Victoria Elementary

602 10th St
Victoria, KS 67671
(785) 735-2870

Victoria Elementary

Victoria Elementary strives to provide a safe, secure and structured environment in which to educate our students.  We are small enough to provide an individualized education for each student, yet diverse enough to ensure 21st Century opportunities and training for each child.

Superintendent / VES Principal

Kent Michel

USD #432 is focused on student achievement and school improvement. The five R's will guide us as we prepare our PK-12 students for college and career readiness: Caring Relationships, a Responsive Culture, Relevant Educational Opportunities, Rigorous Coursework, Results Evident in Growth and Learning. Our goal is to ensure a quality education for all students. 

Values and Beliefs About Children

1. We believe our schools should be responsive to the diverse needs of students.

2.  We believe our schools and educators should emphasize process, as well as outcomes, and should stress critical thinking and problem solving.

3. We believe learning is a life-long process where students should be active problem solvers and responsible decision-makers.

4.  We believe our schools should provide a positive and safe atmosphere that enhances human potential and promotes respect for self, community and country.

5.  We believe our schools should ensure a secure environment where all students will acquire knowledge, grow in wisdom, develop confidence, and value life-long learning.


Jessica Lang

The Victoria Preschool Program is open to any child age four and older. An accredited teacher teaches the program. Classes are held five days a week for three hours. The preschool provides a supportive and stimulating environment where children can actively engage in learning through interaction with materials, people and ideas. The curriculum is designed to meet the varied needs of preschoolers. Activities and lessons are designed to support child development. This includes cognitive, language, social, emotional, physical, cultural and aesthetic growth through the use of a high-quality developmentally appropriate early childhood curriculum.

Monday through Friday 8:00 a.m. – 10:45 a.m.


Anne Dinkel

Animated Literacy
Animated Literacy is an integrated approach to language arts instruction. We begin with the Animated Alphabet, which introduces the letter sounds and spelling patterns used to read and write. The Animated Alphabet, which contains 43 characters, introduces children to the character’s story, sound, gesture, and song. Children learn to access prior knowledge to predict and comprehend events in the story, increase vocabulary, and develop listening and participation skills. With the character stories, that are “overloaded” with that particular character’s letter and sound, and the “silly” songs introduced, children learn to recognize, isolate, and produce sounds. Shared readings of related literature help to reinforce the letters sounds. A second component of Animated Literacy is the drawing component. During the guided drawing lesson, children learn to draw a picture. After drawing, the children listen to the sounds in the word, gesture the sounds, say each sound, and print the letter that represents that sound to label the picture. Children are then encouraged to color and add more ideas to their pictures. As the children improve their writing skills, they can write sentences about their picture. The guided drawing lesson helps them develop segmenting and blending skills, associate sounds with letters, and build confidence as they draw, label, read, and write.

Handwriting Without Tears
HWT is a multisensory approach to handwriting that addresses all learning styles and makes handwriting fun! The first nine weeks, children sing songs, manipulate wood pieces, and practice on small chalkboards, using the Wet-Dry-Try method, to learn position and placement skills and words, and correct letter formation. The student workbook, Letters and Numbers for Me, is divided into three major sections – capitals, lowercase letters, and numbers.

In Kindergarten, the children are “doing math” from the moment they come to school until they go home. Kindergarten math involves many opportunities for hands-on learning. Children spend a great amount of time at the calendar each morning counting, singing, learning about the daily schedule, days of the week, months of the year, skip counting, tally marks, etc. Children do lots of counting, representing, sorting, graphing, and comparing to develop good number sense. In addition, children learn about shapes, patterns, measurement, time, and money.

Science and Social Studies
Children learn about themselves and their relationships with others in a school community. They develop social skills when working and playing with others in school. Children learn about school rules, safety, personal hygiene, healthy foods, and exercise. They also learn about special holidays, traditions

and other cultures. Many of their experiences are based on personal experiences and events in their lives during the kindergarten year.

