accreditation and 5rs presentation at advanced 10-10-13
TRANSCRIPT
Update on the New Kansas Accreditation Model – The 5 Rs
AdvancED ConferenceOctober 10, 20131:15 – 2:30 p.m.Salon 1
Scott Myers, Vicki Seeger KSDE
RELA
TIO
NSH
IPS
RELE
VAN
CE
RESP
ON
SIVE
CU
LTU
RERE
SULT
S
RIG
OR
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 21st 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 2011-2012 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 ObjectivesAccreditation
District Accreditation Cycle: Interim YearFoundational 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 ServicesPerformance 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
Accreditation
Defining the 5 Rs through the Rubrics
RELATIONSHIPS
RELEVANCE
RESPONSIVE CULTURE
RESULTS
RIGOR
Defining the 5 Rs – First R
Relationships
Staff Students Families Community
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
Curriculum Instruction 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 RelevanceCompletion 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 CultureCompletion 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 Resources Data
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
AchievementOther
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
RigorCTEProfessional LearningResourcesData
Relationships
StaffStudentsFamiliesCommunity
Responsive CultureLeadershipEarly ChildhoodDistrict ClimateNutrition & Wellness
RelevanceCurriculumInstructionStudent Engage-mentTechnology
Accreditation
Setting District GoalsFamilies
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
http://goanimate.com/quickvideo/edit/03qV64mSn9HE
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: http://www.ksde.org/Default.aspx?tabid=5075
This page can also be accessed by clicking this logo on the KSDE home page
Annual Measurable Objectives
Questions RecordedAccreditation
Questions ??Contacts:
Scott Myers,DirectorTeacher Licensure and [email protected]
Vicki Seeger, Education Program ConsultantTeacher Licensure and [email protected]
An Equal Employment/Educational Opportunity AgencyThe 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