Kansas No ve mb e r 13, 2013 Ac c r e ditation 9:00 a .m. 3:00 - - PowerPoint PPT Presentation

Kansas Ac c r e ditation Mode l – T he 5 Rs

No ve mb e r 13, 2013 9:00 a .m. – 3:00 p.m. Ola the , K a nsa s Vic ki Se e g e r, , NBCT , Ph.D. K SDE

RE L AT IONSHIPS

RE L E VANCE RE SPONSIVE CUL T URE RE SUL T S RIGOR

Ma jo r Diffe re nc e s

 T

he ne w distric t a c c re dita tio n mo de l will b e diffe re nt in se ve ra l wa ys:

 T

he ne w mo de l fo c use s o n distric ts ra the r tha n sc ho o ls

 We a re mo ving a wa y fro m a punitive

a c c re dita tio n syste m fo c use d prima rily o n a c hie ve me nt a t the sc ho o l le ve l

 T

he mo de l is like ly to b e a fo ur-ye a r a c c re dita tio n pro c e ss with a n inte rim ye a r to pre pa re distric ts fo r the pro c e ss o f c o nduc ting ne e ds a sse ssme nts a nd e xa mining c ha ng e tha t the distric t wo uld like to se e o c c ur

 Distric ts a nd K

SDE will b e a b le to c o nduc t me a ning ful re se a rc h a s a re sult o f the ne w mo de l

Ac c re dita tio n

Upda te s ha ve b e e n ma de to :

• I

n De pth Rub ric Re visio ns

• De finitio ns o f

Re la tio nships, Re le va nc e , Re spo nsive Culture , Rig o r, Re sults

• De finitio ns o f the sub -R’ s
• QPA Pro to c o l Ha ndb o o k
• E

vide nc e

• We b Pa g e
• QPA Re g ula tio ns

Wo rk tha t ha s b e e n c o mple te d

Ac c re dita tio n

Distric t Ac c re dita tio n Cyc le : I nte rim Ye a r

F

• unda tio na l

E le me nts:

• L

ic e nse d E duc a to rs

• K

AR 91-31-34

• Sta te L

a w

• L
• c a l Gra dua tio n Po lic ie s
• Sc ho o l I

mpro ve me nt Pla n

• Se c o nda ry Pro g ra ms a nd

Se rvic e s

• E

xte r nal Assistanc e T e am

• Curric ula
• Pro g ra ms a nd Se rvic e s

Pe rfo rma nc e E le me nts:

• Ye s o n Ac hie ve me nt,

Gro wth, o r Ga p

• 95% o f stude nts a re

te ste d

• Gra dua tio n Ra te
• Atte nda nc e Ra te

Ac c re dita tio n

Distric t Ac c re dita tio n Cyc le : Ye a r One

• 5Rs Rub ric s a re c o mple te d b y the distric ts
• E

vide nc e sub mitte d to re po sito ry to suppo rt ra ting s o n the 5Rs rub ric s c o mple te d b y the distric t

• Do c ume nts o r re po rts c urre ntly sub mitte d to K

SDE

• E

vide nc e the distric t a lre a dy ha s in pla c e

• Ne w e vide nc e a rtifa c ts will b e minima l
• K

SDE a nd E xte rna l T e a m Re vie w

• Se t two c ha ng e g o a ls fro m the sub -R c a te g o rie s

b a se d o n the re sults o f the 5Rs rub ric s

Ac c re dita tio n

Distric t Ac c re dita tio n Cyc le : Ye a r T wo

• I

mple me nta tio n o f b e st pra c tic e s/ stra te g ie s fo r Cha ng e Go a l # 1

• I

mple me nta tio n o f b e st pra c tic e s/ stra te g ie s fo r Cha ng e Go a l # 2