First Grade

Kim Taylor

Language Arts (Writing/English/Spelling, Reading, Handwriting)

Students in first grade develop their writing skills by writing, writing, writing. These young learners are at varying stages of writing. So through interactive whole group writing, students learn about capital letters, spacing, punctuation, organization, and word choice. They also learn about writing stories, facts, lists, and poetry. Both fiction and non-fiction books are read aloud to students, and through these books students get a better understanding of different ways to write. They write often during a school day, and they write in all subject areas. First graders need many opportunities to write in order to become writers. They are new to the craft of writing, so throughout the year their writing changes. Students go from writing with many capital letters with little spaces or very large spaces to a more conventional look. Their spelling also changes from words spelled primarily by sound to words with more conventional spellings. This change happens as their phonemic awareness and phonics skills increase. This shows there is a strong reading/writing connection.

First grade is a magical time as students become readers, and their world opens up to great adventures through books. They are exposed to a variety of literature through books read aloud. The books include fiction and non-fiction. By interacting and talking about the books, students build their vocabularies, and make connections between the books and their own lives, other books, and the world around them. All this helps set the foundation for their reading success. First graders need many opportunities to work with words and understand sounds. Animated literacy is used to help students learn about letters, and their sounds and spellings. Word work helps students read and spell short vowel and long vowel words. This helps students as they read. When they get stuck on a word, they can look for parts of words they know. Through small and large group instruction, first graders also learn other strategies to help them as they read. They learn to think about what makes sense, looks right, and sounds right. At the first grade level a great deal of meaning comes from the pictures in the books. Students read and reread books to increase their understanding and build fluency. Both skills are valuable for comprehension. Students in first grade develop their reading skills by reading, reading, reading.

Handwriting Without Tears is the program used for handwriting instruction.

The main focus of first grade math is building students’ number sense. When first graders learn math they use different objects to count, sort and pattern. They explore math facts through number bonds. (5 and 2 make 7, 3 and 4 make 7, etc.) They work on the bonds up to 10. Students learn to take numbers apart and look for tens in numbers. (42 is 40 and 2 or 20, 20 and 2 or 30, 10 and 2) Model drawings are used for problem solving. Motel drawings help students change the story problems into picture form and numerical form with the math problem. To help first graders make connections, calendar time each day
is used to talk about the date as well as work with the number of days in school and both written and numerical form. Shapes, time, money, and fractions, counting by two, five, and ten, counting on and back, more or less, and understanding graphs also add to the first grade math time. Many fiction books with math content are read to the students to help build their number sense.

Using hands-on discovery, literature, and vocabulary lessons first graders are exposed to life science, physical science, and earth science.

Social Studies
Map skills, state and national symbols, settlers and settlements, and family relationships, cultures, and holidays studied in first grade. These topics are learned through literature, unit studies, and other class activities.

Second Grade

Brenda Dreiling

Language Arts (Reading, Phonics, Spelling and Language)
The Language Arts curriculum is aligned with the Common Core Standards. The Scott Foresman Reading program is the core of the Second Grade Language Arts Curriculum. The vocabulary, spelling and grammar lessons are all integrated within the stories we read each week. The use of level readers allow for additional practice of newly taught skills and also provides opportunity to read for enjoyment. Reading aloud to students provides an opportunity to expose them to a range of literary genre. Reading aloud also provides students with a model of fluent reading and shows them how to read with expression and to engage their imagination. Oral reading fluency is stressed and students are strongly encouraged to read daily outside the classroom. The Pals Reading Diagnostic test is given in the Fall and then again in the Spring to evaluate the students performance in reading and spelling. We use the Renaissance Learning Program to measure students reading abilities by administering the Star Tests to allow students to read books at their reading level. The Accelerated Reading Program personalizes reading practice to each student’s current reading level. The overall goal of the language arts curriculum is to have the students continue to develop skills and to progress in all the areas of written and oral communication. It is also the goal to nurture the student’s enthusiasm for learning through reading and writing – to build a lifelong love of reading!

