Administrative Portfolio

C O N TA C T Sara Leimkuhler

423.946.2000 ASSOCIATE PRINCIPAL | KINGSPORT CITY SCHOOLS

[email protected] EDUCATIONAL PHILOSOPHY

404 Navaho Lane First and foremost, I believe that relationships are the foundation of effective teaching and learning.
Kingsport, TN 37664 I believe that the power of human connection can positively impact academic achievement in our
@SaraLeimkuhler students because I am a product of that power. I believe that all children can learn at high levels,
but we must maintain high learning expectations for all students. By setting high expectations and
E D U C AT I O N building meaningful relationships, we will create a strong culture that strives for excellence for all
students. Secondly, I believe all children deserve appropriate access to an engaging, high-quality
AUGUST 2022 education that is not dependent on their zip code or socioeconomic status. A child’s education is
SPECIALIST IN EDUCATION a major determining factor for the quality of their adult life. As an educational leader, I aspire to
EDUCATIONAL ADMINISTRATION lead a school with highly effective teachers who share these same philosophies. I believe those
University of Tennessee commonalities will lend themselves to a shared school mission and vision that focuses on high
Leadership Academy Fellow levels of learning, positive relationships, and access to high-quality instruction and opportunities
MAY 2020 for all of our students.
MASTER’S DEGREE
Clifton Strengths: Achiever, Relator, Responsibility, Belief, Strategic
EDUCATIONAL LEADERSHIP & POLICY ANALYSIS
Values in Action Character Strengths: Love, Fairness, Kindness, Love of Learning
East Tennessee State University
MAY 2009 WORK EXPERIENCE
BACHELOR’S DEGREE
ART EDUCATION ASSOCIATE PRINCIPAL
East Tennessee State University 2021 - Present | Thomas Jefferson Elementary School / Kingsport City Schools
• Assists the principal in the overall administration of the school.
LICENSURE • Assumes building authority in the absence of the principal.
• Assists in providing professional development opportunities for staff.
License 000516989 • Assists teachers in resolving discipline problems in a fair and just manner, maintaining accurate
Visual Arts K-12 (427) & Digital Arts (711) records of any disciplinary action taken, coordinating and implementing suspension procedures.
Professional Teaching License • Evaluates assigned personnel using the TEAM Evaluation Model.
Practitioner Occupational License • Assists in coordinating transportation, custodial, cafeteria and other support services for the school.
ILL Administrator License • Additional Roles & Responsibilites: Building Testing Coordinator, Multi-Tiered Support Systems
(MTSS) Coordinator, 504 Coordinator, Attendance Coordinator, School Improvement Plan Team,
SKILLS administrative member of the Kingsport City School’s STEM Committee.

• Virtual & Blended Learning DIGITAL ARTS INSTRUCTOR
• Personalized Learning 2016 - 2021 | D-B EXCEL / Kingsport City Schools
• Project-Based Learning • Digital Arts instructor for 9th through 12th grade students.
• Instructional Technology • Serve as the back up administrator for the school.
• Curriculum Design • Transforming Teaching and Learning leader for the school.
• Digital Arts department selected to design the Tennessee ornaments for the 2019 National Christmas
Tree display at the White House.
• 2019 Tennessee Certified CTE Pathway - Digital Arts & Design
• 2018-19 STEM Micro-Credential Pilot Participant
• Contributed efforts to assist DBE in being awarded the 2018-2023 TN STEM School Designation by
the TN Department of Education and the Tennessee STEM Innovation Network (TSIN).
• Member of the DBE Leadership Team.
• Project-Based Learning Coordinator.
• Webmaster.
• Served as the school’s Canvas Lead Teacher (LMS)

S O F T WA R E WORK EXPERIENCE (CONTINUED)

Canvas LMS VISUAL ARTS INSTRUCTOR
Google Suite 2014 - 2016 | John F. Kennedy Elementary School / Kingsport City Schools
Zoom • Served as the school’s Visual Arts teacher to Pre K through 5th grade students.
Screencast
Adobe Illustrator • Created and managed an online art gallery for the school on Artsonia
Adobe Photoshop
Adobe InDesign • Sponsored a before and after school STREAM club for 3rd through 5th grade students.
Adobe Premiere Pro
• Served as the building STREAM Coordinator to collaborate with academic teachers to create fully
HONORS integrated STREAM projects.

2019 • Served as the building Learning Leader for district level professional development.
NATIONAL CHRISTMAS TREE
Class Selected to Design TN Ornaments • 2015 and 2016 Elementary STREAM Camp Curriculum Coordinator.
TN Department of Education
2019 MULTI-MEDIA SPECIALIST
TN CERTIFIED CTE PATHWAY 2013 - 2014 | Innovation Academy / Kingsport City Schools
Digital Arts & Design • Served as the school’s Multi-Media teacher for 6th through 8th grade students.
The College System of Tennessee
2018 • Created a project-based and fully integrated curriculum for the Multi-Media program
DISTRICT TEACHER OF THE YEAR
High School / Kingsport City Schools • Assisted with the design and launch of a new school website as well as assisting with the management
2017-2018 of the site, keeping the site up to date.
INNOVATIVE LEADERS INSTITUTE
Tennessee STEM Innovation Network • Launched an IA Facebook page, Twitter account, YouTube channel, and Google+ page to create a
social media presence for the school.
CREDENTIALS
• Contributed efforts to assist IA in receiving the honor of being named an Apple Distinguished
TDOE MICRO-CREDENTIAL Program for 2 consecutive school years (2013-2015).
Infrastructure:Designing a Collaborative
STEM Learning Environment VISUAL ARTS INSTRUCTOR
2011 - 2013 | Miller Perry Elementary School / Sullivan County Schools
TDOE MICRO-CREDENTIAL • Served as the school’s Visual Arts teacher to Kindergarten through 5th grade students.
Professional Development: Quality STEM
Professional Learning • Served as the school’s Webmaster by managing the school’s website and assisting faculty with their
classroom websites.
TDOE MICRO-CREDENTIAL
Community STEM Partnerships • Started a Ruff Reading program at our school where students would read to a certified therapy dog
during my intervention classes.

• Collaborated with our school’s EPIC team and faculty to create an EPIC video to showcase the new
school climate program to our students.

• Students’ artwork was featured in the Art is Smart! Art Exhibit at the Kingsport Town Center.

VISUAL ARTS INSTRUCTOR
2010 - 2011 | Kingsley Elementary School / Sullivan County Schools

• Served as the school’s Visual Arts teacher to Pre K through 5th grade students.

• Collaborated with the school counselor to conduct art therapy with students.

• Students’ artwork was featured in the Art is Smart! Art Exhibit at the Kingsport Town Center

• Collaborated with the school social worker to plan and coordinate Kingsley’s Family STEM Night,
a family involvement event where attendants participated in teacher-led workshops that demonstrated
how all aspects of STEM were being integrated into the student’s education at Kingsley. Also designed
the Kingsley’s Family STEM Night brochure that was distributed.

• Directed a team of 4th graders, now known as STEAM Productions, in the making of the video, The
Bread Art Project: A Documentary about Childhood Hunger in America, that was shown to everyone
that attended the STEM night. The project also received local and national attention by appearing on
the local news as well as on the blogs, social media networks, and YouTube channels of the sponsoring
organizations, The Grain Foods Foundation and Share Our Strength.

