1 of 16

KESA Monthly Update

November 14, 2023

2 of 16

Topics for this session

The why, what, and how of the 2023-2024 KESA Learning Year expectations (KESA Check-in, Peer Review, Accreditation documentation)
KESA 2.0
Q & A
Next Steps
Evaluation of your learning

3 of 16

23-24 KESA Learning Year Expectations

4 of 16

KESA Check-in for 23-24

What?

1-on-1 between a system’s KESA team and their Accreditation & Design team member
Check-in topics for 23-24:

State BOE Outcomes current state
Findings from most recent data analysis of student data
System goals
Setting the stage for KESA 2.0

How?

Respond to KESA Check-in Survey
Accreditation & Design will send each system a meeting invitation for on-site or virtual Check-in (January - June)

Why?

To establish a direct relationship between KSDE and each system
To connect systems to personalized supports
To assist systems in executing and sustaining their improvement plans

5 of 16

Peer Review for 23-24

What?

Collaboration with peers on findings of most recent student data analysis, goals, and Four Fundamentals

How?

Attend Regional Peer Review at ESC

OR

Convene your existing OVT

OR

Meet with other “like” systems

*Regardless of your choice for peer review, at least one in-person meeting is required.

Why?

Transitioning to a “like” system peer model in 24-25
Flexibility for systems this year during this transition period
Maintaining peer collaboration

6 of 16

Accreditation Documentation for 23-24

What?

Any continuous improvement data related to improving student outcomes (needs assessment findings, goals, student outcomes data)

How?

Store documentation locally

Why?

KSDE is developing a new model for collecting accreditation data from systems
While development is going on, KSDE is asking systems to collect and store their accreditation documentation locally

7 of 16

KESA 2.0 (beginning in 24-25)

8 of 16

KESA 1.0

KESA 2.0

Kansans Can Vision & Outcomes
System-level
High Expectations
Compliance

Evidence of Process:

Needs Assessment
Goals
Foundational Structures
Successful HS Graduate

ARC review is additional support for systems with persistent gaps in school improvement

Peers, Experts, KSDE - Every Year

OVT - Every Year

4 Fundamentals

ARC - Year 5 (chosen by the system)

9 of 16

KESA 2.0 (beg. 24-25) will be based on…

State BOE Outcomes

Four Fundamentals

Compliance

10 of 16

The work of school improvement, implementing the Four Fundamentals, is the work of accreditation.

Less is More - Less Quantity, More Quality

Theory of Action:

by focusing on a few, high-leverage fundamental practices through accreditation, we can improve educational outcomes for our Kansas students.

Accreditation then becomes synonymous with school improvement.

Accreditation through the first cycle - focused on multiple aspects of a system-level improvement process and the results in student outcomes based on that process

Accreditation, beginning in 24-25, will be focused on the 4 Fundamentals and the results in student outcomes based on the system’s implementation of the Fundamentals

Objectives

By aligning the work of accreditation more with the work of school improvement, we can ensure there is a balance between the accountability educators feel to improve student outcomes with the accountability the system feels to be accredited.

Establishing an improved Annual Accreditation System, featuring more feedback and a more rapid response to system needs on a yearly basis

11 of 16

School Improvement in Kansas

Four Fundamentals

Structured Literacy: Ensuring most effective literacy instruction.
Standards Alignment: Aligning classroom instruction and resources to standards.
Balanced Assessment System: Using data to inform instruction.
Quality Instruction: Promoting quality instruction through high expectations.

School Improvement in Kansas

We must be the best in the world in ensuring our kids are literate…they can read, write, speak, listen, and think.

We must have a clear understanding of what we want our kids to know and be able to do…create learning environments and instruction accordingly.

We must have a clear understanding of the degree to which our kids know and can do…this requires multiple measures that are useful.

We must define and refine what we mean by quality instruction…this is where the money is…this is what will elevate our profession…the art of teaching

We must do these things exceedingly well and attach ourselves to this work as fundamental…each child deserves to be in a system that is pursuing the implementation of these fundamental elements and desires to do these things exceedingly well.

12 of 16

Q & A

What questions do you have?

13 of 16

Next Steps

Make sure your system has completed the KESA Check-in/Peer Review survey

Ensure your system has analyzed student data related to SBOE Outcomes and has student performance goals or is in the process of setting goals

Are you signed up for the KESA listserv? If not, email us at accreditation@ksde.org

14 of 16

Resources

15 of 16

https://forms.gle/�uNUn4iHVoU1d162Y6

Feedback Form

16 of 16

Accreditation & Design

accreditation@ksde.org

Amber Miller, Regional Executive�amiller@ksde.org

Myron Melton, Assistant Director

mmelton@ksde.org

Jay Scott, Director�jscott@ksde.org

The 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 and provides equal access to the Boy Scouts and other designated youth groups. The following person has been designated to handle inquiries regarding the nondiscrimination policies: KSDE General Counsel, Office of General Counsel, KSDE, Landon State Office Building, 900 S.W. Jackson, Suite 102, Topeka, KS 66612, (785) 296-3201.