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Update on 21 st Century Accreditation

Update on 21 st Century Accreditation. Teacher’s Work Group February 17, 2012. Kansas accreditation is:. Q + P = A. Quality.  1. A school improvement plan  2. An external assistance team  3. Local assessments aligned with state standards

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Update on 21 st Century Accreditation

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  1. Update on 21st Century Accreditation Teacher’s Work Group February 17, 2012

  2. Kansas accreditation is: Q + P = A

  3. Quality  1. A school improvement plan  2. An external assistance team  3. Local assessments aligned with state standards  4. Teachers trained in state standards and assessments  5. In assessed areas, all teachers must be certified  6. Board policies meet 91-31-34 7. Local graduation requirements that meet state requirements  8. Curricula that meet the regent’s admission requirements  9. Elementary and middle schools that offer computer literacy, counseling services, fine arts, etc. 10.Secondary schools that offer business, FACS, etc.  11. Policies ensuring compliance with other accreditation regulations and laws

  4. Performance • % at standard or above in reading and math • 95% taking the state assessments • Attendance rates at or above 90% • Graduation rates at or above the state standard

  5. DRAFT--Reporting

  6. Assessment Performance Index (API)

  7. Field Involvement • 6 KASB/USA Summits • 2 Council of Superintendents’ meetings • Regional Education Service Centers • KASB Board of Directors • QPA Advisory Council Meetings • Council for Public School Improvement • Curriculum Leaders • Kansas Board of Regents • Kansas Principal Associations

  8. Core Beliefs • Should be based on growth • Student • Professional • Educational – District/State • Should recognize/encourage community inclusiveness • Should promote/recognize innovation and best practice • Should be comprehensive and flexible

  9. Core Beliefs (cont’d) • Must be a systemic approach • Should take the main focus off scores and place a larger focus on systems and practices • Changes should be congruent with valuable initiatives in place • One size does not fit all • We need to measure success differently

  10. Objectives • Foundational components • What is the minimum for accreditation? • Acknowledgement of “Best Practices” that improve quality teaching and student learning • Strategic plan to help districts move forward • Identify supports and services for educational growth • Looks at the total view of educational quality of a district, other than test scores

  11. State Report Card (cont’d) • What strategies are we using to engage students? • Not only “are our students leaving high school college and career ready” but how are schools accomplishing this?

  12. State Report Card (cont’d) • What strategies are we using to engage students? • Not only “are our students leaving high school college and career ready” but how are schools accomplishing this?

  13. Curriculum • Implementation • There is a district wide plan to begin the alignment of curriculum materials to address common core standards • Supplemental and intense curriculum are available, but not based on individual learner needs • Transitioning • Staff select curriculum and instructional materials based on the needs of learners • The district demonstrates a seamless Pre K-12 curriculum transition • Modeling • All staff demonstrate the effective use of curriculum and intervention materials with fidelity • All students have access to the knowledge and skills necessary

  14. Professional Learning • Implementation • In the process of conducting a District Needs Assessment to identify strengths, weaknesses and set priorities • Transitioning • Quality professional development is aligned with district needs, but is not yet ongoing or sustainable • Modeling • PD is focused on a districts needs assessment • Training is ongoing and sustainable, with modeling, coaching and feedback

  15. State Report Card • Currently Report • Proficiency levels on state assessments • Number of Highly Qualified Teachers • Graduation Rates • Attendance Rates

  16. State Report Card At the State Level: • What % of our districts are at the modeling stage around quality instruction? • Where are districts in the area of leadership development? • What is driving rigor in professional development? • Are districts providing safe and supportive learning environments?

  17. Timeline • February, 2012 – ESEA Waiver • Fall, 2011 – Develop Framework • Winter 2011-2012 – Determining priority columns • How does ESEA waiver affect current and future accreditation model, determine foundational requirements

  18. Timeline (cont’d) • Spring 2012 – Design rubrics under each column • Fall 2012 – Look at weightings for columns, determine values for performance levels • Fall 2012 – Pilot districts • Summer 2013 – Rules and Regulations • Fall 2013 – Continue pilot’s and Board action • August 2014 - Implementation

  19. Discussion

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