• Da ta c o lle c tio n o n g o a ls # 1 a nd # 2

Ac c re dita tio n

Distric t Ac c re dita tio n Cyc le : Ye a r T hre e

• I

nitia l Da ta Ana lysis o f Cha ng e Go a ls # 1 a nd # 2

• Co ntinue d

I mple me nta tio n o f Cha ng e Go a ls

• Adjustme nt to b e st

pra c tic e s/ stra te g ie s if wa rra nte d

• Co ntinue d da ta

c o lle c tio n

• Co ntinue d a na lysis o f

re sults

Ac c re dita tio n

Distric t Ac c re dita tio n Mo de l: Ye a r F

• ur
• F

ina l ye a r o f imple me nta tio n

• f c ha ng e g o a ls

a nd b e st pra c tic e s/ stra te g ie s

• F

ina l da ta a na lysis in Spring

Ac c re dita tio n

Our pa ne l e xpe rts

 Be v Mo rtime r, Supe rinte nde nt, Co nc o rdia

USD 333

 Annie Die de ric h, Princ ipa l, E

lmo nt E le me nta ry Sc ho o l, Se a ma n USD 345

 Ja ne e n Ho rto n, I

nstruc tio na l Co a c h, E lmo nt E le me nta ry Sc ho o l, Se a ma n USD 345

 Co nnie Se a rc y, T

e a c he r, E lmo nt E le me nta ry Sc ho o l, Se a ma n USD 345 Pa ne l Pre se nta tio n

9:15-10:15 a .m.

Bre a k T ime

10:15-10:30 a .m.

Co lle g e a nd Ca re e r Re a dy me a ns a n individua l ha s the a c a de mic pre pa ra tio n, c o g nitive pre pa ra tio n, te c hnic a l skills, a nd e mplo ya b ility skills to b e suc c e ssful in po stse c o nda ry e duc a tio n, in the a tta inme nt o f a n industry re c o g nize d c e rtific a tio n o r in the wo rkfo rc e , witho ut the ne e d fo r re me dia tio n.

As we think a b o ut a c c re dita tio n, we ne e d to ke e p in mind the de finitio n o f K a nsa s Co lle g e a nd Ca re e r Re a dy:

Co lle g e a nd Ca re e r Re a dy

Ac c re dita tio n

De fining the 5 Rs thro ug h the Rub ric s

RE L AT IONSHIPS

RE L E VANCE RE SPONSIVE CUL T URE RE SUL T S RIGOR

De fining the 5 Rs – F irst R

Re la tio nships

Sta ff Stude nts F a milie s Co mmunity Ac c re dita tio n

Re latio nships—a state o f inte rc o nne c te dne ss amo ng pe o ple , c urric ula, pro g rams, pro je c ts, and c o mmunitie s—are c ritic al in e stab lishing c o nne c tio ns that re sult in hig h pe rfo rming le arning e nviro nme nts (K SDE , 2010, p. 40).”

De fining the 5 Rs – Se c o nd R

Re le va nc e

Curric ulum I nstruc tio n Stude nt E ng a g e me nt T e c hno lo g y

Ac c re dita tio n

“Re le vanc e —the po we r and ab ility o f spe c ific info rmatio n to me e t the ne e ds o f its use r—stre ng the ns le arne r mo tivatio n and allo ws le arning to b e c o me mo re e ng ag ing , e mpo we ring , c o nne c te d, applic ab le to the re al-wo rld, and so c ially sig nific ant (K SDE , 2010, p. 42).”

De fining the 5 Rs – T hird R Re spo nsive Culture

L e a de rship E a rly Childho o d Distric t Clima te Nutritio n & We llne ss

Ac c re dita tio n

“A re spo nsive c ulture —o ne that re adily re ac ts to sug g e stio ns, influe nc e s, appe als, e ffo rts, o r o ppo rtunitie s—e mpo we rs all stake ho lde rs to b e c o me re spe c tful o f, re spo nsib le fo r, and invo lve d in le arning , the le arning pro c e ss, and the le arning c o mmunity (K SDE ,2010, p. 48).”

De fining the 5 Rs – F

• urth R

Rig o r

Ca re e r a nd T e c hnic a l E duc a tio n Pro fe ssio na l L e a rning Re so urc e s Da ta Ac c re dita tio n

Rig o r—a re le ntle ss pursuit o f that whic h c halle ng e s and pro vide s

• ppo rtunity to de mo nstrate g ro wth and le arning —is e sse ntial is

addre ssing the ne e ds o f o ur rapidly e xpanding so c ie ty and wo rld (K SDE , 2010, p. 44).”

Using the Re la tio nships Rub ric a s a Ne e ds Asse ssme nt

• Ho w do e s the c rite ria fo r e a c h o f the sub Rs

c a rry o ut the inte nt o f the de finitio n fo r K a nsa s Co lle g e a nd Ca re e r Re a dy?

• Wha t pa rts o f the rub ric a re a stre ng th fo r

yo ur distric t?