The language of math is spoken in the 2nd grade classroom. Instructional time will focus on four critical areas to meet the Common Core Standards: (1) Extending understanding of Base Ten Notation; (2) Building fluency with addition and subtraction; (3) using standard units of measure; and (4) Describing and analyzing shapes. Model drawing is part of the 2nd graders daily routine. Each day the students work to solve a story problem in their math journal. The word problems are designed to engage students and to promote mathematical thinking and problem solving skills. Students work toward the mastery of the basic addition and subtraction facts. Students also work on two-digit addition and subtraction with and without regrouping. Money, time, measurement, graphing, fractions, estimation and place value are worked on throughout the year. Multiplication and division are introduced through various activities. Manipulative, activities and games are used daily to enhance instruction and promote enjoyment of math.

The curriculum in 2nd grade science is aligned with the Next Generation Science Standards. The curriculum is divided into four units: (1) Inquiry; (2) Physical Science; (3) Life Science; (4) Earth/Space Science. A variety of digital and hands on activities are used to explore, investigate and experiment the scientific methods taught. This experience in the classroom inspires a sense of wonder and enthusiasm that leads to the opportunity for students to generate questions based on their observations. The science curriculum also reinforces core math and language arts skills.

Social Studies
In 2nd grade Social Studies we learn about families – their traditions and customs along with different cultures and holidays. The students begin to understand the many ways people affect the world around them. The students learn how our government works as well as the roles of city, county, state and federal officials. The students also practice geography daily by reading maps to sharpen their map skills.

Handwriting Without Tears is the program used for handwriting instruction.

Third Grade

Summer Moeckel

ELA: The third grade language arts curriculum incorporates the five key components of the Kansas College and Career Readiness Standards including; reading, reading foundations, speaking and listening, writing, and language as well as spelling and grammar. Accelerated Reader, Study Island, Reading A-Z and variety of other technology rich applications combine to cover this third grade curriculum. STAR
tests as well as reading diagnostic tests are given throughout the year to demonstrate student growth. Each week students receive 15 new spelling words that focus on reliable patterns to help students become better readers, writers and spellers. Each year, the third grade students publish an original
piece of writing that consists of a piece of narrative writing as well as a formative piece.

In third grade students will develop an understanding of the meanings of multiplication and division of whole numbers through activities and problems involving equal-sized groups, arrays, and area models; multiplication is finding an unknown product, and division is finding an unknown factor in these situations. For equal-sized group situations, division can require finding the unknown number of groups or the unknown group size. Students use properties off operations to calculate products of whole numbers, using increasingly sophisticated strategies based on these properties to solve multiplication and division problems involving single-digit factors. By comparing a variety of solution strategies, students learn the relationship between multiplication and division. Students develop an understanding of fractions, beginning with unit fractions. Students view fractions in general as being built out of unit fractions, and they use fractions along with visual fraction models to represent parts of a whole. Students understand that the size of a fractional part is relative to the size of the whole. For example, 1⁄2 of the paint in a small bucket could be less paint than 1/3 of the paint in a larger bucket, but 1/3 of a ribbon is longer than 1/5 of the same ribbon because when the ribbon is divided into 3 equal parts, the parts are longer than when the ribbon is divided into 5 equal parts. Students are able to use fractions to represent numbers equal to, less than, and greater than one. They solve problems that involve comparing fractions by using visual fraction models and strategies based on noticing equal numerators or denominators.
Students recognize area as an attribute of tow-dimensional regions. They measure the area of a shape by finding the total number of same-size units of area required to cover the shape without gaps or overlaps, a square with sides of unit length being the standard unit for measuring area. Students understand that rectangular arrays can be decomposed into identical rows or into identical columns. By decomposing rectangles into rectangular arrays of squares, students connect area to multiplication, and justify using multiplication to determine the area of a rectangle. Students describe, analyze, and
compare properties of two-dimensional shapes. They compare and classify shapes by their sides and angles, and connect these with definitions of shapes. Students also relate their fraction work to
geometry by expressing the area of part of a shape as a unit fraction of the whole.

