image
  •  

    Kansas Education Systems Accreditation (KESA)

    Kansas implemented a systems approach to accreditation, beginning with the 2017-2018 school year. The systems approach gives school districts leverage to address systemic issues by identifying underlying causes and then implementing structures and behaviors necessary to effect sustainable change across the district. It creates an atmosphere of accountability within schools and among schools across the system, turning scattered instances of excellence into collective progress.

    The new model is designed around system-level accreditation occurring at the end of a five-year cycle of improvement efforts using an educational framework called “The Five Rs.” In the KESA model, the improvement process begins at the school level.

    Schools conduct their needs assessments using the rubrics and data specified in “The Five Rs” framework. Systems (i.e. districts)  then compile the schools’ information to determine the two Goal Areas for system-wide focus during the five-year cycle. Schools and system leadership then develop specific goals and accompanying action plans, followed by a two-year implementation period.

    The cycle wraps up with an analysis of goal achievement, growth in the two goal areas and improvement in data supporting the State Board’s five outcomes. Finally, the State Board grants each system an accreditation rating (accredited, accredited-conditional or not accredited).

    Year One of the accreditation and school improvement process is complete.  Leadership voices were structured from all stakeholders associated with the school district, and actively participated in discussion, events, and decision-making.  These choices guided the district and individual buildings in creating optimal instruction and opportunity for student success. 

    USD 232 is in Year Two of the KESA cycle.  The focus is on both immediate and long-term goal-setting, which is followed by selection of objectives and strategies that must be timely and measurable.  The district worked collectively to identify the goals of "Relationships" and "Relevance", and schools then identified building goals from components of the district's choices.  We spent the first year working on the "why", and in Year Two, we turn attention to "What" and "How" to improve instruction, achievement, and services for student learning.

    The District Improvement Team (DIT) is comprised of staff representatives across the district, and identifies as the primary decision-making body for district Goals and continuous improvement. 

    District Site Council (DSC) is comprised of a majority of non-employees, such as district parents, active students, business leaders, and members of the community.  This group serves in advisory capacity to the DIT, district administration, and the Board of Education.

    Please return to this site to follow district accreditation, school improvement, reporting, and systems results.  USD 232 values transparency, integrity, and data supports, as we strive to create successful student learning, pre-K through graduation.

    Kansas State Department of Education KESA Website

If you are having trouble viewing the document, you may download the document.

  • A SUCCESSFUL KANSAS HIGH SCHOOL GRADUATE has the academic preparation, cognitive preparation, technical skills, employability skills, and civic engagement to be successful in postsecondary education, in the attainment of an industry recognized certification, or in the workforce without the need for remediation.”grad

    Adopted by the Kansas State Board of Education, January 2016

     

     
    Graphic for Kansas Can