• Wha t pa rts o f the rub ric mig ht ne e d to b e

stre ng the ne d fo r yo ur distric t? Ac c re dita tio n

Wha t to do

 F

irst, le a rn wha t two o the r distric ts ha ve do ne

 Use the Re la tio nships Rub ric a nd c o nduc t

a ne e ds a sse ssme nt fo r yo ur distric t

 Ma rk whe re yo u b e lie ve yo ur distric t

wo uld fa ll o n the rub ric while a lso re c o rding c o mme nts simila r to the e xa mple s g ive n Ac c re dita tio n

10:45-11:15 a .m.

Communitie s Criteria No Evidence Implementing Transitioning Modeling Comments

Co mmunity: Co mmunic a tio n a b o ut a c a d e mic s Pro vid e s re so urc e s to the c o mmunity c o nc e rning the K a nsa s Co lle g e a nd Ca re e r Re a d y Sta nd a rd s, sta te a nd lo c a l a sse ssme nts, a nd d istric t c urric ulum a lig nme nt. Pro vid e s tra ining a nd re so urc e s to the c o mmunity c o nc e rning the K a nsa s Co lle g e a nd Ca re e r Re a d y Sta nd a rd s, sta te a nd lo c a l a sse ssme nts, a nd d istric t c urric ulum a lig nme nt. Do c ume nts re la tio nship s a mo ng the K a nsa s Co lle g e a nd Ca re e r Re a d y Sta nd a rd s, sta te a nd lo c a l a sse ssme nts, d istric t c urric ulum a lig nme nt, vo lunte e rism, a nd o the r

• p p o rtunitie s in the c o mmunity.

F ive d iffe re nt c o mmunity p a rtne rs ha ve b e e n d e ve lo p e d inc lud ing o ne with L inc o ln, K S whe re ind ustry ha s p la c e d ne w sta te -o f-the -a rt we ld ing e q uip me nt a t the hig h sc ho o l fo r stud e nts to use d uring the ir c o urse wo rk o n we ld ing . Co mmunity: E va lua tio n Pla ns fo r a va rie ty o f me a ns to g a ug e the c o mmunity's ne e d s suc h a s o p e n d ia lo g ue s, me e ting s, c o mmunity g a the ring s, q ue stio ns, a nd surve ys in o rd e r to a sse ss p ro g re ss a nd p e rfo rma nc e . Pro vid e s a va rie ty o f me a ns to g a ug e the c o mmunity's ne e d s, suc h a s o p e n d ia lo g ue s, me e ting s, c o mmunity g a the ring s, q ue stio nna ire s, a nd surve ys in o rd e r to a sse ss p ro g re ss a nd p e rfo rma nc e . De mo nstra te s a n o rg a nize d struc ture to c o mmunic a te with the c o mmunity a nd to e nsure the ir invo lve me nt is in p la c e . T he c o mmunity d o e s no t a lwa ys re c ip ro c a te the c o nve rsa tio n a nd d isc ussio ns. Co mmunity: A re so urc e I d e ntifie s a nd invo lve s c o mmunity me mb e rs in the sc ho o l imp ro ve me nt p la nning p ro c e ss. I d e ntifie s a nd invo lve s c o mmunity me mb e rs in the sc ho o l imp ro ve me nt a nd lo ng - ra ng e p la nning p ro c e sse s. Do c ume nts the ro le o f c o mmunity p a rtne rship s to sha re re so urc e s a nd sup p o rt stud e nts' inte re sts a nd a p titud e s. I d e ntifie s a nd invo lve s c o mmunity me mb e rs in the sc ho o l imp ro ve me nt p la nning a nd lo ng -ra ng e p ro c e sse s. I nte g ra te s c o mmunity re so urc e s into imp ro ve me nt p la ns. Do c ume nts the ro le o f c o mmunity p a rtne rship s to sha re re so urc e s a nd sup p o rt stud e nts' inte re sts a nd a p titud e s. Re so urc e s ha ve b e e n d e ve lo p e d with ind ustrie s (we ld ing ), Clo ud Co unty Co mmunity Co lle g e instruc to rs (nutritio n a nd nursing ), a nd a lo c a l c he f. T he d istric t wa nts to d e ve lo p p a thwa ys fo r CNAs a nd fo r c ulina ry a rts.

