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Dodge City Public Schools

Assessment Summary

Assessment Summary

2025-2026

Dodge City Public Schools Needs Assessment

Schools centered their responses on three main components; Barriers, Budget, and Timeframe for success. Buildings at all levels were consistent with identified barriers and budget needs. Most building leaders believe meaningful district-wide proficiency gains will require multiple years of sustained implementation, with many estimating 3–5 years to see significant impact, particularly for students with substantial skill gaps.  A summary of the responses are below.

Academic Strengths

  • Strong district-wide commitment indicated through District Strategic Plan and Building School Improvement Plans to improving the quality of Tier I instruction
  • Emphasis on data-driven instructional planning and collaborative PLC practices.
  • Buildings identified explicit vocabulary instruction, progress monitoring, and targeted interventions as effective practices already in place.
  • Increased focus on language acquisition strategies and scaffolds for multilingual learners.
  • Commitment to supporting the whole child through academic, behavioral, and social-emotional supports.
  • Strong instructional resources and curriculum supports, such as instructional coaches and intentional professional development, were consistently recognized as district strengths.

Academic Barriers

  • Foundational literacy gaps, particularly in phonics, decoding, fluency, and early literacy skills.
  • Language proficiency and vocabulary development challenges for multilingual learners.
  • Need for greater instructional rigor, Depth of Knowledge (DOK) implementation, and effective gradual release practices.
  • Student efficacy, motivation, perseverance, and ownership of learning.
  • Student engagement during assessments.
  • Attendance concerns and chronic absenteeism.
  • Social-emotional and behavioral needs impacting learning.
  • Need for expanded family engagement and learning support opportunities that empower families to reinforce academic skills at home.
  • High levels of students needing Tier II and Tier III support

Academic Budget Considerations

  • Continued investment in professional learning focused on:
    • High Quality Tier I Literacy and Math instruction
    • Calibration of rigorous, standards-aligned instruction
    • Language acquisition strategies
    • Data-driven instruction
    • Behavior supports
    • Intervention strategies
  • Additional instructional paraprofessional support and training.
  • Increased collaboration time for teachers and intervention staff.
  • Attendance initiatives and student engagement supports.

Staffing Strengths

  • Highly dedicated teachers, interventionists, and support staff committed to meeting student needs.
  • Strong collaborative culture through PLCs and intervention planning teams.
  • Buildings reported success when the "right people are in the right positions."
  • Well trained Paraeducator support was identified as a significant contributor to student success.
  • Strong instructional leadership and alignment of school improvement efforts at building and district levels

Staffing Barriers

  • Difficulty providing intensive Tier II and Tier III interventions for academics and behavior due to staffing limitations.
  • Need for additional teacher collaboration time during the instructional day.
  • Staff capacity challenges when addressing academic, behavioral, attendance, and language acquisition needs simultaneously.
  • Teacher recruitment and  retention remains critical, particularly at the primary grades.
  • Need for continued training and support for paraprofessionals to maximize impact.

Staffing Budget Considerations

  • Retention and recruitment of highly qualified teachers and staff.
  • Continued funding for interventionists and instructional paraprofessionals..
  • Additional planning and collaboration time for teachers and support staff.
  • Strategic use of At-Risk funding to expand Tier II and Tier III supports.

Family Needs and Community Relations Strengths

  • Strong commitment to family engagement across buildings.
  • Positive school-to-home communication systems already exist.
  • Schools recognize families as critical partners in student success.
  • Efforts are underway to strengthen attendance supports and family outreach.
  • Buildings continue to prioritize community partnerships and whole-child supports.

Family Needs and Community Relations Barriers

  • Need for expanded family engagement and learning support opportunities that empower families to reinforce academic skills at home.
  • Chronic absenteeism and inconsistent attendance require stronger family partnerships.
  • Some students have unmet basic needs that affect learning readiness.
  • Limited academic support opportunities outside of regular school day and year.

Family Needs and Community Relations Budget Considerations

  • Expanded parent engagement opportunities and family learning events focused and literacy and math home activities.
  • Additional resources to address unmet basic needs
  • Continued investment in attendance initiatives and family outreach efforts.
  • Resources that strengthen school-home communication and family participation.
  • Funding for social-emotional and behavioral supports that connect schools, students, and families.