ADDITIONAL EXPERIENCE
2015 - 2022 | Various Roles & Responsibilities
• 2021-2022 University of Tennessee Leadership Academy Fellow

• 2020-2021 Kingsport City Schools Transforming Teaching & Learning Leader

• 2020 Kingsport City Schools Online Summer School Administrator

• 2018-19 TDOE STEM Micro-Credential Pilot Participant

• 2015 & 2016 Kingsport City Schools Elementary STREAM Camp Curriculum Coordinator

Sara Leimkuhler 423-946-2000
[email protected]
ASSOCIATE PRINCIPAL | KINGSPORT CITY SCHOOLS 404 Navaho Lane
@SaraLeimkuhler

REFERENCES

DR. STEPHANIE POTTER MRS. SHANNA HENSLEY DR. BRIAN CINNAMON
Principal Principal Chief Academic Officer of Secondary
Thomas Jefferson Elementary School D-B EXCEL Education
Kingsport City Schools Kingsport City Schools Kingsport City Schools

Office: 423-378-2288 Office: 423-378-2423 Office: 423-378-2124
Email: [email protected] Email: [email protected] Email: [email protected]

DR. DWAIN ARNOLD DR. VIRGINIA FOLEY DR. BETTY SUE SPARKS
Chief Academic Officer of Elementary Professor, Program Coordinator For Assistant Professor of Practice and
Education Administrative Endorsement Principal-in-Residence
Kingsport City Schools East Tennessee State University University of Tennessee
Office: 423-439-7615 Office: 865-974-4555
Office: 423-378-2451 Cell: 706-218-2986 Cell: 865-679-0563
Email: [email protected] Email: [email protected] Email: [email protected]



Tennessee Instructional Leadership Standards

Standard A: Instructional Leadership for Continuous Improvement
An ethical and effective instructional leader facilitates the use of instructional practices informed
by assessment data that continually improve student learning.

1. Thomas Jefferson Elementary School ELA & Math Achievement Goals
○ Calculations by grade level and content area to develop goals for the next 5
years.

2. Thomas Jefferson Elementary School Improvement Plan
○ Excerpt of work contributed to the TJES school improvement plan.

3. Multi-Tiered System of Supports
○ Agenda example of MTSS data meetings that are facilitated every 4.5 weeks.
○ Progress monitoring parent communication letter.
○ Progress tracking spreadsheet.

4. Jefferson Leadership Team Meeting Agenda
○ Example of a Leadership Team meeting as co-facilitator.

5. The Effects of a School-Wide Positive Behavior Program on Discipline
○ Excerpt of data collected and analyzed through the capstone project during the
Leadership Academy at the University of Tennessee.

6. Thomas Jefferson Elementary School Attendance Data
○ Monthly attendance percentages for each homeroom class with comparisons to
the month prior to award Most Improved Class Attendance and Best Overall
Attendance every month.
○ School-wide monthly attendance percentages compared to the district averages.
○ School-wide chronic absenteeism compared to previous years.

7. Thomas Jefferson Elementary School Attendance Letter Template
○ Attendance letter template developed following the district guidelines.
○ Attendance letters are mailed and sent home with students.

8. Thomas Jefferson Elementary School Attendance Improvement Plan Template
○ Attendance improvement plan template developed following the district
guidelines.
○ Attendance improvement plans are established by the fifth unexcused absence.

2021 - 2022 AMO Thomas Jefferson

44.70% ELA & Math A

Current ELA Language Arts Language Arts
3rd Grade 4th Grade

Below 12 18% Below 9 10%
39% 48%
Approaching 26 28% Approaching 42 34%
15% 7%
On Track 19 On Track 30
43% 41%
Mastered 10 Mastered 6
Total #/OTM% Total #/OTM%
67 87

5 Year ELA 3rd Grade 2021 - 2022 2022 - 2023 2
OTM Goals 4th Grade
5th Grade 47.6% 52.0% 28%
46.1% 50.8% 29%
Grades 3rd-5th 47.8% 52.1% 36%
8%
47.1% 51.6%
44%
Math Math

Current Math 3rd Grade 4th Grade

Below 21 31% Below 24
36%
Approaching 24 21% Approaching 25
12%
On Track 14 On Track 31
33%
Mastered 8 Mastered 7

Total # / OTM% 67 Total #/OTM% 87

5 Year Math 2021 - 2022 2022 - 2023 2
OTM Goals
3rd Grade 39.3% 45.7%
4th Grade 47.9% 52.2%
5th Grade 50% 54%

Grades 3rd-5th 46% 51%

School 2020-2021 2021 - 2022 2022 - 2023 2
Success Rate
41.0% 45.8% 50.6% 5

n Elementary School 2021 - 2022
Double AMO
Achievement Goals
48.4%

Language Arts Language Arts
5th Grade Grades 3rd-5th

Below 9 13% Below 30 13%
43% 44%
Approaching 30 35% Approaching 98 33%
9% 10%
On Track 24 On Track 73
43% 43%
Mastered 6 Mastered 22
Total #/OTM%
69 Total #/OTM% 223

2023 - 2024 2024 - 2025 2025 - 2026

56.3% 60.7% 65.0%
55.6% 60.3% 65.0%
56.4% 60.7% 65.0%

56.0% 60.5% 65.0%

Math Math
Grades 3rd-5th
5th Grade

Below 11 16% Below 56 25%
38% 34%
Approaching 26 25% Approaching 75 28%
22% 13%
On Track 17 On Track 62
46% 41%
Mastered 15 Mastered 30

Total #/OTM% 69 Total #/OTM% 223

2023 - 2024 2024 - 2025 2025 - 2026

52.1% 58.6% 65.0%
56.5% 60.7% 65.0%
58% 61% 65%

56% 60% 65%

2023 - 2024 2024 - 2025 2025 - 2026

55.4% 60.2% 65.0%

Excerpt of Work For Thomas Jefferson Elementary’s School Improvement Plan

V. Strategic Goals
1. Thomas Jefferson Elementary School currently has 44.2% of students achieving on-track or mastered in
literacy. We will increase this to 50% as evidenced by the TNReady state assessments.
2. Currently, 6.9% of our students with disabilities achieved on-track or mastered in literacy. We will
increase this percentage to 10% as evidenced by the TNReady state assessments.
3. Our BHN subgroup currently has 18 out of 30 students that are below or approaching proficiency in
literacy. We will decrease this number to 12 students as evidenced by the TNReady state assessments.

VI. Action Plan

Goal 1 Goal 2 Goal 3

Strategic 1.0: TJES currently has 2.0: Currently 6.9% of TJES 3.0: Our BHN subgroup
Goal 44.2% of students achieving students with disabilities currently has 18 out of 30
OTM in literacy. We will achieved OTM in literacy. students that are below or
Strategy increase this to 50% as We will increase this approaching proficiency in
evidenced by the TNReady percentage to 10% as literacy. We will decrease
Action Step state assessments. evidenced by the TNReady this number to 12 students as
state assessments. evidenced by the TNReady
state assessments.

1.1: Intentional focus on 2.1: Intentional, focused 3.1: Intentional, focused
literacy through structured small group instruction will small group instruction will
times while implementing be utilized to close gaps in be utilized to close gaps in
the district-approved understanding for these understanding for these
curriculum with fidelity. students. students.
2.2: SPED Instructional
Assistants will attend
specific training.

