482 850 -

Subtotal High School 99,325$ 34,556$ 51,759$ 82,122$

SCHEDULE 3

Page 41127

MANHATTAN-OGDEN UNIFIED SCHOOL DISTRICT NO. 383Manhattan, KansasAGENCY FUNDS

SCHEDULE OF RECEIPTS AND DISBURSEMENTS (CONTINUED)Regulatory Basis


Balance BalanceJuly 1, Cash Cash June 30,2020 Receipts Disbursements 2021

Student Organization Funds (Continued)Middle School

Stuco-EMS 748$ -$ 170$ 578$ Stuco-AMS 1,326 1,182 788 1,720 Kayettes-EMS 677 28 394 311 Kayettes-AMS 853 341 980 214 Social Fund-AMS 5 1,400 1,357 48 Yoga Club - AMS - - - - Eagles of Excellence 1,527 - - 1,527

Subtotal Middle School 5,136$ 2,951$ 3,689$ 4,398$

Elementary SchoolLee 3rd Grade 144$ - 144 -$ Lee 4th Grade 1,056 - - 1,056 Lee 2nd Grade 228 - - 228 Lee 6th Grade 14 - - 14 Lee 5th Grade 160 - - 160 DAT Social Fund 230 - - 230 Social Fund-Ed Center 704 321 44 981 Lee 1st Grade 298 - - 298 NV After School Club 610 - - 610 Social Fund-NV 9 - - 9 FB Social Fund 2,680 320 763 2,237 Social Fund-Maint 3,692 - - 3,692 Fundraising WW 220 - - 220

Subtotal Elementary School 10,045$ 641$ 951$ 9,735$

Total Agency Funds 114,506$ 38,148$ 56,399$ 96,255$

SCHEDULE 3

Page 42128

MANHATTAN-OGDEN UNIFIED SCHOOL DISTRICT NO. 383DISTRICT ACTIVITY FUNDS

SCHEDULE OF RECEIPTS, EXPENDITURES, AND UNENCUMBERED CASHRegulatory Basis


AddOutstanding


Gate ReceiptsSeason Tickets 3,374$ -$ 3,678$ 5,788$ 1,264$ -$ 1,264$ Activity Tickets 5,907 - 6,182 8,422 3,667 - 3,667 Weight Room 5,715 - - 5,715 - 5,715 Football 18,692 - 21,728 35,103 5,316 - 5,316 Boys Basketball 7,220 - 12,960 15,944 4,236 - 4,236 Baseball 9,776 - 11,815 7,900 13,691 - 13,691 Boys Track 10,180 - 7,638 9,788 8,031 - 8,031 Boys Soccer 7,656 - 6,793 2,471 11,978 - 11,978 Wrestling 8,913 - 428 2,306 7,036 - 7,036 Cross Country 2,775 - 2,657 3,879 1,554 - 1,554 Boys Tennis 939 - 1,036 995 980 - 980 Boys Swimming 11,253 - 442 5,423 6,272 - 6,272 Boys Golf 3,732 - 3,216 3,344 3,604 - 3,604 Girls Tennis 722 - 2,914 3,187 450 - 450 Girls Soccer 4,326 - 7,165 4,844 6,648 - 6,648 Volleyball 20,084 - 15,456 16,200 19,340 - 19,340 Girls Basketball 9,945 - 4,906 7,183 7,668 - 7,668 Softball 577 - 2,100 1,418 1,260 - 1,260 Girls Swimming 6,613 - 479 3,136 3,956 - 3,956 Bowling 28 - - - 28 - 28 Girls Golf 1,834 - 425 1,494 765 - 765 Dramatics 1,533 - 415 163 1,786 - 1,786 Debate 6,408 - 106 310 6,203 - 6,203 Athletics-EMS 5,701 - 16,649 14,730 7,620 - 7,620 Athletics-AMS 9,403 - 19,060 21,145 7,319 - 7,319 Dramatics-EMS 2,472 - 184 426 2,230 - 2,230 Dramatics-AMS 13,972 - 548 1,737 12,784 - 12,784

Subtotal Gate Receipts 179,751$ -$ 148,981$ 177,335$ 151,397$ -$ 151,397$

SCHEDULE 4

Page 43

129




AddOutstanding


SCHEDULE 4

School ProjectsDance/Drill Team 1,220$ -$ 3,394$ 3,542$ 1,072$ -$ 1,072$ Blue M 925 - 4,628 4,650 903 - 903 Ultimate Frisbee 289 - - - 289 289 General-MHS 10 - 1,035 1,035 10 - 10 Pots of Petals 5,685 - 1,302 425 6,562 - 6,562 Needy Student 456 - 50 149 357 - 357 Mentor 2,410 - 1,300 376 3,334 - 3,334 America's Got Special Talent 1,961 - - - 1,961 - 1,961 Music Contest Accnt 1,899 - 290 147 2,042 - 2,042 Job Corps Dr. Ed - - 58 58 - - - Musicale 12,636 - 648 1,566 11,718 - 11,718 Recording Studio 1,427 - 5,000 - 6,427 - 6,427 Blue Notes 1,380 - - - 1,380 - 1,380 Orchestra 4,451 - 435 1,397 3,489 - 3,489 Vocal Music Fnd Raising 960 - - 956 4 - 4 Band Fund Raising 69,304 - 57,411 110,964 15,751 - 15,751 Cheerleading 1,458 - 17,345 7,446 11,357 - 11,357 Field Biology (1) - - - (1) - (1) Interpersonal Skills 45 - 2,925 2,970 (0) - (0) MHS Culinary Arts 3,776 - - - 3,776 - 3,776 Woods Project 3,068 - 924 - 3,991 - 3,991 Stuco-Vending-Candy West 2,916 - 2,327 1,573 3,669 - 3,669 Project Graduation 211 - 1,380 - 1,591 - 1,591 Student Vending Soda West 33,276 - - 14,056 19,220 - 19,220 Vending Machine-West Faculty 4,101 - 145 - 4,246 - 4,246 Job Skills 87 - - 87 87 Stuco-Vending-Candy East 256 - 76 - 332 - 332 Student Vending Soda East 4,200 - - - 4,200 - 4,200 MHS Pride Store 1,462 - 108 1,131 439 439 Vending Machine-East 2,885 - 352 - 3,237 - 3,237 Science Explorers 643 - - - 643 - 643 Model UN-MHS - - 375 375 - - - Red Cross - MHS 409 - - 409 409 General-EMS 314 - 2,755 3,033 36 - 36 General-AMS 791 - 3,117 3,767 142 - 142 Model UN-AMS 1,295 - - - 1,295 - 1,295 Party/Dance-EMS 598 - - - 598 - 598 Party/Dance-AMS 2,875 - - 1,005 1,870 - 1,870

(continued)

Page 44

130




AddOutstanding


SCHEDULE 4

School Projects (Continued)Band/Choir-EMS 238 - 193 - 431 - 431 Band/Choir-AMS 148 - - 148 - 148 Band/Orchestra-EMS 1,653 - - - 1,653 - 1,653 Band/Orchestra-AMS 551 - 303 - 854 - 854 Vending Machine-EMS 2,033 - - - 2,033 - 2,033 Vending Machine-AMS 1,035 - - 660 375 - 375 Pride Club - AMS 1,146 - - 625 522 - 522 Yearbook-EMS 1,958 - 2,504 2,713 1,748 - 1,748 Yearbook-AMS 439 - 2,485 2,624 300 - 300 Vending Machine-AMS Students 472 - - - 472 - 472 General-Lee 1,184 - - 588 596 - 596 School Store-FB 1 - - - 1 - 1 General-FB 2,505 - - - 2,505 - 2,505 General-BL 62 - - - 62 - 62 General-Maintenance 185 - - - 185 - 185 Vending Machine-WW 19 - - - 19 - 19 Vending Machine-Transp 298 - 131 428 1 - 1 Vending Machine-Maint 458 - - - 458 - 458 Vending Machine-Ed Cntr 347 - - - 347 - 347 Vending Machine-NV 479 - - - 479 - 479 Coffee-Ed Cntr 4,740 - 350 418 4,672 - 4,672 Vending Machine-BL 128 - - - 128 - 128 Compassion Courtyard 213 - - - 213 - 213 General-AA 678 - - - 678 - 678 General-OG 131 - - - 131 - 131 General-NV 423 - - - 423 - 423 General-MR 842 - - - 842 - 842 General-WW 508 - - - 508 - 508 Terra Troopers 69 - - - 69 - 69 Super Leaders - TR 102 - - - 102 - 102 Vending Machine-Food Svc 200 - - - 200 - 200

Subtotal School Projects 192,920$ -$ 113,347$ 168,677$ 137,591$ -$ 137,591$

Total District Activity Funds 372,671$ -$ 262,329$ 346,012$ 288,988$ -$ 288,988$

Page 45

131

OTHER SUPPLEMENTARY INFORMATION

132


SCHEDULE OF CASH BALANCESJune 30, 2021

Cash Balances Book BalanceCommerce Bank, Manhattan, Kansas 6,533,826$

Landmark National Bank, Manhattan, Kansas 2,153,449

Municipal Investment Pool, State of Kansas 39,332,818

Security Bank of Kansas City 63,193,680

TOTAL CASH BALANCES 111,213,773$

NOTE: All monies on deposit are in interest-bearing accounts.

SCHEDULE 5

Page 47133


FUNDS ON DEPOSIT COMPARED WITH DEPOSITORY COVERAGE(INCLUDES ACTIVITY FUNDS)

June 30, 2021

Securities Bank Pledged Balance of

F.D.I.C. Market Total Funds on Funds atCoverage Value Coverage Deposit Risk

Commerce Bank,Manhattan, Kansas 250,000$ 21,544,391$ 21,794,391$ 3,661,613$ -$

Landmark National Bank

Manhattan, Kansas 250,000 11,085,053 11,335,053 10,939,734 -

TOTAL 500,000$ 32,629,444$ 33,129,444$ 14,601,347$ -$

Carrying MarketAmount Value

State of KansasMunicipal Investment Pool 39,332,818$ 39,332,818$

SCHEDULE 6

Page 48134


STATEMENT OF RECEIPTS AND EXPENDITURESINFANT TODDLER SERVICES


RECEIPTSIntergovernmental Part C Grant 237,169$ Medicaid/CHIP/KanCare 46,061 KSDE Cat Aid 245,811 KSDE Transportation 6,127

Total 535,168$

EXPENDITURESPersonnel 425,415$ Employer taxes and benefits 61,248 Contractual service 520 Travel 12,518 Equipment/Supplies 5,438 Other 30,029

Total 535,168$

SCHEDULE 7

Page 49135

October 25, 2021


Independent Auditor's Report on Internal Control Over Financial Reportingand on Compliance and Other Matters Based on an Audit of Financial Statement

Performed in Accordance With Government Auditing Standards

Internal Control Over Financial Reporting

We have audited, in accordance with auditing standards generally accepted in the United States of America andthe standards applicable to financial audits contained in Government Auditing Standards issued by the ComptrollerGeneral of the United States, the financial statement of Manhattan-Ogden Unified School District No. 383 (theDistrict) as of and for the year ended June 30, 2021, and the related notes to the financial statement, whichcollectively comprise the District's basic financial statement, and have issued our report thereon dated October 25,2021.

In planning and performing our audit of the financial statement, we considered the District's internal control overfinancial reporting (internal control) to determine the audit procedures that are appropriate in the circumstancesfor the purpose of expressing our opinions on the financial statement, but not for the purpose of expressing anopinion on the effectiveness of the District’s internal control. Accordingly, we do not express an opinion on theeffectiveness of the District’s internal control.

A deficiency in internal control exists when the design or operation of a control does not allow management oremployees in the normal course of performing their assigned functions, to prevent, or detect and correctmisstatements on a timely basis. A material weakness is a deficiency, or a combination of deficiencies, ininternal control, such that there is a reasonable possibility that a material misstatement of the entity’s financialstatement will not be prevented, or detected and corrected on a timely basis. A significant deficiency is adeficiency, or a combination of deficiencies, in internal control that is less severe than a material weakness, yetimportant enough to merit attention by those charged with governance.

Our consideration of internal control over financial reporting was for the limited purpose described in the firstparagraph of this section and was not designed to identify all deficiencies in internal control over financialreporting that might be material weaknesses or significant deficiencies. Given these limitations, during our auditwe did not identify any deficiencies in internal control over financial reporting that we consider to be materialweaknesses. However, material weaknesses may exist that have not been identified.

Page 50136


Compliance and Other Matters

Purpose of this Report


As part of obtaining reasonable assurance about whether the District’s financial statement is free from materialmisstatement, we performed tests of its compliance with certain provisions of laws, regulations, contracts, andgrant agreements, noncompliance with which could have a direct and material effect on the determination offinancial statement amounts. However, providing an opinion on compliance with those provisions was not anobjective of our audit and, accordingly, we do not express such an opinion. The results of our tests disclosed noinstances of noncompliance or other matters that are required to be reported under Government AuditingStandards.

The purpose of this report is solely to describe the scope of our testing of internal control and compliance andthe results of that testing, and not to provide an opinion on the effectiveness of the entity’s internal control or oncompliance. This report is an integral part of an audit performed in accordance with Government AuditingStandards in considering the entity’s internal control and compliance. Accordingly, this communication is notsuitable for any other purpose.

Page 51137

October 25, 2021


Independent Auditor's Report on Compliance for EachMajor Program and on Internal Control Over

Compliance in Accordance with the Uniform Guidance

Report on Compliance for Each Major Federal Program

Management's Responsibility

Auditor's Responsibility

Opinion on Each Major Federal Program

We have audited the compliance of Manhattan-Ogden Unified School District Number 383's (the District)compliance with the types of compliance requirements described in the U.S. Office of Management and Budget(OMB) Compliance Supplement that could have a direct and material effect on each of the District's major federalprograms for the year ended June 30, 2021. The District's major federal programs are identified in the summaryof auditor's results section of the accompanying schedule of findings and questioned costs.

Management is responsible for compliance with the requirements of laws, regulations, contracts, and grantsapplicable to its federal programs.

Our responsibility is to express an opinion on compliance for each of the District's major federal programs basedon our audit of the types of compliance requirements referred to above.

We conducted our audit of compliance in accordance with auditing standards generally accepted in the UnitedStates of America; the standards applicable to financial audits contained in Government Auditing Standards,issued by the Comptroller General of the United States; and the audit requirements of Title 2 U.S. Code ofFederal Regulations (CFR) Part 200, Uniform Administrative Requirements, Cost Principles, and AuditRequirements for Federal Awards (Uniform Guidance). Those standards and the Uniform Guidance require thatwe plan and perform the audit to obtain reasonable assurance about whether noncompliance with the types ofcompliance requirements referred to above that could have a direct and material effect on each major federalprogram have occurred. An audit includes examining, on a test basis, evidence about the District's compliancewith those requirements and performing such other procedures as we considered necessary in thecircumstances.

We believe that our audit provides a reasonable basis for our opinion on compliance for each major federalprogram. However, our audit does not provide a legal determination of the District's compliance.

In our opinion, the District complied, in all material respects, with the types of compliance requirements referredto above that could have a direct and material effect on each of its major federal programs for the year endedJune 30, 2021.

Page 52138


Report on Internal Control Over Compliance


Management of the District is responsible for establishing and maintaining effective internal control overcompliance with the types of compliance requirements referred to above. In planning and performing our auditof compliance, we considered the District's internal control over compliance with the types of requirements thatcould have a direct and material effect on each major federal program to determine the auditing procedures thatare appropriate in the circumstances for the purpose of expressing an opinion on compliance for each majorfederal program and to test and report on internal control over compliance in accordance the Uniform Guidance,but not for the purpose of expressing an opinion on the effectiveness of internal control over compliance.Accordingly, we do not express an opinion on the effectiveness of the District's internal control over compliance.

A deficiency in internal control over compliance exists when the design or operation of a control does not allowmanagement or employees, in the normal course of performing their assigned functions, to prevent or detect andcorrect, noncompliance with a type of compliance requirement of a federal program on a timely basis. A materialweakness in internal control over compliance is a deficiency, or combination of deficiencies, in internal controlover compliance, such that there is a reasonable possibility that material noncompliance with a type ofcompliance requirement of a federal program will not be prevented, or detected and corrected, on a timely basis.A significant deficiency in internal control over compliance is a deficiency, or a combination of deficiencies, ininternal control over compliance with a type of compliance requirement of a federal program that is less severethan a material weakness in internal control over compliance, yet important enough to merit attention by thosecharged with governance.

Our consideration of internal control over compliance was for the limited purpose described in the first paragraphof this section and was not designed to identify all deficiencies in internal control over compliance that might bematerial weaknesses or significant deficiencies. We did not identify any deficiencies in internal control overcompliance that we consider to be material weaknesses. However, material weaknesses may exist that havenot been identified.

The purpose of this report on internal control over compliance is solely to describe the scope of our testing ofinternal control over compliance and the results of that testing based on the requirements of Uniform Guidance.According, this report is not suitable for any other purpose.

Page 53139


SCHEDULE OF EXPENDITURES OF FEDERAL AWARDSFor the Year Ended June 30, 2021

Pass-ThroughFederal CFDA Entity Identifying

Federal Grantor/Pass-Through Grantor/Program Title Number Number ExpendituresU.S. Department of Agriculture

Passed through Kansas Department of EducationChild Nutrition Cluster

Section 11 10.555 DO383 33$ COVID-19 - National School Lunch Program 10.555 DO383 699,304 Special Milk Program for Children 10.556 DO383 239 Summer food service program for administration 10.559 DO383 214,888 Summer food service program for children 10.559 DO383 12,645 Summer food service program - food 10.559 DO383 2,082,683

Total Child Nutrition Cluster 3,009,792$

Child and adult care food program 10.558 DO383 112,676 Team Nutrition Training 10.574 DO383 200 Fresh Fruit & Vegetable Program 10.582 DO383 21,314

Total U.S. Department of Agriculture 3,143,982$

U.S. Department of EducationIndian Education Formula Grant 84.060 - 12,271$

Passed through Kansas Department of EducationSpecial Education Cluster

Title VI-B, Special Education 84.027 DO383 1,340,140$ Title VI-B, Early Childhood 84.173 DO383 40,650

Total Special Education Cluster 1,380,790$

Title 1 Low Income Education Needs of Disadvantaged Children 84.010 DO383 970,275$ Program Improvement - Vocational Education 84.048 DO383 94,143 Education for Homeless Children and Youth 84.196 DO383 17,219 Title IV 21st Century 84.287 DO383 130,000 Title III English Language Acquisition 84.365 DO383 34,690 USDE Impact Aid 84.041 DO383 135,559 COVID-19 - Emergency and Secondary School

Emergency Relief 84.425D DO383 1,234,525 Student Support 84.424 DO383 52,448 Title II A Improving Teacher Quality/Supporting Effective Instruction 84.367 DO383 140,518 Striving Readers - Link 84.371 DO383 1,381,465

Total U.S. Department of Education 5,583,903$

U.S. Department of DefenseDOD Education Activities - General 12.030 - 112,598$

Total U.S. Department of Defense 112,598$

Page 54140


SCHEDULE OF EXPENDITURES OF FEDERAL AWARDS (CONTINUED)For the Year Ended June 30, 2021

Pass-ThroughFederal CFDA Entity Identifying

Federal Grantor/Pass-Through Grantor/Program Title Number Number Expenditures (Continued)

U.S. Department of Health and Human ServicesHead Start 93.600 - 1,785,026$ Temporary Assistance for Need Families 93.558 - 134,750

Total U.S. Department of Health and Human Services 1,919,776$

U.S. Department of TransportationPassed through Kansas Department of Transportation

Highway Planning and Construction 20.205 - 843$ Total U.S. Department of Health and Human Services 843$

TOTAL FEDERAL EXPENDITURES 10,761,102$

Note 1: Basis of Presentation

Note 2: Non-Cash Assistance, Insurance, and Loans

Note 3: Indirect Cost Rate

The schedule of expenditures of federal awards includes the federal grant activity of the District and ispresented on the cash basis of accounting, modified to include recognition of accounts payable andencumbrances.

The information in this schedule is presented in accordance with the requirements of Title 2 U.S. Code ofFederal Regulations (CFR) Part 200, Uniform Administrative Requirements, Cost Principles, and AuditRequirements for Federal Awards (Uniform Guidance).

The District did not receive or expend any Federal awards in the form of noncash assistance, insurance, loans orloan guarantees for the year ended June 30, 2021.

The District has elected not to use the 10% de minimis indirect cost rate provisioned by the Uniform Guidance,Section 414 for reporting costs charged to federal award programs.

Page 55141


SCHEDULE OF FINDINGS AND QUESTIONED COSTSFor the Year Ended June 30, 2021

Section I - Summary of Auditor's ResultsFinancial Statement

Type of auditor's report issued: UnqualifiedInternal control over financial reporting:

Material weaknesses identified? Yes X NoneReportable conditions identified not considered

to be material weaknesses? Yes X None reported

Noncompliance material to financial statement noted? Yes X None

Federal AwardsInternal controls over major programs:

Material weaknesses identified? Yes X NoReportable conditions identified not considered

to be material weaknesses? Yes X None reported

Type of auditor's report issued on compliance for major programs: Unqualified

Any audit findings disclosed that are required to bereported in accordance with Title 2 U.S. Code of FederalRegulations (CFR) Part 200.516(a)? Yes X No

Identification of major programs: Name of Federal program CFDA NumberChild Nutrition Cluster 10.559, 10.553, 10.555, 10.556

COVID-19 Coronavirus 84.425

Title I Low Income 84.010

Dollar threshold used to distinguish between Type Aand Type B programs: 750,000$

Auditee qualified as a low-risk auditee? Yes X No

Note:

Section II - Financial Statement FindingsNo matters were reported

Section III - Federal Award Findings and Questioned CostsThere were no current year findings or questioned costs.

Beginning with the year ended June 30, 2016, the criteria for determination of low-risk auditee status was changed bythe U.S. Office of Management and Budget (OMB). Specifically, the regulatory basis of accounting prescribed by theState of Kansas does not meet the criteria established by OMB in the Uniform Grant Guidance (UGG). The Districtcontinues, however, to meet each of the other criteria for low-risk auditee status.

Page 56142

Date: November 17, 2021 To: Board of Education From: Superintendent Marvin Wade Re: Safety and Security Annual Report Prepared by: Michele Jones, Director of Communications and School Safety Background Information: Manhattan-Ogden USD 383 received a U.S. Department of Education Safe and Drug Free School’s Readiness and Emergency Management (REMS) grant for $299,855 in September of 2010. USD 383 also received a REMS grant in 2006 for $100,000. The key components of the 2010 grant included adopting the National Incident Management System, coordinating with the Kansas Homeland Security plan, strengthening our infectious disease plan, developing a food defense plan and strengthening our emergency management plan for our special needs populations. We also wanted to enhance our partnerships with our community first responders, update and rewrite our emergency operations plan and offer more training for our building safety team members. We did not do Safety Weeks during the 2020-2021 school year. Schools did complete the mandatory safety drill requirements from the State of Kansas. Current Considerations:

• We are back to participating in School Safety Weeks this year. We started on September 7 and will be done by December 17. This is the 8th year of School Safety Weeks and our partnership with area first responders. This ONE event has proven to be the most significant exercise we could do to prepare for emergencies. Our schools have a solid foundation and we learn something each time we do a drill.