Third grade students will be introduced to cursive handwriting through a program called Handwriting Without Tears. This series is a continuation of the manuscript series that is taught in primary grades. Students will first be introduced to lower case letters one at a time. They will practice writing each letter individually, gradually learning how to connect to other letters to make blends and eventually words. Next, capital letters will be introduced one at a time. By second semester, students will begin to write complete sentences in cursive. The goal at the end of the year is for each student to have legible cursive writing according to the four s’s: size, shape, slant and spacing.

In third grade I help students to formulate answers to questions such as: “What is typical weather in different parts of the world and during different times of the year? How can the impact of weather-related hazards be reduced? How do organisms vary in their traits? Hoare are plants, animals, and environments of the past similar or different from current plants, animals, and environments? What happens to organisms when their environment changes? How do equal and unequal forces on an object affect the object? How can magnets be used?” Students are able to organize and use data to describe typical weather conditions expected during a particular season. By applying their understanding of weather-related hazards, students are able to make a claim about the merit of a design solution that

reduces the impacts of such hazards. Students are expected to develop an understanding of the similarities and differences of organisms’ life cycles. An understanding that organisms have different inherited traits, and that the environment can also affect the traits that an organism develops, is acquired by students at this level. In addition, students are able to construct an explanation using evidence for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Students are expected to develop an understanding of types of organisms that lived long ago and also about the nature of their environments. Third graders are expected to develop an understanding of the idea that when the environment changes some organisms survive and reproduce, some move to new locations, some move into the transformed environment, and some die. Students are able to determine the effects of balanced and unbalanced forces on the motion of an object and the cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. They are then able to apply their understanding of magnetic interactions to define a simple design problem that can be solved with magnets. The crosscutting concepts of patterns; cause and effect; scale, proportion, and quantity; systems and system models; interdependence of science, engineering, and technology; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. In the third grade performance expectations, students are expected to demonstrate grade- appropriate proficiency in asking questions and defining problems; developing and using models, planning and carrying out solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas.

Social Studies
The theme for the entire school year centers around communities. Units covered within this realm are differences and similarities in communities, understanding that different places have different natural resources, why rules and laws are necessary at all levels of government, how communities differ from country to country, and changes in communities over time. We also explore important events in our country’s history including Jamestown, the American Revolution, US Constitution, and the Civil War. Each day students will answer daily geography questions that pertain to the understanding of the spatial organization of the Earth’s surface and relationships between people and places and physical and human environments. Students will also focus on major economic concepts including, producers, consumers, good and services, wants and needs, supply and demand, loans, interest, principle through an economics fund raising project.

Fourth Grade

Jeanne Brungardt & Jessica Lang

Language Arts
The fourth grade language arts curriculum includes reading, English, spelling, and handwriting. The reading series allows students to read fiction and non-fiction selections from the Scott Foresman: Seeing is Believing textbook. A student resource book is used to evaluate student understanding of the selection vocabulary and comprehension. Also, students will read various novels by numerous authors. Students will have many opportunities to create projects and develop creative writing skills by reading all the various literature books and developing research skills on the Internet. The students will us many iPad apps and projects. The Accelerated Reading computerized program is used to encourage silent reading and test comprehension. The students will have independent reading time in school and at home. The English curriculum focuses on all language arts standards. Grammar, composition, and creative writing are highly stressed. Students will develop many creative projects to show they understand the skills. Students will learn many word families and other fourth grade level words in the spelling program. Student writing is a vital part of all language arts components.

The fourth grade math curriculum focuses on helping students make sense of mathematics in meaningful ways. The Scott Foresman-Addison Wesley math textbook, Internet websites, and many math manipulatives are all used. They will use the iPad technology to enhance lessons as well. Number computation, geometry, algebra, and data are the main categories learned in fourth grade math. The curriculum allows students, through lessons and approaches, an opportunity to demonstrate knowledge

of all these categories. Problem solving strategies are analyzed and many cooperative group sessions are utilized.

Fourth grade science takes a hands-on approach for exploring the many wonders of science. Students are encouraged to utilize the scientific method by asking questions, hypothesizing, identifying variables, conducting research, collecting and analyzing data, and stating a conclusion. Reading and writing skills are essential to completing these tasks.

