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Principal outlines BIST behavior program; district presents KISA accreditation action plan emphasizing structured literacy and standards alignment
Summary
Lansing Elementary principal described a Behavior Intervention Support Team (BIST) program and data showing a 37% year-to-year drop in behavior incidents; district staff presented a KISA accreditation action plan that prioritizes structured literacy (science of reading) for early grades and standards alignment and PLC development for grades 6–12.
Principal Altieri and district staff briefed the board on student-behavior supports and the district’s accreditation action plan. Altieri described BIST (Behavior Intervention Support Team), a general-education early intervention program used at the elementary level that aims to teach behavioral skills, maximize instructional time, and improve teacher retention. Altieri said the program is “grounded in grace and accountability,” and presented district-maintained data showing behavior incidents dropped about 37 percent year to year at his building after consistent implementation.
The board then reviewed the district’s Kansas School Improvement (KISA) accreditation action plan. District staff said the district chose structured literacy (the science of reading) as the primary emphasis for early childhood through fifth grade, with professional learning and a train‑the‑trainer model to ensure teachers acquire the required literacy certification. The plan sets interim milestones: by six months (October) 50% of certified staff will have completed or be enrolled in structured‐literacy certification work; by 12 months (April) the target is 75%.
At the secondary level the plan emphasizes standards alignment and professional learning communities (PLCs). Presenters said the intent is to align guaranteed and viable curricula (GVC) and common formative assessments to state standards, increase PLC capacity, and use assessment data to identify students needing intervention and enrichment. Staff pointed to FastBridge and other screeners as district tools for monitoring progress.
Board members pressed for measurable student‑level goals and asked how quickly student assessment results would follow teacher training. One trustee said the board should set incremental student-achievement targets tied to FastBridge and state assessments; district staff responded the immediate priority is full staff training so instruction is consistent before setting aggressive numeric targets.
Ending
District staff will submit the KISA one‑page plan to KSDE within the 60‑day window and return to the board with progress updates, professional‑learning timelines, and plans for measuring student outcomes.