• Our partnerships with area first responders continue to be the key to success. This year we have expanded our partnerships to include the Pottawatomie County Sheriff Office, the Pottawatomie County Fire, and Pottawatomie County Emergency Management

• We continue to improve and strengthen our radio communications plan throughout the district. We continue to add small repeaters to our larger schools for better coverage.

• The 5th full scale active violence drill at Manhattan Catholic School in July in coordination with Riley County Police Department, Manhattan Fire Department and Emergency Medical Services.

o The 2020 drill was cancelled due to COVID. o Plans are already underway for the 2022 drill. This drill will take place at Anthony

Middle School on July 12, 13 and 14. More details to come. And we will encourage district staff to attend (Board members are also welcome to attend)

• I serve on several of the ESF’s (Emergency Support Function) collaboration teams through the Riley County Emergency Preparedness Management Plan. For example: ESF 8 is the Public Health and Medical Services annex and ESF 6 is the Mass Care, Housing and Human Services annex.

• I serve on the Riley County Local Emergency Planning Committee.

• Transportation and schools have worked together to develop a plan for severe weather/buses running – Green Bus Door. All K – 12 schools have identified a door that will be staffed in case of severe weather during bus routes. Buses can stop at that door and runs students inside the building to a severe weather shelter.

• Several area agencies have worked together to form a Riley County Public Information Officer group. Our group meets every other month and we are working on developing

ITEM 8.1.1

143

PIO roles, a master template of approved statements, and a functional exercise tied to the active violence drill to practice the PIO functions.

• USD 383, Riley County Police Department and Manhattan Fire Department spoke to several groups last year about the partnership that we have formed and why it is important to all work together.

• We have strengthened our partnership with the Riley County Health Department over the past two years (COVID, vaccines, medical advisory, quarantines, etc.).

o Recipient of KDHE grant to implement COVID testing and employ two COVID Response Coordinators to assist school nurses.

District Goal:

Students are well equipped for lifelong success at increasingly higher levels of academic growth, social-emotional development and postsecondary preparation.

District objectives/strategies:

• Provide a culture and environment to promote positive and productive conditions for learning, teaching and working.

• Develop and enhance mutually beneficial relationships where schools, families and community partners share a commitment to student success.

Future Considerations:

• Overhaul of the USD 383 Emergency Operations Guide and the Emergency Manual.

• Continue to develop good communication practices with our first responders – as we have learned, clear, direct communication is key during an incident.

• Begin/continue the discussions surrounding the recovery phase of a crisis event – how do we recover and move forward. These conversations include planning for short-term and long-term mental health interventions and Continuity of Operations Plan.

• Focus on reunification logistics with every school. This includes re-forming a district support team that will be deployed in case of a crisis.

• Bring back the Stop The Bleed program to faculty. This is 1-hour class designed to show people how to stop bleeding by stuffing the wound with cloth and/or using a tourniquet. We have collaborated with Ascension Via Christi and Riley County Emergency Medical to provide this training. We started this training pre-COVID and then had to pause the program.

Recommendations: This report is presented for information purposes only.

144

Date: November 17, 2021 To: Board of Education From: Superintendent Marvin Wade Re: Fort Riley Partnerships Update Prepared by: Dr. Paula Hough, Executive Director of Teaching and Learning

Sandy Johnson, Fort Riley School Liaison Officer, Child & Youth Services/DFMWR Background Information: Manhattan-Ogden USD 383 enjoys a partnership with Fort Riley School Support Services. A primary component of this partnership is the support, collaboration and relevant and timely communication with the School Liaison Officer (Ms. Sandy Johnson) who keeps us up-to-date regarding military life and events. Ms. Johnson provides district staff information about current deployments, returns, events on the base, etc. When buildings were asked about current military connected events, each point person recognized the importance of the role Ms. Johnson plays in our support of military connected students. As a district, we are committed to provide opportunities for our students who have military connections within their family. These, like most things in the past two years, has looked different as a result of Covid-19 in our buildings. Our district social workers, counselors, administrators, educators, support staff, etc. are all aware of the importance of supporting all students, but ensuring our students who are connected to Fort Riley have an additional, specific layer of support. Even though the past two years have looked different, there has been intentional support for our students. Our buildings have created and sustained small groups that serve as support groups for our military connected students. These groups look different at each building, as the enrollment and needs of each building vary significantly. Oliver Brown social worker, Hanna King, for example, hosts a military family support group that meets after school and provides mentoring for older and younger students, provides a safe place for discussions and collaboration, and honors the work of our military. At Eisenhower Middle School, Angela Bunger and Erica Vrbas, district counselors, facilitate leadership groups that support our military connected groups. These are two examples of many specific group opportunities available to our students. The Veterans Day Parade in November 2020 was unlike those in the previous years. Because of Covid, Hybrid/Remote Learning, and other reasons, students were not able to participate in the parade. Fast-forward to November 11, 2021 and our students and staff are back in the action. This year I am proud of the administrators and teachers who made this event a priority. Ms. Beth Neitzel, Principal of Bluemont Elementary, prioritized this event and created the opportunity for all students in her learning environment to attend the parade. Kathy Stitt, Principal of Amanda Arnold, provided transportation for key groups within her learning space to attend, including all 4th grade students, Leadership Students, and Student Council. Ms. Erica Bammes, Principal at Lee Elementary and Ms. Ashley Smith, Principal at Theodore Roosevelt Elementary, also encouraged attendance of various groups from within their schools. Manhattan High School Marching Band also represented the school district in the parade. Even though this is a single event, the leaders within USD 383 spread the learning and importance of the event throughout the month of November. While the presence of active military within our schools and our students at the base has been limited over the past two years, we are working to restore and refine past practices, which includes providing:

• Information about military families and the support we can offer them in our schools;

• Program options that broaden the scope of services for military students, as well as, all students in our district;

• Professional development for our staff to assist in understanding the responsibilities and life events of our military families;

• Assisting with the Adopt A School Partnership.

ITEM 8.1.2

145

Below is the chart of active military students in USD 383. As it shows, there have been shifts to the enrollment of military connected students within many of our buildings as a result of redistricting, sixth grade students moving to the middle school environment and other reasons. Building systems need time to adjust to these new enrollment numbers. Additionally, Manhattan-Ogden USD 383 signed the Interstate Compact on Educational Opportunity for Military Children. Appendix A is the letter shared with military families each year that clarifies the expectations regarding the transition services needed by our military students and the district’s commitment to support these services. Military-connected information is posted on the USD 383 website at https://www.usd383.org/community/fort-riley/usd-383-military-families

District Goal:

Students are well-equipped for lifelong success at increasingly higher levels of academic growth, social-emotional development and postsecondary preparation. District Strategies: 1C. Institutionalize a multi-tiered system of reading, mathematics and social-emotional supports.

1D. Implement a trauma-responsive structure to support mental health needs of the school community.

2A. Identify and implement policies and practices to promote diversity, inclusion and equity.

3A. Engage and empower families as stakeholders.

3B. Expand and strengthen community partnerships to enrich student learning.

Board of Education Policies: LB School-Community Cooperation LC School-Community Programs Financial Implications: Currently, there are no financial implications involved in this partnership update. Future Considerations: 1. Childcare before and after school remains a concern for military families establishing their homes in

Manhattan. The district is aware of these issues and continues to explore solutions. 2. The district strives to create unique program and support opportunities for military students and all

students with our partners at Fort Riley. Recommendation: This report is for information purposes only.

146

https://www.usd383.org/community/fort-riley/usd-383-military-families

18-19 19-20 20-21 21-22

AA 81 105 109 77

BL 25 19 24 24

CHPS 13 12 3 3

FB 32 35 40 28

LEE 49 61 56 24

MAR 39 33 29 41

NV 24 25 30 16

OG 47 46 41 21

OB 54

TR 28 51 30 18

WW 55 63 65 20

AMS 46 54 57 72

EMS 44 51 49 49

MHS 159 205 202 172

MVA 3 6 6 16

TOTAL: 645 766 741 635

0

50

100

150

200

250

AA BL FB LEE MAR NV OG OB TR WW AMS EMS MHS MVA

Active Military Students in USD 383

18-19 19-20 20-21 21-22

147

Appendix A:

Manhattan-Ogden USD 383 and the Interstate Compact Date: 2021-22 School Year To: Our Military Families From: Dr. Marvin Wade, Superintendent Subject: Interstate Compact on Educational Opportunity for Military Children Manhattan-Ogden USD 383 is committed to doing whatever we can to provide the best possible transition and educational experience for our military students. Our district will comply fully with the expectations of the Interstate Compact. These expectations include:

1. Unofficial or "hand-carried" education records – In the event that official education records cannot be released to the parents for the purpose of transfer, the custodian of the records in the sending state shall prepare and furnish to the parent a complete set of unofficial educational records containing uniform information as determined by the Interstate Commission. Upon receipt of the unofficial education records by a school in the receiving state, the school shall enroll and appropriately place the student based on the information provided in the unofficial records pending validation by the official records, as quickly as possible.

2. Official education records/transcripts – Simultaneous with the enrollment and conditional placement of the student, the school in the receiving state shall request the student's official education record from the school in the sending state. Upon receipt of this request, the school in the sending state will process and furnish the official education records to the school in the receiving state within ten (10) days or within such time as is reasonably determined under the rules promulgated by the Interstate Commission.

3. Immunizations – Compacting states shall give thirty (30) days from the date of enrollment or within such time as is reasonably determined under the rules promulgated by the Interstate Commission, for students to obtain any immunization(s) required by the receiving state. For a series of immunizations, initial vaccinations must be obtained within thirty (30) days or within such time as is reasonably determined under the rules promulgated by the Interstate Commission.

4. Kindergarten and first grade entrance age – Students shall be allowed to continue their enrollment at grade level in the receiving state commensurate with their grade level (including Kindergarten) from a local education agency in the sending state at the time of transition, regardless of age. A student that has satisfactorily completed the prerequisite grade level in the local education agency in the sending state shall be eligible for enrollment in the next highest grade level in the receiving state, regardless of age. A student transferring after the start of the school year in the receiving state shall enter the school in the receiving state on their validated level from an accredited school in the sending state.

148

5. Course placement – When the student transfers before or during the school year,

the receiving state school shall initially honor placement of the student in educational courses based on the student's enrollment in the sending state school and/or educational assessments conducted at the school in the sending state if the courses are offered. Course placement includes but is not limited to Honors, International Baccalaureate, Advanced Placement, vocational, technical and career pathways courses. Continuing the student's academic program from the previous school and promoting placement in academically and career challenging courses shall be paramount when considering placement. This does not preclude the school in the receiving state from performing subsequent evaluations to ensure appropriate placement and continued enrollment of the student in the course(s).

6. Educational program placement – The receiving state school shall initially honor placement of the student in educational programs based on current educational assessments conducted at the school in the sending state or participation/placement in like programs in the sending state. Such programs include, but are not limited to: 1) gifted and talented programs; and 2) English as a second language (ESL). This does not preclude the school in the receiving state from performing subsequent evaluations to ensure appropriate placement of the student.

7. Special education services – 1) In compliance with the federal requirements of the Individuals with Disabilities Education Act (IDEA), 20 U.S.C.A. Section 1400 et seq, the receiving state shall initially provide comparable services to a student with disabilities based on his/her current Individualized Education Program (IEP); and 2) In compliance with the requirements of Section 504 of the Rehabilitation Act, 29 U.S.C.A. Section 794, and with Title II of the Americans with Disabilities Act, 42 U.S.C.A. Sections 12131-12165, the receiving state shall make reasonable accommodations and modifications to address the needs of incoming students with disabilities, subject to an existing 504 or Title II Plan, to provide the student with equal access to education. This does not preclude the school in the receiving state from performing subsequent evaluations to ensure appropriate placement of the student.

8. Placement flexibility – Local education agency administrative officials shall have flexibility in waiving course/program prerequisites, or other preconditions for placement in courses/programs offered under the jurisdiction of the local education agency.

9. Absence as related to deployment activities – A student whose parent or legal guardian is an active duty member of the uniformed services, as defined by the compact, and has been called to duty for, is on leave from, or immediately returned from deployment to a combat zone or combat support posting, shall be granted additional excused absences at the discretion of the local education agency superintendent to visit with his or her parent or legal guardian relative to such leave or deployment of the parent or guardian.

149

10. Eligibility for enrollment – a. Special power of attorney, relative to the guardianship of a child of a military

family and executed under applicable law shall be sufficient for the purposes of enrollment and all other actions requiring parental participation and consent.

b. · A local education agency shall be prohibited from charging local tuition to a transitioning military child placed in the care of a non-custodial parent or other person standing in loco parentis who lives in a jurisdiction other than that of the custodial parent.

c. A transitioning military child, placed in the care of a non-custodial parent or other person standing in loco parentis who lives in a jurisdiction other than that of the custodial parent, may continue to attend the school in which he/she was enrolled while residing with the custodial parent.

11. Eligibility for extracurricular participation – State and local education agencies shall facilitate the opportunity for transitioning military children's inclusion in extracurricular activities, regardless of application deadlines, to the extent they are otherwise qualified.

12. Waiver requirements – Local education agency administrative officials shall waive specific courses required for graduation if similar course work has been satisfactorily completed in another local education agency or shall provide reasonable justification for denial. Should a waiver not be granted to a student who would qualify to graduate from the sending school, the local education agency shall provide an alternative means of acquiring required coursework so that graduation may occur on time.

13. Exit exams – States shall accept: 1) exit or end-of-course exams required for graduation from the sending state; or 2) national norm-referenced achievement tests or 3) alternative testing, in lieu of testing requirements for graduation in the receiving state. In the event the above alternatives cannot be accommodated by the receiving state for a student transferring in his or her senior year, then the provisions of item 14 listed below shall apply.

14. Transfers during senior year – Should a military student transferring at the beginning or during his or her Senior year be ineligible to graduate from the receiving local education agency after all alternatives have been considered, the sending and receiving local education agencies shall ensure the receipt of a diploma from the sending education agency, if the student meets the graduation requirements of the sending local education agency. In the event that one of the states in question is not a member of this compact, the member state shall use best efforts to facilitate the on-time graduation of the student in accordance with items 12 and 13 listed above.

I know the professional staff in our school district will support and advise you in your child's transition between schools. Should you believe we are not fulfilling our responsibilities, first communicate your concerns with the school principal. If any of these expectations remain unresolved, call me at 785-587-2000.

150

MANHATTAN-OGDEN USD #383GENERAL FUND AND LOCAL OPTION BUDGET

11/1/2021

2021-22 SO66 Preliminary Enrollment Increase = 125.0 Wtd. Formula

L.O.B. = 33.00% Budget

BBPP = 4,706.00$ GENERAL FUND Actual 9/20 Count

2021-22 School YearProjected 2021-22 Enrollment 6,330.3

Audited 2020-2021 Enrollment 6,205.3 6,205.3 FY2021 AuditedAudited 2019-20 Enrollment 6,532.5 6,447.4 FY2020 Audited Audited 2018-19 Enrollment 6,482.4 6,482.4 FY2019 Audited Three Year Average 6,406.7 6,378.4 Greater of P-Yrs enrollment or 3 yr avg 6,532.5 6,447.4 Base FTE Value from formula 6,532.5 31,007,834$ 31,007,834$ -$

KAMS (FHSU) - - 0.0 0 -$ February 20 military student count-Pr Yr - 56.5 -$

February 20 additional weighting

4 year old at risk 82.0 0.50000 41.0 192,946$ 200,005$ (7,059)$

High enrollment weighting 6,630.0 0.035040 232.3 1,093,204$ 1,093,674$ (470)$

Virtual Education--FT 235.0 5000.000000 1,177,127$ 1,177,127$ -$

Virtual Education--PT - 1700.000000

Virtual Credits 19+ 3.0 709.000000

ESL (Bilingual education) 938.0 0.39500 61.8 290,831$ 330,832$ (40,001)$

Vocational education 1,051.0 0.50000 87.6 412,246$ 352,950$ 59,296$

At Risk 1,960.0 0.48400 948.6 4,676,823$ 5,082,009$ (405,186)$

At Risk NP/High Density 45.2 1.00000 45.2 -$ -$

New facility - 0.25000 - -$ -$ Transportation (student density/Per Capita) 2,750.0 570.00000 370.5 1,743,424$ 1,875,341$ (131,917)$

Total General Fund Weighted F.T.E. 8,376.0

Special EdState Aid

Fundingper Tch est

Special Education (92% of excess cost) 8,600,000$ 30,085$ 1,827.5 8,600,000$ 8,600,000$ -$ Total weighted F.T.E. 10,203.5

Per pupil budget authority 4,706$ KSDE Yr End Budget Adjustment/RdingTransfer from Contingency Reserve -$ -$ 0General Fund 49,194,798$ 49,194,651$ 49,719,988$ (525,337)$

.Local Option Budget 16,019,073$ 15,845,712$ 16,019,073$ (173,361)$

Total Budget Authority 65,213,871$ 65,040,363$ 65,739,061$ (698,698)$

GF Authority Less SPED & Virtual 39,417,671$ 39,417,524$ 39,942,861$ (525,337)$

2021-22 Budget (SB 423-Year 4 of 5)

FY 2022 Published

Budget Values

Difference SO66 vs. 2022

Published Budget

GEN-LOB BUDGET FORM 150 21-22Gen-LOB 150

ITEM 8.2.2

151

KANSAS STATE DEPARTMENT OF EDUCATION

2021-22 FINAL MILL RATES AS CERTIFIED BY COUNTY CLERK

District Name: Manhattan-Ogden District Number: D0383

Supt./Interim Supt.: Dr. Marvin Wade

Contact Name: Lew Faust

Contact Phone: 785-587-2000

LEVY FUND FUND # BUDGETED RATE FINAL RATE

General

Supplemental General (LOB)

Adult Education

Capital Outlay

Cost of Living

Special Liability Expense

School Retirement

Extraordinary Growth Facilities

06

08

10

16

33

42

44

45

20.000

15.554

.000

8.000

.000

.000

.000

.000

20.000

15.543

.000

7.995

.000

.000

.000

.000

Print date: 11/12/2021

No Fund Warrant 66 .000 .000

Bond & Interest #2 63 .000 .000

18.05318.06562Bond & Interest #1

Special Assessment

Temporary Note

TOTAL USD RATE

67

68

.000

.000

61.619

.000

.000

61.591

Other: Public Library Board Employee Benefits 83 .000 .000

Other: Public Library Board 82 .000 .000

.000.00080Other: Historical Museum

TOTAL OTHER RATE .000 .000

Other: Recreation Commission Employee Benefits & Special Liability 86 .000 .000

Other: Recreation Commission 84 .000 .000

152

Date: November 17, 2021 To: Board of Education From: Superintendent Marvin Wade Re: Pandemic Response Plan Prepared by: Marvin Wade, Superintendent, USD 383 Background Information: During a regular meeting held October 20, 2021, the USD 383 Board of Education approved changes to the 2021-2022 Pandemic Response Plan and stated the next review of the plan must occur prior to November 19, 2021. School has been in session for three months and overall dashboard data has stabilized or improved over the past two months:

Data Point Sept. 5-11 Oct. 3-9 Oct 31 - Nov 6 Riley County Positivity Rate 7.06% 3.97% 5.18% Incidence Rate / Trend

Riley County overall 181.86 94.30 94.30 Age Group 0 - 4 2.69 4.04 1.35 Age Group 5 - 10 13.47 9.43 2.69 Age Group 11 - 17 22.90 6.74 4.04

USD 383 Attendance Rate Student 92.57% 94.12% 93.47% Staff 88% 88% 85%

USD 383 Number Testing Positive Students 15 8 7 Staff 0 1 3

USD 383 Number in Quarantine Students 112 78 21 Staff 4 2 0

The Riley County Health Department, Kansas Department of Health and Environment, and our local Medical Advisory continue to provide USD 383 with valuable data and insights regarding COVID, as well as updates about medical/public health conditions and protocols. Current Considerations: It remains a recommendation of the superintendent (with support from administrators, other staff and medical advisory) that all current mitigation practices and processes remain in place until December 17th. As with previous plans, the Pandemic Response Plan is subject to change. Conditions will be closely monitored and the board will be informed as circumstances warrant consideration of possible changes to mitigation measures within USD 383 – with an update to be presented for board action prior to December 17, 2021. The Pandemic Response Plan dated November 17, 2021 (attached) includes minor changes from the October 20 board-approved plan, as noted below:

Cover Page - Change in date from October 20 to November 17, 2021 Second Page - Dates were changed in lines two and three of header Fourth Page - Updated bullet three about vaccinations for students ages 5-11 Page 2 - Date changed in third bullet from November 19 to December 17 Page 8 - Last sentence of second item from the bottom changed to “Masks should be made from a fabric that blocks light when held up to a bright light source.” Wording in previous document stated “Masks should also be two or three layers of tightly woven fabrics that do not let light pass through when held up to a light source.”

ITEM 9.1

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District Goal: Students are well equipped for lifelong success at increasingly higher levels of academic growth, social-emotional development, and postsecondary preparation. District Objectives/Strategies: Objective 1 Provide every student equitable access to learner-centered curriculum, instruction,

assessment and interventions. Objective 2 Provide a culture and environment to promote positive and productive conditions for

learning, teaching and working. Objective 3 Develop and enhance mutually beneficial relationships where schools, families and

community partners share a commitment to student success. Board of Education Policies: EBB Safety GAR Communicable Diseases IDA Educational Program IDAB Support Programs Financial Implications: Financial implications will be considered on an ongoing basis as revisions to the plan are implemented. No additional funds will be expended without identification of funding source and consideration of ramifications on mid- and long-range priorities of the district. Future Considerations: Providing a safe environment for learning, teaching and working will remain the top priority, as changes within the schools and community are monitored and adjusted so we can return to pre-COVID conditions as safely and quickly as possible. Recommendation: Approve (A2) the Pandemic Response Plan as presented and recommended by administration, with the next review of the plan to occur prior to December 17, 2021. Recommended Motion: "I move to give final approval to the Pandemic Response Plan as presented and recommended by administration, with the next review of the plan to occur prior to December 17, 2021.”

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https://www.usd383.org/home/showdocument?id=730



November 17, 2021

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Addendum to USD 383 Pandemic Response Plan Presented to Board of Education on November 17, 2021

Effective November 1 – December 17, 2021

• USD 383 reserves the right to revert back to previous versions of the Pandemic Response Plan and to institute required masking for everyone.

• All students, regardless of vaccination status or optional masking, MUST wear a mask while on a school bus/in a school vehicle per federal mandate (see page 18 of the Pandemic Response Plan)

• All other mitigation protocols will remain in place.

Manhattan High School (East and West Campuses)

• Beginning Monday, November 1, masks would be optional for students, staff and visitors. It is theresponsibility of the student/parent to monitor mask wearing. The school will not be responsible forkeeping track of who is or is not wearing a mask.

o Do not be surprised that many teachers and students may choose to continue to wear a mask.o Masks will be required while in the school nurse office.o It is strongly encouraged for students and staff that have a cough/congestion/ respiratory illness

not related to COVID to wear a mask to decrease the likelihood of transmission to others.• If a student is within 3 feet for longer than 10 minutes, regardless if they are wearing a mask or not, they

will be considered a close contact.• If a student is not masked and is within 6 feet for longer than 10 minutes of a positive case, that student

will be a close contact.o Unvaccinated students will have to quarantine and may return to school after 10 calendar days

have passed AND symptoms have not developed. Unvaccinated students who are not having symptoms may PCR (polymerase chain

reaction) test at day 6, with a possible return to school at day 7 (household contacts canPCR test on day 16 with a possible return on day 17). Testing will be done with anappointment made through the school nurse or COVID Response Coordinator. Testingcan be done in a vehicle or outside of school building. PCR testing will not be done insideof the school or school nurse office.