Co nc o rdia : Re la tio nships

Staff

Sup p o rt fo r c la ssro o m e d uc a to rs (3+ ye a rs) Re q uire s a p e e r me nto ring p ro c e ss fo r a ll te a c he rs. Re q uire s a p e e r me nto ring p ro c e ss fo r a ll te a c he rs inc lud ing d o c ume nta tio n o f p e e r

• b se rva tio ns a t le a st o nc e p e r

ye a r. Re q uire s o ng o ing p e e r me nto ring p ro c e ss fo r a ll te a c he rs inc lud ing d o c ume nta tio n o f p e e r

• b se rva tio ns a t le a st twic e p e r

ye a r. Pro vid e s p ro fe ssio na l d e ve lo p me nt fo r me nto ring p ro c e sse s. Unsure a b o ut a ra ting fo r this p a rtic ula r c rite ria . T he d istric t d o e s no t re q uire a ll te a c he rs to p a rtic ip a te ; a fo rma l p ro c e ss in no t in p la c e .

Staff Criteria No Evidence Implementing Transitioning Modeling Comments

Co lla b o ra tio n a mo ng sta ff Pro vid e s p ro fe ssio na l le a rning to a ll d istric t sta ff tha t fo c use s o n c o lla b o ra tio n a nd le a rning c o mmunitie s. Pro vid e s p ro fe ssio na l le a rning to a ll d istric t sta ff fo r c o lla b o ra tio n a nd le a rning c o mmunitie s. Co nd uc ts surve y to a sc e rta in p ro fe ssio na l le a rning ne e d s. Pro vid e s a struc tura l mo d e l to fa c ilita te c o lla b o ra tio n a nd le a rning c o mmunitie s d uring

• ng o ing , p ro te c te d , d e sig na te d

time s. Co nd uc ts surve y a nd e va lua te s re sults o f PL C wo rk to a sc e rta in p ro fe ssio na l le a rning ne e d s. Ad ho c a p p ro a c h is use d . No t fa r fro m mo d e ling , b ut c urre ntly no t syste mic . Sup p o rt fo r e d uc a to rs (1-2 ye a rs) Co nd uc ts a re se a rc h-b a se d me nto ring p ro g ra m in whic h a ll ne w e d uc a to rs p a rtic ip a te . Op e ra te s a t the b uild ing le ve l. Co nd uc ts a re se a rc h-b a se d , d istric t-wid e me nto ring p ro g ra m in whic h a ll ne w e d uc a to rs p a rtic ip a te . Pro vid e s tra ining fo r me nto rs. Op e ra te s a t the d istric t le ve l. Co nd uc ts a re se a rc h-b a se d , d istric t-wid e me nto ring p ro g ra m in whic h a ll ne w e d uc a to rs a nd me nto rs p a rtic ip a te fo r a two - ye a r p e rio d . Pro vid e s o ng o ing tra ining fo r me nto rs. I d e ntifie s e ffe c tive me nto rs thro ug h a na lysis o f d a ta . T he re is no tra ining fo r me nto rs a nd me nto ring is no t o c c urring

• ve r a two -ye a r p e rio d . T

he re wa s fund ing fo r this, b ut tha t fund ing is no lo ng e r a va ila b le . Sup p o rt fo r c la ssro o m e d uc a to rs (3+ ye a rs) Re q uire s a p e e r me nto ring p ro c e ss fo r a ll te a c he rs. Re q uire s a p e e r me nto ring p ro c e ss fo r a ll te a c he rs inc lud ing d o c ume nta tio n o f p e e r

• b se rva tio ns a t le a st o nc e p e r

ye a r. Re q uire s o ng o ing p e e r me nto ring p ro c e ss fo r a ll te a c he rs inc lud ing d o c ume nta tio n o f p e e r

• b se rva tio ns a t le a st twic e p e r

ye a r. Pro vid e s p ro fe ssio na l d e ve lo p me nt fo r me nto ring p ro c e sse s. No p e e r o b se rva tio n is re q uire d , a nd no c o nve rsa tio ns a b o ut o r p la n fo r d o ing so .

Se a ma n: Re la tio nships

Using the Re le va nc e Rub ric a s a Ne e ds Asse ssme nt

Ac c re dita tio n

• Ho w do e s the c rite ria fo r e a c h o f the sub Rs

c a rry o ut the inte nt o f the de finitio n fo r K a nsa s Co lle g e a nd Ca re e r Re a dy?

• Ho w wo uld yo ur distric t fa re fo r e a c h sub R?
• Whe re will yo ur distric t ne e d the mo st

pro fe ssio na l le a rning ?

11:15-11:45 a .m.

