1. Kansas Accreditation Model – Focusing on Relevance Curriculum Leaders Meeting January 10, 2014 1:30-2:00 p.m. Scott Myers, Ed.D. Vicki Seeger,, NBCT, Ph.D. KSDE RELATIONSHIPS RELEVANCERESPONSIVE CULTURE RESULTSRIGOR

2. Objectives  Update curriculum leaders on the Relevance rubric  Give curriculum leaders experience using one sub-R in a small group setting  Practice setting a change goal after using the rubric as a needs assessment  Discuss forming and choosing an accreditation team  View the online repository for evidence Focus for Today

3. Accreditation Defining the 5 Rs through the Rubrics RELATIONSHIPS RELEVANCERESPONSIVE CULTURE RESULTSRIGOR

4. 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).”

5. Instruction CriteriaNo EvidenceImplementingTransitioningModelingComments Strategies Demonstrates that educators are using structures and processes for data-gathering and analysis, including formative assessments, in order to determine instructional strategies that will meet students' learning needs. Demonstrates that educators are using structures and processes for data-gathering and analysis, including formative assessments, in order to determine appropriate instructional strategies that will meet students' learning needs. Shows how selected strategies align with curriculum. Demonstrates that educators are using structures and processes for data-gathering and analysis, including formative assessments, in order to determine appropriate instructional strategies that will meet students learning needs. Shows how selected strategies align with curriculum. Demonstrates process for determining effectiveness of instructional strategies and curriculum, and for determining student interventions based on data. The right people are in place. The building administrators are strong instructional leaders. They are working on building relationships and climate within the building. The superintendent will be focusing on content area learning and literacy within each area as well as the new standards. Professional learning Presents and uses data at the classroom, school, and district levels to inform professional learning about instruction, student engagement, and learning. Presents and uses data at the classroom, school, and district levels to inform professional learning needs about instruction. Documents work of how learning communities are addressing instruction, student engagement, and learning. Uses formalized process to analyze data at the classroom, school, and district levels to inform professional learning needs about instruction. Documents work of how learning communities are reviewing and addressing instruction, student engagement, and learning. The district is taking a whole new approach this year. Each nine weeks is a solid time of instruction with few interruptions. Expanded breaks follow each nine weeks. During that break optional professional learning is offered. Staff was surveyed using Google forms. Many are signed up for the first offerings. Instruction: Alignment Documents engagement of district leaders in analyzing student learning data, evaluating results, and making changes to instructional processes. Documents engagement of teams of educators in analyzing student learning data, evaluating results, and making changes to instructional processes. Documents engagement of all educators in analyzing student learning data, evaluating results, and making changes to instructional processes. Teams of people are in place. The district falls between Transitioning and Modeling for this criteria. Example: Relevance

6. Using the Relevance Rubric as a Needs Assessment Accreditation Each small group has been given just one sub-R to think about today With your group, skim the sub-R portion of the rubric Use the rubric as a needs assessment and rate your district for each of the criteria Think aloud as you work to generate discussion within your group Make comments on the document, if you like

7. Setting District Goals Practice setting a change goal for the sub-R assigned to your group Example:  The district wants to change the way in which they adopt textbooks for middle school content areas.  Year One: Curriculum leaders gain input from students and families about possible texts and giving them experiences with the resources.  Year Two: Textbook adoption.  Year Three: Meetings with elementary and high school teachers looking for gaps in the textbook or preparation students need to be successful.  Year Four: Surveys are utilized to determine if the texts are meeting student needs and what might be needed to utilize the resources more effectively. Accreditation 2:30-2:45 p.m.

8. Assembling the Accreditation Team  Curriculum leaders will be an essential part of an accreditation team  In your small group, you will discuss eight questions for one minute per question related to assembling an accreditation team  Keep in mind that all stakeholders need to have a voice in this process  Begin with this first question: 1) Who will represent each school in the district? Accreditation

9. 2) Who are the critical individuals from central office that need to be included Accreditation

10. 3) Who are the family/community groups that need to be represented? Accreditation

11. 4) How could students be included in the needs assessment process? Accreditation

12. 5) How will the district ensure that all voices are included in the final decisions on the rubrics? Accreditation

13. 6) How will the district involve their Board of Education in the decision- making process? Accreditation

14. 7) What is the superintendent’s role in the process? Accreditation

15. 8) How would you go about building TRUST so that all parties can be honest about their input? Accreditation

16. Online Repository  Each district will be responsible for uploading evidence for each of the sub- Rs  It is highly likely curriculum leaders will be involved in this process  https://testap.ksde.org/Authentication/lo gin.aspx https://testap.ksde.org/Authentication/lo gin.aspx Accreditation

17. 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