1.1A: Teachers will continue 2.1A: Extra support will be 3.1A: Extra support will be
the practice of calibrating in place through the MTSS in place through the MTSS
their administration of the process as well as intentional process, as well as from the
DRA diagnostic assessment. placement of instructional RTI2B behavior support
During collaborative assistants to provide support team. These strategies will
planning school leaders will to SPED students. be discussed during
continue to embed 2.2A: SPED Instructional grade-level PLC planning,
professional development in Assistants who facilitate and MTSS team meetings,
the implementation of best small groups and who are with input from SPED
teaching practices, and responsible for the inclusion teachers and Counselor.

district-approved curriculum. IEP minutes will attend 3.2A: Fidelity checks for
high-quality training for intervention groups.
interventions to best serve
their students with
intentionality.
2.2A: Fidelity checks for
intervention groups.

Responsibility Administration, teachers, Administration, teachers, Administration, teachers,
special education teachers, special education teachers, special education teachers,
and instructional assistants. and instructional assistants. and instructional assistants.

Timeline Progress monitoring will Progress monitoring will Progress monitoring will
occur every 4.5 weeks and a occur every 4.5 weeks and a occur every 4.5 weeks and a
cumulative review at the end cumulative review at the end cumulative review at the end
of the school year. of the school year. of the school year.

Resources Approved curriculum Training for IAs (Inclusion Approved intervention
Needed (HMH) services, intervention programs for literacy:
Approved intervention programs) Fountas & Pinnell,
programs for literacy: Approved intervention Benchmark, SPIRE. Progress
Fountas & Pinnell, programs for literacy: monitor with multiple
Benchmark, SPIRE. Progress Fountas & Pinnell, sources of data while
monitor with multiple Benchmark, SPIRE. Progress probing with easyCBM.
sources of data while monitor with multiple
probing with easyCBM. sources of data while
probing with easyCBM.

Measurement 1. Progress monitoring 1. Progress monitoring 1. Progress monitoring
of Goal through easyCBM. through easyCBM. through easyCBM.
Attainment 2. CASE21 9 weeks 2. CASE21 9 weeks 2. CASE21 9 weeks
Benchmark Assessments Benchmark Assessments Benchmark Assessments
3. TNReady State 3. TNReady State 3. TNReady State
Assessments Assessments Assessments

Multi-Tiered Support System (MTSS) Data Meeting
Thursday, October 7, 2021

Meeting Roles:

● Letters: Mrs. Bryant
● Data Drivers: Mrs. Leimkuhler - eacyCBM & MTSS Tracking Spreadsheet, Teachers-

Folders
● Recorders: Teachers/Interventionist will record as necessary on the back of student

folders
● Moderator/Time Keeper: Dr. Potter

● Preparation for the Meeting

○ Prioritize students to discuss
■ Students of highest concern are top priority

○ Bring the intervention folders with the following information
■ Tier, Deficit Area, Intervention Program, Interventionist

○ Be prepared to discuss progress monitoring
■ easyCBM
■ DRA
■ Do the Math Weekly Assessments
■ Classroom Performance
■ Other data points

● Student Discussions

○ Conversation Starter: easyCBM
■ easyCBM is the conversation starter, but you should discuss multiple
points of data for students.
● What deficit area is being monitored?
○ Are the probes appropriate? (i.e. if a student is taking a 5th
grade probe and is consistently measuring below the 10th
percentile, then is the grade level of the probe appropriate?)
○ Remember the reading trajectory (i.e. if there is a fluency
deficit, then you must address it before you address
comprehension)
○ easyCBM Goals Sheet Link
○ In math, Proficient Math (CCSS) measures broadly across
the entire grade. There is only one set of Proficient Math
probes per grade level. Basic Math (NCTM) measures focal
standards. Under most circumstances, you will use one of

the Basic Math (NCTM) measures. Descriptions of the
NCTM measures can be found on pages 24-31 of the
easyCBM Users Manual.
○ How is the student responding to the intervention?
■ Is the gap closing?
● If not, why?
○ Is intervention being implemented with fidelity?
○ Number of times per week, following the fidelity of the
program, appropriate time? (systematic and consistent)
○ Is it a research based program?
○ Was attendance a factor for the interventionist or the
student?
○ What do other sources of data tell us about this student?
(DRA, lexile, CASE 21 benchmarks, Math 180 Math
Inventory, Do the Math weekly checks, classroom
performance, TVAAS)
○ Are there other concerns, for example, hearing impairment,
autism, or ADD/ADHD?
○ Are there missing probes?
■ Develop a plan for students who are not making adequate progress.
Options may include:
● Change the interventionist
● Provide the interventionist with additional professional
development to improve fidelity
● Change the intervention group
● How would a different group benefit the student?
● Considerations-separating distractions or group size
● Change the intervention program
○ Only if the previous program has been fully implemented
with complete fidelity
● Change the frequency of intervention
● Do additional diagnostic testing
● Make sure it is a trend. If you are looking at easyCBM, make sure
you see at least three consistent data points.
○ *Never implement more than two changes and choose more than one with
caution. If you implement multiple changes at once, it will be difficult to know
what worked and what did not work.
○ *Remember, before referring for testing for special education there must be at
least one change in the intervention or the interventionist.



Mrs. Sara Leimkuhler
Associate Principal & MTSS Coordinator

2216 Westmoreland Avenue
Kingsport, TN 37664

Phone: (423) 378-2270 | Fax: (423) 378-2277
[email protected]

Multi-Tiered Systems of Support (MTSS) | Progress Monitoring Communication
>DATE<

Student:____________________________________________________________________________

Intervention: Literacy Math Current Tier: Tier II Tier III

Teacher: ____________________________ Interventionist: _______________________________

Dear Parent or Guardian,
A letter previously notified you that your student is receiving additional interventions. During this
intervention period, your child has been receiving small group, systematic intervention. Your child’s
progress has been monitored every other week or more using assessments that are specific to the
intervention being used. Additionally, our MTSS data team has met to discuss progress. The following is
a summary of your child’s progress:

Attendance:
____Unexcused Absences ____Excused Absences ____Tardies ____Early Dismissals

Student’s Progress:
Based on this data, the MTSS data team has determined your child is:

Making excellent progress and we plan to discontinue the additional intervention.

Making good progress and we plan to decrease the amount of amount of intervention time.

Making some progress and we plan to continue the intervention at this time.

Showing inconsistent progress and we plan to continue the intervention at this time.

Making limited progress and we plan to make the following change(s) in the intervention:

Interventionist Target Skill/Tier Intervention Program

Making insufficient progress and we plan to change the intervention plan at this time. Further
assessment and/or a parent meeting may be necessary.

If you have any questions or concerns, please do not hesitate to contact the school.