At this time, we will only be testing close contacts from school and household contacts(** this could change due to staffing and test availability).

At this time, daily testing to stay at school if a close contact will not be available tostudents (** this could change due to staffing and test availability).

o Fully vaccinated students will not be considered a close contact of someone who has testedpositive and will not have to quarantine, unless they are showing symptoms. Masking isrecommended for 10 days if identified as a fully vaccinated close contact.

• If a student is masked and is within 6 feet for longer than 10 minutes, that student will not be considereda close contact.

• All students, regardless of vaccination status or optional masking, MUST wear a mask while on a schoolbus/in a school vehicle per federal mandate (see page 18 of the Pandemic Response Plan)

• Activities and athletics must follow all health and safety mandates at the venues they are traveling to.

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Middle Schools, Elementary Schools and Early Learning Centers

• All teachers, staff, students and visitors will continue to be required to wear a mask at any indoor USD383 facility, regardless of vaccination status.

• If a student is masked and is within 3 feet for longer than 10 minutes of a positive case, that person willbe a close contact.

o If a student is a close contact of a positive case at school and is not symptomatic, that personcan take a rapid COVID test each morning at school for 7 days. The test takes approximately 20minutes to perform and receive the results. If the test is negative, the student can remain atschool that day. If positive, the student must leave the building and begin to isolate. Parents willbe called to pick up the student immediately from school.

o Daily testing can be done inside the school, in a vehicle or outside of the building.o If a student is a household contact of a positive case and is not symptomatic, that student can

take a PCR COVID test at day 6. If negative, that student can return to school at day 7 or later.That student will need to daily rapid test with the school nurse until what would have been day16 of their quarantine. If positive, that student would need to begin a 10 day isolation. Testingwill be done with an appointment made through the school nurse or COVID ResponseCoordinator. Testing can be done in a vehicle or outside of school building. PCR testing will notbe done inside of the school or school nurse office.

o At this time, we will only be testing close contacts from school or a household contact (** thiscould change due to staffing and test availability).

o If a person is a close contact of a positive case and is symptomatic, that person will need to betested and will be excluded from school.

• All students, regardless of vaccination status or optional masking, MUST wear a mask while on a schoolbus/in a school vehicle per federal mandate (see page 18 of the Pandemic Response Plan)

• Schools can begin to allow a limited number of volunteers into the building.• No visitors will be allowed to be in the cafeteria during meal times.

Support Buildings

• Transportation – Must wear a mask while on a school bus (see page 18 of the Pandemic Response Plan for more detailed information on the federal mandate). Optional mask while at the Transportation building

• Maintenance – Optional mask while working at MHS East or West. Required mask at middle schools, elementary schools and early learning centers. Optional mask wearing at support buildings.

• Child Nutrition – Optional mask while working at MHS East or West. Required masks at middle schools, elementary schools and early learning centers. Optional mask at Central Kitchen.

• Warehouse – Optional mask while delivering to MHS East or West. Required masks while delivering to middle schools, elementary schools and early learning centers. Optional mask while delivering to support buildings. Optional mask while at warehouse.

• Robinson Education Center – Optional masks while inside the Education Center, MHS East or MHS West. Required mask at middle schools, elementary schools and early learning centers. Optional mask at support buildings.

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Vaccinations

• We encourage staff to get fully vaccinated.o USD 383 employees who received their 1st and 2nd doses of Moderna in February/March of 2021

are eligible for a booster. Boosters are available through the Riley County Health Department, local physician offices, and local pharmacies.

o We also encourage USD 383 employees to get the flu vaccine.• We encourage students ages 12 + to get fully vaccinated.

o Vaccinations are available at the Riley County Health Department, physician offices, and local pharmacies

o To find a location, visit: https://www.vaccines.gov/search/o We also encourage USD 383 students 12+ to get the flu vaccine.

• We encourage students ages 5 – 11 to get fully vaccinated.o Riley County Health Department has plans for vaccination clinics that will target this age group

on Saturday, November 13 and Saturday, December 4. o Vaccinations will also be available at some physician offices and local pharmacies.o We also encourage USD 383 students ages 5 - 11 to get the flu vaccine.

• We encourage USD 383 students below the age of 5 to get the flu vaccine.

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https://www.vaccines.gov/search/

2021/2022 School Year

• USD 383 is committed to in-person learning - 5 days a week for the 2021/2022 schoolyear.

- Students benefit from in-person learning and instruction for the 2021/2022 school year isa priority.

• Beginning November 1, 2021, masks would be optional for USD 383 high schoolstudents and staff. The only exception is while riding in a USD 383 vehicle - masks arefederally mandated for all riders.

• USD 383 middle school, elementary school and early learning students and staff will berequired to wear a mask when indoors on USD 383 property at least through December17, regardless of vaccination status.

• Beginning November 1, 2021, masks would be optional for USD 383 support buildings.**See Pandemic Response Plan Addendum for specific information.

• Social distancing will be practiced as much as possible. Social distancing of 3 feet cannotbe guaranteed at all times when students are in school.

• Anyone eligible to get vaccinated is strongly encouraged to do so.

• USD 383 reserves the right to revert back to the 2020/2021 Building Foundations for aStrong Reopening COVID-19 response plan if necessary. Contents of this plan are subjectto change.

• USD 383 will continue to use guidance from the Riley County Health Department, KansasDepartment of Health and Environment, MHK Medical Task Force, and the Centers forDisease Control.

Pandemic Response Plan | Page 2

Dear USD 383 Families, Staff and Community,

Manhattan-Ogden USD 383 continues to believe that students benefit most from in-person instruction, and we remain committed to keeping our schools open and safe. As we begin the 2021-2022 school year in the midst of a global pandemic, our goal of remaining open safely serves as the driving force behind this “District Plan for Safe Return to In-Person Instruction and Continuity of Services.”

The work accomplished thus far has positioned USD 383 well for what lies ahead. We will remain in regular communication with the Riley County Health Department and local physicians – capable of making rapid adjustments if it is deemed necessary.

Thank you for your support of our commitment to safe and supportive in-person instruction five days per week. We look forward to celebrating many successes together during the coming year.

With gratitude and determination,

Marvin Wade, SuperintendentManhattan-Ogden USD 383

Unified School District 383 Board of Education

Jurdene Coleman, President Curt Herrman

Kristin Brighton, Vice President Katrina Lewison

Darell Edie Brandy Santos

Karla Hagemeister

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Section 1: Health InformationManhattan-Ogden USD 383 has developed the following protocols in conjunction with the Riley County Health Department and the MHK Medical Task Force. We have used guidance from the Kansas Department of Health and Environment (KDHE) and the Centers for Disease Control (CDC).

• Please notify the school if your child has an illness. Please call the school directly. Do not contactyour child’s teacher. You will be asked what symptoms of illness your child is experiencing. USD383 tracks and reports illness symptoms to the Riley County Health Department to help preventthe spread and outbreak of illness/disease. We do not share personal student information, onlysymptoms.

• Parents must keep their child home if the child is not feeling well.

• It is highly recommended that if your child has a temperature above 100 degrees and any othersymptoms of illness that you keep them home.

• Fevers: students and adults may return to school when fever free for 24 hours WITHOUT the useof medication to lower the temperature.

• We ask that you provide a doctor’s note if your child is ill and absent for more than five days.

• We ask that you provide updated records of immunizations and health conditions of your child tothe school nurse.

• Students and staff must wash hands or use hand sanitizer upon entering and exiting the nurse’soffice.

• To limit student and staff exposure to illness, nurses will educate and train school staff on how tohandle minor health issues in the classroom PRIOR to sending a student to the nurse’s office, aswell as guidelines for sending students that need nursing care.

• We ask that your child be picked up WITHIN one hour of notification that they are being senthome due to an illness. Please make sure that all contact information is correct in Infinite Campusand have various contacts available for the nurse.

• Nursing care that has risk of droplet spread will be done in an isolation area, and the nurse willwear proper protective equipment.

Symptoms of

COVID-19

• Fever (100.4 or higher)• Chills• Muscle or body aches• Headache• Fatigue• Sore Throat• Lower respiratory illness (cough, shortness of breath, difficulty breathing)• Diarrhea• Loss of taste or smell• Runny nose• Congestion• Nausea/vomiting

COVID-19 Specific Health Information

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Procedures for a

Confirmed Positive

Case

• A person is considered to have COVID-19 if they have received apositive test. A case is considered infectious two days prior to theonset of symptoms through, at least, 10 days after the onset ofsymptoms. For cases that do not have symptoms, the infectiousperiod is considered as two days prior to the date the test sample wascollected through a minimum of 10 days from the date the test samplewas collected. These individuals must remain in isolation until theyhave met the criteria to be released from isolation as established byKDHE or RCHD.

• When there is a confirmed positive case of COVID-19 in a school, theschool and/or nurse will notify the USD 383 Communications Directorand the RCHD to report and assist in the contact tracing process.The contact tracing process will guide the decisions of exclusionsand building closures. The exclusions could affect one student, acohort, classroom, or a building. Contact tracing and investigationsin collaboration with RCHD could lead to building closure(s). Thecollaboration process with the local health department assesses factorssuch as the likelihood of exposure to employees and students in thebuilding, the number of cases in the community and other factorsthat will determine when the building should reopen. While the schoolbuilding is closed, all school activities will be canceled or rescheduled,regardless of whether the activity was to take place in the building oranother location, including athletics/activities. Families/students andemployees will be encouraged to stay at home until more informationis provided by the school or the health department.

• The school will work with the local health department to assess forclose contacts within students and staff.

• Identities of all positive cases will not be named in any communicationsto the school community at large.

• RCHD, school nurses, and/or COVID Response Coordinators will contactfamilies/students and employees if they are a person of concernrelated to a positively identified case and encourage cooperation withthe school and the local health department to trace contacts.

• Given the nature of the pandemic, the school district will potentiallymake additional medical inquiries of staff and students than weotherwise would. If a family tells the school that a student (their child)is ill, the school will ask the parent whether the student is exhibitingany symptoms of COVID-19. If an employee calls in sick or appears ill,the school will inquire as to whether the employee is experiencing anyCOVID-19 symptoms.

• The district/school will notify the school community if there is aconfirmed positive COVID-19 case in school. This notification will bedone through the Infinite Campus email messenger.

• If a student is ill at school and leaves the building, siblings do NOTneed to leave the school until we receive further clinical guidance.

• Please contact your health care provider with a positive testresult.

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Fully Vaccinated Students and Adults

To be considered fully vaccinated, a person has to receive both doses of the COVID-19 vaccine in a 2-dose series (Moderna, Pfizer) or receive one dose in a single-dose vaccine (Johnson & Johnson) AND wait two weeks after the final dose. The day of the 2nd or only dose is considered day 0. On day 14, a person is considered fully vaccinated. Guidance provided by the Riley County Health Department and Kansas Department of Health and Environment.

Quarantine • Anyone who is fully vaccinated, who has received both doses of theCOVID vaccine in a 2-dose series, or received one dose in a single-dose vaccine, will be exempt from quarantine unless they test positive for COVID or are symptomatic. (They must provide a copy of their vaccination record, or be verified through WebIZ).

• If a person is in between doses or in the two week waiting periodafter the final dose and exposed to COVID-19, they should continue tofollow current guidance regarding exposure to someone with suspectedor confirmed COVID-19.

Masking and Social Distancing

• Beginning November 1, 2021, masks optional at MHS West and EastCampuses. Masks required at middle schools, elementary schools andearly learning centers. Masks optional at USD 383 support buildings.**See Pandemic Response Plan Addendum for specific details.

• Please continue to practice social distancing as much as possibleregardless of vaccination status.

Close Contact

• If a fully vaccinated person is considered a close contact of someonewho has tested positive or is showing symptoms, there is no need toquarantine unless showing symptoms. If symptoms do arise, currentguidance needs to be followed.

• If a person is within 3 feet for longer than 10 minutes, regardless ifthey are wearing a mask or not, they will be considered a closecontact.

• If a person is within 6 feet for longer than 10 minutes and NOTwearing a mask, they will be considered a close contact.

• If a person is within 6 feet for longer than 10 minutes and wearing amask, they will NOT be considered a close contact.

• If a person is within 3-6 feet and wearing a mask, they will beconsidered a close contact, but allowed to attend classes if they aremonitored daily for symptoms by parent/guardian.

Refusal to Follow

Expectations for Health Protocols

• To protect students and staff, health protocols have been developedand are expected to be followed. If a parent or student refuses tocomply with district health expectations, schools will follow studentdiscipline protocols up to and including suspension if necessary.

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Unvaccinated/Not Fully Vaccinated Students and Adults

A person is considered to be unvaccinated if they have not received any of the doses of either the two-dose or one-dose vaccines. A person is considered not fully vaccinated if they are in between doses of a two-dose vaccine and/or in the two week waiting period after the final or only dose of either the two-dose or one-dose vaccine. Guidance provided by the Riley County Health Department and Kansas Department of Health and Environment.

Close Contact

• If a person is unvaccinated or not fully vaccinated is considereda close contact of someone who has tested positive or is showingsymptoms, the unvaccinated person or not fully vaccinated personmust quarantine.

• If a person is within 3 feet for longer than 10 minutes, regardless ifthey are wearing a mask or not, they will be considered a closecontact.

• If a person is within 6 feet for longer than 10 minutes and NOTwearing a mask, they will be considered a close contact.

• If a person is within 6 feet for longer than 10 minutes and wearing amask, they will NOT be considered a close contact.

• If a person is within 3-6 feet and wearing a mask, they will beconsidered a close contact, but allowed to attend classes if they aremonitored daily for symptoms by parent/guardian.

Masking and Social Distancing

• Beginning November 1, 2021, masks optional at MHS West and EastCampuses. Masks required at middle schools, elementary schools andearly learning centers. Masks optional at USD 383 support buildings.**See Pandemic Response Plan Addendum for specific details.

• Please continue to practice social distancing as much as possibleregardless of vaccination status.

Quarantine • Students and adults who are not fully vaccinated must quarantine and may return to school after 10 calendar days have passed AND symptoms have not developed.

• Households contacts that are unvaccinated must quarantine for 20days from the positive test date.

Refusal to Follow

Expectations for Health Protocols

• To protect students and staff, health protocols have been developedand are expected to be followed. If a parent or student refuses tocomply with district health expectations, schools will follow studentdiscipline protocols up to and including suspension if necessary.

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Test Results

• Once a student or adult is excluded from the school environment, theymay return if they satisfy the recommendations of KDHE or RCHD.

- Untested: Persons who have not received a test proving or disprovingthe presence of COVID-19 but experience symptoms may return if thefollowing conditions are met:

• 10 calendar days have passed since the onset of symptoms AND

• Fever free for 24 hours without the use of fever-reducingmedicine.

• Improvement of other symptoms.

- Tested and Awaiting Results: Persons who are suspected of havingCOVID-19 and are awaiting test results should be isolated at homeuntil test results are received. Upon notification of test results, thestaff member or student should contact their supervisor or the schoolnurse (students).

- Positive Test Results

• Unvaccinated and vaccinated individuals may return when thefollowing conditions are met:

-10 calendar days have passed since the onset of symptoms AND

-Fever free for 24 hours without the use of fever-reducingmedicine.

- Other Students and Employees in the Household: If a student or staffmember is excluded from school because of a positive COVID-19 testresult, other students or employees who are not fully vaccinated livingwithin the same household are considered a close contact and will beexcluded mandatorily for a 20 day quarantine period which beginsafter the date of their last known exposure to the case. Asymptomatichousehold close contacts may PCR test on day 16 with a return toschool on day 17.

- Travel-Related Quarantine: If an unvaccinated student or employeehas recently traveled from a location on the KDHE Travel-RelatedQuarantine List the student or employee is subject to a mandatory 10day quarantine starting from the day following their return to Kansas.

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COVID-19 Vaccination• Everyone ages 5 and up are encouraged to get vaccinated.

• There are several ways to look for vaccination providers in the United States.

- Visit Vaccines.gov to find vaccination providers. In some states, information may be limited while more U.S. vaccination providers and pharmacies are being added.

- Text a ZIP code to 438829 or call 1-800-232-0233 to find vaccine locations in the United States.

- Contact the Riley County Health Department at 785-565-6560 to schedule an appointment.

- Check local pharmacy websites to see if vaccination appointments are available. Find out which pharmacies are participating in the Federal Retail Pharmacy Program.

Data Dashboard

• USD 383 publishes a weekly Data Dashboard each Wednesday afternoon, if data is available fromthe Riley County Health Department. The Data Dashboard can be found on the district website –www.usd383.org/datadashboard an example of the Data Dashboard can found in the AdditionalResources section of the Pandemic Plan.

• USD 383’s response to COVID-19 includes ongoing data analysis, consultation with local medicalproviders, and a layered approach that allows prevention strategies to be added or removedas conditions change within our schools and community. The data dashboard now includesvaccination rate, as well as previously reported indicators from Riley County Health Departmentand USD 383.

Mask Requirements

• Beginning November 1, 2021, masks optional at MHS West and East Campuses. Masks required at middle schools, elementary schools and early learning centers. Masks optional at USD 383 support buildings. **See Pandemic Response Plan Addendum for specific details.

- Middle school, elementary school and early learning center students and staff are required to wear an appropriate mask. Staff will work on a case-by-case basis with individuals unable to wear a mask (see mask exception form).

- Masks do not need to be worn when outside, while eating, or during designated mask breaks.

- Mask must cover mouth and nose at all times.

- Masks must be made of a tightly woven, breathable fabric, such as a cotton/cotton blend. Masks should be made from a fabric that blocks light when held up to a bright light source.

- The USD 383 Board of Education will re-evaluate the mask requirement for all students and staff. The Board of Education will look at local statistics and discuss in partnership with the MHK Medical Task Force and Riley County Health Department.

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Section 2: COVID-19 Testing• USD 383 is participating in the Kansas Department of Health and Environment’s School Testing

Program. The purpose of the program is to support safe, in-person instruction in schools. Arobust COVID-19 testing and vaccine strategy can provide another layer of prevention to protectstudents, teachers, and staff and slow the spread of COVID-19.

• Testing will be administered by a USD 383 school nurse or COVID Response Coordinator. Testingcould occur in the school building, directly outside of the school building, or in a vehicle. Writtenparental consent will be required for students under the age of 18 before any testing takes place.

• Strategy 1: Test to Know - USD 383 will have testing equipment available to provide rapidCOVID-19 testing to students and staff who become symptomatic during the school day.

• Strategy 2: Test to Stay and Learn - USD 383 will have testing equipment available to provide PCRtesting to students and staff who have been a close contact of a positive person and have been inquarantine. We will test on or after day 6 of quarantine. If PCR test is negative and there are nosymptoms, individuals may return to school/work.

• Strategy 3: Test to Stay, Play and Participate - USD 383 will have testing equipment available toprovide rapid COVID-19 testing for students and adults who participate in activities or athletics ifan outbreak occurs.** dependent upon nurse and testing availability

• MHS Students

- Unvaccinated students who are close contacts and not having symptoms may PCR (polymerase chainreaction) test at day 6, with a possible return to school at day 7. Testing will be done with an appointmentmade through the school nurse or COVID Response Coordinator. Testing can be done in a vehicle or outsideof school building. PCR testing will not be done inside of the school or school nurse office.

- At this time, we will only be testing close contacts from school (** this could change due to staffing andtest availability).

- At this time, daily testing to stay at school if a close contact will not be available to students (** this couldchange due to staffing and test availability).

- Fully vaccinated students will not be considered a close contact of someone who has tested positive andwill not have to quarantine, unless they are showing symptoms. Masking is recommended for 10 days ifidentified as a fully vaccinated close contact.

• Middle School/Elementary School/Early Learning Center Students

- If a student is a close contact of a positive case at school and is not symptomatic, that person can take arapid COVID test each morning at school for 7 days. The test takes approximately 20 minutes to performand receive the results. If the test is negative, the student can remain at school that day. If positive,the student must leave the building and begin to isolate. Parents will be called to pick up the studentimmediately from school.

- Daily testing can be done inside the school, in a vehicle or outside of the building.- If a student is a household contact of a positive case and is not symptomatic, that student can take a PCR

test at day 6. If negative, that student can return to school at day 7 or later. That student will need to dailyrapid test with the school nurse until what would have been day 16 of their quarantine. If positive, thatstudent would need to begin a 10 day isolation. Testing will be done with an appointment made through theschool nurse or COVID Response Coordinator. Testing can be done in a vehicle or outside of school building.PCR testing will not be done inside of the school or school nurse office.

- At this time, we will only be testing close contacts from school or a household contact (** this could changedue to staffing and test availability).

- If a person is a close contact of a positive case and is symptomatic, that person will need to be tested andwill be excluded from school.

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Section 3: Teaching and Learning

Instructional Expectations

• A hybrid learning option (that schools utilized last school year) is not an option for anyKansas school district this year.

• A remote learning option (that schools utilized last school year) will not be available forany Kansas student this school year.

- Kansas House Bill 2134 that was passed by the Kansas Legislature this year states thatno school district, beginning in school year 2022, shall provide or offer more than 40hours of remote learning to any student enrolled in the school district.

- When a student is out of school for a quarantine, their teacher may:

• Provide paper copies of assignments (picked up in the office, sent home with sibling,etc.)

• Upload assignments to the Learning Management System (Canvas)

• Parents/Guardians must keep the school informed of COVID positive results and/orquarantines. Please call your child’s school. Do not contact your child’s teacher(s).

• Absences due to COVID-19 quarantine/isolation will be considered an excused absence aslong as the parent/guardian keeps the school informed.

• Expectations for students in quarantine due to being a close contact or a positive COVIDcase have changed due to requirements at the state level. School districts are onlyallowed to provide 40 hours of remote services per year per student.

• If the educator is using the iPad regularly in the classroom and it would be beneficial for aquarantined/isolated student to access CANVAS, the iPad can go home with the student.This will be work on the iPad, not live instruction (daily check in not required).

- For K-3 classrooms, a charge and block can be checked out from the school library to besent home with the iPad.

- For students taking technology home, verify if student has access to WIFI. If not, a hotspot can be checked out from the school library.

• Educators may send home missed work, textbooks, assignments, etc as they would inprevious years for students who are ill. This applies to special education services as well.

• Schools will limit large student, parent, and school community gatherings, specificallyassemblies. Schools will offer virtual alternates when available or take appropriatemitigation steps when holding live events.



Multi-Tiered System of Support (MTSS)

• Educators will work proactively to support students’ learning needs based on screeningdata gathered from Formative Assessment System for Teachers (FAST).

- Universal screening assessments from FAST are administered to all students three timesper year to identify which students are potentially in need of educational supports andenhancements.

- Progress monitoring from FAST and other assessments are given to students receivingintervention support. Some are administered weekly or every other week. This dataprovides a reliable and valid measure of students’ growth in a particular skill area.

- ALL students can learn and achieve when appropriate resources and supports areaccessible from any setting.

- Strong administrative and educator commitment to student growth ensures clarityaround math, literacy and social/emotional protocols, lessons, and use of time andresources.

- Educators, families and students share the common goal of improving instruction,outcomes and building capacity for our students.

• Scientific, research-based core instructional models and intervention programs are thefoundation of student success.

- Our materials, approaches, and strategies are proven to have a high probability ofsuccess when implemented and followed with fidelity.

