Update on the New Kansas Accreditation Model – The 5 Rs AdvancED Conference October 10, :15 – 2:30 p.m. Salon 1 Scott Myers, Vicki Seeger KSDE RELATIONSHIPS RELEVANCERESPONSIVE CULTURE RESULTSRIGOR

Defining the 5 Rs – Fifth R Results Achievement Data Growth in Student Achievement Reduced Gaps in Student Achievement Other Measures Accreditation “Focusing on results—witnessable evidence of growth and learning—allows curriculum and instruction to be delivered in a timely fashion based on the needs and desires of the individual learner. Informative and summative assessment, coupled with research-based effective teaching practices, can provide the data and information necessary to fuel teaching and empower learning (KSDE, 2010, p. 46).”

Annual Measurable Objectives (AMOs) The Annual Measurable Objectives (AMOs) as outlined in the ESEA Waiver (2012), established the following measures: 1. high achievement data using the Assessment Performance Index; 2. growth in student achievement using the Student Growth Percentile Model; 3. reduced gaps in achievement using the Assessment Performance Index; 4. proficiency using a Reduction in the Non-proficient Performance levels; 5. participation rate in state assessments; and 6. graduation rates. The goal for every district in the State of Kansas is to achieve 21 st Century accreditation and for all students to be college and career ready upon graduation from a Kansas high school. Accreditation

What are the 6 AMOs?  Each building will have an AMO for achievement, growth, reduction of non-proficient, gap and participation  High school buildings will have an AMO for graduation  All targets are based on data Annual Measurable Objectives

College and Career Ready means an individual has the academic preparation, cognitive preparation, technical skills, and employability skills to be successful in postsecondary education, in the attainment of an industry recognized certification or in the workforce, without the need for remediation. As we think about accreditation, we need to keep in mind the definition of Kansas College and Career Ready: Accreditation

Updates have been made to: In Depth Rubric Revisions Definitions of Relationships, Relevance, Responsive Culture, Rigor, Results Definitions of the sub-R’s QPA Protocol Handbook Evidence Web Page QPA Regulations Current Objectives Accreditation

District Accreditation Cycle: Interim Year Foundational Elements: Licensed Educators KAR State Law Local Graduation Policies School Improvement Plan Secondary Programs and Services External Assistance Team Curricula Programs and Services Performance Elements: Yes on Achievement, Growth, or Gap 95% of students are tested Graduation Rate Attendance Rate Accreditation

District Accreditation Cycle: Year One 5Rs Rubrics are completed by the districts Evidence submitted to repository to support ratings on the 5Rs rubrics completed by the district Documents or reports currently submitted to KSDE Evidence the district already has in place New evidence artifacts will be minimal KSDE and External Team Review Set two change goals from the sub-R categories based on the results of the 5Rs rubrics Accreditation

District Accreditation Cycle: Year Two  Implementation of strategies for Change Goal #1  Implementation of strategies for Change Goal #2  Data collection on goals #1 and #2 Accreditation

District Accreditation Cycle: Year Three  Initial Data Analysis of Change Goals #1 and #2  Continued Implementation of Change Goals  Adjustment to strategies if warranted  Continued data collection  Continued analysis of results Accreditation

District Accreditation Model: Year Four  Final year of implementation of change goals and strategies  Final data analysis in Spring Accreditation

Defining the 5 Rs through the Rubrics RELATIONSHIPS RELEVANCERESPONSIVE CULTURE RESULTSRIGOR

Defining the 5 Rs – First R Relationships StaffStudentsFamiliesCommunity Accreditation Relationships—a state of interconnectedness among people, curricula, programs, projects, and communities—are critical in establishing connections that result in high performing learning environments (KSDE, 2010, p. 40).”

Examining the Relationships Rubric With a partner, take 5 minutes to skim the Relationships rubric. How does the criteria for each of the sub Rs carry out the intent of the definition for Kansas College and Career Ready? What parts of the rubric are a strength for your district? What parts of the rubric might need to be strengthened for your district? Accreditation

Evidence for Relationships Completion of all areas of the Relationships Rubric as a needs assessment for the district Demonstration of Staff Link to district web site Staff development priorities Demonstration of Students Student information Classroom web site links (sampling) Demonstration of Families Schedules of family involvement Family surveys and results Demonstration of Communities Site Councils documentation (membership and minutes sampling) Accreditation

Defining the 5 Rs – Second R Relevance CurriculumInstruction Student Engagement Technology Accreditation “Relevance—the power and ability of specific information to meet the needs of its user—strengthens learner motivation and allows learning to become more engaging, empowering, connected, applicable to the real-world, and socially significant (KSDE, 2010, p. 42).”