The fourth grade science curriculum with the support of the Scott Foresman textbook encompasses many topics including life science, physical science, earth science, and the human body. This is accomplished through a variety of instructional methods including experiments, investigation activities, technology, and print media.

Fifth Grade

Shelly Huser

Language Arts
The fifth grade language arts curriculum incorporates a study of literature, spelling, grammar, and creative writing. The Accelerated Reader Computerized Program is incorporated into the reading curriculum to promote independent reading and to help develop comprehension skills. The reading level of each student is determined through the STAR computer program. Study Island and Lexia provides instruction and practice to prepare for the state assessments. The core of spelling continues to reinforce and develop phonetic patterns and will include common everyday words using the Spelling City app. Basic parts of speech, rules of grammar, and the Six-Trait Writing Model are reinforced through creative writing activities. The Scholastic News magazine and app builds critical academic skills along with teaching current events. Daily Review and Read Alouds are used daily to support the basic standards. (5-16)

The fifth grade math curriculum helps students develop a sense of mathematics in a meaningful, challenging, and relevant learning atmosphere. Students continue to build on and become more proficient in computations and problem solving. The curriculum is based on the Common Core Standards of Operations and Algebraic Thinking, Numbers and Operation in Base Ten, Numbers and Operations Fractions, Measurement and Data and Geometry. Students will use Daily Review activities, Math Minutes, Study Island, Moby Max, and a variety of other iPad apps to reinforce these standards. (5-16)

Social Studies
The fifth grade social studies curriculum begins with learning about geography. Students then learn about the Native Americans, European explorers and the settlement of North America, English Colonies and the founding of the United States of America including the American Revolution, the Constitution, and the early years of American government. These units are all project based. (5-11)

The fifth grade science curriculum covers areas of life science (comparing living things, classifying plants and animals, heredity, adaptations, and ecology); earth and space science (astronomy, climate, and the changing earth); physical science (matter and energy). Students are encouraged to “think like a scientist” as various topics are studied through hands-on activities, experiments, and projects as well as Science Buddy activities, Science Weekly magazines, and Mystery Science units. (5-16)

Sixth Grade

Kim Nowak

Language Arts
The 6th grade language arts curriculum includes literature, grammar, spelling, and writing. Students read various excerpts from works of fiction and nonfiction featured in the Language of Literature textbook. Students learn to identify story elements, theme, main idea, cause-effect, making predictions, inferences,

vocabulary, etc. Novel units such as Bridge to Terabithia, Snow Treasure, and A Wrinkle in Time are some that are read and discussed throughout the year. The Accelerated Reader computerized program is incorporated to encourage frequent reading and test comprehension. The reading level of each student is determined through the STAR computer program. The Language Network textbook covers various parts of speech including: sentences, nouns, pronouns, verbs, adjectives/adverbs, prepositions/conjunctions/interjections, subject-verb agreement, capitalization, and punctuation. The spelling series Zaner-Bloser is used. Daily Language, Daily Writing, and Study Island are used to enhance the curriculum.

6th grade science curriculum focuses on physical science. It also includes life science and earth and space science. Prentice Hall is the text series used. Science Studies Weekly-Endeavor is used to compliment the text series. Daily Science, Study Island, hands on experiments, and various resources are also used to enhance the curriculum.

Social Studies
6th grade social studies curriculum focuses on civics-government, economics, geography, U.S. history, and world history, beginning with the study of ancient cultures evolving to the present. Emphasis is placed on the effects these cultures have had on the development of our present world. McGraw Hill is the current text series used as well as World History Studies Weekly to complement the text.

6th grade math curriculum focuses on whole numbers and patterns, introduction to algebra, decimals, number theory and fractions, collecting and displaying data, proportional relationships, geometric relationships, measurement and geometry, area and volume, integers (graphs and functions), and probability. The sixth grade text series is Holt Mathematics. Daily Math and Study Island are used to enhance the curriculum.