Respectfully,

Mrs. Sara Leimkuhler
Associate Principal & MTSS Coordinator

Kingsport City Schools ● 400 Clinchfield Street ● Kingsport, Tennessee 37660 ● 423.378.2100 ● www.k12k.com

Univeral Screeners Data Sour
Diagnotic S

Current easyCBM easyCBM easyCBM DRA (BOY)
Student (Last Name, First Name) TIER (FALL) (WINTER) (SPRING) DRA (Fall)
Screener & Screener & Screener &
Percentile Percentile Percentile

Tier 2 PRF 14th Prof Rdg 14th Prof Rdg 15th 40 40 5

Tier 3 Prof Rdg 1st Prof Rdg 14th Prof Rdg 24th 40 40 5

Tier 2 PRF 20th PRF 15th PRF 24th 40 40 5

Referral inPprroofcResdsg 18th Prof Rdg 18th PRF 8th 34 38 4

Tier 2 Prof Rdg 11th Prof Rdg 11th PRF 19th 40 50

Referral in proPcReFss4th PRF 3rd PRF 3rd 16 2

Referral in PprofceRsdsg 9th Prof Rdg 11th PRF 9th 38 38 4

Referral in pProcfeRssdg 1st PRF 9th PRF 4th 20 20 2

Tier 3 PRF 1st PRF 2nd PRF 2nd 10

Tier 2 Prof Rdg 18th Prof Rdg 5th PRF 17th 40 50 5

Tier 2 Basic Reading Prof Rdg 22nd PRF 24th 50 60 6
23rd

Tier 2 PRF 23rd PRF 66th PRF 64th 40 50 6

40 50 50 60 50 60 rces /
50 Sources

20 24 50 60
40 40 DRA (Winter)
24 24 DRA (Spring)

24
50 50

60 60

60 60

Approaching Approaching Below Below Approaching Below Approaching Approaching Approaching Approaching 2021 TN Ready TN Ready

Below Below Below Below Below below Below Below Below On Track Below Approaching FALL CASE 21
Benchmark
Below Approaching Below Below Below Below Below Below Below On Track Below Below WINTER
Below Below Scores
Approaching Below Below Below Below Below Below Below Below On Track Below Below SPRING
Approaching
Approaching Approaching Approaching Below Below *Below *Approaching 2022 TVAAS
Projection

comprehension comprehension comprehension basic reading comprehension basic reading Benchmark comprehension comprehension comprehension comprehension comprehension Determined
basic reading Deficit Area

F&P F&P F&P Benchmark F&P F&P F&P F&P F&P F&P Intervention
Benchmark Tool

VMeade Penn Herald Kalil Herald VMeade Herald VMeade V. Meade VMeade Person
Kalil Kalil Delivering
Intervention

Behavior On the Radar
Intervention?

Attendance
Concern?

JEFFERSON LEADERSHIP

Date: July 19, 2021
Time: 9:00 AM – 2:00 PM
Facilitator: Potter/Leimkuhler

Team Members

Potter. Principal | Leimkuhler. Ass. Principal | Fields. Kindergarten | Christian. First | T. Meade.
Second | Burleson. Third | Montgomery. Fourth | Trent. Fifth | Mann. Counselor | Statum. RAD |
Pearman. SPED | Bryant. INDES |

Time Item Owner
9:00 Potter
9:03 Welcome Leimkuhler
9:13 Moment of Fun Potter
9:23 Norm Review Potter
9:43 Vision/Mission Chart Activity Leimkuhler
10:05 (Leadership/Creativity/Discovery) Leimkuhler
10:35 GLOW Chart Activity (Growth/Leadership/Outreach)
10:45 Cover Story Mann
11:00 Break Potter
11:30 Second Step
12:00 Leimkuhler
12:20 Commitments (5-7) Bryant

12:40 Lunch catered by Rush Street Ch. salad croissants Leimkuhler/
Potter
1:00 Action Teams + Description and Potential Plans
2:00 Collaboration (Standing Agenda) Potter
Input

● Faculty Handbook
● Morning Routines
● Master Schedule Review

● Faculty/Leadership/Action Team Meeting
Schedules

Opening Faculty Meeting Agenda (Leadership
Participation)
Adjourn

End Products:

Standing Norms
Seven Staff Commitments
Action Teams Descriptions
Standing Agenda for Collaboration Times
Focus areas from vision/mission
Opening Week Leadership Team agenda participation

New Information:

SCHOOL ATTENDANCE PROCESSES:
1. Monthly recognition will be given to the class who has the overall highest attendance
percentage.
2. Monthly recognition will be given to the class who has the most improved attendance
percentage.
3. When a student reaches 3 unexcused absences, the school will mail a notification letter
to keep the student’s family informed of attendance totals.
4. When a student reaches 5 unexcused absences, the school will contact
parents/guardians to set up a conference where a school-level Attendance
Improvement Plan will be completed. Three attempts will be made to schedule this
conference.
5. If student absences continue to increase after the creation of the school-level
Attendance Improvement Plan or if the attendance conference does not occur after
three attempts, student and parent/guardian will be referred for district-level attendance
intervention processes.

NEW INDES LOCATION:
● Megan Bryant will be in the room used previously as the Teacher’s Lounge.
● A partition will separate her office area from bathrooms.
● Access to fridge and drink machine will still be available.
● The ice machine and microwave will be in room 303.

Effects of a Positive Behavior Program
The Effects of a School-Wide Positive Behavior Program on Discipline
University of Tennessee: Leadership Academy
Capstone Research Project Data
Sara Leimkuhler

Figure 1.
Discipline Referrals and Discipline Actions

Figure 2.
Percentage of Students Disciplined Each Year

Effects of a Positive Behavior Program
Figure 3.
Percentage of Students Disciplined by Grade Level

Figure 4.
Discipline Actions by Student Cohorts

2

Effects of a Positive Behavior Program
Figure 5.
Students Disciplined by Gender

Figure 6.
Students Disciplined by Subgroup

3



Thomas Jefferson E
2021-2022 Classroom
BLUE= Most Improved GREEN

Grade Teacher August Aug-Sept September Sept-Oct October Oct-Dec Growth Nov/Dec
Level Growth Growth
86.90% 85.00%
K Carter 96.40% -1.90% 94.84% 11.51% 96.51% -5.29% 91.22%
88.10% -1.56% 95.50% 3.05% 97.89% -5.09% 92.80%
K Fields 92.20% 7.40% 97.00% 1.50% 97.00% -6.37% 90.63%
93.40% 4.80% 96.67% -0.67% 96.33% -4.55% 91.78%
K Gibson 92.60% 3.27% 91.88% 0.00% 96.67% -3.44% 93.23%
95.00% -0.72% 95.00% 1.04% 92.92% -1.12% 91.80%
K Vail 96.40% 0.00% 95.88% -0.83% 94.17% -0.91% 93.26%
94.70% -0.52% 95.83% 1.77% 97.65% -2.38% 95.27%
1 Chrsitian 97.60% 1.13% 96.50% 0.47% 96.30% -5.05% 91.25%
95.80% -1.10% 95.79% -0.50% 96.00% -0.84% 95.16%
1 Fleming 96.90% -0.01% 97.22% 2.15% 97.94% -5.01% 92.93%
96.80% 0.32% 96.25% 0.51% 97.73% -3.29% 94.44%
1 Helvey 97.60% -0.55% 95.83% 1.42% 97.67% -3.87% 93.80%
98.40% -1.77% 93.64% 0.84% 96.67% -0.45% 96.22%
1 Wernke 94.80% -4.76% 97.75% 3.82% 97.46% -2.67% 94.79%
95.20% 2.95% 98.00% -1.75% 96.00% -1.19% 94.81%
2 Hickman 93.60% 2.80% 97.38% 0.00% 98.00% -1.75% 96.25%
93.30% 3.78% 96.84% 0.29% 97.67% -2.10% 95.57%
2 Konnick 97.30% 3.54% 97.92% -2.77% 94.07% 2.15% 96.22%
96.10% 0.62% 96.67% -1.25% 96.67% -6.04% 90.63%
2 Meade 95.70% 0.57% 96.09% -4.29% 92.38% 2.93% 95.31%
94.70% 0.39% 96.30% 0.43% 96.52% -0.97% 95.55%
2 Walton 1.60% -2.39% 93.91% -1.58% 92.33%

