Kansas accreditation is:

 1.A school improvement plan  2.An external assistance team  3.Local assessments aligned with state standards  4.Teachers trained in state standards and assessments  5.In assessed areas, all teachers must be certified  6.Board policies meet  7.Local graduation requirements that meet state requirements  8.Curricula that meet the regent’s admission requirements  9.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

% 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

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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

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

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

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

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?

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?

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

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

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?

February, 2012 – ESEA Waiver Fall, 2011 – Develop Framework Winter – Determining priority columns How does ESEA waiver affect current and future accreditation model, determine foundational requirements

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 Implementation