Instr uc tion Criteria No Evidence Implementing Transitioning Modeling Comments

Stra te g ie s De mo nstra te s tha t e d uc a to rs a re using struc ture s a nd p ro c e sse s fo r d a ta -g a the ring a nd a na lysis, inc lud ing fo rma tive a sse ssme nts, in o rd e r to d e te rmine instruc tio na l stra te g ie s tha t will me e t stud e nts' le a rning ne e d s. De mo nstra te s tha t e d uc a to rs a re using struc ture s a nd p ro c e sse s fo r d a ta -g a the ring a nd a na lysis, inc lud ing fo rma tive a sse ssme nts, in o rd e r to d e te rmine a p p ro p ria te instruc tio na l stra te g ie s tha t will me e t stud e nts' le a rning ne e d s. Sho ws ho w se le c te d stra te g ie s a lig n with c urric ulum. De mo nstra te s tha t e d uc a to rs a re using struc ture s a nd p ro c e sse s fo r d a ta -g a the ring a nd a na lysis, inc lud ing fo rma tive a sse ssme nts, in o rd e r to d e te rmine a p p ro p ria te instruc tio na l stra te g ie s tha t will me e t stud e nts le a rning ne e d s. Sho ws ho w se le c te d stra te g ie s a lig n with c urric ulum. De mo nstra te s p ro c e ss fo r d e te rmining e ffe c tive ne ss o f instruc tio na l stra te g ie s a nd c urric ulum, a nd fo r d e te rmining stud e nt inte rve ntio ns b a se d o n d a ta . T he rig ht p e o p le a re in p la c e . T he b uild ing a d ministra to rs a re stro ng instruc tio na l le a d e rs. T he y a re wo rking o n b uild ing re la tio nship s a nd c lima te within the b uild ing . T he sup e rinte nd e nt will b e fo c using o n c o nte nt a re a le a rning a nd lite ra c y within e a c h a re a a s we ll a s the ne w sta nd a rd s. Pro fe ssio na l le a rning Pre se nts a nd use s d a ta a t the c la ssro o m, sc ho o l, a nd d istric t le ve ls to info rm p ro fe ssio na l le a rning a b o ut instruc tio n, stud e nt e ng a g e me nt, a nd le a rning . Pre se nts a nd use s d a ta a t the c la ssro o m, sc ho o l, a nd d istric t le ve ls to info rm p ro fe ssio na l le a rning ne e d s a b o ut instruc tio n. Do c ume nts wo rk o f ho w le a rning c o mmunitie s a re a d d re ssing instruc tio n, stud e nt e ng a g e me nt, a nd le a rning . Use s fo rma lize d p ro c e ss to a na lyze d a ta a t the c la ssro o m, sc ho o l, a nd d istric t le ve ls to info rm p ro fe ssio na l le a rning ne e d s a b o ut instruc tio n. Do c ume nts wo rk o f ho w le a rning c o mmunitie s a re re vie wing a nd a d d re ssing instruc tio n, stud e nt e ng a g e me nt, a nd le a rning . T he d istric t is ta king a who le ne w a p p ro a c h this ye a r. E a c h nine we e ks is a so lid time o f instruc tio n with fe w inte rrup tio ns. E xp a nd e d b re a ks fo llo w e a c h nine we e ks. During tha t b re a k

• p tio na l p ro fe ssio na l le a rning is
• ffe re d . Sta ff wa s surve ye d

using Go o g le fo rms. Ma ny a re sig ne d up fo r the first o ffe ring s. I nstruc tio n: Alig nme nt Do c ume nts e ng a g e me nt o f d istric t le a d e rs in a na lyzing stud e nt le a rning d a ta , e va lua ting re sults, a nd ma king c ha ng e s to instruc tio na l p ro c e sse s. Do c ume nts e ng a g e me nt o f te a ms o f e d uc a to rs in a na lyzing stud e nt le a rning d a ta , e va lua ting re sults, a nd ma king c ha ng e s to instruc tio na l p ro c e sse s. Do c ume nts e ng a g e me nt o f a ll e d uc a to rs in a na lyzing stud e nt le a rning d a ta , e va lua ting re sults, a nd ma king c ha ng e s to instruc tio na l p ro c e sse s. T e a ms o f p e o p le a re in p la c e . T he d istric t fa lls b e twe e n T ra nsitio ning a nd Mo d e ling fo r this c rite ria .

Co nc o rdia : Re le va nc e

Using the Re spo nsive Culture Rub ric a s a Ne e ds Asse ssme nt

Ac c re dita tio n

• Ho w do e s the c rite ria fo r e a c h o f the sub Rs c a rry
• ut the inte nt o f the de finitio n fo r K

a nsa s Co lle g e a nd Ca re e r Re a dy?