3 Burleson

3 Gage

3 Parker

4 Fissel

4 Frye

4 Hammond

4 Montgomery

5 Chase

5 Meade

5 Moore

5 Trent

Monthly Average -0.15% 4.56% -3.44%
Growth

Thomas Jefferson
2021 - 2022

Monthly School Attendance

Month Attendance KCS Average
Percentage

August 94.41% 93.19%

September 96.21% 93.88%

October 96.34% 93.65%

November 94.79% 92.65%

December 92.75% 92.07%

January 94.17% 92.06%

February 94.77% 93.49%

March 95.60% 93.62%

April 94.63% 93.39%

May 95.49% 94.15%

2021-2022 95.13% 93.28%

Elementary School
m Attendance Tracker

N=Highest Monthly Attendance

Nov/Dec-Jan January Jan-Feb Growth February Feb-March March March-April April
Growth Growth Growth
91.48% 94.40% 90.00%
3.07% 94.29% -2.81% 93.73% 2.92% 95.80% -4.40% 92.62%
0.85% 93.65% 0.08% 91.32% 2.07% 96.18% -3.18% 95.75%
-1.63% 89.00% 2.32% 93.07% 4.86% 93.81% -0.43% 90.00%
2.26% 94.04% -0.97% 95.01% 0.74% 96.59% -3.81% 95.00%
1.14% 94.37% 0.64% 88.36% 1.58% 94.12% -1.59% 95.00%
4.45% 96.25% -7.89% 94.43% 5.76% 93.43% 0.88% 90.45%
-0.71% 92.55% 1.88% 94.37% -1.00% 95.98% -2.98% 95.79%
2.14% 97.41% -3.04% 94.12% 1.61% 94.68% -0.19% 91.90%
3.08% 94.33% -0.21% 95.26% 0.56% 95.00% -2.78% 95.00%
-4.16% 91.00% 4.26% 94.59% -0.26% 96.68% 0.00% 96.00%
0.77% 93.70% 0.89% 95.01% 2.09% 96.59% -0.68% 95.50%
3.10% 97.54% -2.53% 94.42% 1.58% 97.76% -1.09% 94.29%
0.49% 94.29% 0.13% 95.83% 3.34% 97.55% -3.47% 97.08%
-1.22% 95.00% 0.83% 95.24% 1.72% 95.80% -0.47% 92.52%
-1.82% 92.97% 2.27% 93.98% 0.56% 94.83% -3.28% 95.48%
0.43% 95.24% -1.26% 95.49% 0.85% 94.68% 0.65% 96.67%
-2.60% 93.65% 1.84% 94.99% -0.81% 98.04% 1.99% 95.24%
0.22% 95.79% -0.80% 95.79% 3.05% 96.47% -2.80% 94.75%
1.06% 97.28% -1.49% 96.21% 0.68% 94.35% -1.72% 95.80%
1.37% 92.00% 4.21% 97.81% -1.86% 92.16% 1.45% 94.40%
-3.39% 91.92% 5.89% 95.88% -5.65% 97.19% 2.24% 96.74%
-0.48% 95.07% 0.81% 96.75% 1.31% 94.88% -0.45% 96.52%
2.82% 95.15% 1.60% -1.87% 1.64%

2.95% -0.60% 0.52% -1.38%

Elementary School
2 Attendance

Chronic Absenteeism

School Year % of Average
Students Percentage

2018-2019 8.60% 15.35%

2019-2020 11.40% 14.35%

2020-2021 12.85% 15.53%

2021-2022 11.25% 13.45%

Mrs.  Sara Leimkuhler
Associate Principal

2216 Westmoreland Avenue
Kingsport, TN   37664

Phone: (423) 378-2289 | Fax: (423) 378-2277
[email protected]

Parent/Guardian of: >Date<
>Student Name<
>Mailing Address<

Dear Parent/Guardian of >Student Name<,

This letter is to notify you that your child has accumulated 3 or more unexcused absences during
the current school year. According to Tennessee Law, school systems are required to begin
notifying parents when a student reaches 3 unexcused absences and students can have no more
than 5 unexcused absences in a school year. In addition, students who miss more than 10 percent
of the school year are considered to be chronically absent.

Please contact the school as soon as possible to schedule a conference regarding your child's
absences. If you have excuses for any of these absences, please bring those to school as soon as
possible. Parents will be allowed to excuse three days per semester. Please discuss this issue with
your child. Failure to improve >Student Name< attendance may result in further interventions
being required. Our goal is to educate your child, and we cannot be successful if your child is not
in school. Thank you for your support and cooperation. We look forward to hearing from you.

Sincerely,

Mrs. Sara Leimkuhler
Associate Principal

Kingsport City Schools ● 400 Clinchfield Street Suite 200 ● Kingsport, Tennessee 37664 ● 423.378.2100 ● www.k12k.com

Student: ATTENDANCE IMPROVEMENT PLAN Grade:
Unexcused Absences: Dismissals:
Parent/Guardian:

Total Absences: Tardies:

SCHOOL PROCESSES:
1. Monthly recognition will be given to the class who has the overall highest attendance percentage.
2. Monthly recognition will be given to the class who has the most improved attendance percentage.
3. When a student reaches 3 unexcused absences, the school will mail a notification letter to keep the student’s
family informed of attendance totals.
4. When a student reaches more than 3 unexcused absences, the school will contact parents/guardians to set up a
conference where a school-level Attendance Improvement Plan will be completed. Three attempts will be made
to schedule this conference.
5. If student absences continue to increase after the creation of the school-level Attendance Improvement Plan or if
the attendance conference does not occur after three attempts, student and parent/guardian will be referred for
district-level attendance intervention processes.

ATTENDANCE COMMITMENT:
1. I will talk to my child about the importance of attending school every day.
2. I understand that parents may excuse 3 days per semester.
3. I will keep an attendance chart and at the end of the week, I will recognize my child for attending school and
being on time every day.
4. I will make sure he/she is in bed on time and gets up on time each morning. (Make sure your child gets 9-11 hours
of sleep. Lay out clothes and get backpacks ready the night before.)
5. I will contact the school if I have questions or concerns about my child’s education.  
6. If my child complains of a stomach ache or headache, and medical concerns have been ruled out, I will send
him/her to school anyway and call the school clinic so the nurse can check in with my child during the day.
7. If my child has a cold but no fever (less than 100 degrees), I will send them to school anyway.
8. I will find a relative, friend or neighbor who can take my child to school if I cannot.
9. If my child is absent, I will notify the school before 9:00 AM. I will contact the teacher to find out what they
missed.
10. I will set up medical and dental appointments for weekdays after school.
11. I/we understand that further unexcused absences may result in possible referrals to the Attendance Coordinator,
Department of Children's Services and/or Juvenile Court.
12. I agree to cooperate with any of the services listed below that are determined to be appropriate to assist my child.
This plan will remain in effect for the remainder of the school year.