• MTSS gives various levels of support: Beyond the core curriculum, educators matchstudents’ instruction and support to the level and intensity of their need. The levels ofsupport provided to students are based on increasing level of student needs, which isorganized through a tiered framework:

- Tier 1 is whole class core instruction for all students.

- Tier 2 is whole class core instruction + additional targeted instruction (sometimes in asmall group setting).

- Tier 3 is whole class core instruction + additional targeted instruction + intensiveintervention (sometimes in a one-on-one setting).

• USD 383 protocols and data meetings are used to make decisions to support students ona continuum of needs.

• The uniqueness of every student is respected, with recognition that each individual isinfluenced by the academic, social-emotional, economic, cultural, and other factors withintheir lives.

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Social-Emotional Learning

• USD 383 integrates social and emotional growth with character development and civic engagement so that students will learn, practice and model essential personal life habits that contribute to academic, social-emotional and post-secondary success. It is learning to be caring and civil, to make healthy decisions, to problem solve effectively, to value excellence, to be respectful and responsible, to be good citizens and to be empathetic and ethical individuals. Our district will continue to support students as identified through social and emotional screenings. All children will receive regular instruction within their class.

• If a student needs additional supports beyond what can be offered in a whole class setting or large group virtual meeting, the student may meet with an alternative support staff such as a school social worker, school psychologist, or counselor.

• For on-site services, students may meet with assigned staff in a learning space. Staff will be expected to encourage social distancing and set up their environments to minimize risk to all involved.

• Parents will receive notification of additional supports being recommended for their child.

• If a parent or guardian has concerns about the social/emotional well-being of their student, please reach out to the building principal or school social worker for additional information on available supports.

Special Education

• For the 2021-2022 school year, education teams will fully implement Individual Education Plans for students. If the instructional delivery model changes, teams will communicate with families to discuss special education services. Amendments to IEPs might be required. If the district is mandated to change in response to health concerns, service changes are considered temporary and services that are written in the original IEP will resume once normal operations return. Special education teams will provide a Prior Written Notice and Amendment when there is a change in service. No additional notices will be provided when school resumes as normal.

• Programs that deliver more intensive supports (hand-over-hand instruction, medical interventions, etc.) will continue to follow additional health and safety precautions. This will include frequent cleaning of surfaces, handwashing/sanitizing procedures for students and staff, and collaboration with district custodial teams for increased focus on sanitation procedures.

• Our district will continue to focus on the safety, health, and welfare of students and staff; providing FAPE (Free Appropriate Public Education) to students as best we can; documenting all efforts to demonstrate a good faith effort; all while approaching families with compassion and collaboration.

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Section 4: Maintaining Healthy Operations

Routine cleaning is the everyday cleaning practices that businesses and communities normally use to maintain a healthy environment. Surfaces frequently touched by multiple people, such as door handles, bathroom surfaces, and handrails, should be cleaned with soap and water or another detergent at least daily when facilities are in use. More frequent cleaning and disinfection may be required based on level of use.

All USD 383 families, students, and guests will practice behaviors that reduce the spread of the virus within the learning environment and throughout the district grounds and facilities. These practices include:

• Students and staff will be expected to have their temperature checked prior to coming to school by a parent/guardian or caretaker.

• Personal daily health assessment prior to entering the school environment.

• Frequent handwashing. Hand sanitation may occur with soap and water or use of personal or school-provided hand sanitizer at provided stations.

• Social distancing will be practiced as much as possible.

- Social distancing of 3 feet cannot be guaranteed at all times when students are in school.

• Physical contact such as high-fives, shaking hands, or hugging should be avoided.

• USD 383 will be increasing the amount of outside air ventilation introduced to its facilities, schedule more frequent air exchanges and turnovers, and change air filters with greater frequency.

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Athletics and Activities

• Manhattan-Ogden USD 383 staff and students will follow guidelines from the Kansas State High School Activities Association (KSHSAA), Kansas Department of Health and Environment (KDHE), and the Centers for Disease Control and Prevention (CDC).

- Follow all safety and prevention protocols practiced in school.

- Anyone involved in a school activity should screen daily for COVID-19 signs and symptoms.

- Coaches/sponsors are required to do a temperature check of every student prior to departure of the bus for an away game.

- Engage in individual work to maintain as much social distancing as possible.

- Limit the length of time athletes are face-to-face as much as possible.

- Maintain at least 3 feet of distancing when not engaged in activities.

- Consider smaller group practices or stagger the number of students present at one time.

- Avoid/limit shared equipment/gear.

- Locker rooms should not be overcrowded. Consider smaller groups or staggered use.

- An open line of communication will be maintained between school administration, coaches, sponsors, and medical personnel which includes but is not limited to athletic trainers, school nurses, and doctors.

- Schools competing against one another will need to be willing to share information regarding potential positive cases and exposures.

- There will be no travel to states that are listed on the KDHE Travel & Exposure Related Isolation/Quarantine website.

- Social distancing should be maintained when possible during travel.

- Athletes should sit in assigned seats on buses to assist with contact tracing if needed. Per federal mandate, all riders in any USD 383 vehicles must wear a mask.

- See Athletic/Activities COVID-19 Guidelines in appendix.

• At this time, the Kansas Department of Health and Environment states that everyone who has been in attendance at any mass gathering in-state or out-of-state of 500 or more where individuals do not socially distance (6 feet) and wear a mask must follow quarantine guidelines. Individuals who are fully vaccinated (at least 2 weeks following the receipt of the second dose in a 2-dose series, or at least 2 weeks following receipt of one dose of a single-dose vaccine) and have remained symptom free are not required to quarantine.

- Please refer to the KDHE Travel and Exposure Related Isolation/Quarantine webpage for up to date information.

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Cafeteria/Snacks

• No outside guests will be allowed in the cafeteria.

• Students may bring in their own lunch. School meals are free for all students for the 2021/2022 school year.

- If a student forgets their lunch, a parent/guardian may bring the lunch to the office.

• Reference school handbook for more information about food being brought in for student lunches.

• Outside food (birthday treats, snacks for class, etc.) must be store bought, prepackaged, and individually wrapped.

Child Nutrition

• The Child Nutrition program will build upon the already high standards of food safety and sanitation in the kitchens and cafeteria, utilizing industry best practices and enhanced cleaning protocols. Continuation and adaptation of meal service in some form will remain a priority with adjustments made to support the health and wellbeing of our students as well as any local health orders. When possible, students will proceed to the cafeteria to get meals. Students will be reminded to wash their hands prior to entering the cafeteria/commons. Hand sanitizer stations will also be available near the cafeteria/commons for hand sanitizing before and after lunch. Students will be expected to practice social distancing while in line as much as feasible.

• Administrators will work with child nutrition staff to increase the number of lunch periods to minimize the number of students in the cafeteria at any time. Additionally, creative seating will be utilized to the extent possible. The design of each school cafeteria or commons will dictate the opportunities for seating modifications. Students will be reminded they may not share food during lunch. When weather and supervision permit, eating outdoors will be encouraged.

• Point of sale will look different at the various school levels and will be contactless when possible. Exchange of cash money between students and staff at any level at the point of sale will not be permitted during mealtime. Online payments are encouraged.

• School meals are free for all in-person learners for the 2021/2022 school year.


Classroom Layouts

• Staff will maintain seating charts for use in contact tracing.

• When physical environment permits, students will sit facing the same direction.

• Staff will utilize outdoor spaces for instructional purposes when possible.

• Plexiglass dividers are available for use.

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Custodial Procedures

• The district is following guidelines from the CDC and RCHD to define best practices for cleaning. The main disinfectant used is ReJuvNal. It is an EPA listed disinfectant effective against COVID-19. Sanitation efforts will also include the use of an electrostatic spray using a combination of Clorox 360 and PurTabs disinfectants. Both PurTabs and Clorox 360 disinfectants are listed as effective against COVID-19 by the EPA.

• With the COVID-19 epidemic, we will have enhanced protocol to include hourly sanitization of frequently touched surfaces throughout our buildings and after-hours sanitization of all areas of the building using the ReJuvNal product. Electrostatic spraying will also be used in the event of a positive case of COVID-19 within a building. We will also be checking and refilling hand sanitization stations throughout the building as necessary.

• To limit the potential for irritation of students and staff, most enhanced cleaning efforts will take place when there are no occupants in the spaces, primarily after school. Enhanced cleaning of common areas will occur at the end of each day when the buildings are primarily empty.

• Building staff will also have access to cleaning supplies. Contact building custodian to access these materials as needed.

• No homemade cleaning products will be allowed in buildings.

Hand Sanitizer

• Hand sanitizer stations will be available in various locations throughout schools/buildings for frequent use by students and staff. These locations include near offices, cafeterias, gymnasiums, playground doors, and entryways. The placement of hand sanitizer in these areas is based on high traffic/use areas. In addition, sanitizing stations will be available in each classroom. Frequent handwashing with soap and water will be encouraged. Students and staff are encouraged to utilize their own personal hand sanitizer brought from home. If a student is unable to use hand sanitizer, they will be encouraged to wash their hands as necessary.

Playgrounds/Recess

• Students and staff do not need to wear masks for recess.

• Students and staff should wash or sanitize hands before and after recess.

• Students may use playground equipment.

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Technology

• Educators will prepare to incorporate activities that help familiarize students with the technology devices and programs they will utilize. iPads provided to students will also be used in the classroom, to support the curriculum. Teachers will consider meaningful integration of technology tools during daily instruction to facilitate learning and provide students with opportunities to become familiar with the features of online programs and technology devices.

• Students will be taught how to maintain their devices, provided guidelines for basic device function, internet safety, as well as problem-solving techniques that can be utilized if the student has technology difficulties.

• Educators will evaluate the use of technologies and lessons learned during hybrid and remote learning to provide a plan for tablet use during the 2021-22 school year. Please contact the Information Technology support helpline at 785-587-2077 if there are questions on the devices or connectivity to the internet.

Social Distancing

• Social distancing will be encouraged. This could include, in addition to the recommendation of 3 feet of separation when possible, limiting movement throughout an area of the school building or reducing the size of cohort groups. In addition, there could be greater restrictions associated with group work, athletics, activities, staff, and/or student interactions.

• Social distancing of 3 ft cannot be guaranteed at all times when students are in school.

Travel

• Employees and families are expected to follow KDHE travel and exposure guidelines.

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Transportation

• By Federal mandate (Executive Order No. 13998 – Promoting COVID-19 Safety in Domestic and International Travel), all passengers and drivers must wear a mask on school buses, including on buses operated by public and private school systems. A driver does not need to wear a mask if they are the only person on the bus.

- An exemption to the federal mask orders states, “A person for whom wearing a mask would create a risk to workplace health, safety or job duty as determined by the relevant workplace safety guidelines or federal regulations…” The Kansas State Department of Education believe this exemption would apply to a school bus driver while physically driving the bus. This does not include the time when the bus is parked or not moving due to loading or unloading students, during these times the bus driver should be wearing a mask.

- The order states that transportation operators must use their best efforts to ensure everyone on board is wearing a face mask, which includes boarding only those wearing a mask, instructing passengers that not wearing a mask is in violation of federal law, disembarking any persons not wearing a mask, and providing persons with prominent and adequate notice to facilitate awareness of the order.

- The mask mandate also does not apply to anyone under the age of two, a person with a disability who cannot wear a mask or cannot safely wear a mask because of the disability as defined by the Americans with Disabilities Act, and a person for whom wearing a mask would create risk to workplace health, safety or job duty as determined by the relevant workplace safety guidelines or federal regulations.

• Students and staff will be expected to have their temperature checked prior to getting on a bus by a parent/guardian or caretaker.

• Students should conduct a personal health assessment prior to riding each day.

• School buses will be sanitized by drivers between 1st and 2nd morning and afternoon routes and at the end of the day. Each bus will be cleaned weekly with an electrostatic sprayer. Social distancing will only occur on buses and vans as possible. Most student transportation routes will not allow for social distancing. There will be a maximum of two students per seat. Seating charts will be utilized for all students and there will be assigned seats for all riders. Siblings who ride the bus together will be seated next to each other. Students will load the bus from back to the front. Students will exit the bus from the front to the back. Students must be registered for transportation and guest riders will not be permitted until further notice. Windows will be open on buses (when temperatures allow) to increase air circulation.

• Students will sanitize hands before entering the bus. Hand sanitizer will be provided.

• The district will work individually with highly medically fragile students to determine plans for the most appropriate transportation.

• Bus and van drivers will conduct a personal health assessment before reporting to work and transporting students each day. Students, drivers, and monitors will be expected to wear a mask.

• Bus modifications of any kind are not allowed by state law. This includes installing Plexiglass partitions between the driver and students and between individual student seats.

• Drivers will maintain an accurate seating chart for contact tracing.

Visitor Access to Buildings

• USD 383 values and appreciates parent participation. Our priority in planning is keeping our environments for students and staff as safe as possible. This will require us to limit who is allowed in our buildings. Schools can begin to allow a limited number of volunteers into the building.

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Section 5: Human Resources

• All USD 383 positions are “in-person” positions. No one should be working remotely (except for Manhattan Virtual Academy employees).

• Any staff member who may have concerns about their work conditions because of their health should contact the Human Resources Offices and access the ADA form.

• Families First Coronavirus Response Act (FFCRA)

- FFCRA benefits expired on December 31, 2020. USD 383 continued some of these benefits through the end of the 2020-2021 school year.

- This year, employees dealing with COVID positives/quarantines will have to use their own sick leave.

• Employees are responsible for notifying their supervisor of illness and/or quarantines.

- People who are fully vaccinated will not need to quarantine unless they test positive for COVID or are symptomatic.

• Staff should be prepared to show proof of vaccination.

• Masks

- Beginning November 1, 2021, masks optional at MHS West and East Campuses. Masks required at middle schools, elementary schools and early learning centers. Masks optional at USD 383 support buildings. **See Pandemic Response Plan Addendum for specific details.

- Masks are not required for outdoor activities.

• Social Distancing

- Please continue to practice social distancing as much as possible.

- Seating charts will still need to be kept and updated regularly for classrooms and buses.

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Section 6: Additional Information

• General Guidelines for Athletics and Activities

- ANYONE feeling sick should stay home and contact their healthcare provider. Participating while symptomatic could potentially jeopardize the entire activities program in their school and other schools for an extended period of time.

- Maintain social distance of 6’feet as best able

- Cover your mouth and nose when coughing or sneezing with a tissue or cough/sneeze into your elbow

- Student/athletes will be required to bring their own water bottles to practice and games.

- Frequent hand washing for 20 seconds with soap and water or using hand sanitizer with minimum of 60% alcohol.

- Keep hands away from your face/mouth/eyes

- Participants are encouraged to shower, change, and launder their game uniform as soon as possible after an activity.

- Any person reporting or exhibiting COVID-19 signs or symptoms without other obvious explanations should not be allowed to take part in any school activity and should be immediately sent home and instructed to contact their healthcare provider.

- When traveling, temperature checks will occur prior to departure of the bus to any away game.

- Traveling to and from a game, students will be required to wear a mask at all times on the bus.

- Buses will not stop at restaurants after the conclusion of any game. This will help us minimize exposure. The parent group if preparing snacks are encouraged to put snacks in individual zip lock bags for each student/athlete and coach.

- All competitions/scheduling is subject to change during season due to state and /or county health guidelines/concerns.

• Outdoor Athletics/Activities

- Follow the general guidelines listed above

• Indoor Athletics/Activities

- Follow the general guidelines listed above. Must follow all health and safety mandates at the venues activities/athletics are traveling to.

- Wear a mask at all times while inside. This includes all individuals whether vaccinated or not from student/athletes, coaches, administration, game workers, media and spectators.

• End of Game considerations

- In lieu of handshakes, please develop and utilize an appropriate sign of respect and sportsmanship that does not include handshakes or other physical contact; suggestions include head nod, chest thump, salute, etc


• Concessions

- Only bottle drinks and pre-packaged items

- Hand sanitizer will be available on the counter for use

- Counters will be cleaned often by staff with disinfectant solution

- Spectators are expected to use social distancing while waiting in line

• Media

- Will be expect to demonstrate 6’ social distancing at all times with players/coaching staff, as well as, essential workers in the press box and field of play

• Crowd size/limits consideration

- Spectators are expected to observe and continue to follow basic guidelines to not only keep yourself safe but others around you at all games sponsored by Manhattan High.

- Hand sanitizer at the stadium will be available for your use

- Maintain social distancing where applicable

- Masks will be required at all indoor games/activities

- Only essential personnel will be allowed on the playing field/court during or after game

- Spectators are to sit in pods with family members only or small pods that they have arrived at the ballgame during indoor games/activities

- We will make adjustments at any time during the season determined by Riley County Health Department guidelines

Manhattan High administration appreciates your help in keeping a safe environment for all of those that may attend and participate in these events.

Mike Marsh

AD-Manhattan High


Face Mask Exemption Form Manhattan-Ogden USD 383

2021-2022 school year This form MUST be signed by a healthcare provider (MD, DO, PA, APRN) AND parent (if the individual is a student) and received by the school office before the start of the school year. NAME of STUDENT: __________________________________________________________________ GRADE/SCHOOL: ____________________________________________________________________ NAME of EMPLOYEE: _________________________________________________________________ SCHOOL/DEPARTMENT/BUILDING: _____________________________________________________ My patient, _______________________________, should be exempted from wearing a face mask at school/work. Reason for exemption: __________________________________________________________________ Printed Name of Physician/Provider: _______________________________________________________ Signature of Physician/Provider: __________________________________________________________ Date: ________________________________________________________________________________ To be signed by parent/guardian IF the patient is a student. I hereby authorize Manhattan-Ogden USD 383 to exchange information regarding this request with the above name physician. Printed Name of Parent/Guardian: ________________________________________________________ Signature of Parent/Guardian: ____________________________________________________________ Date: ________________________________________________________________________________ 179

Riley County Health Department Riley County Health Department Clinic & Administrative Services Family & Child Resource Center 2030 Tecumseh Road 2101 Claflin Road Manhattan KS 66502 1 Manhattan KS 66502 P: 785-776-4779 P: 785-776-4779 F: 785-565-6565 F: 785-587-2879

August 10, 2021 Updated Guidance for Riley County COVID-19 Response

- RCHD will still follow the 10 day isolation with at least 72 hours of symptom improvement for all COVID-19 positive individuals, and 10 or 20 day quarantine timelines.

- RCHD will use the test/collection date to establish timelines for isolation and quarantine for positive cases and close contacts. This will be done when the positive patient is asymptomatic, they are hesitant to say when they started symptoms, they cannot remember when symptoms started, or the symptom onset was more than 4 days prior to testing. Close contacts will still be determined 48 hours within symptom onset OR test date. (RCHD will have final say on timelines, isolation and quarantine dates, unless a MOU is in place for contact tracing, ex. LaFene, Ft. Riley)

- RCHD will allow concurrent Quarantine timelines, if they meet specific criteria after the initial Disease Investigation is completed by the RCHD Contact Tracing team.

- School Age students grade 7-12, and any adults will be allowed to isolate separately in a home if they have access to a separate bedroom and bathroom and share No common spaces. (I.e. hallways or living rooms, kitchens, bathroom, etc.)

- There is no double cleaning of spaces that may be common, the person isolating must truly be isolated, and have an outside exit to the residence or basement.

- Any In-home licensed Childcare providers will not be allowed to run concurrent timelines (No exceptions)

- Anyone who is fully vaccinated, who has received both doses of the COVID vaccine in a 2-dose series, or receipt of one dose in a single-dose vaccine, will be exempt from quarantine unless they test positive for COVID or are symptomatic. If they are symptomatic and test negative on a rapid PCR or antigen test, it should be followed up with a PCR sent out to a lab. (They must provide a copy of their vaccination record, or be verified through WebIz) The day of the 2nd dose is considered day 0, they will be considered to have immunity 2 weeks after the second dose on day 14. There is currently no time limit on how long fully vaccinated persons are considered immune. They must remain asymptomatic since the current COVID-19 exposure, beginning with day 14.

- It is recommended by the CDC that fully vaccinated individuals get tested via PCR or antigen test 3 to 5 days after exposure to a suspected or confirmed case of COVID-19 even if they do not have symptoms. They do not need to quarantine, but should mask while in a public indoor setting for 14 days after the exposure.

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- Persons who do not meet both of the above criteria, (fully vaccinated and remain asymptomatic) should could continue to follow current guidance after exposure to someone with suspected or confirmed COVID-19.

- Anyone who has previously tested positive for COVID-19 and are within 6 months of their end of isolation date and remain asymptomatic will be exempt from quarantine. (A verified lab result must be provided by the individual to the RCHD if they tested positive outside of Riley County and we do not have access to their lab results.)

- K - 12 School close contacts: If students are within 3 feet for longer than 10 minutes, regardless if they are wearing masks or not, they will be considered a close contact. If they are within 6 feet for longer than 10 minutes and NOT wearing a mask, they will be considered a close contact. If they are within 6 feet for longer than 10 minutes and wearing a mask, they will NOT be considered a close contact. If the student is within 3-6 feet but wearing a mask, they will be considered a close contact, but allowed to attend classes if they are monitored daily for symptoms. If they become symptomatic they will be required to quarantine at home, and should get tested. Exceptions to this rule are: when students are at lunch, in sports, or special classrooms where students do not wear masks due to their disabilities.

- Variant of Concern (VOC): Unvaccinated close contacts of an individual testing positive for a confirmed VOC will be required to quarantine for 10 days from the date of last exposure. All vaccinated individuals will not be required to quarantine, unless they become symptomatic, however are strongly encouraged to wear a mask and monitor for symptoms for 10 days from the date of last exposure.

- As an exception to the above guidance, vaccinated inpatients and residents in healthcare settings should continue to quarantine following an exposure to someone with suspected or confirmed COVID-19; outpatients should be cared for using appropriate transmission-based precautions. This exception is due to the unknown vaccine effectiveness in this population, the higher risk of severe disease and death, and challenges with social distancing in healthcare settings.

- If the exposed person becomes symptomatic, they should be tested via PCR or antigen test. If they had natural disease recently, meaning they had COVID-19 disease in the last few months, an antigen test within the first 5 to 7 days from symptom onset (depending on the EUA for the test they are using) is preferred. Receiving the vaccine does not affect the results of a PCR or antigen test, only an antibody test.

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- All healthcare, emergency essential or critical infrastructure employees who test positive for COVID-19 are required to isolate, no exceptions. They may not continue to report to the workplace setting until released from isolation.

- The RCHD is following the CDC recommendation for fully vaccinated individuals to wear a mask in public indoor settings in areas of substantial or high transmission. If you are not fully vaccinated and aged 2 or older, you should wear a mask in indoor public settings. The RCHD also will follow the recommendation of universal indoor masking for all teachers, staff, students, and visitors to schools, regardless of vaccination status. *If there is ever a question as to an exemption from quarantine, please seek guidance immediately from the Public Health Preparedness Coordinator, Renee Lucas, [email protected] or 785-776-4779, ext 7633.