Special Education/Resource Room

Naomi Dinkel

Special education, including speech and language therapy, interrelated services, occupational and physical therapy and psychological services are provided at levels K-12 for children that qualify. Specific criteria must be met for placement in special education. A complete evaluation will be conducted for each referral.

K-6 Resource Room

The Victoria Elementary Resource Room services students with special needs in grades K-6. If needed, students may also receive related services such as speech/language therapy and/or occupational or physical therapy. Students identified as having special needs have an IEP or Individual Education Program. This document outlines their specific needs and present levels of performance. Each student has specific goals and objectives based upon their unique needs, which are targeted and monitored on a regular basis. Students receive individualized instruction, at their instructional level, for the subjects that are identified as areas of need. Student may receive direct special education instruction within the special education setting or inclusive services within the general education setting.

K-6 Music/Band

Luke Johnson

General music classes at Victoria Elementary School seek to introduce students to the various elements of music. Students experience a variety of activities including singing, moving, playing instruments, learning to read musical notation, and occasionally creating their own music. In addition, students learn about various composers and their music. The goal is to help each student develop his/her own musical skills and instill and appreciation for all music. Concerts are performed several times a year.

Sixth grade band students will learn basic musical skills to launch them toward musical proficiency on a musical instrument. The focus will be on “fun” and “fundamentals”. Every student is born with musical ability. Band will offer students the opportunity to expand that ability while having fun. 6th grade band students will gain skills that will prepare them for entry into the upper level band program.

K-6 Art

Scott Lee

Art classes meet once a week with each grade having a designated day and time. Students are introduced to basic art concepts, which include the relevant history of theories and traditions. Throughout the year, a variety of media are provided for each student, along with instructions on preferred techniques. This serves to encourage the student’s enhanced creativity and visual expression. The art lessons often include concepts relating to other important academic subjects such as math, science and history. Critical thinking and problem solving become part of completing an art project, which aids in the student’s development. There is always a focus on craftsmanship and attention to detail as part of the process.

K-6 Physical Education

Deb Bottorf

The goal of Physical Education at USD 432 is to teach life long skills to promote physical fitness, sportsmanship, and teamwork. Skills are taught using age appropriate activities. Six fitness tests will be given during each quarter to check student achievement. Students will learn why fitness is important physically, mentally, and socially for their lifetime. Tennis shoes are required for safe activity, so please make sure your child either wears them or brings them along in their bookbag.

A note from the parent or guardian is required if a student cannot participate in PE for health reasons. Should the student be unable to participate for more than three days, a note from a doctor may be requested. Please remember that if participation is restricted in P.E., your child’s participation at recess should also be restricted.

VES Counseling

Christie Sander

Focus of grade school counseling:
On each student's...
1. Well being
2. Personal and social behavior
3. Academic progress

Services of grade school counselor:
1. Large group (classroom guidance)
2. Small group counseling
3. Individual counseling
4. Consultation with parents, teachers, and administrators

School counselor will help with...
1. Students:
*Understanding themselves and others in relation to the world in which they live.
*Cope with emotional crisis.
*Prevent major problems before they occur.
*Encourage better peer relations.
*Learn coping skills, conflict resolution, decision-making skills, anger control, and communication skills.
*Work through academic challenges.

Health Services

Colleen Dickinson

The district employs a registered nurse to serve the schools for health related needs and health education. Parents should report any special health condition involving their child to the school nurse. If necessary, the school nurse, with the input of the parents and the health care provider, will develop a special health care plan addressing the specific needs of the student.

After School CARE

Shauna Braun

The district employs a registered nurse to serve the schools for health related needs and health education. Parents should report any special health condition involving their child to the school nurse. If necessary, the school nurse, with the input of the parents and the health care provider, will develop a special health care plan addressing the specific needs of the student.

Please reload

  • White Instagram Icon

Contact Us

Jr/Sr High: 785-735-9211

Elementary: 785-735-2870

District Office: 785-735-9212


Jr/Sr High: 1107 10th Street

Elementary: 602 10th St.

Victoria, KS 67671