Additional Recommendations:
It is strongly recommended that STUDENT attend school every day and arrive on time (before 8:30am). If STUDENT is
sick, the school nurse can assess and excuse an absence if necessary. For future absences and tardies not excused by the
school nurse, a doctor’s note needs to be provided to the office upon HIS/HER arrival to school.

Parent/Guardian Signature: ______________________________________________ Date: _____________

School Administrator Signature: __________________________________________ Date: _____________

2216 Westmoreland Avenue Kingsport, TN 37664 | Phone: (423) 378-2270 | Fax: (423) 378-2277 | jefferson.k12k.com



Tennessee Instructional Leadership Standards

Standard B: Culture for Teaching & Learning
An ethical and effective instructional leader collaborates with stakeholders to create and sustain
an inclusive, respectful, and safe environment conducive to learning and growth for all.

1. Thomas Jefferson Elementary School Faculty & Staff Commitments
○ Commitments developed alongside the TJES action teams to ensure all
stakeholders contribute to the initiatives and goals of all action teams.

2. Thomas Jefferson Elementary School Positive Behavior Program: The Jaguar Way
○ Classroom poster communicating the Jaguar Way.
○ Jaguar Way tickets that students earn when exhibiting positive behaviors.
○ Example of a class award that is presented at the 9 week behavior celebrations.
○ Example of a certificate awarded at 5th grade promotion.

3. Teacher Culture
○ Examples of showing appreciation and contributing to a positive school culture.

4. Student Culture
○ Examples of building relationships, celebrating students, and contributing to a
positive school culture.

5. Class Dojo
○ Examples of communication through the Class Dojo platform to keep families
involved in their child’s education and school community.

6. Parent & Teacher Organization (PTO) Meeting
○ Worked closely with the TJES PTO board to communicate meeting information to
encourage participation and active involvement from families.

7. Back to School Orientation Communication
○ Example of communicating with TJES families regarding school events.

8. Thomas Jefferson Elementary School’s Week at a Glance
○ Week at a Glance sent to all teachers and staff on Monday mornings to foster a
safe and orderly learning environment.

9. Introductory Letter to Families
○ Letter sent out to TJES parents introducing myself as the new Associate Principal.



FACULTY & STAFF COMMITMENTS

As contributing stakeholders of the Thomas Jefferson
Elementary School community and culture, we commit to:

★ Facilitate and implement the Jaguar Way through weekly class
meetings and distribution of positive behavior acknowledgement.

★ Finding and implementing creative methods to lift others up through
our words, deeds, and actions.

★ Creating and maintaining beautiful, welcoming spaces at Thomas
Jefferson Elementary School.

★ Partnering with stakeholders to facilitate interactive and innovative
learning experiences to foster student discovery.

TheJaguarWay

Just
Iwilldowhatisright.

Advisor
Iwillhelpsolveproblems.

GrowthMindset
Iknowthisishard,butIwillpushontogetbetter.

Understanding
Icareaboutthewayothersfeel.

Adaptable
Iamreadytoacceptinstructionordirection.

Reassuring
Iwillliftothersupandshowkindness.

FirstName StudentName

LastName WearesoproudofyouforshowingtheJaguarWay!

PreK K 1 2 3 4 5 Just "Iwilldowhatisright".
Advisor
"Iwillhelpsolveproblems".
GrowthMindset"Iknowthisishard,butIwillpushontogetbetter".
Understanding "Icareaboutthewayothersfeel".
Adaptable "Iamreadytoacceptinstructionordirection".
Reassuring "Iwillliftothersupandshowkindness".

From

FirstName StudentName

LastName WearesoproudofyouforshowingtheJaguarWay!

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Advisor
"Iwillhelpsolveproblems".
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Understanding "Icareaboutthewayothersfeel".
Adaptable "Iamreadytoacceptinstructionordirection".
Reassuring "Iwillliftothersupandshowkindness".

From

FirstName StudentName

LastName WearesoproudofyouforshowingtheJaguarWay!

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Advisor
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Understanding "Icareaboutthewayothersfeel".
Adaptable "Iamreadytoacceptinstructionordirection".
Reassuring "Iwillliftothersupandshowkindness".

From

FirstName StudentName

LastName WearesoproudofyouforshowingtheJaguarWay!

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Understanding "Icareaboutthewayothersfeel".
Adaptable "Iamreadytoacceptinstructionordirection".
Reassuring "Iwillliftothersupandshowkindness".

From

FirstName StudentName

LastName WearesoproudofyouforshowingtheJaguarWay!

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Understanding "Icareaboutthewayothersfeel".
Adaptable "Iamreadytoacceptinstructionordirection".
Reassuring "Iwillliftothersupandshowkindness".

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TeacherCulture

StudentCulture





Joinusforthefirst

PTO MEETING

ofthe2021 2022schoolyear

WEDNESDAY 8:45
AUGUST 11th AM

Everyoneiswelcome!

IFYOUWOULDLIKEMOREINFORMATIONABOUTTHEPTOOR
HOWTOGETINVOLVED,PLEASECONTACTOURPTO

PRESIDENT,CASIEGRUBBS@[email protected]

THOMASJEFFERSONELEMENTARYSCHOOLPTO-KINGSPORTCITYSCHOOLS

ORIENTATION

Comemeetyourteachers
&seeyourclassroom!

FRIDAY,JULY30th

LastNamesA-J: LastNamesK-Z:

11AM-12PM 1PM-2PM

Wecan’twaittoseeyouGLOWthisyear!

This Week at a Glance
February 28th - March 4th

Date Activities & Events Birthdays
Luci Gage
Read Across America Week
Monday, - Dress in your favorite outfit! What makes you YOU!
February 28th
CASE Benchmark Testing
- 3rd ELA Subpart 1

- 5th Science
DRA Window

- Grades K-2 PM
BoxLight Training

- K - 2nd @ 3:45pm in Room 303

- Bring your laptop

Tuesday, Read Across America Week
March 1st - Dress as your favorite book character!

- Book Character Parade @ 9:30 am
MTSS Data Meetings

- K - 5th in the Large Conference Room
DRA Window

- Grades K-2 PM
KCS 5th Grade Math Placement Meeting

- ASC/T N Room @ 4:00pm
KCS ELA Collaboratives

- Virtual @ 4pm

Wednesday, Read Across America Week
March 2nd - Dress in your jammies to get cozy when you read today.

CASE Benchmark Testing
- 3rd ELA Subpart 2

- 4th ELA Subpart 1

- 5th ELA Subpart 1
DRA Window

- Grades K-2 PM

Thursday, Read Across America Week
March 3rd - Show how reading has made you feel Powerful by wearing a

superhero shirt!
Clinic Schedule

- Clinic will be closed from 9am-10am for a KCS Nurses Meeting
CASE Benchmark Testing

- 3rd Math Subpart 1

- 4th ELA Subpart 2

- 5th ELA Subpart 2
DRA Window

- Grades K-2 PM

Read Across America Week Wednesday
- Show your school spirit by wearing a Jefferson Shirt or our Cleaveland

Friday, school colors- Blue and White!
March 4th CASE Benchmark Testing

- 3rd Math Subpart 2

- 4th Science

- 5th ELA Subpart 3
DRA Window

- Grades K-2 PM
UT Extension Guest Speaker

- 4th & 5th Grades 8:30am - 11am

Upcoming Events:
February 28th - March 9th: Cumulative CASE Benchmarks (3rd-5th) Schedule & Test Times

March 1st - March 11th: Quarterly Writing Assessments

A Dose of Positivity Attendance Tidbit

Mrs. Sara Leimkuhler
Associate Principal

2216 Westmoreland Avenue
Kingsport, TN 37664

Phone: (423) 378-2289 | Fax: (423) 378-2277
[email protected]

Dear Jefferson Families,

As we wrap up this first week of the 2021-2022 school year, I wanted to take a moment to introduce
myself and share a little bit about my journey in education. I am Sara Leimkuhler and I am so excited to be the
new Associate Principal at Thomas Jefferson Elementary School!

