Kansas Education Systems Accreditation (KESA)
Kansas utilizes systems accreditation, which 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 and among schools across the system, turning scattered instances of excellence into collective progress.
Schools conduct their needs assessments using the rubrics and data. Systems (i.e. districts) then compile school information to determine 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 State Board grants each system an accreditation rating (accredited, accredited-conditional or not accredited).
USD 232 is in Year Five 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 turned attention to "What" and "How" to improve instruction, achievement, and services for student learning. Years Three-through Five of the cycle focus on consistent delivery of quality instruction, based on multiple measures of data.
Kansas Vision for Education
Kansans demand higher standards in academic skills, as well as employability and citizenship skills, and the need to move away from a “one-size-fits-all” system that relies exclusively on state assessments. This new vision for education calls for a more student-focused system that provides support and resources for individual success and will require everyone to work together to make it a reality.
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.
District Leadership Teams- Balanced and Inclusive Voice
District Improvement Team
The District Improvement Team is comprised of employees of the district, with representation from departments, grades, and certified positions of employment. The group consists of 29 members who are committed to service to the profession both in and beyond the classroom.
- Oversees and approves building-level KESA work,
- Leads and facilitates the Needs Assessment process,
- Establishes the district’s goals for the five-year cycle,
- Develops an action plan for each goal,
- Oversees the implementation of the action plans, and
- Analyzes the effectiveness of the action plans.
District Site Council
District Site Council is made up primarily of non-employees of the district. The DSC represents the district’s various demographic and stakeholder groups, including parents, students, business, and community representation.
- Needs Assessment,
- goal area selection,
- leadership goal and action plan development,
- evidence and data, and
- analysis of growth.
District Goals - Relationships and Relevance
District Goals for the 2021-2022 school year were approved by the USD 232 Board of Education, in a unanimous vote, during the July, 2021 Board of Education meeting.
Building and Department Goals
USD 232 individual school Goals are determined by each Building Leadership Team, in conjunction with Building Site Councils and administration leadership. These best practices and events determine professional development, as well as guide instruction planning and delivery. For detailed information regarding each school's School Improvement Plan, please visit the links here or contact school administration.
KESA Outside Visiting Team (OVT)
The Kansas K-12 accreditation model, Kansas Education Systems Accreditation (KESA), accredits education systems. Each system is required to work with an Outside Visitation Team (OVT) of education professionals from the Pre-K-12 classroom, educational leadership, and higher education. This team is charged with coaching, mentoring, and supporting the KESA system to which it is assigned for the duration of the five-year accreditation cycle. Each school district is responsible for ensuring that it has an OVT in place, Kansas education service centers (ESCs) will assist them with this task.
USD 232 has an outstanding OVT who offers a plethora of experience and professional vantage points. This team leads the district, with annual visits, to increase school improvement efforts that results in maximized student efficacy and achievement.
Dr. Erin Smith- CHAIR
Director of Curriculum & Instruction
USD 230 Spring Hill School District
Assistant Director of Teaching & Learning
USD 453 Leavenworth School District
Teacher- Blue Valley North High School ELA
USD 229 Blue Valley School District
“Kansas has always performed well academically, but the remediation rates tell us that we need to make sure our students are learning at the depth needed to be academically ready for whatever path they choose after high school,” states Kansas Education Commissioner Randy Watson. “The shift towards the higher standards is in direct response to the increased demands of the workforce and post-secondary education. We want Kansas students well prepared and through the adoption of higher standards and better academic measures, Kansas schools are meeting that challenge.”