Transcript Kansas accreditation is:            1. 2. 3. 4. 5. 6. 7. 8. 9. A school improvement plan An external assistance team Local assessments aligned with state standards Teachers trained in state standards and.

Kansas accreditation is:
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A school improvement plan
An external assistance team
Local assessments aligned with state standards
Teachers trained in state standards and assessments
In assessed areas, all teachers must be certified
Board policies meet 91-31-34
Local graduation requirements that meet state requirements
Curricula that meet the regent’s admission requirements
Elementary and middle schools that offer computer literacy,
counseling services, fine arts, etc.
10.Secondary schools that offer business, FACS, etc.
11. Policies ensuring compliance with other accreditation regulations
and laws
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% at standard or above in reading and math
95% taking the state assessments
Attendance rates at or above 90%
Graduation rates at or above the state
standard
AYP - Reading
K-8 reading
9-12 reading
100
90
75.6
80
69.5
63.4
70
63.4
57.3
60
51.2
72.0
51.2
76.7
81.3
87.8
86.0
90.7
95.3
100.0
100.0
65.0
50
40
79.7
83.7
91.9
95.9
58.0
58.0
2005
2006
51.0
44.0
44.0
2002
2003
30
20
10
0
2004
5
2007
2008
2009
2010
2011
2012
2013
2014
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6 KASB/USA Summits
2 Council of Superintendents’ meetings
Regional Education Service Centers
KASB Board of Directors
QPA Advisory Council Meetings
Council for Public School Improvement
Curriculum Leaders
Kansas Board of Regents
Kansas Principal Associations
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Should be based on growth
• Student
• Professional
• Educational – District/State
Should recognize/encourage community
inclusiveness
Should promote/recognize innovation and
best practice
Should be comprehensive and flexible
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Must be a systemic approach
Should take the main focus off scores and
place a larger focus on systems and practices
Changes should be congruent with valuable
initiatives in place
One size does not fit all
We need to measure success differently
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Foundational components
• What is the minimum for accreditation?
Acknowledgement of “Best Practices” that
improve quality teaching and student learning
Strategic plan to help districts move forward
Identify supports and services for educational
growth
Looks at the total view of educational quality of
a district, other than test scores
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What strategies are we using to engage
students?
Not only “are our students leaving high
school college and career ready” but how are
schools accomplishing this?
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What strategies are we using to engage
students?
Not only “are our students leaving high
school college and career ready” but how are
schools accomplishing this?
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Implementation
• There is a district wide plan to begin the alignment of curriculum
materials to address common core standards
• Supplemental and intense curriculum are available, but not based on
individual learner needs
Transitioning
• Staff select curriculum and instructional materials based on the needs
of learners
• The district demonstrates a seamless Pre K-12 curriculum transition
Modeling
• All staff demonstrate the effective use of curriculum and intervention
materials with fidelity
• All students have access to the knowledge and skills necessary
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Implementation
• In the process of conducting a District Needs Assessment
to identify strengths, weaknesses and set priorities
Transitioning
• Quality professional development is aligned with district
needs, but is not yet ongoing or sustainable
Modeling
• PD is focused on a districts needs assessment
• Training is ongoing and sustainable, with modeling,
coaching and feedback
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Currently Report
• Proficiency levels on state assessments
• Number of Highly Qualified Teachers
• Graduation Rates
• Attendance Rates
At the State Level:
• What % of our districts are at the modeling stage
around quality instruction?
• Where are districts in the area of leadership
development?
• What is driving rigor in professional
development?
• Are districts providing safe and supportive
learning environments?
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February, 2012 – ESEA Waiver
Fall, 2011 – Develop Framework
Winter 2011-2012 – Determining priority
columns
• How does ESEA waiver affect current and future
accreditation model, determine foundational
requirements
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Spring 2012 – Design rubrics under each column
Fall 2012 – Look at weightings for columns,
determine values for performance levels
Fall 2012 – Pilot districts
Summer 2013 – Rules and Regulations
Fall 2013 – Continue pilot’s and Board action
August 2014 - Implementation