1. How do you spell exciting? The Newly Envisioned Accreditation System February 18, 2014 4:10-5:10 p.m. KEEN Conference, Topeka Scott Myers, Director, Teacher Licensure and Accreditation Vicki Seeger, Education Program Consultant RELATIONSHIPS RELEVANCERESPONSIVE CULTURE RESULTSRIGOR

2. Overview  Compare QPA to the proposed accreditation model  Learn about the district accreditation cycle  Understand how teachers are part of the accreditation team  Experience using the Relationships and Relevance rubrics as a needs assessment Objectives

3. 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: College and Career Ready

4. Major Differences  The new district accreditation model will be different in several ways:  The new model focuses on districts rather than schools  We are moving away from a punitive accreditation system focused primarily on achievement at the school level  The model is likely to be a four-year accreditation process with an interim year to prepare districts for the process of conducting needs assessments and examining change that the district would like to see occur  Districts and KSDE will be able to conduct meaningful research as a result of the new model Accreditation

5. District Accreditation Cycle: Interim Year Foundational Elements: Licensed Educators KAR 91-31-34 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

6. 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

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

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

9. District Accreditation Model: Year Four  Final year of implementation of change goals and best practices/ strategies  Final data analysis in Spring Accreditation

10. Defining the 5 Rs through the Rubrics RELATIONSHIPS RELEVANCERESPONSIVE CULTURE RESULTSRIGOR

11. 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).”

12. 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).”

13. 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).”

14. 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).”

15. Defining the 5 Rs – Fifth R Results Achievement Data Growth in Student Achievement Reduced Gaps in Student Achievement Reduction in Non- proficient 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).”

16. Using the Relationships Rubric as a Needs Assessment 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

17. What to do  First, learn how another district completed the rubric  Use the Relationships Rubric and conduct a needs assessment for your district  Mark where you believe your district would fall on the rubric while also recording comments  The comments assist you in developing rationale for your rating on the rubric Accreditation 10:45-11:15 a.m.

18. Communities CriteriaNo EvidenceImplementingTransitioningModelingComments Community: Communication about academics Provides resources to the community concerning the Kansas College and Career Ready Standards, state and local assessments, and district curriculum alignment. Provides training and resources to the community concerning the Kansas College and Career Ready Standards, state and local assessments, and district curriculum alignment. Documents relationships among the Kansas College and Career Ready Standards, state and local assessments, district curriculum alignment, volunteerism, and other opportunities in the community. Five different community partners have been developed including one with Lincoln, KS where industry has placed new state-of-the-art welding equipment at the high school for students to use during their coursework on welding. Community: Evaluation Plans for a variety of means to gauge the community's needs such as open dialogues, meetings, community gatherings, questions, and surveys in order to assess progress and performance. Provides a variety of means to gauge the community's needs, such as open dialogues, meetings, community gatherings, questionnaires, and surveys in order to assess progress and performance. Demonstrates an organized structure to communicate with the community and to ensure their involvement is in place. The community does not always reciprocate the conversation and discussions. Community: A resource Identifies and involves community members in the school improvement planning process. Identifies and involves community members in the school improvement and long- range planning processes. Documents the role of community partnerships to share resources and support students' interests and aptitudes. Identifies and involves community members in the school improvement planning and long-range processes. Integrates community resources into improvement plans. Documents the role of community partnerships to share resources and support students' interests and aptitudes. Resources have been developed with industries (welding), Cloud County Community College instructors (nutrition and nursing), and a local chef. The district wants to develop pathways for CNAs and for culinary arts. Concordia: Relationships Staff Support for classroom educators (3+ years) Requires a peer mentoring process for all teachers. Requires a peer mentoring process for all teachers including documentation of peer observations at least once per year. Requires ongoing peer mentoring process for all teachers including documentation of peer observations at least twice per year. Provides professional development for mentoring processes. Unsure about a rating for this particular criteria. The district does not require all teachers to participate; a formal process in not in place.

19. Using the Relevance Rubric as a Needs Assessment Accreditation 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? 11:15-11:45 a.m.

20. Achieving District Accreditation Accredited: Carrying out the implementation of strategies for change 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

21. Reporting Districts Accreditation

22. The District Accreditation Team  What will the composition be for your District Accreditation Team?  How can educators, like yourselves, advocate to be a part of the team?  How can trust issues within a district be addressed honestly and openly?  What ideas do you have for involving lots of district staff and community stakeholders in the process? Accreditation

23. 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 2:30-2:45 p.m.

24. Questions ?? Contacts: Scott Myers, Director Teacher Licensure and Accreditation smyers@ksde.org Vicki Seeger, Education Program Consultant Teacher Licensure and Accreditation vseeger@ksde.org 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; 785-296-3201