• Wha t kind o f pro fe ssio na l le a rning wo uld yo ur

distric t ne e d to pro vide fo r e le me nts o f this rub ric ?

• Ho w c o uld a distric t c a pture sc ho o l individua l

sc ho o l ide ntitie s thro ug h the Distric t Clima te sub R?

12:30-1:00 p.m.

Using the Rig o r Rub ric a s a Ne e ds Asse ssme nt

Ac c re dita tio n

• Ho w do e s the c rite ria fo r e a c h o f the sub Rs c a rry o ut the

inte nt o f the de finitio n fo r K a nsa s Co lle g e a nd Ca re e r Re a dy?

• Ho w wo uld yo u sc o re yo ur distric t fo r rig o r a t this po int in

time ?

• Ho w c a n c la ssro o m te a c he rs influe nc e wha t ha ppe ns in a

distric t re la te d c rite ria fo r e a c h sub R in Rig o r?

10:45-no o n

L unc h a nd Ne two rking T ime

12:00-1:00 p.m.

Ac c re dita tio n

De fining the 5 Rs – F ifth R

Re sults

Ac hie ve me nt Da ta Gro wth in Stude nt Ac hie ve me nt Re duc e d Ga ps in Stude nt Ac hie ve me nt Re duc tio n in No n- pro fic ie nt Othe r Me a sure s

Ac c re dita tio n

“F

• c using o n re sults—witne ssab le e vide nc e o f g ro wth and le arning —allo ws c urric ulum

and instruc tio n to b e de live re d in a time ly fashio n b ase d o n the ne e ds and de sire s o f the individual le arne r. I nfo rmative and summative asse ssme nt, c o uple d with re se arc h-b ase d e ffe c tive te ac hing prac tic e s, c an pro vide the data and info rmatio n ne c e ssary to fue l te ac hing and e mpo we r le arning (K SDE , 2010, p. 46).”

Annua l Me a sura b le Ob je c tive s (AMOs)

T he Annua l Me a sur a ble Obje c tive s (AMOs) a s outline d in the E SE A Wa ive r (2012), e sta b lishe d the fo llo wing me a sure s:

1.

hig h a c hie ve me nt da ta using the Asse ssme nt Pe rfo rma nc e Inde x;

2.

g ro wth in stude nt a c hie ve me nt using the Stude nt Gro wth Pe rc e ntile Mo de l;

3.

re duc e d g a ps in a c hie ve me nt using the Asse ssme nt Pe rfo rma nc e Inde x;

4.

pro fic ie nc y using a Re duc tio n in the No n-pro fic ie nt Pe rfo rma nc e le ve ls;

5.

pa rtic ipa tio n ra te in sta te a sse ssme nts; a nd

6.

g ra dua tio n ra te s.

T he g oa l for e ve r y distr ic t in the Sta te of Ka nsa s is to a c hie ve 21st Ce ntur y a c c r e dita tion a nd for a ll stude nts to be c olle g e a nd c a r e e r r e a dy upon g r a dua tion fr

• m a Ka nsa s hig h sc hool.

Ac c re dita tio n

Wha t a re the 6 AMOs?

• E

a c h b uilding will ha ve a n AMO fo r a c hie ve me nt, g ro wth, re duc tio n o f no n-pro fic ie nt, g a p a nd pa rtic ipa tio n

• Hig h sc ho o l b uilding s will ha ve

a n AMO fo r g ra dua tio n

• All ta rg e ts a re b a se d o n 2011-

2012 da ta Ac c re dita tio n

HS only

De puty Co mmissio ne r Bra d Ne ue nswa nde r

“We wa nt a syste m tha t me a sure s the K a nsa s de finitio n o f c o lle g e a nd c a re e r re a dy tha t is a ppro pria te fo r a nd me a ning ful to a ll K a nsa s stude nts. Co lle g e a nd Ca re e r Re a dy me a ns a n individua l ha s the a c a de mic pre pa ra tio n, c o g nitive pre pa ra tio n, te c hnic a l skills, a nd e mplo ya b ility skills to b e suc c e ssful in po stse c o nda ry e duc a tio n, in the a tta inme nt o f a n industry re c o g nize d c e rtific a tio n o r in the wo rkfo rc e , witho ut the ne e d fo r re me dia tio n.”

Ac c re dita tio n

Co lle g e a nd Ca re e r Re a dy me a ns a n individua l ha s the

 ac ade mic pre pa ra tio n,  c ognitive pre pa ra tio n,  te c hnic al skills, a nd  e mployability skills

1.

to b e suc c e ssful in postse c onda ry

e duc a tion,

2.

in the a tta inme nt o f a n industry

re c og nize d c e rtific a tion

3.

