how do you spell exciting? the newly envisioned accreditation system february 18, 2014 4:10-5:10...
TRANSCRIPT
How do you spell exciting?
The Newly Envisioned Accreditation System
February 18, 20144:10-5:10 p.m.KEEN Conference, TopekaScott Myers, Director, Teacher Licensure and AccreditationVicki Seeger, Education Program Consultant
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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
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
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
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
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 best practices/strategies for Change Goal #1
Implementation of best practices/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 best practices/strategies if warranted
Continued data collection
Continued analysis of results
Accreditation
District Accreditation Model: Year Four
Final year of implementation of change goals and best practices/ strategies
Final data analysis in Spring
Accreditation
Accreditation
Defining the 5 Rs through the Rubrics
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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).”
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).”
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).”
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).”
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).”
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
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.
Communities
Criteria No Evidence Implementing Transitioning Modeling Comments
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.
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.
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
Reporting Districts
Rigor
CTEProfessional LearningResourcesData
Relationships
StaffStudentsFamiliesCommunity
Responsive Culture
Leadership
Early Childhood
District Climate
Nutrition & Wellness
Relevance
CurriculumInstructionStudent Engage-mentTechnology
Accreditation
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
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.
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