Julie Gibbs, MPH Administrative Director and Local Health Officer

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Links

Riley County Health Department (RCHD) - https://www.rileycountyks.gov/286/Health-Department

Kansas Department of Health and Environment (KDHE) - https://www.kdheks.gov/

Kansas State Department of Education (KSDE) - https://www.ksde.org/

Centers of Disease Control and Prevention (CDC) - https://www.cdc.gov/

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Date: November 17, 2021 To: Board of Education From: Superintendent Marvin Wade Re: Pole Vault Pit for Manhattan High School Track Prepared by: Mike Marsh, Athletic Director Manhattan High School Lew Faust, Director of Business Services Jaime Gregory, Purchasing Accountant Background Information: Manhattan High School purchased the last pole vault pit in 2010-2011 school year. The mat has been used at Bishop Stadium since that time for high school track. Current Considerations: Recently the pole vault pit was put out to bid. Bids at this time have been finalized through the USD 383 district purchasing office. We are replacing the pit due to safety issues, wear and tear from weather and rips in the covering of the fabric. The pole vault pit is currently 11 years old and needs replacing at this time. District Goal: Students are well equipped for lifelong success at increasingly higher levels of academic growth, social-emotional development, and postsecondary preparation. District Strategy: 2C. Align non-instructional operations in support of students, staff and schools. Board of Education Policy: DJED Bids and Quotations Requirements DJFA Purchasing Authority Financial Implications: The total cost of the pole vault pit and accessories is $21,830 and the funding sources are listed below:

Athletic Contingency – (2-012-83400-999-40-000-00) Budget $ 14,500 Expenses and Encumbrances $ 9,821 Amount Available $ 4,679 This Bid Amount (Pole vault pit) $ 2,830 Amount Remaining $ 1,849

Track Supplies – (2-012-83400-610-40-407-00) Budget $ 4,500 Expenses and Encumbrances $ 946 Amount Available $ 3,554 This Bid Amount (Pole vault pit) $ 3,500 Amount Remaining $ 54

Equipment Manhattan High – (2-055-81000-730-40-700-00) Budget $ 62,100 Expenses and Encumbrances $ 31,229 Amount Available $ 30,871 This Bid Amount (Pole vault pit) $ 7,000 Amount Remaining $ 23,871

ITEM 10.1

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Manhattan High Equipment – (2-099-89900-730-40-429-00) Budget $ 8,500 Expenses and Encumbrances $ 0 Amount Available $ 8,500 This Bid Amount (Pole vault pit) $ 8,500 Amount Remaining $ 0

Recommendation: Administration respectfully recommends the Board of Education give final approval (A2) for the purchase of a pole vault pit and accessories for the Manhattan High School track program at Bishop Stadium from MF-Athletic, LLC of West Warwick, RI in the amount of $21,830. Recommended Motion: “I move to give final approval for the purchase of a pole vault pit and accessories for the Manhattan High School track program at Bishop stadium from MF-Athletic, LLC of West Warwick, RI in the amount of $21,830.”

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Date: November 17, 2021 To: Board of Education From: Superintendent Marvin Wade Re: Eugene Field Early Learning Center – Interior Cameras Prepared by: Andy Hutchinson, Assistant Director of Early Learning Jaime Gregory, Purchasing Accountant Background Information: For safety and security purposes, interior cameras are being added to Early Learning Centers, which were not part of the bond projects in Early Learning. College Hill Early Learning Center is getting four cameras. Due to layout, Eugene Field Early Learning Center requires five cameras, and the cost is expected to exceed the threshold for securing bids. Current Considerations: A request for bid (No. 2122-EFCH-1) was posted on October 25th and opened on November 8th, 2021, for the purpose of securing pricing for interior cameras. District Goal: Students are well equipped for lifelong success at increasingly higher levels of academic growth, social-emotional development, and post-secondary preparation. District Strategy: 2C. Align non-instructional operations in support of students, staff and schools. Board of Education Policy: DJFA Purchasing Authority DJED Bids and Quotations Requirements Financial Implications: The following is a breakdown of bids:

VENDOR TOTAL PRICE

American Digital Security $11,100.54

INA Alert Inc. $14,956.72

The total cost for this bid is $11,100.54. It will be funded using the following account lines:

Early Learning: Head Start Supplies-PA 22 (070-82300-610-33-900-00) Budget $ 71,688 Expenses & Encumbrances $ 40,726 Amount Available $ 30,962

Bid Amount (75%) $ 8,326 Amount Remaining $ 22,636

Early Learning: Fees-Head Start Supplies (099-89999-610-70-489-00) Amount Available $ 34,029

Bid Amount (25%) $ 2,776 Amount Remaining $ 31,253

ITEM 10.2

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Recommendation: The administration respectfully recommends the Board of Education give final approval (A2) to accept the bid from American Digital Security for $11,101 for the purchase of interior cameras for Eugene Field Early Learning Center. Recommended Motion: "I move to give final approval to accept the bid from American Digital Security for $11,101 for the purchase of interior cameras for Eugene Field Early Learning Center.”

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Date: November 17, 2021 To: Board of Education From: Superintendent Marvin Wade RE: Updated Backup System Purchase Prepared by: Dr. Mike Ribble, Director of Technology Background Information: As the Information Technology Department looked at backup options it focused on the 3-2-1 backup strategy. The 3-2-1 backup strategy identifies that when creating a backup of organizational data there should be three copies of your data (your production data and 2 backup copies) on two different media (disk or other storage) with one copy off-site for disaster recovery. To identify what system would best address the needs of the school district the Information Technology Department went through an exercise to evaluate various products that would meet the majority of the requirements for the district. This process offered several options, which were evaluated and ranked on several categories such as: backup location options, ability to mitigate various ransomware attacks, as well as price. After the evaluation of several different options, the Information Technology Department choose Commvault as the system that best fit the majority of the needs for the district. While this is the same software company that had been used in the past for backups, the licensing has changed to better fit the 3-2-1 model, as well as addressing malware attacks such as ransomware. This system also has a Network Attached Storage (NAS) system to hold a copy of our backup at our central location. The licensing also includes a cloud storage space to address additional off-site copies of the backup data. This system was installed in the summer of 2021. Current Considerations: After completing the first phase of installing the backup system, it was determined that an additional Network Attached System (NAS) was needed at the district’s backup location to complete the 3-2-1 strategy. This addition will allow for an additional copy of the network data at another secure location. This system is a critical piece of the larger disaster recovery plan being worked on in the Fall of 2021. With additional updates this summer and plans for next summer, this backup NAS will assist in re-establishing the network in the case of the loss of the Network Operations Center (NOC). This system is structured so that it can be flexible to meet the needs both today and into the near future. The purchase of the equipment will be from CDW-G through the Greenbush AEA Coop Contact (018-A). District Goal: Students are well equipped for lifelong success at increasingly higher levels of academic growth, social-emotional development, and postsecondary preparation. District Strategy: 2. Provide a culture and environment to promote positive and productive conditions for learning, teaching and working.

Board Policy ICAA Teaching Methods DJED Bids and Quotations Requirements DJFA Purchasing Authority Financial Implications: The total cost of this quote is $38,551. The funding source for this acquisition are listed below.

ITEM 10.3

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Capital Outlay - Equipment (055-81000-736-01-000-00) Budget Amount $ 1,350,000 Expenses & Encumbrances 74,084 Amount Available $ 1,275,916 Amount of this quote 38,551 Amount Remaining $ 1,237,365

Recommendation: The administration respectfully recommends that the Board of Education give final approval (A2) for the purchase of additional items for the network backup system from CDW-G of Chicago, IL in the amount of $38,551.

Recommended Motion: "I move to give final approval for the purchase of additional items for the network backup system from CDW-G of Chicago, IL in the amount of $38,551.”

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Date: November 17, 2021 To: Board of Education From: Superintendent Marvin Wade Re: Guaranteed Maximum Price for Northview Elementary Parking and Storm

Shelter/Multipurpose Room Prepared by: Trisha Brooke-Fruendt, Construction Owners Representative Eric Reid, Assistant Superintendent

Lew Faust, Director of Business Services Jaime Gregory, Bond Accountant Background Information: As part of the 2018 bond package it was determined Northview Elementary would get additional parking and a much-needed storm shelter/multipurpose room. Current Considerations: Administration is asking for approval of the guaranteed maximum price (GMP) for BHS Construction in the amount of $2,229,003 for new parking lot and storm shelter/multipurpose room at Northview Elementary. District Goal: Students are well equipped for lifelong success at increasingly higher levels of academic growth, social-emotional development, and postsecondary preparation. District Strategy: 2C. Align non-instructional operations in support of students, staff and schools. Board of Education Policy: DJED Bids and Quotations Requirements DJFA Purchasing Authority Financial Implications: The total cost of this bid is $2,229,003. The funding source for this bid is Bond Improvement Funds.

Bond Fund – Construction Funds (097-84700-450-17-200-01), (097-84700-451-17-200-01), (097-84700-455-17-200-01), (097-84700-716-17-200-01) Total Budget Amount $ 1,924,729 Expenditures $ 0 Balance Available $ 1,924,729 GMP for Parking and storm shelter/multipurpose $ 2,229,003 Balance Remaining $ (304,274)

The following is a breakdown of bids received:

VENDOR TOTAL COST

BHS Construction $2,229,003

Recommendation: The administration respectfully recommends the Board of Education give final approval (A2) to move forward with the GMP bid package from BHS Construction in the amount of $2,229,003 for new parking lot and storm shelter/multipurpose room at Northview Elementary. Recommended Motion: "I move to give final approval for the guaranteed maximum price bid from BHS Construction in the amount of $2,229,003 for new parking lot and storm shelter/multipurpose room at Northview Elementary.”

ITEM 10.4

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Date: November 17, 2021 To: Board of Education From: Superintendent Marvin Wade Re: Short Throw Projector Purchase for Manhattan High School West Campus

Additions Prepared by: Trisha Brooke-Fruendt, Construction Owners Representative Eric Reid, Assistant Superintendent

Lew Faust, Director of Business Services Jaime Gregory, Bond Accountant Background Information: With the bond program there will be times that there is a need to purchase new IT equipment for placement in new classrooms or spaces. This purchase will be in line with the consistency throughout the district. Current Considerations: Administration is asking for approval for the bid from Cytek, who is on a state contract, in the amount of $86,016 for purchase of short throw projectors, associated equipment and installation at Manhattan High School West Campus for the west and east additions. District Goal: Students are well equipped for lifelong success at increasingly higher levels of academic growth, social-emotional development, and postsecondary preparation. District Strategy: 2C. Align non-instructional operations in support of students, staff and schools. Board of Education Policy: DJED Bids and Quotations Requirements DJFA Purchasing Authority Financial Implications: The total cost of this purchase is $86,016. The funding source for this bid is Bond Funds.

Bond Fund – Construction Funds (097-84700-730-40-700-02) Budget Amount $ 430,510 Expenditures and Encumbrances $ 60,371 Balance Available $ 370,139 Bid for Short Throw Projects, Equipment & Install $ 86,016 Balance Remaining $ 284,123


VENDOR TOTAL COST

Cytek $86,016

Recommendation: The administration respectfully recommends the Board give final approval (A2) to move forward with the bid from Cytek in the amount of $86,016 for purchase of short throw projectors, associated equipment and installation at MHSW west and east additions. Recommended Motion: "I move to give final approval for the bid Cytek in the amount of $86,016 for purchase of short throw projectors, associated equipment and installation at MHSW west and east additions.

ITEM 10.5

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Date: November 17, 2021 To: Board of Education From: Superintendent Marvin Wade Re: Manhattan High School West Campus – Guaranteed Maximum Price Increase –

PCCO #008 Prepared by: Trisha Brooke-Fruendt, Construction Owners Representative Eric Reid, Assistant Superintendent

Lew Faust, Director of Business Services Jaime Gregory, Bond Accountant Background Information: As part of building the new additions or renovations to the Manhattan High School West Campus there will be times that we need to increase the guaranteed maximum price due to changes from RFIs, ASIs or PRs. This GMP increase is due to following factors: COR #042 – Athletic Flooring – $17,547.78 – paid for by MHSW funds COR #043 – PR #015 & Misc RFIs - $0.00 – paid out of project allowances COR #044 – PR #018 – Fencing - $19,217.87 – paid for out of capital outlay funds COR #045 – PR #020 & Misc RFIs - $0.00 – paid for out of project allowances COR #046 – PR #019 – Metal Panel Infill at Atrium Windows - $0.00 – paid for out of project allowances COR #047 – PR #018 – Landscape & Striping - $0.00 – paid for out of project allowances COR #048 – Misc RFIs - $0.00 – paid for out of project allowances Current Considerations: Administration is asking for approval for PCCO #008 in the amount of $36,765.65 for MHSW campus additions from McCown Gordon Construction. This will also increase the GMP to $27,604,917.29. District Goal: Students are well equipped for lifelong success at increasingly higher levels of academic growth, social-emotional development, and postsecondary preparation. District Strategy: 2C. Align non-instructional operations in support of students, staff and schools. Board of Education Policy: DJED Bids and Quotations Requirements DJFA Purchasing Authority Financial Implications: The total cost of this proposal is $36,765.65 for the MHSW campus additions. The funding source for this bid is Bond Improvement Funds:

Supplies-Fitness Center (099-89900-610-40-711-00) Total Budget Amount (Owners Savings) $ 12,500 Expenditures $ 0 Balance Available $ 12,500 PCCO #008 $ 12,500 Balance Remaining $ 0 Supplies-Equipment (055-81000-730-40-700-00) Total Budget Amount (Owners Savings) $ 62,100 Expenditures $ 23,759 Balance Available $ 38,341 PCCO #008 $ 5,048 Balance Remaining $ 33,293

ITEM 10.6

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Capital Outlay Fund – Fencing – All Schools (055-84700-714-00-000-00) Total Budget Amount $ 25,000 Expenditures $ 908 Balance Available $ 24,092 PCCO #018 $ 19,218 Balance Remaining $ 4,874


VENDOR TOTAL COST

McCown Gordon Construction $36,765.65

Recommendation: The administration respectfully recommends the Board of Education give final approval (A2) to move forward with the PCCO #008 at MHSW campus additions in the amount of $36,766 from McCown Gordon Construction and increasing the guaranteed maximum price to $27,604,918. Recommended Motion: "I move to give final approval to move forward with Prime Contract Change Order #008 at Manhattan High School West Campus additions in the amount of $36,766 from McCown Gordon Construction and increasing the guaranteed maximum price to $27,604,918.”

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Date: November 17, 2021 To: Board of Education From: Superintendent Marvin Wade Re: Manhattan High School West Campus Chiller Repairs Prepared by: Matt Davis, Director of Maintenance and Facilities Jaime Gregory, District Purchasing and Bond Accountant Background Information: There are two chillers at Manhattan High School West Campus. Each year we perform maintenance and oil analysis on each chiller to detect any issues within the system so that repairs can be made prior to major damage being done to the chillers. During the most recent inspection it was noted that the chiller condenser head and tube sheet coating was beginning to deteriorate and needed to be recoated. Current Considerations: District Administration received a proposal from P1 Group of Wichita, KS, in the amount of $36,598 to perform these services utilizing the State of Kansas contract #11889AB. District Goal: Students are well equipped for lifelong success at increasingly higher levels of academic growth, social-emotional development, and postsecondary preparation. District Strategy: 2C. Align non-instructional operations in support of students, staff and schools Board of Education Policy: DJED Bids and Quotations Requirements DJFA Purchasing Authority Financial Implications: The funding for these services will be (2-055-84700-723-40-700-00) Capital Outlay Fund – HVAC-MHSW.

Capital Outlay Fund- HVAC-MHSW – (2-055-84700-723-40-700-00) Budget Amount $ 130,000 Expenditures and Encumbrances $ 0 Available Balance $ 130,000 This Bid Amount $ 36,598 Amount Remaining $ 93,402

Recommendation: The administration respectfully recommends the Board of Education give final approval (A2) to the proposal submitted by P1 Group of Wichita, KS for the chiller repair project at Manhattan High West Campus in the amount of $36,598. Recommended Motion: "I move to give final approval to the proposal submitted by P1 Group of Wichita, KS for the chiller repair project at Manhattan High West Campus in the amount of $36,598.”

ITEM 10.7

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Date: November 17, 2021 To: Board of Education From: Superintendent Marvin Wade Re: Course Change Proposals for 2022-2023 Prepared by: Dr. Paula Hough, Executive Director of Teaching and Learning Background Information: Recommendations for new course proposals, course name and content changes and course deletions are brought to the Board of Education in November of each year as an initial step in the enrollment process for the next school year. In December and January, Course Description Guides will be revised and printed (as appropriate) and in February, counselors will begin to meet with students about enrollment for the upcoming school year. It should be noted that any course proposal brought before the Board of Education must have been presented to and approved by the high school council of department heads and/or the middle school council of department heads and the District Site Council (November 1, 2021). Detailed proposals for this course can be found in the appendix. Current Considerations for Middle School: This year, the recommendation for the middle schools includes a proposal for one new course. Eisenhower and Anthony Middle School Foreign Language Teachers submitted a request for the addition of the course Spanish Communications. In Fall 2022 Spanish Communications would be taken as a pre-requisite to Spanish 1, which will affect Spanish 1 students in Fall 2023, as they will have taken the pre-requisite during the 2022-23 school year. Current Considerations for High School: This year, there are a variety of recommendations for high school course additions, revisions, and clarifications. Detailed proposals for these courses/changes are found in the appendix. There are six new courses proposed for the 2022-2023 academic year. These courses are: Adaptive Performing Arts, Advanced Excel and Database, American Government – MATC, AG TIG Welding, Computer Coding I, and French 4. There are two courses with requests for modifying course titles. These two courses are MHS Vocal Music Classes and Advanced Drama. The high school science department has eight courses that were brought forward with requests for pre-requisites and clarification of course descriptions. These courses include Accelerated Human Anatomy and Physiology, AP Environment Science, Wide Horizons Science Program, AP Chemistry, Introduction to Organic Chemistry, Advanced Chemistry (MATC Option), AP Biology, and Biology. District Goal: Students are well-equipped for lifelong success at increasingly higher levels of academic growth, social-emotional development, and postsecondary preparation. District Strategies: 1A. Align curriculum with content standards and assessment framework.

1B. Identify and implement evidence-based instructional practices.

1C. Institutionalize a multi-tiered system of reading, mathematics, and social-emotional supports.

1D. Implement a trauma-responsive structure to support mental health needs of the school community.

1E. Implement a framework for personalized learning.

1F. Identify and implement technology to enhance teaching and learning.

ITEM 10.8

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Board of Education Policy: IC Curriculum Development Financial Implications: These course proposals do not have any financial implications. Additional courses will be taught by the current FTE staff. Resources for new classes are modified from courses that already exist within USD 383. Future Considerations: Evaluation of these courses will be presented to the BOE during the spring of 2023. Recommendations: The administration respectfully recommends the Board of Education approve on first reading (A1) the course proposal recommendations for the 2022-23 school year as described in the report. Recommended Motion: “I move to approve on first reading the course proposal recommendations for the 2022-23 school year as described in the report.”

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Appendix – New Course: Spanish Communications

This is a proposal to change the current course, Spanish Communications, into a pre-requisite for

the existing course Spanish 1. The curriculum for this pre-requisite course would be the first unit

(lección preliminar) currently taught in Spanish 1. The title of the course could remain Spanish

Communications or could be changed to Pre-Spanish 1 or Beginner Spanish. Throughout this

proposal, this course will be referred to by its current name, Spanish Communications.

These changes would take place at Anthony Middle School (AMS) and Eisenhower Middle

School (EMS) starting Fall 2022. In Fall 2022 Spanish Communications would be taken as a pre-

requisite to Spanish 1, which will affect Spanish 1 students in Fall 2023, as they will have taken

the pre-requisite during the 2022-23 school year. These courses will be taught by the current

Spanish Communications teachers, Megan McCoy (AMS) and Alicia Egan (EMS).

The primary reason for this request is to better prepare students who take Spanish 1 in 8th grade

to be able to continue to Spanish 2 at the high school and be on par with their classmates, who

took Spanish 1 already being in high school. High school Spanish teachers have observed that

students who take Spanish 1 in middle school have knowledge gaps that follow them through all

Spanish levels in high school. The pace of Spanish 1, a high-school level course, is difficult for

8th grade students to maintain due to maturity and academic level. Therefore, the proposed

course change would allow 8th grade students who enroll in Spanish 1 more time to acquire

knowledge, skills, and confidence they need to successfully take Spanish 2 in high school with

older students. Furthermore, it would benefit students enrolled in the pre-requisite because they

would have a clearer picture of what Spanish 1 will be like.

This change would not affect the budget, as no new materials or staff will be needed. One

potential caveat is that it could make scheduling more difficult and could potentially reduce the

number of students eligible to take Spanish 1 in 8th grade. However, enrollment trends suggest

that this would not be a problem. In previous years, there have been more students who enroll for

Spanish 1 than there are spots, so a small decrease in enrollment would not affect the class size—

it would still be full. For example, of the 72 students that requested Spanish 1 this year, 44 of

them took a Foreign Language Class at Anthony or Eisenhower middle schools in 7th grade. The

maximum class size for Spanish 1 is 30 students. This change could also increase the demand for

Spanish Communications if 7th grade students enroll in it because they wish to take Spanish 1 in

8th grade.

There could be potentially positive and negative community impact. This change would be

meeting the needs of the 8th grade students who take Spanish 1, as they would move at a more

comfortable pace and will give them more time to develop cross-curricular skills, specifically in

ELA and Social Studies. A negative reaction could come from requiring Spanish 1 students to

use three semesters of electives taking Spanish classes rather than just two. However, as above

mentioned, many Spanish 1 students choose a Foreign Language class in 7th grade so this would

not affect elective choices for many students. All things considered; the positive effects outweigh

any negative effects that we anticipate.

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Overall, this change will positively affect 8th grade Spanish 1 students while in 8th grade and

throughout their Spanish classes in high school. By allowing students more time learning the

foundations of the language in Spanish 1, they will be more successful building upon that

knowledge those skills in high school Spanish classes. Furthermore, it would allow more time to

foster literacy skills and strategies that can increase student success in other subject. The Spanish

teachers at the high school agree this course change would benefit both the students and the

Spanish Department. The proposed change would tighten vertical and horizontal alignment,

putting students who took Spanish 1 in middle school on level with other Spanish students.

After the first year, we will evaluate both Spanish Communications and Spanish 1 courses using

the New Course Evaluation Sheet provided by USD 383. The teacher at each school will conduct

the evaluation process with her students. In addition to the New Course Evaluation sheet

(Appendix A), we will seek school counselor input to assess the change’s effects on the schools’

scheduling and Spanish 1 enrollment. The results will be presented to the Department Heads and

Council for Educational Programs in Spring 2024, after the first group of students who took the

prerequisite have completed Spanish 1.

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Appendix – New Course: Adaptive Performing Arts

MANHATTAN HIGH SCHOOL PERFORMING ARTS DEPARTMENT New Course Proposal: Adaptive Performing Arts Report Prepared by Ginny Pape, Drama Instructor, and Chad Pape, Choir Instructor TITLE OF PROPOSED COURSE

Adaptive Performing Arts

COURSE DESCRIPTION

Grades 9-12 Prerequisite: Must be in Special Education Program or Have Instructor Permission This course is designed for students who meet eligibility requirements for Special Education and for high-achieving students who are already enrolled in Performing Arts courses. Adaptive Performing Arts will provide students enrolled in Special Education with a basic comprehension and appreciation of theatre arts and choral music, with additional units in instrumental music. Students enrolled in the course will have the opportunity to participate in creative and engaging performing arts experiences, including the preparation and execution of live performances. Students are given individual attention and coursework is designed to meet each student’s specific needs. High-achieving students who are not part of Special Education may also enroll with instructor permission to help lead class activities and work with other students in the course. Students are graded on personal growth and class participation. This year-round course fulfills the fine arts requirement and may be taken every year.