Examining the Relevance Rubric Accreditation With a partner, take 5 minutes to skim the Relelvance rubric. How does the criteria for each of the sub Rs carry out the intent of the definition for Kansas College and Career Ready? How would your district fare for each subR? Where will your district need the most professional learning?

Evidence for Relevance Completion of all areas of the Relevance Rubric as a needs assessment for the district Demonstration of Curriculum Curriculum maps District curriculum guides Demonstration of Instruction Summary data from evaluations Demonstration of Student Engagement Student goal planning (sampling) Demonstration of Technology District Technology Plan Accreditation

Defining the 5 Rs – Third R Responsive Culture Leadership Early Childhood District Climate Nutrition & Wellness Accreditation “A responsive culture—one that readily reacts to suggestions, influences, appeals, efforts, or opportunities—empowers all stakeholders to become respectful of, responsible for, and involved in learning, the learning process, and the learning community (KSDE,2010, p. 48).”

Examining the Responsive Culture Rubric Accreditation With a partner, take 5 minutes to skim the Responsive Culture rubric. How does the criteria for each of the sub Rs carry out the intent of the definition for Kansas College and Career Ready? What kind of professional learning would your district need to provide for elements of this rubric? How could a district capture school individual school identities through the District Climate subR?

Evidence for Responsive Culture Completion of all areas of the Responsive Culture Rubric as a needs assessment for the district Demonstration of Leadership District vision and mission statements District strategic plan District budget District improvement plan Links to Board members and Board policies Demonstration of Early Childhood Kansas pre-K Program Head Start data Demonstration of District Climate Student data and reports Stakeholder surveys and results Bullying data MTSS plan KLN Effectiveness and Efficiency Reports Demonstration of Nutrition and Wellness School Nutrition Reports Wellness Committee(s) and policies Nutrition-related surveys and results Accreditation

Defining the 5 Rs – Fourth R Rigor Career and Technical Education Professional Learning ResourcesData Accreditation Rigor—a relentless pursuit of that which challenges and provides opportunity to demonstrate growth and learning—is essential is addressing the needs of our rapidly expanding society and world (KSDE, 2010, p. 44).”

Examining the Rigor Rubric Accreditation With a partner, take 5 minutes to skim the Rigor rubric. How does the criteria for each of the sub Rs carry out the intent of the definition for Kansas College and Career Ready? How would you score your district for rigor at this point in time? How can classroom teachers influence what happens in a district related criteria for each subR in Rigor?

Evidence for Rigor Completion of all areas of the Rigor Rubric as a needs assessment for the district Demonstration of Career and Technical Education Approved pathways and competencies for CTE Demonstration of Professional Learning District Professional Learning Plan School calendar with outline of professional learning for academic year Demonstration of Resources District Audit Report Demonstration of Data MTSS structure Student information Accreditation

Defining the 5 Rs – Fifth R Results Achievement Data Growth in Student Achievement Reduced Gaps in Student Achievement Other Measures Accreditation “Focusing on results—witnessable evidence of growth and learning—allows curriculum and instruction to be delivered in a timely fashion based on the needs and desires of the individual learner. Informative and summative assessment, coupled with research-based effective teaching practices, can provide the data and information necessary to fuel teaching and empower learning (KSDE, 2010, p. 46).”

Achieving Accreditation Accredited: Carrying out the implementation with fidelity, collecting and analyzing the data, reflecting and reporting on the results, and identifying next steps Accredited with Support: Failing to complete all steps within the four ‐ year cycle results in regular conferencing with KSDE staff, quarterly reporting of progress in the next accreditation cycle, and annual completion of the 5 Rs rubrics. Not Accredited: Failing to complete all steps and reporting information for multiple years despite support from KSDE Accreditation

Reporting Districts Accreditation

Setting District Goals Families  The district chooses to set a goal targeting relationships with families and engagement at the building level. District Climate  The district chooses to set a goal to survey all stakeholders in the community to assess perceived culture and climate. Accreditation

Accreditation Professional Learning Modules Accreditation

Resources  Video clips and fact sheets for Achievement, Growth, Reduction of Non-Proficient and Gap AMOs can be found on the ESEA flexibility waiver webpage:  This page can also be accessed by clicking this logo on the KSDE home page Annual Measurable Objectives

Questions Recorded Accreditation

Questions ?? Contacts: Scott Myers, Director Teacher Licensure and Accreditation Vicki Seeger, Education Program Consultant Teacher Licensure and Accreditation An Equal Employment/Educational Opportunity Agency The Kansas State Department of Education does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: KSDE General Counsel, 120 SE 10th Ave., Topeka, KS 66612;