RIGOR
RESULTS
RESPONSIVE
CULTURE
RELEVANCE
RELATIONSHIPS
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
Focus for Today
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
RIGOR
RESULTS
RESPONSIVE
CULTURE
RELEVANCE
RELATIONSHIPS
Accreditation
Defining the 5 Rs through the
Rubrics
Accreditation
Defining the 5 Rs – Second R
Relevance
Curriculum
Instruction
Student
Engagement
Technology
“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).”
Example: Relevance
Instruction
Criteria
No Evidence
Implementing
Transitioning
Modeling
Comments
Demonstrates that educators are Demonstrates that educators are Demonstrates that educators are The right people are in place.
using structures and processes
using structures and processes
using structures and processes
The building administrators are
for data-gathering and analysis, for data-gathering and analysis, for data-gathering and analysis, strong instructional leaders. They
including formative assessments, including formative assessments, including formative assessments, are working on building
in order to determine
in order to determine
in order to determine
relationships and climate within
instructional strategies that will
appropriate instructional
appropriate instructional
the building. The superintendent
meet students' learning needs. strategies that will meet students' strategies that will meet students will be focusing on content area
learning needs. Shows how
learning needs. Shows how
learning and literacy within each
selected strategies align with
selected strategies align with
area as well as the new
curriculum.
curriculum. Demonstrates
standards.
process for determining
effectiveness of instructional
strategies and curriculum, and
for determining student
interventions based on data.
Strategies
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
Uses formalized process to
The district is taking a whole new
classroom, school, and district
analyze data at the classroom, approach this year. Each nine
levels to inform professional
school, and district levels to
weeks is a solid time of
learning needs about instruction. inform professional learning
instruction with few interruptions.
Documents work of how learning needs about instruction.
Expanded breaks follow each
communities are addressing
Documents work of how learning nine weeks. During that break
instruction, student engagement, communities are reviewing and optional professional learning is
and learning.
addressing instruction, student
offered. Staff was surveyed
engagement, and learning.
using Google forms. Many are
signed up for the first offerings.
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.
Professional learning
Instruction: Alignment
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.
Accreditation
Using the Relevance Rubric
as a Needs Assessment
•
•
•
•
•
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
Accreditation
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.




2:30-2:45 p.m.
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
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
2) Who are the critical
individuals from central
office that need to be
included
Accreditation
3) Who are the
family/community groups
that need to be
represented?
Accreditation
4) How could students be
included in the needs
assessment process?
Accreditation
5) How will the district
ensure that all voices are
included in the final
decisions on the rubrics?
Accreditation
6) How will the district
involve their Board of
Education in the decisionmaking process?
Accreditation
7) What is the
superintendent’s role in the
process?
Accreditation
8) How would you go about
building TRUST so that all
parties can be honest about
their input?
Accreditation
Online Repository
 Each
district will be responsible for
uploading evidence for each of the subRs
 It is highly likely curriculum leaders will be
involved in this process
 https://testap.ksde.org/Authentication/lo
gin.aspx
Questions ??
Contacts:
Scott Myers,
Director
Teacher Licensure and Accreditation
smyers@ksde.org
Vicki Seeger,
Education Program Consultant
Teacher Licensure and Accreditation
vseeger@ksde.org
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KSDE General Counsel, 120 SE 10th Ave., Topeka, KS 66612;
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