PEOPLE TO IMPLEMENT CHANGE AND TEACH THE COURSE Chad Pape Ginny Pape Paraeducators (as needed and available)

CATEGORY OF THE PROPOSAL Additional Course

REASON FOR THE CHANGE

At this point, Performing Arts classes at Manhattan High are designed for students who are not enrolled in Special Education. It is very difficult to mainstream students from Special Education in performing courses and ensembles, as these courses require students to do a significant amount of self-regulation. Students in Special Education are often left behind, while other students are encouraged to perform at higher and higher levels. This course would allow teachers to give students enrolled in Special Education the additional help and attention they need to be able to perform in a group or ensemble.

COURSE CONTENT AND TOPICAL OUTLINE Theatre Arts

1. Overview and Basic Understanding of Theatre 2. Types of Theatres and Productions 3. Importance and Practice of Theatre Games 4. Theatre Performance Opportunities

Choral Arts

1. Singing a Variety of Musical Styles 2. Listening and Moving to Music 3. Choral Performance Opportunities

Instrumental Arts

1. Overview and Basic Understanding of Instrumental Musical

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2. Types of Instrumental Ensembles 3. Instrumental Performance Opportunities

BUDGET IMPACT

1. Materials: This course will only utilize materials already owned by the Performing Arts Department. No new materials will be needed.

2. Staffing: Two full-time Performing Arts teachers will co-teach the course with Paraeducators as needed and available.

3. Other: Any transportation fees will be paid through the Drama and Choir budget. Students will not be asked to provide any materials.

4. Cost of Evaluation Instruments and/or Consultants: Evaluation will be performed by course teachers. No additional costs will be incurred for evaluation.

PROFESSIONAL IMPACT

1. Administrative: Our recommendation is that the course take place year-round, preferably during 4th hour. The Drama and Choir teacher at the MHS West Campus will teach the course. Teachers will select a group of students who are not enrolled in Special Education to be in the class. Special Education teachers will select students enrolled in their program to participate.

2. Effects within the Performing Arts Department: This course should have minimal effect on the Performing Arts Department. Students who are not enrolled in the Special Education program will be chosen by course instructors and will be required to enroll concurrently in another Performing Arts class. The course will not affect enrollment in current Performing Arts courses.

COMMUNITY IMPACT

1. Meeting Expressed Needs: There are very few opportunities for students enrolled in Special Education to receive instruction in Performing Arts content. These students can participate in performing arts programs that take place outside the school day, like Barrier Free Theatre, but there are currently no performing arts courses specifically designed for these students that are offered through the school district.

2. Conditions Which May Cause Negative Reactions: We feel that this course will be met very positively with the community. If we had to guess on a negative reaction, it is possible that someone would think we’re trying to rid students enrolled in Special Education from current Performing Arts courses. The truth is that very few students enrolled in Special Education take these courses right now. Adaptive Performing Arts will greatly increase the number of students in Special Education who participate in Performing Arts.

STUDENT IMPACT

1. Effect on Career Preparation: Students may find a love for performing arts. There are lots of career opportunities in performing arts that could be appropriate for students enrolled in Special Education. These careers include ushers, box office employees, costuming, and even performance! Additionally, students enrolled in the course who are not a part of the Special Education program may find a love for working with these students. This could cause them to consider careers working with people with disabilities.

2. Effect on College – Further Schooling Preparation: This course allows students to have a well-rounded education that would be positively viewed by colleges and other post-secondary programs.

3. Effect on Social and Physical Development: Students who participate in performing arts develop many positive social skills, including empathy and the ability to provide constructive criticism. Additionally, this course provides an opportunity for students enrolled in the Special Education program to socialize with students who are not enrolled in Special Education. This will allow both

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groups of students to experience positive social interactions with people who are outside their standard peer groups. This course will also include many physical activities, which will positively impact overall physical health.

EVALUATION OF THE CHANGE 1. Evaluation Techniques: We will survey parents and students to gauge the effectiveness of the

course. 2. We would like to use the existing New Course Evaluation Sheet. 3. The first evaluation will be presented on or around May 25, 2023.

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Appendix - New Course: Advanced Spreadsheet and Database

GUIDELINES FOR NEW COURSE PROPOSAL OR CHANGE Prepare a written narrative of under three pages to include the following information:

I. The title of the course or change. Advanced Spreadsheet & Database

II. Description of the change. (Include the date and place of implementation.) Advanced Spreadsheet & Database is a technical level course for Manhattan High School students. The students will learn and apply advanced spreadsheet and database techniques that will give them an in depth understanding of spreadsheets and databases. The students will complete a unit covering advanced spreadsheet and the second unit will be advanced database. A variety of hands on application projects will be completed by the students to simulate real business projects.

III. State the name of the probable person to implement the change and teach the course. Kathy Ricketts or another Business Teacher

IV. Identify the category of the proposal. New Class/Re-instate the class – previously taught this class in 2007 - 2011

V. Reason for the change.

a. Provide data to show a valid need for the change. To provide another curriculum option for students in the Finance pathway. Course is a newly adopted class in the Finance Pathway and will be a funded .5 CTE course. Finance cluster review committee expressed interest from industry in students learning more spreadsheet concepts.

b. Indicate how the change will meet the needs expressed above. Students who successfully complete this course will have advanced skills and working knowledge about Excel and Access databases. This class is a Technical Level course in the Finance pathway.

VI. State the course content and the topical outline. (Be brief)

a. Budget Impact: None

Materials (textbooks, equipment, materials) Course curriculum can be developed by staff and/or textbook materials may be purchased through CTE funding. Staffing Course will be taught upon student interest and might be on a rotational basis. Other (transportation, fees, student-provided materials, etc.) N/A Cost of evaluation instruments and/or consultants N/A

b. Professional Impact: Additional training may be required and can be funded through CTE funds. Students would have a bigger selection and decisions of course offerings might need to be made in the future with regards to overloads and master schedule.

Effects within the department (enrollment changes in other courses, shared equipment, prerequisites, overlap, K-12 and 7-12 coordination)

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This class could be nested within the Computer Applications class or be offered one time during the school year.

c. Community Impact: Meeting expressed needs Discussed by the Business and Career and Technical Departments and advisory committees. Finance careers remain on high wage and high demand list for Kansas and region. Conditions which may cause negative reactions None

d. Student Impact: Effect on basic skills program – All CTE classes contain common core competencies Effect on career preparation – As stated, KSDE Finance cluster expressed need for better spreadsheet and database skills by high school students. Students are attending post-secondary institutions with very basic skills and remediation is required. Effect on college – further schooling preparation – Students will have opportunity to earn concurrent credit through MATC (CIS116) Effect on social and physical development – Students will be better prepared for success after leaving high schools as many jobs require Spreadsheet and database skills.

e. Relationship to Learner and Program Outcomes – Program outcomes reflect the Finance Pathway design sheet that provides a sequence of course work from introductory to application level in nature. The finance cluster is a growing industry in the state and region and offers many job opportunities from entry level to 4-year degree.

VII. Evaluation of the change. (NOTE: Limited consultant help will be available to help devise the

evaluation for the change.)

i. Describe what evaluation techniques will be used and how they will be interpreted. Pre- and Post-testing, and eventually end of program business and industry validated assessment

ii. Indicate if you will use one of the existing forms available.

Not at this time

iii. If you are doing your own form for evaluations, please submit a copy.

iv. Indicate the approximate date when the evaluation will be presented to the Department Heads and Council for Educational Programs.

Fall 2022

Please fill in the following information in order to submit your curriculum change to Committee of Department Heads: 1. Give a brief description of the new course content and the possible title of the course.

Advanced Spreadsheet & Database is a technical level course for Manhattan High School students. The students will learn and apply advanced spreadsheet and database techniques that will give them an in depth understanding of spreadsheets and databases. The students will complete a unit

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covering advanced spreadsheet and the second unit will be advanced database. A variety of hands on application projects will be completed by the students to simulate real business projects.

2. State the length and time for the new course (quarter, semester, year, summer). Course Credit: .5 credit (1 semester) Grade Level: 10, 11, 0r 12th Start in Spring 2022

3. Circle the category of change.

a. additional course

4. State the purpose or reason for the curriculum change. Indicate the need that has developed that the change will meet.

The Advanced Spreadsheet/Database class is a Technical Level course in the Finance Pathway. This would allow students to learn advanced spreadsheet/database skills and knowledge.

5. Project the possible impact on your department’s curriculum or on other curriculum areas. (Impact includes teacher load and salary, master schedule, budget, enrollment trends, community reaction, and student reaction.)

The possible impact on the Business Department would mean the class could be nested in the Computer Applications course or offered one time during the school year. There is a possibility of this class being offered for MATC college credit for CIS 116. It would not fall under Excel in CTE so students would need to pay the credit hour amount for college credit.

Elaborate and provide details for background information depending upon the category of change in which your proposal falls. History/background- In 2020, consultant with KSDE conducted the cluster and pathway review with industry, education, and community input. Spreadsheet skills are lacking coming out of secondary institutions and including a course in the pathway would provide an option for students to gain for proficiency. Careers in Finance field continue to populate the top 10 list for demand and pay for the region, state, and nationally. Any curriculum will be purchased through CTE funds. Class can be offered as concurrent credit through MATC, however it would not fall as a tiered class and would require students to pay the credit hour tuition to receive the credit. CATEGORY 1: Course change, Addition, Deletion, Revision, or Pilot

Title: Advanced Spreadsheet and Database Grades: 10-12 Credit: .5 Advanced Spreadsheet & Database is a technical level course for Manhattan High School students. The students will learn and apply advanced spreadsheet and database techniques that will give them an in depth understanding of spreadsheets and databases. The students will complete a unit covering advanced spreadsheet and the second unit will be advanced database. A variety of hands on application projects will be completed by the students to simulate real business projects.

Common Career Technical Core Competencies

1. Act as a responsible and contributing citizen and employee

2. Apply appropriate academic and technical skills

3. Communicate clearly, effectively and with reason

4. Consider the environmental, social and economic impacts of decisions

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5. Demonstrate creativity and innovation

6. Employ valid and reliable research strategies

7. Utilize critical thinking to make sense of problems and persevere in solving them.

8. Model integrity, ethical leadership and effective management

9. Plan education and career path aligned to personal goals

10. Use technology to enhance productivity

11. Work productively in teams while using cultural/global competence

Spreadsheet

• Managing Workbook Data. • Working with Images and Integrating with Other Programs • Analyzing Data with PivotTables. • Automating Worksheet Tasks • Advanced Worksheet Management • Advanced Formulas and Functions • Performing What-If Analysis

Database

• Improving Tables and Creating Advanced Queries • Creating Advanced Forms • Creating Advanced Reports • Importing and Exporting Data • Creating Action Queries • Creating Macros • Creating Modules and VBA

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Appendix - New Course: MATC – American Government

PRELIMINARY PROPOSAL FOR NEW COURSES OR CURRICULUM CHANGES

Please fill in the following information in order to submit your curriculum change to Committee of Department Heads: 1. Give a brief description of the new course content and the possible title of the course.

This course is proposed for Dual Enrollment: high school credit and college credit. The course title at Manhattan High School would match that at Manhattan Area Technical College: American Government

Course description: American Government-This course will enable the student to gain knowledge of American politics through the United States Constitution, civil liberties, political socialization, the media, political parties, the three branches of government, and foreign policy. 4. State the length and time for the new course (quarter, semester, year, summer).

Semester 5. Circle the category of change.

b. additional course

c. deletion of course

d. required course change

e. revision of content

f. course term change

g. pilot course or study

h. teacher training proposal

i. facility or budget change

j. staffing change

k. other, explain 4. State the purpose or reason for the curriculum change. Indicate the need that has developed that the change will meet. We have successfully added two MATC courses to the Social Studies department. Adding MATC American Government gives students at MHS an additional opportunity to earn high school and college credit. 5. Project the possible impact on your department’s curriculum or on other curriculum areas. (Impact includes teacher load and salary, master schedule, budget, enrollment trends, community reaction, and student reaction.) Adding MATC American Government will reduce the number of students enrolled in AP Government and MHS Government. No additional teachers are required.

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Appendix - New Course: AG TIG Welding

Prepare a written narrative of under three pages to include the following information:

V. The title of the course or change. Ag TIG Welding

VI. Description of the change. (Include the date and place of implementation.) Adding a TIG welding class for the Fall 2022. Course would be semester long and be 3 hrs concurrent credit with MATC.

VII. State the name of the probable person to implement the change and teach the course. Doug Muller

VIII. Identify the category of the proposal.

b. Additional course

V. Reason for the change. a. Provide data to show a valid need for the change.

Student currently do not have an option to take a welding class in the fall semester that isn’t Intro to Ag Welding. Adding the TIG welding class was discussed in the agriculture advisory committee meeting as a great opportunity as most high schools do not offer the course and it would give an option in Fall.

b. Indicate how the change will meet the needs expressed above.

Students that have a strong desire to enter the field can then be sure to complete a schedule of at least one welding class each semester. The TIG welding class requires an adjustment to the equipment that can be done during the Fall semester as the students are doing cutting processes and OSHA 10.

VI. State the course content and the topical outline. (Be brief) Course competencies will match the MATC course competencies and attached.

Budget Impact: None (course would fall under Excel in CTE), course will be taught with current welding instructor, all other material fees will be provided through MOU agreement with MATC. Professional Impact: Instructor many need additional training / can be paid through via CTE funding and/or Carl Perkins Grant. New course may shift some Intro to Ag welding to Spring Semester which might help balance schedule.

Community Impact: Expressed in advisory committee as a great opportunity as many high schools don’t have the resources to offer course. TIG welding is high used in industry.

Student Impact: Effect on basic skills program Students will be learning a different industry skill in the welding field Effect on career preparation Students will be better prepared for entry level position in the workforce. Effect on college – further schooling preparation

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Students will earn 3 credit hours concurrent with MATC and will be closer to earning certificate A in Welding from MATC Effect on social and physical development Students will be more engaged with pathway and courses. Relationship to Learner and Program Outcomes Higher post-secondary and employment rate as students will be better prepared. Student will be closer to Certificate A and program completion.

VIII. Evaluation of the change. (NOTE: Limited consultant help will be available to help devise the

evaluation for the change.) Describe what evaluation techniques will be used and how they will be interpreted. Course will be evaluated via Agriculture pathway Advisory committee and working with MATC instructors Indicate if you will use one of the existing forms available. Use current form If you are doing your own form for evaluations, please submit a copy. Indicate the approximate date when the evaluation will be presented to the Department Heads and Council for Educational Programs. Evaluation will be done on a yearly basis with advisory committee, staff, and CTE Coordinator as it relates to the pathway. Please fill in the following information in order to submit your curriculum change to Committee of Department Heads: 1. Give a brief description of the new course content and the possible title of the course.

Title: Ag TIG Welding Prerequisite: Intro to Ag Welding & Arc or Mig Welding Grades: 11-12 Credit: .5 Through classroom and/or lab/shop learning and assessment activities, students in this course will explain the gas tungsten arc welding process (GTAW); demonstrate the safe and correct set up of the GTAW workstation; relate GTAW electrode and filler metal classifications with base metals and joint criteria; build proper electrode and filler metal selection and use based on metal types and thicknesses; build pads of weld beads with selected electrodes and filler material in the vertical position; build pads of weld beads with selected electrodes and filler material in the overhead position; perform basic GTAW welds on selected weld joints; and perform visual inspection of GTAW welds.

2. State the length and time for the new course (quarter, semester, year, summer).

semester 3. Circle the category of change.

l. additional course

4. State the purpose or reason for the curriculum change. Indicate the need that has developed that the change will meet.

Adding another welding course allows students to not have a lapse pathway courses as we currently do not teach anything beyond Intro to Ag Welding in the Fall. TIG welding requires an adjustment to

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the welder which doesn’t allow it to easily be taught in the Spring when other welding classes are taught. If this class could be offered in the fall the machine could be modified as it wouldn’t need to be changed back for the other ARC and MIG welding classes. Current course schedule doesn’t allow for a welding class beyond Intro to be taught in the Fall. Current welding instructors believe that there are no high schools offering TIG welding.


Class should fall under guidelines of Excel in CTE and the only impact will be moving another section of Intro to Ag welding to the Spring Semester and checking whether this course aligns in Power and Structure Pathway. Class will provide option for Fall for students that have already taken Intro to Ag Welding which might help balance teacher schedule and shift some Intro to Ag Welding to Spring Semester.

Elaborate and provide details for background information depending upon the category of change in which your proposal falls. CATEGORY 1: Course change, Addition, Deletion, Revision, or Pilot Course would complement other welding courses of Mig and Arc welding.

Title: Ag TIG Welding Prerequisite: Intro to Ag Welding & Arc or Mig Welding Grades: 11-12 Credit: .5 Through classroom and/or lab/shop learning and assessment activities, students in this course will explain the gas tungsten arc welding process (GTAW); demonstrate the safe and correct set up of the GTAW workstation; relate GTAW electrode and filler metal classifications with base metals and joint criteria; build proper electrode and filler metal selection and use based on metal types and thicknesses; build pads of weld beads with selected electrodes and filler material in the vertical position; build pads of weld beads with selected electrodes and filler material in the overhead position; perform basic GTAW welds on selected weld joints; and perform visual inspection of GTAW welds.

No new equipment would need to be purchased or acquired as the current welders can be adjusted to perform TIG welds. Students will have the ability to take a welding class in the fall semester and earn 3 more credits of credit via MATC. Instructors from MATC recently expressed that they didn’t know of any high schools teaching a TIG class and that this would be a great opportunity as the students are really engaged with learning the skill. Other courses in the pathway include Food, Life & Environmental Science, Intro to Ag Welding, Ag Welding MIG, Ag Welding ARC, Ag Fabrications, Ag Structures.

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Appendix – New Course: Computer Coding I Prepare a written narrative of under three pages to include the following information:

IX. The title of the course or change. Computer Coding I

X. Description of the change. (Include the date and place of implementation.)

Computer Coding I will be a pre-requisite course for Java Programming. Computer Coding I curriculum will help prepare the students for the AP test. We are improving the Computer Science curriculum to help the student to gain a better understanding and knowledge of computer programming before they take the Java Programming course. We will be implementing this course in the fall 2022.

XI. State the name of the probable person to implement the change and teach the course.

Kathy Ricketts or Kristen Hopkins

XII. Identify the category of the proposal. Additional Course

VI. Reason for the change. a. Provide data to show a valid need for the change.

To provide a foundation for the students who are interested in programming and computer science related fields. IT jobs continues to grow in the region. C

b. Indicate how the change will meet the needs expressed above.

Students who successfully complete this course will be prepared to take the Computer Science AP test. This will also prepare the students for Java Programming and college and career readiness in a career in information technology.


f. Budget Impact: Course would use K-State College of Engineering curriculum through the Codio platform. Fee would be paid through CTE funds. Current staff would teach the new course and work in the future to build out more materials and lesson plans by attending professional development and training with K-State instructors. Materials

c. Professional Impact: Course would be a new option in the highly growing field of Information Technology. A shift in pathway course sequence may result as the goal would be more students to gain basic computing and computational thinking.

d. Community Impact: State and regional goals indicate that careers in IT are some of the most highly paid and show signs of growth which deviate into all different fields.

e. Student Impact: Effect on basic skills program Course would follow the Common Core Technical standards presented by KSDE which covered workplace skills including English, Math, and communication skills. The course will prepare all students for the workforce as careers in IT which can be found in all career fields. Course can be taken for College Credit through MATC and does prepare students for AP Computer Science Principles test. Students that are interested in this field will be more engaged as it is high level curriculum provided by K-State College of Engineering.

f. Relationship to Learner and Program Outcomes

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Learner will have a course that introduces many concepts in Information Technology and then better prepare for the Java Programming course. Instructors teaching the Java programming course discover that the material is very difficult, and students need more introduction before they can successfully complete course.

VII. State the course content and the topical outline. (Be brief)

a. Describe what evaluation techniques will be used and how they will be interpreted. Pre- and Post-testing, and eventually end of program business and industry validated assessment. Discussion with advisory committee will also give feedback about pathway courses and curriculum.

b. Indicate if you will use one of the existing forms available. Use current forms c. If you are doing your own form for evaluations, please submit a copy. d. Indicate the approximate date when the evaluation will be presented to the

Department Heads and Council for Educational Programs. Annual evaluation with advisor committee, Staff, and CTE coordinator will be conducted

with pathway review in Spring of 2023

PRELIMINARY PROPOSAL FOR NEW COURSES OR CURRICULUM CHANGES Please fill in the following information in order to submit your curriculum change to Committee of Department Heads: 1. Give a brief description of the new course content and the possible title of the course.

Computer Coding I will be a pre-requisite course for Java Programming. Computer Coding I curriculum will help prepare the students for the AP Computer Science Principles Test. We are improving the Computer Science curriculum to help the student to gain a better understanding and knowledge of computer programming before they take the Java Programming course. We will be implementing this course in the fall 2022. Course will have the opportunity to be concurrent with CC110 at Manhattan Area Technical College.


Course Credit: .5 credit (1 semester) Grade Level: 9th, 10, 11, or 12th Start in fall 2022

3. Circle the category of change.

m. additional course 4. State the purpose or reason for the curriculum change. Indicate the need that has developed that the change will meet.

Computer Coding I will be a pre-requisite course for Java Programming. Computer Coding I curriculum will help prepare the students for the AP Computer Science Principles Test. We are improving the Computer Science curriculum to help the student to gain a better understanding and knowledge of computer programming before they take the Java Programming course. We will be implementing this course in the fall 2022.


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The possible impact on the Business Department would mean the teacher will have to adjust what courses she teaches and how many sections are offered. There is a possibility of this class being offered for MATC college credit.

Elaborate and provide details for background information depending upon the category of change in which your proposal falls.

History/background – We began teaching Java/Python course in Fall of 2020. In the first year of teaching the course instructors realized the difficulty of the material and the need for an introductory course as most students do not have the background and capacity that is needed. Also, discussion was held with K-State instructors developing the curriculum and with site counsel and it was suggested to add the intro course, so students enter the 210 course with better background. Another aspect is the focus on IT under one of Jump Start Kansas Workgroups initiatives.

CATEGORY 1: Course change, Addition, Deletion, Revision, or Pilot

Title: Computer Programming 1 Grades: 10-12 Credit: .5 Computer programming 1 introduces students to the central ideas and multiple fields of computer science while exploring such topics as cybersecurity, the internet, smart technologies, and big data. students will be challenged to think creatively and harness the power of digital technology to create innovative solutions. Students will learn the basics of computational thinking and will apply problem analysis, logic, and coding and develop skills in creative problem solving, communication and collaboration, all skills vital for success across multiple disciplines and career fields. Students will be prepared for the AP Computer Science Principles exam and will be a prerequisite for Java programming class.