• r in the workforc e,

without the ne e d for r e me diation.

Ac c re dita tio n

T he who le re q uire s e a c h pa rt -

Ac c re dita tio n

Que stio ns a b o ut AMOs fo r De puty Co mmissio n Ne ue nswa nde r

Ac c re dita tio n

E vide nc e fo r Re la tio nships

Co mple tio n o f a ll a re a s o f the Re la tio nships Rub ric a s a ne e ds a sse ssme nt fo r the distric t De mo nstra tio n o f Sta ff

• L

ink to distric t we b site

• Sta ff de ve lo pme nt prio ritie s

De mo nstra tio n o f Stude nts

• Stude nt info rma tio n
• Cla ssro o m we b site links (sa mpling )

De mo nstra tio n o f F a milie s

• Sc he dule s o f fa mily invo lve me nt
• F

a mily surve ys a nd re sults De mo nstra tio n o f Co mmunitie s

• Site Co unc ils do c ume nta tio n (me mb e rship a nd minute s sa mpling )

Ac c re dita tio n

E vide nc e fo r Re le va nc e

Co mple tio n o f a ll a re a s o f the Re le va nc e Rub ric a s a ne e ds a sse ssme nt fo r the distric t De mo nstra tio n o f Curric ulum

• Curric ulum ma ps
• Distric t c urric ulum g uide s

De mo nstra tio n o f I nstruc tio n

• Summa ry da ta fro m e va lua tio ns

De mo nstra tio n o f Stude nt E ng a g e me nt

• Stude nt g o a l pla nning (sa mpling )

De mo nstra tio n o f T e c hno lo g y

• Distric t T

e c hno lo g y Pla n

Ac c re dita tio n

E vide nc e fo r Re spo nsive Culture

Comple tion of all ar e as of the Re sponsive Cultur e Rubr ic as a ne e ds asse ssme nt for the distr ic t De monstr ation of L e ade r ship

• Distric t visio n a nd missio n sta te me nts
• Distric t stra te g ic pla n
• Distric t b udg e t
• Distric t impro ve me nt pla n
• L

inks to Bo a rd me mb e rs a nd Bo a rd po lic ie s

De monstr ation of E ar ly Childhood

• K

a nsa s pre -K Pro g ra m

• He a d Sta rt da ta

De monstr ation of Distr ic t Climate

• Stude nt da ta a nd re po rts
• Sta ke ho lde r surve ys a nd re sults
• Bullying da ta
• MT

SS pla n

• K

L N E ffe c tive ne ss a nd E ffic ie nc y Re po rts

De monstr ation of Nutr ition and We llne ss

• Sc ho o l Nutritio n Re po rts
• We llne ss Co mmitte e (s) a nd po lic ie s
• Nutritio n-re la te d surve ys a nd re sults

Ac c re dita tio n

E vide nc e fo r Rig o r

• Co mple tio n o f a ll a re a s o f the Rig o r Rub ric a s a

ne e ds a sse ssme nt fo r the distric t

• De mo nstra tio n o f Ca re e r a nd T

e c hnic a l E duc a tio n

• Appro ve d pa thwa ys a nd c o mpe te nc ie s fo r CT

E

• De mo nstra tio n o f Pro fe ssio na l L

e a rning

• Distric t Pro fe ssio na l L

e a rning Pla n

• Sc ho o l c a le nda r with o utline o f pro fe ssio na l

le a rning fo r a c a de mic ye a r

• De mo nstra tio n o f Re so urc e s
• Distric t Audit Re po rt
• De mo nstra tio n o f Da ta
• MT

SS struc ture

• Stude nt info rma tio n

Ac c re dita tio n

E vide nc e

 Skim the pro po se d e vide nc e fo r e a c h o f

the R’ s

 Hig hlig ht wha t yo ur distric t is a lre a dy

sub mitting to K SDE in b lue

 Hig hlig ht wha t yo ur distric t is do ing tha t

c o uld b e sub mitte d to K SDE in pink

 Hig hlig ht wha t yo u wo uld ha ve to c re a te

fo r K SDE in ye llo w

 Wha t o the r so urc e s o f e vide nc e c o uld

b e use d?

1:30-2:00 p.m.