I began my educational career in 2009 after graduating from East Tennessee State University with a
Bachelor's of Art (Major in Studio Art and Minor in Education). My first year of teaching consisted of some
interim positions at an elementary school and a middle school in Hawkins and Sullivan county. I then taught
elementary Art in Sullivan County at both Kingsley Elementary and Miller Perry Elementary before joining
Kingsport City Schools to teach at Innovation Academy. At Innovation Academy, I was the Multimedia
instructor but also worked collaboratively with other teachers to create cross curricular, project based learning
units. My journey then led me to John F. Kennedy Elementary where I taught Art and hosted before and after
school STREAM Club for 2 years. I joined D-B EXCEL in 2015 where I taught Digital Arts and served as the
school’s PBL coordinator. I also began taking on other leadership roles that led me to go back to school and
earn my Master's of Education in Educational Leadership and Policy Analysis from East Tennessee State
University in May of 2020. I am currently pursuing my Educational Specialist degree from the University of
Tennessee. This summer I knew I was ready to seek a leadership role and that led me to apply and accept the
Associate Principal position at Jefferson Elementary School!

On a personal note, I am married to a wonderful man, Hayden, who is a firefighter for the City of
Kingsport. We do not have any children but we have 5 amazing rescue dogs that we love dearly. I also come
from a big family; I have 5 older brothers! They have blessed me with 3 nieces and 3 nephews. I love being an
aunt! When I'm not working I enjoy spending time with my family and friends, watching sports, working on our
property (we live on about 4 acres), photography and doing anything creative.

I hope this gives you a little glimpse of who I am. I look forward to meeting you and being a part of the
Jefferson Jaguar family! Please feel free to reach out to me with any questions or anything that I can help you
with throughout the school year. I can’t wait to see all of our students GLOW this year!

Best regards,

Mrs. Sara Leimkuhler
Associate Principal
(423) 378.2289
[email protected]

Tennessee Instructional Leadership Standards

Standard C: Professional Learning & Growth
An ethical and effective instructional leader develops capacity of all educators by designing,
facilitating, and participating in collaborative learning informed by multiple sources of data.

1. Teacher Evaluations: Post Conference Framework
○ Example of a framework I use to communicate feedback to teachers during post
conferences.

2. Thomas Jefferson Elementary School Student Behavior Plan Template
○ Behavior Plan template created in partnership with a special education teacher to
support students that need behavioral interventions. Worked alongside teachers to
demonstrate how to implement and effectively utilize the plan to improve students
behavior.

3. Thomas Jefferson Elementary Behavior Consequences and Strategies for Success
○ Behavior matrix that I implemented with TJES teachers to use as a guide when
managing student behaviors.

4. Kingsport City Schools Elementary Summer Learning STEM Curriculum
○ Developed the elementary STEM curriculum for the 2022 KCS Summer Learning
Program. Provided support to STEM teachers, site leads, and bookkeepers.

Observation Post Conference

Teacher Wednesday, September 8, 2021 Grade
Date Time 12:40 PM

I like ... I wish ... I wonder …

The high frequency of questions that you Questioning promoted deeper thinking How the lesson would change if the
ask. You are constantly assessing student and was higher on the Webb of students asked questions that lead to
learning and understanding by asking Knowledge/Bloom's scales. further inquiry. For example, during
questions throughout instruction and Students were generating questions that stations the students create some
stations. lead to further inquiry. Asking students questions based on the book/story.
to create their own questions has a
powerful impact on learning.

Reinforcement Managing Student Behavior: I observed students are consistently well behaved and on task in Mrs.
Refinement Gibson’s classroom. It was evident that Mrs. Gibson and her students have established clear rules for
learning and behavior. Students transitioned well between stations and knew the procedures and routines of
the classroom. During station work, Mrs. Gibson monitored classroom behavior and attended to disruptions
quickly and firmly. Mrs. Gibson was able to quickly and seamlessly get students redirected back to their
work with minimal disruptions to her reading group. I encourage Mrs. Gibson to keep her high standard of
classroom management, specifically with managing student behavior, by continuing the procedures she has
in place while also gradually giving students more responsibilities and leadership roles.

Academic Feedback: I observed that students did receive feedback during the lesson, however it was more
praise for doing a good job than specific academic feedback. I encourage Mrs. Gibson when she gives
praise to also consider using feedback that is consistently academically focused, frequent, high quality and
references expectations. By modeling effective feedback Mrs. Gibson can then teach and encourage
students to give specific and high-quality feedback to one another.

Suggested Resources:
● Bloom’s/WOK Questioning Wheel
● Open-ended Questioning Techniques:
○ Seeking out evidence: “What makes you think that _____?”
○ Explaining: “What are some of the causes that led to _____?”
○ Relating concepts, ideas, and opinions: “How does that compare to _____?”
○ Predicting: “What will you do next?”
○ Describing: “What did you observe happening?”
● Thomas Guskey’s Research on Feedback:
○ “Grades help students identify where they are in their journey to mastery of important learning goals. But, just
like assessments, grades alone don’t help students improve. Comments that identify what students did well, what
improvements they need to make, and how to make those improvements, provided with sensitivity to important
contextual elements, can guide students on their pathways to learning success and ensure that all learn
excellently.”
● Douglas Reeves’ Research on Feedback:
○ “When students receive feedback that is accurate, specific, and timely, the impact on achievement is so great that
it is more significant than the socioeconomic status of children.”

Thomas Jefferson Elementary School
Behavior Goals for Success

>Student's Name< >Grade & Teacher(s)<

Daily Goal: ____ out of ____ possible points Date:_____________________

My personal goal is: To exhibit positive, just behavior."I will do what is right."

*You must get points circled while in the designated class/area or it is 0 points for that class/area. Any office referrals cancel the reward.*

TARGET I will be respectful to my I will use self control and I will accept Total Points
BEHAVIORS ➞ classmates and teachers. not be a distraction to responsibility for my
others. Earned in Class
actions. ⬇
210
210 210
MORNING/BREAKFAST Teacher Initials/Notes:

7:45am-8:30am

2 1 0 2 1 02 1 0

MATH Teacher Initials/Notes:
8:30am-10:00am

2 1 0 2 1 02 1 0

RELATED ARTS Teacher Initials/Notes:
10:00am-10:50am

2 1 0 2 1 02 1 0

LITERACY Teacher Initials/Notes:
10:55am-12:25pm

2 1 0 2 1 02 1 0

INTERVENTION Teacher Initials/Notes:
12:25-12:55pm

2 1 0 2 1 02 1 0

LUNCH/RECESS Teacher Initials/Notes:
12:55pm-1:50pm

SCIENCE/ SOCIAL 2 1 0 2 1 02 1 0

STUDIES Teacher Initials/Notes:

1:50pm-3:30pm

Key: 2= Things are going great! Meeting my goals. 1= Things are going so,so. I am only meeting my goal partially. 0= I have not met my goals.