Common Career Technical Core Competencies

12. Act as a responsible and contributing citizen and employee

13. Apply appropriate academic and technical skills

14. Communicate clearly, effectively and with reason

15. Consider the environmental, social, and economic impacts of decisions

16. Demonstrate creativity and innovation

17. Employ valid and reliable research strategies

18. Utilize critical thinking to make sense of problems and persevere in solving them.

19. Model integrity, ethical leadership, and effective management

20. Plan education and career path aligned to personal goals

21. Use technology to enhance productivity

22. Work productively in teams while using cultural/global competence

Units/Topics o What is Computer Science o Early Computing Machines o Bits & Boolean Logic o Functions, Strings & Displays o Functions that return values, numbers & math o Programming o Universal Computers o Booleans, If & Input o Algorisms

Data Encoding o Architecture & Finite State Machines o While Loops o Loops o Software Engineering o Strings o Human-Computer Interaction o The History of the Internet o How the Internet Works o Lists o Web Programming o High Performance Computing o Compression & Error Checking o Cryptography o Cybersecurity o Artificial Intelligence

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Appendix – New Course: French IV

GUIDELINES FOR NEW COURSE PROPOSAL OR CHANGE Prepare a written narrative of under three pages to include the following information: PRELIMINARY PROPOSAL FOR NEW COURSES OR CURRICULUM CHANGES

Please fill in the following information in order to submit your curriculum change to Committee of Department Heads:

1. Give a brief description of the new course content and the possible title of the course. French 4 Grades: 11 - 12 Credit: 1.0 Course ID: Prerequisite: Must receive a B in French 3 or instructor permission This course is designed for students that have successfully completed French 3. By the end of French 4, most students will be at the intermediate-mid level of language proficiency. This course will continue to focus on the four major skills of language learning: listening, reading, writing, and speaking. Students will be able to communicate about self, others, and familiar, everyday topics while working to build skills and knowledge to navigate unexpected situations and problems. They will be able to identify the main idea and supporting details in simple texts while being exposed to more complex, authentic resources designed for native speakers. French 4 students will work to produce organized and detailed writing on familiar topics at paragraph length. They will continue to explore and develop cultural competence in comparing their own culture to that of the French-speaking world, while developing critical thinking skills to solve problems creatively both inside and outside of the French classroom. Grammar structures from French 1, 2, and 3 will be reviewed and refined, along with acquiring a larger academic vocabulary base to facilitate communication and support student success in future French courses and/or other real-world applications. 4. State the length and time for the new course (quarter, semester, year, summer).

As needed 5. Circle the category of change.

n. additional course

o. deletion of course

p. required course change

q. revision of content

r. course term change

s. pilot course or study

t. teacher training proposal

u. facility or budget change

v. staffing change

w. other, explain 4. State the purpose or reason for the curriculum change course change. Indicate the need that has developed that the change will meet.

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This year (2021/22) the World Language Department did not have the capacity to teach AP French Language and Culture due to the lack of an AP French instructor. We offered, with the help of administration, the AP French Language and Culture course through an on-line provider (Ed Genuity). None of the eight eligible students took the class (two of them opted to take AP French Language and Culture in independent study). The World Language Department is eager to offer at least four years of each language and needs the option of offering a regular French 4 class if an AP instructor is not available. When an AP French Language and Culture instructor is not available, the World Language Department will offer French 4 for 4th year French instead of the AP French Language and Culture course. The French teacher can teach four levels of French, but not AP French Language and Culture. In years when an AP French Language and Culture instructor is not available, the World Language Department will offer French 4 in year four. In years when an AP French Language and Culture instructor is available the World Language Department will offer AP French Language and Culture in year four. Thus, year four French will either be a regular French 4 course OR an AP French Language and Culture course, but not both.

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Appendix – Modifying Course Title: MHS Vocal

USD 383

GUIDELINES FOR NEW COURSE PROPOSAL OR CHANGE

Prepare a written narrative of under three pages to include the following information:

XIII. All MHS Vocal Music Classes

XIV. All course descriptions and names of choir classes need to be altered to become gender neutral.

XV. Chad Pape teaches all vocal music classes.

XVI. This proposal does not delete or add any courses, nor does it require any additional staffing. It is

only a title/description change.

VII. Reason for the change.

a. This change needs to be made to reflect district policy and current trends in vocal

music education.


g. Budget Impact: no budget impact

Materials (textbooks, equipment, materials)

Staffing

Other (transportation, fees, student-provided materials, etc.)

Cost of evaluation instruments and/or consultants

d. Professional Impact: no professional impact

Administrative (scheduling, staff selection and load, student selection)

Effects within the department (enrollment changes in other courses, shared

equipment, prerequisites, overlap, K-12 and 7-12 coordination)

g. Community Impact: this is a “change to neutral” for descriptions. Most people will

not even notice the change.

Meeting expressed needs

Conditions which may cause negative reactions

h. Student Impact: better student inclusion

Effect on basic skills program

Effect on career preparation

Effect on college – further schooling preparation

Effect on social and physical development

i. Relationship to Learner and Program Outcomes

VIII. Evaluation of the change. (NOTE: Limited consultant help will be available to help devise the

evaluation for the change.)

No evaluation needed.

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Beginning Women’s Treble Choir Grades:9-12Credit:1.0Course ID: 008501/008502 This class is a beginning choir for women treble voices. Class time is spent reinforcing musical skills, teaching basic singing technique, and preparing musical literature for concerts (usually one per quarter). Musical literature performed is in a variety of languages and art music (“traditional”) styles. No prior singing ability or musicianship is required. A very heavy emphasis is placed on teaching fundamental music-reading skills. Students must be able to perform in an ensemble environment; they must participate fully in class to support their fellow singers.

Men’s Chorale Grades:9-12Credit:1.0Course ID: 008361/008362 This class is a beginning choir for men tenors and basses. Class time is spent reinforcing musical skills, teaching basic singing technique, and preparing musical literature for concerts (usually one per quarter). Musical literature performed is in a variety of languages and art music (“traditional”) styles. No prior singing ability or musicianship is required. A very heavy emphasis is placed on teaching fundamental music-reading skills. Students must be able to perform in an ensemble environment; they must participate fully in class to support their fellow singers. This class is usually scheduled simultaneously with a women’s treble choir so that the two ensembles can perform together as a large mixed choir.

Bell’ VoceGrades:10-12Credit:1.0Course ID: 008311/008312 Prerequisite: Instructor permission required (by auditions). This class is an intermediate/advanced choir for women treble voices. Class time is spent reinforcing musical skills, teaching basic singing technique, and preparing musical literature for concerts (usually one per quarter). Musical literature performed is in a variety of languages and art music (“traditional”) styles. No prior singing ability or musicianship is required. A very heavy emphasis is placed on teaching fundamental music-reading skills. Students must be able to perform in an ensemble environment; they must participate fully in class to support their fellow singers. This class is usually scheduled simultaneously with a men’s tenor and bass choir so that the two ensembles can perform together as a large mixed choir. Chamber Choir Grades:10–12Credit:1.0Course ID: 008341/008342 Prerequisite: Instructor permission required (by audition); 10th grade by special circumstance only. This class is an advanced choir for men and women all voices. Enrollment is limited to 32 women and 32 men 48 balanced voices to preserve the integrity of the ensemble and accommodate both rehearsal and performance spaces. Students must maintain KSHSAA eligibility for spring semester festivals. Class time is spent reinforcing advanced musical skills, teaching advanced singing technique, and preparing musical literature for concerts. Students are expected to be able to perform with the choir outside of class time at community events. Musical literature performed is in a variety of languages and art music (“traditional”) styles. Prior knowledge and experience with singing and fundamental musicianship is required, including reading key signatures, knowing note names, singing solfege, and reading rhythms. A very heavy emphasis is placed on reinforcing advanced music-reading skills and teaching advanced independent musicianship, including self-editing musical scores, diagramming phrases, error detection, performance evaluation, and consistent high achievement in rehearsal. Students must be able to perform in an ensemble environment; they must participate fully in class to support their fellow singers. There is a prescribed formal wardrobe for both men and women. Students are asked to purchase their own wardrobe if possible, but the choir will provide wardrobe for students free of charge upon request

Varsity ChoirGrades:10-12Credit:1.0Course ID: 008331/008332 Prerequisite: Instructor permission required (by audition); 10th grade by special circumstance only. This class is an advanced choir for men and women all voices. Enrollment is limited to 12 women and 12 men 24 balanced voices to preservethe integrity of the ensemble and to meet KSHSAA standards for a “small ensemble.” Students must be simultaneously enrolled in a large traditional choir. Students must maintain KSHSAA eligibility for spring semester festivals. Class time is spent reinforcing advanced musical skills, teaching advanced singing technique, and preparing musical literature for concerts. Musical literature performed is in a variety of popular (rock, pop, musical theatre, etc.) styles, as well as art music (“traditional”) styles. Students are expected to be able to perform with the choir outside of class time at numerous community events during evenings and weekends (avoiding Sundays). Prior knowledge and experience with singing and fundamental musicianship is required, including reading key signatures, knowing note names, singing solfege, and reading rhythms. A very heavy emphasis is placed on reinforcing advanced music-reading skills and teaching advanced independent musicianship, including self-editing musical scores, diagramming phrases, error detection, performance evaluation, and consistent high achievement in rehearsal. Students must be able to performin an ensemble environment; they must participate fully in class to support their fellow singers. There is a prescribed formal wardrobe for both men and women, always provided (on loan) to students free of charge.

Pops ChoirGrades:10-12Credit:1.0Course ID: 008351/008352 Prerequisite: Instructor permission required (by audition); 10th grade by special circumstance only.

This class is an advanced choir for men and women all voices. Enrollment is limited to 8 women and 8 men 16 balanced voices to preserve the integrity of the ensemble and to accommodate “movement” (dance) by the singers according to their ability. Students must maintain KSHSAA eligibility for spring semester festivals. Class time is spent reinforcing advanced musical skills, teaching advanced singing technique, and preparing musical literature for concerts. Musical literature performed is in a variety of popular (rock, pop, musical theatre, etc.) styles, as well as art music (“traditional”) styles. Students are expected to be able to perform with the choir outside of class time at numerous community events during evenings and weekends (avoiding Sundays). Prior knowledge and experience with singing and fundamental musicianship is required, including reading key signatures, knowing note names, singing solfege, and reading rhythms. A very heavy emphasis is placed on reinforcing advanced music-reading skills and teaching advanced independent musicianship, including self-editing musical scores, diagramming phrases, error detection, performance evaluation, and consistent high achievement in rehearsal. Students must be able to perform in an ensemble environment; they must participate fully in class to support their fellow singers. There is a prescribed formal wardrobe for both men and women. Students are asked to purchase their own wardrobe if possible, but the choir will provide wardrobe for students free of charge upon request. There isa cost associated with participation in Choir. Cost should not prohibit anyone from participation. Performing Arts funds are available to assist students if cost is an issue.

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Appendix – Modifying Course Title: Advanced Drama

MANHATTAN HIGH SCHOOL PERFORMING ARTS DEPARTMENT Course Name Change: Advanced Drama to Drama 2 Report Prepared by Ginny Pape, Drama Instructor, and Chad Pape, Choir Instructor TITLE OF COURSE CHANGE

This course is currently named Advanced Drama. I would like to propose we change the course name to Drama 2.

COURSE DESCRIPTION

I would like this change to become active in the fall of 2022 at the MHS West Campus.

PEOPLE TO IMPLEMENT CHANGE AND TEACH THE COURSE

Ginny Pape

CATEGORY OF THE PROPOSAL

Name Change

REASON FOR THE CHANGE

This course is currently named Advanced Drama, which is often confused with Advanced Repertory Theatre, another course in the Drama program. This change would align the class name with Drama 1, which is our beginning level Drama course. Drama courses would then be named Drama 1, Drama 2, and Advanced Repertory Theatre.

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Appendix – Prerequisite and Clarification Updates

Please fill in the following information in order to submit your curriculum change to Committee of Department Heads:

1. Give a brief description of the new course content and the possible title of the course. Accelerated Human Anatomy & Physiology   Students will study the structure and function of the human body.  This course provides a foundation for anyone interested in pursuing a medically oriented career or have a natural interest in how the human body functions.  Students can expect instructional activities to revolve around lectures, mink dissections, and laboratory work.  This class is geared for the student who is willing to work hard. There is minimal homework. However, students need to be prepared to devote a considerable amount of time to studying for tests. We cover a lot of material in one semester and move very fast. This is why the class is called ACCELERATED Human Anatomy & Physiology. Students will be required to dissect minks and to take 3 smaller tests outside of class.

2. State the length and time for the new course (quarter, semester, year, summer). This is a one semester course, offered in the Fall 3. Circle the category of change.

j. other, explain – updated course description 4. State the purpose or reason for the curriculum change. Indicate the need that has developed that the change will meet. Wanted to clarify expectations for the course. 5. Project the possible impact on your department’s curriculum or on other curriculum areas. (Impact includes teacher load and salary, master schedule, budget, enrollment trends, community reaction, and student reaction.) no impact on the curriculum, department, course load or salary.

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1. Give a brief description of the new course content and the possible title of the course.

AP Environmental Science

Prerequisite:  Biology grade B or higher; must be enrolled in or have passed General Chemistry or higher Chemistry class. This AP course is based on the Environmental Science curriculum which investigates wildlife biology and conservation and the interrelationships of plants and animals to their surroundings, as well as human impacts on the environment and methods of remediating human impacts.  2. State the length and time for the new course (quarter, semester, year, summer). This course is year-long and offered every year. 3. Circle the category of change. j. other, explain – course description and prerequisites 4. State the purpose or reason for the curriculum change. Indicate the need that has developed that the change will meet. Clarify student expectations in taking the course 5. Project the possible impact on your department’s curriculum or on other curriculum areas. (Impact includes teacher load and salary, master schedule, budget, enrollment trends, community reaction, and student reaction.) This will have no impact on the curriculum or and other curriculum area.

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Give a brief description of the new course content and the possible title of the course. Wide Horizons Science Program (rename class and update description) Prerequisite: two full units in science and instructor’s written permission This course focuses on developing science programs to be presented to elementary school classes throughout the district. It is a year-long class where collaboration and teamwork are essential. Additional activities may include participation in Spring field trips and development of online enrichment materials for preK-5th grade students. Students must provide their own transportation and have instructor approval to enroll.

2. State the length and time for the new course (quarter, semester, year, summer). This is a year-long elective class. 3. Circle the category of change. j. other, explain – name change 4. State the purpose or reason for the curriculum change. Indicate the need that has developed that the change will meet. Over time the course has evolved from one focused on ecological topics to one including other scientific topics. 5. Project the possible impact on your department’s curriculum or on other curriculum areas. (Impact includes teacher load and salary, master schedule, budget, enrollment trends, community reaction, and student reaction.) This will not impact the department’s curriculum or budget.

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1. Give a brief description of the new course content and the possible title of the course.

AP Chemistry Grades: 11 –12 Credit: 1.0 Course ID: AP4201/AP4202 Prerequisite: Advanced Chemistry grade B or higher or instructor’s permission or General Chemistry with instructor’s permission. The purpose of this course is to broaden and deepen the chemical knowledge and experience of the student. The course will have topics and labs that are based on a national curriculum for AP courses. It will include a review of the concepts presented in Chemistry/Advanced Chemistry with the addition of topics in advanced thermochemistry and kinetics not previously covered. The ability to work independently will be essential. The rigorous pace and advanced subject matter will make this course very challenging. Additional lab time may be required outside of class time.


This is a year-long science course 3. Circle the category of change. j. other, explain – change of pre-requisites and permission guidelines 4. State the purpose or reason for the curriculum change. Indicate the need that has developed that the change will meet. Clarify expectations for students wanting to take the course. 5. Project the possible impact on your department’s curriculum or on other curriculum areas. (Impact includes teacher load and salary, master schedule, budget, enrollment trends, community reaction, and student reaction.) This will not impact the department’s curriculum or budget.

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1. Give a brief description of the new course content and the possible title of the course. Introduction to Organic Chemistry Grade: 11-12 Credit: 0.5 Course ID: 004235 Prerequisite: Completion of Chemistry with teacher approval or completion of Advanced Chemistry. This course will provide students interested in the medical or science field, but not limited to only them, an introduction to Organic chemistry. The successful completion of this course should prepare students for the rigor of the next level of chemistry and organic chemistry. Fundamental principles of organic chemistry will be studied, including functional groups, functional group nomenclature, basic nucleophilic and electrophilic substitutions, NMR and IR spectroscopy, stereoisomerism, and skeletal line drawings. Instructional activities vary and include lectures, demonstrations, and group activities.


This is a one semester course. 3. Circle the category of change. j. other, explain – course description updated as well as teacher approval revision. 4. State the purpose or reason for the curriculum change. Indicate the need that has developed that the change will meet. Needed to clarify expectations of the student. 5. Project the possible impact on your department’s curriculum or on other curriculum areas. (Impact includes teacher load and salary, master schedule, budget, enrollment trends, community reaction, and student reaction.) This will not impact the department’s curriculum or budget.

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Give a brief description of the new course content and the possible title of the course. Chemistry description changes Remove not recommended for sophomores from the flow chart Advanced Chemistry (MATC option) Grades: 10 -12 Credit: 1.0 Course ID: 004211/004212 -MHS Only Credit Course ID: 004221/004222 - MATC College Concurrent Credit Prerequisite: Algebra 1 grade B or higher or instructor’s permission. Recommend concurrent enrollment in Algebra 2. Students study the field of chemistry with a focus on foundational information. Students display competence in laboratory techniques by the end of the year. Students’ progress through the various stages of knowledge, understanding, comprehension, and application of the principles involved in the specific areas of atomic structure, molecular structure, mole concept, stoichiometry, gas laws, chemical equilibrium, solution chemistry, acid-base chemistry, and thermochemistry. Students achieve a level of proficiency that enables them to better progress through introductory college-level chemistry classes on an accelerated basis. Instructional activities include lectures, demonstrations, laboratory exercises, classroom problem solving, and discussions. Homework assignments include problem solving and writing lab reports. The ability to work independently is helpful. The fast pace and subject matter will make this course challenging.

1. State the length and time for the new course (quarter, semester, year, summer). Advanced chemistry is a year-long class that offers MATC credit. 3. Circle the category of change. j. other, explain – modify the science flow chart, prerequisites and course description 4. State the purpose or reason for the curriculum change. Indicate the need that has developed that the change will meet. Needed to clarify the expectations for students taking the course. 5. Project the possible impact on your department’s curriculum or on other curriculum areas. (Impact includes teacher load and salary, master schedule, budget, enrollment trends, community reaction, and student reaction.) This will not impact the department’s curriculum or budget.

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1. Give a brief description of the new course content and the possible title of the course. AP Biology

Prerequisites: Genetics, Anatomy & Physiology and instructor’s permission. It is strongly recommended that students have taken or should be concurrently enrolled in Chemistry. AP Biology follows the course and exam description (CED) as laid out by AP Central. Beginning with unit one, chemistry of life, and continuing through the other 7 units through the course of the school year. Lab activities make up 25% of the grade, while tests and other instructional material rounding out the remaining 75% of the course grade. The pace and subject matter are advanced, and successful students invest time out of class. 2. State the length and time for the new course (quarter, semester, year, summer). 3. Circle the category of change. j. other, explain – update description. 4. State the purpose or reason for the curriculum change. Indicate the need that has developed that the change will meet. Description had not been updated to match current course description by AP Central 5. Project the possible impact on your department’s curriculum or on other curriculum areas. (Impact includes teacher load and salary, master schedule, budget, enrollment trends, community reaction, and student reaction.) This will not impact the department’s curriculum or budget.

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1. Give a brief description of the new course content and the possible title of the course. Biology; Credit 1.0; Course ID 004001/004002 This is a year- long course. Description possibility: Students will construct and defend evidence-based scientific explanations about 1) the relationships between living organisms; 2) patterns that guide the organization of ecosystems; 3) the drivers of population change; and 4) the structures that enable the functions of life.


Biology is a year-long course, but is listed as two separate courses. 3. Circle the category of change. j. other, explain – update description. 4. State the purpose or reason for the curriculum change. Indicate the need that has developed that the change will meet. Biology is a year-long course but for some reason is listed as two separate courses. Would like it listed in the same manner as chemistry and physics. This will eliminate confusion for students signing up for the course. 5. Project the possible impact on your department’s curriculum or on other curriculum areas. (Impact includes teacher load and salary, master schedule, budget, enrollment trends, community reaction, and student reaction.) This will not impact the department’s curriculum or budget.

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Date: November 17, 2021 To: Board of Education From: Superintendent Marvin Wade RE: Indian Name and Image Prepared by: Marvin Wade, Superintendent Background Information: During the Spoken Report portion of the November 3, 2021 USD 383 Board of Education meeting, Board Vice President Kristin Brighton expressed a desire to engage the Board in conversation about changing the Manhattan High School name and image to something other than “Indians.” Current Considerations: During its November 17, 2021 meeting, Vice President Brighton will facilitate a discussion among board members about the possibility of making a change to the Indian name and image. District Goal: Students are well equipped for lifelong success at increasingly higher levels of academic growth, social-emotional development, and postsecondary preparation. District Objective: Objective 2 Provide a culture and environment to promote positive and productive conditions for

learning, teaching and working. Board of Education Policy: BDA Developing and Adopting Policy Financial Implications: There are costs associated with a change in name or image, with some costs able to be reduced through a phase-in over time. Future Considerations: Community engagement, timelines, budget and directives to administration are potential considerations for the future. Recommendation: This report is for information purposes only.

ITEM 10.9

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STRATEGIC FRAMEWORK

July 1, 2020

Mission

Building foundations for dynamic futures

Vision

Manhattan-Ogden USD 383 is a public school system nationally recognized for the

success of all students.

Core Beliefs

Acceptance: We create a climate that values diverse thinking, mutual respect and

working as a team for the betterment of the whole organization.

Accountability: We hold one another accountable for increasing student and staff

success.

Courage: We support courageous actions in an environment that embraces ethical

and thoughtful risk-taking.

Joy: We enjoy our work and recognize that happiness contributes to organizational

health and generates more opportunities for success.

Trust: We presume the good intentions of others in a culture of openness for honest

input and creative ideas.

Guiding Principles

System Perspective: Stakeholders respect that all components of the organization

are interdependent and must be managed as a unified whole in order to achieve

ongoing success and performance excellence.

Engaged Learning: Stakeholders share a collaborative responsibility for

implementing intentionally designed holistic and engaging learning experiences.

Encouraging Environment: Stakeholders promote a framework encouraging grit and

the courage for students to become the best version of themselves.

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2 | P a g e

Relationship Building: Stakeholders facilitate connection and growth through safe,

inclusive, compassionate and empathetic interactions with others.

Foundational Skills: Stakeholders provide dynamic learning experiences to build a

strong foundation of skills necessary to be competitive in local, regional and global

economies.

Societal Contributions: Stakeholders demonstrate a well-rounded ability to make

respectful and ethical decisions.

Pillars

USD 383 is committed to student success through dedication to four foundational

pillars: teaching and learning, culture and environment, employee talent, and

partner relations - with outcomes measured in both traditional and non-traditional

ways.

Goal

Students are well equipped for lifelong success at increasingly higher levels of

academic growth, social-emotional development and postsecondary preparation.

Indicators of Success

1. The percentage of students at or above benchmark on Individual Growth &

Development Indicators (myIGDIs) and the Formative Assessment System for

Teachers (FASTBridge) will increase from pre-kindergarten through third grade,

overall and for each identified subgroup.

2. The percentage of students who score in Levels 3 and 4 on the English Language

Arts State Assessment will increase at each grade level 3-8 and 10, overall and

for each identified subgroup.

3. The percentage of students who score in Levels 3 and 4 on the Mathematics

State Assessment will increase at each grade level 3-8 and 10, overall and for

each identified subgroup.

4. The percentage of students identified ‘at risk’ in the Kansas Communities that

Care Social-Emotional Learning Report will decrease for Character Development,

Personal Development, Social Development and School Climate in grades 6, 8,

10 and 12, overall and for each identified subgroup.

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3 | P a g e

5. The graduation rate of students within the district will increase, overall and for

each identified subgroup.

6. The two-year postsecondary success rate of students within the district will

increase, overall and for each identified subgroup.

