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Dodge City Public Schools

RADAR_NAESP-NASSP School Leadership Conference_ANNUAL_APPROVED

RADAR_NAESP-NASSP School Leadership Conference_ANNUAL_APPROVED

USD 443 – DODGE CITY PUBLIC SCHOOLS

RADAR PROFESSIONAL DEVELOPMENT REQUEST FORM

RADAR_NAESP-NASSP School Leadership Conference_ANNUAL_APPROVED - Printable Version

ANNUAL CONFERENCE: NAESP – NASSP School Leadership Conferences
SCHOOL/GROUP/DEPT.: Building Administrators
PERSON SUBMITTING FORM: Gil Still & Kelley Clark 
DATE SUBMITTED: 2-3-2026

APPROVED BY: S. Springston (Annual Event) DATE: 2/4/2026 

  1. COMPLETE THIS FORM TO REQUEST A PROFESSIONAL DEVELOPMENT ACTIVITY.
  2. SUBMIT THE COMPLETED FORM TO YOUR BUILDING PRINCIPAL OR DEPARTMENT HEAD FOR INITIAL APPROVAL.
  3. BUILDING PRINCIPALS OR DEPARTMENT HEADS SUBMIT THE FORM TO THE DISTRICT PROFESSIONAL DEVELOPMENT COORDINATOR FOR FINAL REVIEW. ONCE SUBMITTED, PLEASE ALLOW ONE WEEK FOR A RESPONSE. 

PLEASE NOTE: THIS FORM IS FOR GENERAL USE. PROFESSIONAL LEARNING STEERING COMMITTEE REPRESENTATIVES SUBMITTING ANNUAL REQUESTS FOR THEIR BUILDINGS/GROUPS SHOULD USE THE PLSC RADAR FORM. 

Relevant 
What is the learning topic? How is this learning related to participants’ standards & curriculum resources and/or departmental functions? 

  • The National School Leaders Conference is organized around eight key strands that reflect the real challenges and opportunities school leaders face today, with a focus on both content-specific leadership and academic level expertise, from early childhood through secondary education.  
  • Eight Key Strands: Building Leadership Capacity, Instructional Leadership, School Climate, Culture, & Inclusivity, Whole School Wellness, & Leverage Student Voice & Agency

Aligned 
How is this learning aligned to state, district, building (KESA), &/or departmental goals? 

  • District Goals:
    • Goal 1. Academic: On or before the spring 2029, 80% of all USD 443 students will score at or above Performance Level Descriptor (PLD) upper level 2 as indicated on the state KAP assessments. 
    • Goal 2: Culture: On or before the spring 2028, district chronic absenteeism will be reduced by 5% as indicated in the AMOSS
  • System Data Reporting:
    • Elementary - Below 8%
    • MS - Below 10%
    • HS - Below 18% 

Data-driven 
What data will be used to determine need & monitor progress? How will it be used? 

  • KAP ELA Assessment Reports
  • ELA Selection & Unit Tests
  • Principals will review data with ELA teachers/PLCs to discuss adjustments to instruction and provide appropriate tiered interventions as needed. Data will be reviewed by building administrators &/or attendance clerks. 

Specific students will be identified to determine how best to support their school attendance, implement appropriate interventions as needed, and provide support to families. 

Action-oriented 
How will the learning take place? How will the learning be supported?

  • KNOWLEDGE ACTIVITY – DATE(S)
    • How/when will adults obtain the necessary new learning?
      • Attendance at the annual National School Leaders Conference
      • Participation in sessions focused on instructional leadership, student engagement, and school culture
      • Post-conference leadership debrief and action planning  
  • INITIAL IMPLEMENTATION ACTIVITY – DATE(S)
    • How/when will adults be supported in integrating new learning into their professional practice (e.g. lesson planning)?
      • Facilitation of PLC data discussions focused on targets & benchmarks identified by each school leader.
      • Use of walkthroughs and feedback cycles to monitor instructional alignment.
      • Implementation of targeted attendance interventions for identified students. 
  • ADVANCED IMPLEMENTATION ACTIVITY – DATE(S)
    • What job-embedded implementation support will be provided?
      • Ongoing leadership colaboration and coaching.
      • Regular data review meetings folowing unit and benchmark assessments.
      • Conduct regular attendance team meetings involving administrators, counselors, and attendance clerks. 

Results-driven 
What is the anticipated impact on teachers? On students? 

  • BENCHMARK 1 – ADULT INITIAL LEARNING
    • What are the new knowledge outcomes for administrators?
      • Increased understanding of effective instructional leadership practices to improve student learning outcomes
      • Knowledge of research-based strategies to reduce chronic absenteeism
      • Improved ability to align schoolwide practices with district and building goals
    • How will you know administrators have obtained this knowledge?
      • Conference session reflections
      • Administrative action plans connected to academic and attendance goals
      • Identified leadership focus areas shared with staff 
  • BENCHMARK 2 – ADULT IMPLEMENTATION OUTCOMES
    • What level of implementation is initially expected? 
      • Administrators consistently leading data-driven PLC conversations 
      • Monitoring and supporting instructional adjustments aligned to identified standards 
      • Consistent use of attendance data to assess and refine interventions
    • How will you know this implementation is occurring? 
      • PLC agendas and meeting notes
      • Walkthrough documentation
      • Attendance intervention tracking records 
  • FINAL OUTCOME(S) – IMPACT ON STUDENTS
    • What improvement do you expect to see in specific student behaviors &/or skills?
      • Participating building leaders will identify specific academic targets in ELA &/or Math to contribute to the achievement of DSAP Academic goals.
      • Participating building leaders will identify specific chronic absenteeism targets to contribute to the achievement of DSAP Culture goals.
    • How will you measure progress?
      • KAP ELA assessment results
      • ELA unit and selection assessment data
      • Attendance records
      • PLC documentation and progress monitoring