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Dodge City Public Schools

RADAR_USAKansasWomensSummit_ANNUAL_J.Diaz_APPROVED

RADAR_USAKansasWomensSummit_ANNUAL_J.Diaz_APPROVED

USD 443 – DODGE CITY PUBLIC SCHOOLS
RADAR PROFESSIONAL DEVELOPMENT REQUEST FORM

TOPIC: Annual Conference: USA Kansas Women’s Leadership Summit - ANNUAL
SCHOOL/GROUP/DEPT.: Building Administrators
PERSON SUBMITTING FORM: Jayne Diaz
DATE SUBMITTED: February 26, 2026
APPROVED AS ANNUAL BY: S. Springston DATE: 3/11/2026

  1. COMPLETE THIS FORM TO REQUEST A PROFESSIONAL DEVELOPMENT ACTIVITY.
  2. SUBMIT THE COMPLETED FORM TO YOUR BUILDING PRINCIPAL OR DEPARTMENT HEAD FOR
  3. INITIAL APPROVAL.
  4. 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.

RADAR_USAKansasWomensSummit_ANNUAL_J.Diaz_APPROVED - Printable Version

Relevant
What is the learning topic? How is this learning related to participants’ standards & curriculum resources?

  • The USA Kansas Women’s Leadership Summit focuses on leadership development, professional growth, and networking with peers across the state. This learning directly supports leadership standards related to professional collaboration, culture building, and continuous improvement. Strengthening leadership capacity enhances our ability to support high-quality instruction, align curriculum resources, and positively impact student achievement.

Aligned
How is this learning aligned to state, district, &/or building (KESA) 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 teachers obtain the necessary new learning?
      • Attendance at the annual USA Kansas Women’s Leadership 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 teachers be supported in integrating new learning into classroom 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 classroom-level (during instruction) implementation support will be
    • provided?
      • Ongoing leadership collaboration and coaching.
      • Regular data review meetings following 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 teachers?
      • 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 – TEACHER 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 STUDENT ACHIEVEMENT
    • 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