Total Points Earned

Reward Earned: Yes No Daily Reward: ___________________________________ for the Day

Teacher Signature: _____________________________________________________________________

Behavior Consequences

LEVEL BEHAVIOR DESCRIPTION TYPES OF BEHAVIOR

I Minor rule violations that Teacher Managed Behaviors ●W
result in immediate ● Minor School/Class ●T
verbal correction with a ●B
Disruption/Horseplay ●P
possible consequence ● Disrespect ●5
and/or intervention. Level ● Defiance

1 behaviors are handled ● Loitering
by the teacher.
● Technology Infractions

● Electronic Device Violation

● Out of Area

II Deliberate, more Teacher Addressed Behaviors with Leve
inappropriate and serious Referral to Administration
behaviors in nature. Will ●C
result in immediate ● Repeated/Blatant Disrespect ●V
verbal correction & ● Cheating/Academic Dishonesty ●L
● Bullying/Harassment ●P
consequence/intervention. ● Defiance/Insubordination
Level 2 behaviors are ●S

● Skipping/Walking out of class ● D

addressed by the teacher (call office to watch cameras) a

and then based on ● Minor Theft s

severity or repetition ● Profanity ●L
referred to Admin. ● Minor Vandalism ●I
● 6 Tier 1 behaviors

III Serious behaviors that Administration Managed Behaviors Leve
violate the dignity, well
being, and safety of ● Chronic Level 1 & 2 behaviors ●A
another person. Harmful ● Fighting/Violent behaviors
and illegal. These ● Verbal Assault/Slander s
behaviors will not be ● Bullying/ Intimidation ●C
tolerated and warrant an ● Major Theft ●I
immediate conduct ● Vandalism ●P
referral to Admin. ● Leaving School Grounds ●R
● Possession of Weapon ●F
●B

& Strategies for Success

CONSEQUENCES STRATEGIES FOR SUCCESS

Warning ● Verbal warning
Teacher decision/Classroom Consequence ● Clear & consistent expectations
Behavior documented by teacher ● Re-teach expectations
Parent Contact ● Engaging & appropriate
5 Tier One Behaviors = Tier Two
instruction (differentiated)
el 1 Consequences plus… ● Move position in class
● Have student take a break
Conduct Referral - Recorded in Aspen ● Redirect
Verbal correction ● Avoid power struggles
Loss of privileges ● Break down task
Parent Contact ● Recovery space in classroom or
Schedule parent conference w/child
Depending on severity/repetition, ask for partnering classroom
administrator to come retrieve the
student via phone/radio ● Mentor
Lunch Detention* (determined by admin) ● Counselor referral
ISS* or OSS* (determined by admin) ● Behavior contract
● Daily behavior check
● Tier process
● Frequent breaks
● Non-verbal cues and signals
● Teach conflict resolution skills
● Recognize Positive Behavior

el 1 & 2 Consequences plus… ● Daily behavior form
● Behavior contract
Ask for administrator to come retrieve the ● Functional Behavior Assessment
student via phone/radio ● BIP (Behavior Intervention Plan)
Conduct Referral - Recorded in Aspen ● Forced Choice Inventory
ISS* or OSS* (determined by admin)
Parent Contact and/or Conference (Reinforcement Survey)
Restitution ● Collaborate with outside resources
Formal mentor assigned ● Teach conflict resolution & coping
Behavior Plan implemented
skills
● Check In/Check Out with Mentor

KCS Summer Learning: Elementary STEM Lessons

Projects are based on students working in groups of 3.
Extensions or time fillers for early finishers can be virtual field trips and/or additional STEM careers.

WEEK 1

Day Plan/Activities Materials Per Group Resources

Introductions, Expectations, Procedures, etc.

1 Pipe Cleaner Tower Challenge • 15 pipe cleaners Plans & Student Handouts
Students will use pipe-cleaners to build the tallest, freestanding • Copies of Handouts

tower.

• 20 sticks of spaghetti

Marshmallow Challenge • 1 yard of tape

2 Your challenge is to build the tallest freestanding structure • 1 yard of string Challenge Handout

using ONLY the listed materials. • 1 large marshmallow

• scissors (to cut materials), yard stick (to measure)

• 2 compact discs (CDs)

Rubber Band Car • Corrugated cardboard (1 piece about 5 1/2 inches square)

Build a car that goes really fast and really far (at least four • 2 faucet washers (Size: 1/4 inch Large) Teacher Guide
Student Guide
3 feet, that is). Oh, by the way, your power source is a rubber • Poster putty (1/4 package—buy the tackiest available)

band, and your car can only have two wheels. Start your • Rubber bands of different lengths & widths

engines! • Ruler, Scissors, Tape (masking or duct)

• 1 wooden skewer

ST EM Careers, Virtual Field Trips & Catch Up Day
Catch up on any activites that were not complete, extend on the learning from the week, explore a ST EM career, and/or take a ST EM virtual field trip!

Discovery Education Virtual Field Trips
Take your students beyond the classroom walls and into some of the world's most iconic locations for rich and immersive learning experiences—no permission slips
4 required.

Discovery Education ST EM Career Channel
In this channel, learn about fascinating ST EM careers through a variety of resources including career profiles, student activations, challenges, classroom activities,

virtual field trips, and more.

WEEK 2

Day Plan/Activities Materials Per Group Resources

• corrugated cardboard body (6-inch/15-cm square) Student Handout
Teacher Plans
• 2 corrugated cardboard wheels (5-inch/13-cm square)

Build a Moon Rover • 1 sharpened round pencil

1 We challenge you to design and build a rubber band-powered • 2 rubber bands

rover that can scramble across the floor. • 2 round candies (hard, white, mint ones w/hole in middle)

• 1 plastic drinking straw

• scissors, ruler, tape

• 1-2 pieces of cardboard (approx. 4 x 5 inches)

• 1 small paper or plastic cup

• 1 Ping Pong ball (a crumpled piece of paper can be substituted)

• 3 index cards (3 x 5 inches) or thick piece of construction paper

Safe Landing • 12 cotton balls (small pieces of crumpled paper can be substituted) Teacher Guide
Student Guide
2 Design and build a way to protect a container so its contents • 3 rubber bands
Chair Challenge Handout
aren’t damaged when dropped to the ground. • 8 plastic straws Table Challenge Handout

• plastic shopping bag cut in half

• string

• scissors, masking and/or transparent tape, ruler, paper and

pencil

1.) Paper Chair Challenge

Students will use supplies to build a chair to hold a team

member for 5 seconds.

3 2.) Paper Table Challenge • Copy of the Chair Challenge Packet for each group to complete.
• Newspapers, magazines, paper, tape, and scissors for each team.

Design and build a table out of newspaper tubes. Make it at

least eight inches tall

and strong enough to hold a heavy book.

ST EM Careers, Virtual Field Trips & Catch Up Day
Catch up on any activites that were not complete, extend on the learning from the week, explore a ST EM career, and/or take a ST EM virtual field trip!

Discovery Education Virtual Field Trips

4 Take your students beyond the classroom walls and into some of the world's most iconic locations for rich and immersive learning experiences—no permission slips
required.

Discovery Education ST EM Career Channel
In this channel, learn about fascinating ST EM careers through a variety of resources including career profiles, student activations, challenges, classroom activities,

virtual field trips, and more.