Ac c re dita tio n

Ac hie ving Distric t Ac c re dita tio n

• Ac c re dite d : Ca rrying o ut the imple me nta tio n o f

stra te g ie s fo r c ha ng e with fide lity, c o lle c ting a nd a na lyzing the da ta , re fle c ting a nd re po rting o n the re sults, a nd ide ntifying ne xt ste ps

• Ac c re dite d with Suppo rt: F

a iling to c o mple te a ll ste ps within the fo ur‐ye a r c yc le

• re sults in re g ula r c o nfe re nc ing with K

SDE sta ff, q ua rte rly re po rting o f pro g re ss in the ne xt a c c re dita tio n c yc le , a nd a nnua l c o mple tio n o f the 5 Rs rub ric s.

• No t Ac c re dite d: F

a iling to c o mple te a ll ste ps a nd re po rting info rma tio n fo r multiple ye a rs de spite suppo rt fro m K SDE

Ac c re dita tio n

Re po rting Distric ts

Rigor

CT E Pro fe ssio na l L e a rning Re so urc e s Da ta

Re lationships

Sta ff Stud e nts F a milie s Co mmunity

Re sponsive Cultur e

L e a de rship E a rly Childho o d Distric t Clima te Nutritio n & We llne ss

Re le vanc e

Curric ulum I nstruc tio n Stud e nt E ng a g e me nt T e c hno lo g y

Ac c re dita tio n

Ac c re dita tio n L e a de rship T e a m

• 5Rs Rub ric s a re c o mple te d b y the distric ts
• E

vide nc e sub mitte d to re po sito ry to suppo rt ra ting s o n the 5Rs rub ric s c o mple te d b y the distric t

• Do c ume nts o r re po rts c urre ntly sub mitte d to K

SDE

• E

vide nc e the distric t a lre a dy ha s in pla c e

• Ne w e vide nc e a rtifa c ts will b e minima l
• K

SDE a nd E xte rna l T e a m Re vie w

• Se t two c ha ng e g o a ls fro m the sub -R c a te g o rie s b a se d o n the re sults o f

the 5Rs rub ric s

Wha t will the c o mpo sitio n b e fo r yo ur Distric t L e a de rship T e a m? Wha t ide a s do yo u ha ve fo r invo lving lo ts o f distric t sta ff a nd c o mmunity sta ke ho lde rs in the pro c e ss?

Ac c re dita tio n

Se tting Distric t Go a ls

F amilie s

 T

he distric t c ho o se s to se t a g o a l ta rg e ting re la tio nships with fa milie s a nd e ng a g e me nt a t the b uilding le ve l. Distr ic t Climate

 T

he distric t c ho o se s to se t a g o a l to surve y a ll sta ke ho lde rs in the c o mmunity to a sse ss pe rc e ive d c ulture a nd c lima te .

Ac c re dita tio n

2:15-2:45 p.m.

http:/ / g o a nima te .c o m/ q uic kvide o / e dit/ 03q V64mSn9HE

Ac c re dita tio n Pro fe ssio na l L e a rning Mo dule s

Ac c re dita tio n

Re so urc e s

• Vide o c lips a nd fa c t she e ts fo r Ac hie ve me nt,

Gro wth, Re duc tio n o f No n-Pro fic ie nt a nd Ga p AMOs c a n b e fo und o n the E SE A fle xib ility wa ive r we b pa g e : http:/ / www.ksde .o rg / De fa ult.a spx? ta b id=5075

• T

his pa g e c a n a lso b e a c c e sse d b y c lic king this lo g o o n the K SDE ho me pa g e

Annua l Me a sura b le Ob je c tive s

Que stio ns Re c o rde d

Ac c re dita tio n

2:45-3:00 p.m.

Que stio ns ? ?

Co nta c ts: Sc o tt Mye rs, Dire c to r T e a c he r L ic e nsure a nd Ac c re dita tio n smye rs@ ksde .o rg Vic ki Se e g e r, E duc a tio n Pro g ra m Co nsulta nt T e a c he r L ic e nsure a nd Ac c re dita tio n vse e g e r@ ksde .o rg

An E qual E mplo yme nt/ E duc atio nal Oppo r tunity Age nc y

T he Kansas State De partme nt o f E duc atio n do e s no t disc riminate o n the b asis o f rac e , c o lo r, natio nal o rig in, se x, disab ility, o r ag e in its pro g rams and ac tivitie s. T he fo llo wing pe rso n has b e e n de sig nate d to handle inq uirie s re g arding the no n-disc riminatio n po lic ie s: KSDE Ge ne ral Co unse l, 120 SE 10th Ave ., T

• pe ka, KS 66612;

785-296-3201