Objectives and Strategies

1. Provide every student equitable access to learner-centered curriculum,

instruction, assessment and interventions.

A. Align curriculum with content standards and assessment framework.

1. Create a well-defined curriculum protocol that provides scope and

sequence by subject area content standards.

2. Revise horizontal and vertical alignment of instructional materials based

upon analysis of student performance data.

3. Create a district assessment and data analysis calendar to guide data

discussions at building and district levels.

4. Provide ongoing training to support alignment of standards, curriculum

and assessment.

5. Create and deliver a process for communicating about curriculum, content

standards and the assessment framework.

6. Develop an accountability system to ensure timely completion of

curriculum, content standards and assessment alignment.

B. Identify and implement evidence-based instructional practices.

1. Identify evidence-based instructional practices.

2. Provide ongoing training to support implementation of evidence-based

instructional practices.

3. Create and deliver a process to communicate about evidence-based

instructional practices.

4. Develop an accountability system to monitor impact of evidence-based

instructional practices on student success indicators.

C. Institutionalize a multi-tiered system of reading, mathematics and social-

emotional supports.

1. Provide core instruction consistent with adopted protocols.

2. Ensure intervention and support decisions are based upon benchmark and

progress monitoring protocols.

3. Provide training in multi-tiered system of supports to promote clarity and

reduce variance across the district.

4. Create and deliver a process for ongoing communication about multi-

tiered system of supports.

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4 | P a g e

5. Develop an accountability system to monitor the impact of multi-tiered

system of supports on indicators of student success.

D. Implement a trauma-responsive structure to support mental health needs of

the school community.

1. Maintain cross-system collaboration between mental health providers and

school teams.

2. Align mental health protocols across the school community.

3. Identify and implement trauma-responsive practices to promote student

resilience.

4. Provide training in use of trauma-responsive practices and mental health

protocols.

5. Create and deliver a process for ongoing communication about trauma-

responsive practices and mental health protocols.

6. Enhance service delivery through social-emotional family engagement and

empowerment.

7. Develop an accountability system to monitor the impact of trauma-

responsive practices and mental health protocols within the school

community.

E. Implement a framework for personalized learning.

1. Create common terminology, protocols and timelines for implementation

of personalized learning throughout the district.

2. Construct a platform of essential core components and change strategies

for the personalized learning framework.

3. Provide ongoing training about core components and change strategies

within the personalized learning framework.

4. Create and deliver a process for personalized learning communications.

5. Develop an accountability system to monitor the impact of personalized

learning on student success.

F. Identify and implement technology to enhance teaching and learning.

1. Ensure student, parent and staff access to technology.

2. Create online access to instructional materials.

3. Deliver training and support for information and instructional technology.

4. Create and deliver a process for ongoing communication about technology

to enhance teaching and learning.

5. Ensure reliability and cybersecurity of information and instructional

systems.

6. Develop an accountability system to monitor the impact of technology on

teaching and learning.

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5 | P a g e

2. Provide a culture and environment to promote positive and productive

conditions for learning, teaching and working.

A. Identify and implement policies and practices to promote diversity, inclusion

and equity.

1. Update and enforce policies prohibiting discrimination, harassment and

inequitable access.

2. Ensure principles and practices of diversity, inclusion and equity are

promoted and enforced throughout all buildings and departments of the

district.

3. Provide ongoing training to expand understanding of and commitment to

diversity, inclusion and equity.

4. Create and deliver a process for consistent communication about

diversity, inclusion and equity.

5. Engage and empower students, parents, employees and the community

as ambassadors for diversity, inclusion and equity.

6. Develop an accountability system to monitor promotion and enforcement

efforts regarding diversity, inclusion and equity.

B. Enact policies and practices to attract, develop, empower and retain high

quality employees.

1. Implement a framework to increase qualified and diverse candidate pools.

2. Onboard new staff through a district orientation and support program.

3. Deliver training relevant to specific areas of responsibility, including when

changes occur in knowledge or skill expectations of a position.

4. Create and deliver a process for ongoing communication about efforts to

attract, develop, empower and retain high quality employees.

5. Maintain a staff incentive program that includes recognition and added

compensation for established factors.

6. Develop an accountability system to monitor the impact of efforts to

attract, develop, empower and retain high quality employees.

C. Align non-instructional operations in support of students, staff and schools.

1. Maintain facilities and grounds that are clean and safe.

2. Ensure safety and security of people and property within the district.

3. Maintain a communications process for two-way exchange of information.

4. Construct a human resource system to meet staffing needs within the

district.

5. Maintain business practices that ensure financial security of the district.

6. Continue transportation services that are safe, comfortable and efficient.

7. Provide childhood nutrition programming to meet dietary and wellness

education needs within the district.

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6 | P a g e

8. Provide training to maintain consistency of non-instructional operations

across the district.

9. Develop an accountability system to monitor non-instructional support of

students, staff and schools.

D. Identify and implement technology to promote operational productivity.

1. Ensure student, parent and staff access to technology.

2. Maintain a management process for collection and storage of operational

data.

3. Deliver training and support for operational use of technology.

4. Ensure reliability and cybersecurity of information and operational

systems.

5. Create and deliver a process to communicate about use of technology to

promote operational productivity.

6. Develop an accountability system to monitor impact of technology on

operational productivity.

3. Develop and enhance mutually beneficial relationships where schools,

families and community partners share a commitment to student

success.

A. Engage and empower families as stakeholders.

1. Implement a centralized welcome center to provide orientation and

assistance to families new to the district.

2. Develop and implement a plan to increase family engagement

opportunities and the number of involved families.

3. Provide ongoing training to increase staff understanding of and

commitment to family empowerment.

4. Identify and implement technology to enhance two-way communication

between parents and educators.

5. Collect and analyze parent satisfaction data to monitor success of

stakeholder engagement and empowerment efforts.

B. Expand and strengthen community partnerships to enrich student learning.

1. Identify and engage current and potential community partners.

2. Create a framework to benefit students and meet identified needs of

community partners.

3. Provide training to increase staff understanding of and commitment to

community partnerships.

4. Identify and implement technology to enhance communication and

collaboration with partners.

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5. Collect and analyze data to monitor the extent to which partners perceive

community collaboration as mutually beneficial.

C. Construct educational choice options to meet student and community needs

and interests.

1. Provide training to increase stakeholder understanding of the educational

choice option process.

2. Create and deliver a method to communicate about educational choice

options.

3. Develop a catalog of program choice options available within the district.

4. Ensure program choice options comply with all policy and accountability

requirements of the district and state.

5. Create and enforce guidelines to ensure all families have equal access to

all program choice options.

6. Establish a process to evaluate the impact of each program choice option

on student success.

Glossary

Academic Engagement - Implementation of differentiated learning strategies and

plans to address areas of concern.

Character Development Standard - Identify, define and live in accordance with core

principles that aid in effective problem solving and responsible decision-making.

Diversity - The inclusion of different types of people, such as different races or

cultures, in a group or organization.

Equity - Individuals or populations of individuals experience equal opportunity to

succeed when provided additional supports needed to overcome barriers to success.

Graduation Rate - The four-year adjusted cohort graduation rate is the number of

students who graduate in four years with a regular high school diploma divided by

the number of students who entered high school as 9th graders four years earlier

(adjusting for transfers in and out).

Personal Development Standard - Identify, understand and effectively manage

thoughts, feelings and behaviors.

Personalized Learning - Places the whole child as an active participant at the center

of instruction. Strong relationships between educators, students, family and

community ensure equity and choice in time, place, path, pace and demonstration

of learning.

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Postsecondary Success Rate - A student must meet one of four outcomes within

two years of high school graduation: 1) earn an industry-recognized certification

while in high school; 2) earn a postsecondary certificate; 3) earn a postsecondary

degree; or, 4) enroll in postsecondary in both the first and second year following

high school graduation.

School Climate - The quality and character of school life as it relates to norms and

values, interpersonal relations and social interactions, and organizational processes

and structures.

Social Development Standard - Establish and maintain positive relationships and

communicate with others in various settings and situations.

234

2021 Regular Board Meetings All Regular Board Meetings are held at Robinson Education Center unless otherwise notified. STUCO Report January 6 Wednesday - 6:30 p.m. MHS January 20 Wednesday - 6:30 p.m. EMS February 3 Wednesday - 6:30 p.m. MHS February 17 Wednesday - 6:30 p.m. AMS March 3 Wednesday - 6:30 p.m. MHS March 24 Wednesday - 6:30 p.m. EMS April 7 Wednesday - 6:30 p.m. MHS April 21 Wednesday - 6:30 p.m. AMS May 5 Wednesday - 6:30 p.m. MHS May 19 Wednesday - 6:30 p.m. June 2 Wednesday - 6:30 p.m. June 30 Wednesday - 6:30 p.m. July 7 Wednesday - 6:30 p.m. July 21 Wednesday - 6:30 p.m. August 4 Wednesday - 6:30 p.m. August 18 Wednesday - 6:30 p.m. September 1 Wednesday - 6:30 p.m. MHS September 15 Wednesday - 6:30 p.m. AMS October 6 Wednesday - 6:30 p.m. MHS October 20 Wednesday - 6:30 p.m. EMS November 3 Wednesday - 6:30 p.m. MHS November 17 Wednesday - 6:30 p.m. AMS December 1 Wednesday - 6:30 p.m. MHS December 15 Wednesday - 6:30 p.m. EMS January 5 Wednesday - 6:30 p.m. MHS January 19 Wednesday - 6:30 p.m. AMS 2021 Special Meetings for Board Retreat February 24 Wednesday - 5:30 p.m. - @ TBD October 27 Wednesday - 5:30 p.m. - @ TBD 2021 Special Meetings – Site Reports January 27 Wednesday - 5:30 p.m. - School Site Council Reports Bluemont, Lee, Marlatt, Ogden, Theodore Roosevelt, Woodrow Wilson @ Robinson Education Center

November 10 Wednesday - 5:30 p.m. - School Site Council Reports Amanda Arnold, Frank Bergman, Northview, Anthony Middle School, Eisenhower Middle School, Manhattan High School @ Robinson Education Center

Approved: 1/20/21 m:\BOE 20-21\BOE Meeting dates 2021

235

AGENDA PLANNING

SCHEDULE

2021

7:30 a.m.

(unless otherwise noted)

Robinson Education Center

AGENDA PLANNING DATE TIME DAY MEETING DATE

December 17, 2020 7:30 a.m. Thursday January 6, 2021 Hagemeister Brighton

January 12, 2021 7:30 a.m. Tuesday January 20, 2020 Hagemeister Lewison

January 26, 2021 7:30 a.m. Tuesday February 3, 2021 Coleman Brighton

February 9, 2021 7:30 a.m. Tuesday February 17, 2021 Coleman Edie

February 16, 2021 (if needed) 7:30 a.m. Tuesday February 24, 2021 - retreat Coleman

February 23, 2021 7:30 a.m. Tuesday March 3, 2021 Coleman Santos

March 11, 2021 7:30 a.m. Thursday March 24, 2021 Coleman Herrman

March 30, 2021 7:30 a.m. Tuesday April 7, 2021 Coleman Hagemeister

April 13, 2021 7:30 a.m. Tuesday April 21, 2021 Coleman Edie

April 27, 2021 7:30 a.m. Tuesday May 5, 2021 Coleman Lewison

May 11, 2021 7:30 a.m. Tuesday May 19, 2021 Coleman Brighton

May 25, 2021 7:30 a.m. Tuesday June 2, 2021 Coleman Edie

June 22, 2021 7:30 a.m. Tuesday June 30, 2021 Coleman Santos

June 29, 2021 7:30 a.m. Tuesday July 7, 2021 Coleman Herrman

July 13, 2021 7:30 a.m. Tuesday July 21, 2021 Coleman Hagemeister

July 27, 2021 7:30 a.m. Tuesday August 4, 2021 Coleman Santos

August 10, 2021 7:30 a.m. Tuesday August 18, 2021 Coleman Lewison

August 24, 2021 7:30 a.m. Tuesday September 1, 2021 Coleman Brighton

September 7, 2021 7:30 a.m. Tuesday September 15, 2021 Coleman Edie

September 28, 2021 7:30 a.m. Tuesday October 6, 2021 Coleman Santos

October 12, 2021 7:30 a.m. Tuesday October 20, 2021 Coleman Hagemeister

October 19, 2021 (if needed) 7:30 a.m. Tuesday October 27, 2021 - retreat Coleman

October 26, 2021 7:30 a.m. Tuesday November 3, 2021 Coleman Herrman

November 9, 2021 7:30 a.m. Tuesday November 17, 2021 Coleman Lewison

November 18, 2021 7:30 a.m. Thursday December 1, 2021 Coleman Brighton

December 7, 2021 7:30 a.m. Tuesday December 15, 2021 Coleman Edie

December 21, 2021 7:30 a.m. Tuesday January 5, 2022 Coleman Santos

January 11, 2022 7:30 a.m. Tuesday January 19, 2022 Coleman Herrman

The Superintendent’s office will call or e-mail a reminder to scheduled participants on Monday before

the meeting.

Underscored name = Agenda setting participant also appearing on KMAN - In Focus for that meeting date.

PARTICIPANTS

236


Board of Education Meetings

2021-2022 OPERATIONAL CALENDAR

MONTH 1ST MEETING 2ND MEETING OTHER

AUGUST Budget 8-4-21 Preliminary Enrollment 8-18-21Compile Evaluations/Set Goals

Board Operational Calendar President/Vice President meets

Authorize Budget Legal Publications w/Superintendent

*Donations & Grants Received Annual Report August 3 - Primary Election

SEPTEMBER IDP Point Approval (consent) 9-1-21 Student Transfer Report 9-15-21

Future Agenda Items Review Celebration of Freedom Week Report

Revenue Neutral Rate Hearing Select KASB Delegate

Budget Hearing PDC Handbook

*Early Learning Program Annual Report

*Substance Abuse Prevention Annual Report *Overtime Annual Report

OCTOBER Summer Programs Summary 10-6-21 Head Start Federal Report (consent) 10-20-21 10-27-21 Board Retreat 5:30 p.m.

Enrollment Report

KASB Legislative Issues *Transportation Annual Report

Facility Use Fee Review/Revision

Site Council Members & Meeting Dates (Consent)

Maintenance Costs-Athletic Fields-Annual Report

Professional Development Annual Report

Title and At-Risk Programs Annual Report

*Middle School Athletic & Activity Annual Report

NOVEMBER Facility / Capital Outlay Report 11-3-21 Course Proposals and Changes 2022-23 11-17-21 November 2 - Election

Manhattan Virtual Academy Annual Report Contract with City - Special Alcohol Fund KASB Convention Nov. 5-7

State Assessment District Overview KASB Convention Rpt (Board Comments)

Financial Audit Report Secondary Site Council Reports

Fort Riley Partnerships Annual Report *Safety and Security Annual Report

DECEMBER ESOL Annual Report 12-1-21 12/15/2021 Legislative Work Session

JANUARY Martin Luther King, Jr. Proclamation 1-5-22 Head Start Federal Report (consent) 1-19-22

Diversity & Inclusion Annual Report MHS CTE Program Report

Board Member Interest in Officer Positions Board Officer Elections

BOE Meeting Dates & Times

Establish Committee Assignments for BOE

*MHS Mid-Year Graduates List

FEBRUARY Mid-Year Enrollment Report 2-2-22 Administrator Contracts 2-16-22 2-23-22 Board Retreat 5:30 p.m.

Superintendents' Contracts KSU Partnership/Financial Annual Report

Elementary Site Council Reports Summer Programs 2022

Mentoring Program Annual Report Review NEA Manhattan/BOE Agreement (Ex.Ssn)

*District Technology Plan Annual Report

* Written Report Only M:\\BOE 21-22\BOE Operational Calendar 21-22 237


Board of Education Meetings

2021-2022 OPERATIONAL CALENDAR

MONTH 1ST MEETING 2ND MEETING OTHER

MARCH Calendar Adoption 2022-23 3-2-22 Capital Outlay Budget Planning 2022-23 3-23-22

International Womens Day Proclamation (March 8) Legislative Work Session

*Worker Compensation Annual Report

APRIL Capital Outlay Summer Projects 4-6-22 Secondary Handbooks (consent) 4-20-22 Retiree Recognition at West Campus

Textbook Adoption 2022-23 Student Fees &Textbook Rental 2022-23

Special Education/Gifted Ed Programs Annual ReportHead Start Quarterly Report (consent)

Secondary Handbooks (consent) SPED Assurances (consent)

Maintenance & Custodial Annual Report

*Library Media/Instr. Technology Annual Report

*Bully Prevention Annual Report

MAY Budget Prioritization and Preparation 5-4-22 School Meal Prices 2022-23 5-18-22

Teacher Contract Renewal/Nonrenewal Curriculum for Native American/Diversity Report

School Start/End Times 2022-23 Communications Annual Report

Classified Handbooks (consent) Evaluation of 2021-22 New Courses

JUNE Budget Development 2022-23 6-1-22 Budget Development 2022-23 6-29-22 Start Superintendent Evaluation

MHS Student Athletic & Activities Participation Superintendent's District Annual Report Process

Annual Report Early Learning Parent Handbook (consent)

Early Learning Program Handbook (consent)

*Warehouse Annual Report

*MAHS Annual Report

*Manhattan-Ogden Public Schools Foundation

*Health Services Annual Report Annual Report

*Professional Learning & Collaboration Report *Graduation Lists-MHS, MAHS, MVA

JULY Reorganization of the Board 7-6-22 Budget Development 2022-23 7-20-22 Individual Board Evaluations

Audit GAAP Waiver Authorization to Publish Budget

Memberships (KASB) Head Start Federal Report (consent)

Vehicle Mileage Reimbursement Rate Board Committee/School Assignments 22-23

Destruction of District Financial Records Food Service Annual Report

* Written Report Only M:\\BOE 21-22\BOE Operational Calendar 21-22 238


Board of Education

2021-2022 Committee Assignments

COMMITTEE/BOARD 2021-2022 PURPOSE

Coleman

Edie

Lewison

Santos

District Wellness Committee (1) Coleman State regulations require a Board member on this committee (meets three times/year)

Santos

Edie

Brighton

Early Learning Policy Council (1) Herrman Advisory committee required by federal regulations (5:30-7:00 PM; 9/9, 11/4, 1/6, 3/3, 5/5; CH)

Lewison

Edie

Anyone

Coleman

Santos

Brighton

Santos

Herrman (alt)

Hagemeister

Lewison

Professional Development Council (1)Herrman

Oversees professional development and reviews IDP proposals; 8:30-3:30 p.m. - 9/10; 8:30-10:30

a.m. - 11/12, 1/21, 4/8.

Hagemeister

Edie

Coleman

Brighton

Hagemeisterm:\\BOE 18-19\Committee Assignments 18-19 7-3-18

Diversity & Inclusion (3)Diversity awareness, educational equity, and reduction of racial, ethnic and economic prejudice.

(5:30 p.m. third Thursday - KCR)

Contract Negotiations between BOE and NEA (4 p.m. Thurs starting in April as scheduled - KCR)

Represent the Board on KASB Advocacy Network (Access to special briefings and trainings)

District Technology Committee (2)

District Site Council (2)Provides input/feedback on the work of the District Leadership Team. Meets 4:30 - 6:00 p.m. KCR;

9/20, 11/1, 2/21, 4/18

District Finance Committee (2) Review financial audit and special finance topics (meets after Fall Audit)

Facilities and Growth (3) Work with administration on capital projects and construction projects (3:30 p.m. second Wed, as

needed - KCR)

Discuss issues among the City, County, KSU and USD 383 (12 p.m. fourth Monday of most months -

Holiday Inn)Intergovernmental (2)

KASB Advocacy Network (2)

Negotiations (2 + alternate)

Parks & Recreation Advisory Board (2)

Evaluates and shares ideas of technology use (4:15 p.m. second Tuesday - KCR)

Advise City Commission on Manhattan Parks & Recreation issues (First Monday at 4:30 p.m. - City

Commission Room)

239


Board of Education

2021-2022 School Assignments

Brighton Coleman Edie Hagemeister Herrman Lewison Santos

MHS West Lee Bluemont Eisenhower Frank Bergman Amanda Arnold Theodore Roosevelt

Northview Anthony Marlatt Woodrow Wilson Ogden MHS E Oliver Brown

College Hill

Revised 8-17-21

ITEM 8.7

240

( B o a r d P o l i c y B H )

S c h o o l B o a r d M e m b e r E t h i c s

A s a m e m b e r o f m y l o c a l B o a r d , I w i l l s t r i v e t o i m p r o v e p u b l i c e d u c a t i o n , a n d t o

t h a t e n d I w i l l :

A t t e n d a l l r e g u l a r l y s c h e d u l e d B o a r d m e e t i n g s i n s o f a r a s p o s s i b l e a n d

b e c o m e i n f o r m e d c o n c e r n i n g t h e i s s u e s t o b e c o n s i d e r e d a t t h o s e m e e t i n g s ;

R e c o g n i z e t h a t I s h o u l d e n d e a v o r t o m a k e p o l i c y d e c i s i o n s o n l y a f t e r

f u l l d i s c u s s i o n a t p u b l i c l y h e l d B o a r d m e e t i n g s ;

R e n d e r a l l d e c i s i o n s b a s e d o n t h e a v a i l a b l e f a c t s a n d m y i n d e p e n d e n t

j u d g m e n t , a n d r e f u s e t o s u r r e n d e r t h a t j u d g m e n t t o i n d i v i d u a l s o r s p e c i a l i n t e r -

e s t g r o u p s ;

E n c o u r a g e t h e f r e e e x p r e s s i o n o f o p i n i o n b y a l l B o a r d m e m b e r s , a n d

s e e k s y s t e m a t i c c o m m u n i c a t i o n s b e t w e e n t h e B o a r d a n d s t u d e n t s , d i s t r i c t s t a f f ,

a n d a l l e l e m e n t s o f t h e c o m m u n i t y ;

W o r k w i t h o t h e r B o a r d m e m b e r s t o e s t a b l i s h e f f e c t i v e B o a r d p o l i c i e s

a n d t o d e l e g a t e a u t h o r i t y f o r t h e a d m i n i s t r a t i o n o f t h e s c h o o l s t o t h e S u p e r i n -

t e n d e n t ;

C o m m u n i c a t e t o o t h e r B o a r d m e m b e r s a n d t h e S u p e r i n t e n d e n t e x p r e s -

s i o n s o f p u b l i c r e a c t i o n t o B o a r d p o l i c i e s a n d s c h o o l p r o g r a m s ;

S u p p o r t t h e e m p l o y m e n t o f t h o s e p e r s o n s b e s t q u a l i f i e d t o s e r v e a s

d i s t r i c t s t a f f ;

A v o i d b e i n g p l a c e d i n a p o s i t i o n o f c o n f l i c t o f i n t e r e s t a n d r e f r a i n f r o m

u s i n g m y B o a r d p o s i t i o n f o r p e r s o n a l o r p a r t i s a n g a i n ;

R e s p e c t t h e c o n f i d e n t i a l i t y o f i n f o r m a t i o n t h a t i s p r i v i l e g e d u n d e r a p -

p l i c a b l e l a w ; a n d

R e m e m b e r t h a t t h e f i r s t a n d g r e a t e s t c o n c e r n m u s t b e t h e e d u c a t i o n a l

w e l f a r e o f t h e s t u d e n t s a t t e n d i n g t h e p u b l i c s c h o o l s .

A D O P T E D : 5 / 0 5

241

board of education meeting agenda november 17, 2021

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