ARC: Accreditation - How are we doing?

How are we doing? Tiered System of Supports

*All Students K-12

*System wide behavior expectations

*Data used to group students in flexible skill groups

*Screeners, diagnostic, and progress monitoring occur system wide

*Research based interventions for Tier 2 and Tier 3 provided outside of Core Instruction

• Assuredly

• Generally

• Not Evident or Lacking

How are we doing? Stakeholder Engagement

• Assuredly: System-wide practice of engaging all stakeholders occurs on a regular basis and is embedded in the overall culture. Evidence is shown throughout all Rs.

• Generally: System’s practice of engaging all stakeholders occurs irregularly; evidence shown in some Rs.

• Not Evident or Lacking

How are we doing? Diversity and Equity

• Assuredly: All student group needs are represented in the improvement process. System’s and schools’ cultures reflected in vision and improvement process.

• Generally: Some student group needs are represented in the improvement process. System’s and schools’ cultures reflected in vision and improvement process.

• Not Evident or Lacking: Diversity of the system is not reflected in the improvement process. System’s and schools’ cultures not reflected in vision and/or improvement process.

How are we doing? Civic and Social Engagement

• Assuredly: Curricula that support the

  structures in civic and social engagement are evident.

• Generally: Curricula that support the

  structures in civic and social engagement are somewhat evident.

• Not Evident or Lacking: Curricula that support the

  structures in civic and social engagement are not evident.

How are we doing? Communication and Basic Skills (Rose Capacity)

• Assuredly: Curricula that support the

  structures in communication and basic skills are evident.

• Generally: Curricula that support the

  structures in communication and basic skills are somewhat evident.

• Not Evident or Lacking: Curricula that support the

  structures in communication and basic skills are not evident.

How are we doing? Physical and Mental Health (Rose Capacity)

• Assuredly: Curricula that support the structures in physical and mental health are evident.

• Generally: Curricula that support the structures in physical and mental health are somewhat evident.

• Not Evident or Lacking: Curricula that support the structures in physical and mental health are not evident.

How are we doing? Arts and Cultural Appreciation (Rose Capacity)

• Assuredly: Curricula that support the structures in arts and cultural appreciation are evident.

• Generally: Curricula that support the structures in arts and cultural appreciation are somewhat evident.

• Not Evident or Lacking: Curricula that support the structures in arts and cultural appreciation are not evident.

How are we doing? Post Secondary Success (Rose Capacity)

• Assuredly: Curricula that support the structures in postsecondary and career preparation are evident at elementary and secondary levels.

• Generally: Curricula that support the structures in postsecondary and career preparation are somewhat evident at elementary and secondary levels.

• Not Evident or Lacking: Curricula that support the structures in postsecondary and career preparation are not evident at elementary and secondary levels.

GOAL #1: 2017-2021 District Goal 1 – Relationships: Component Students USD 381 will develop and implement an action plan beginning with professional learning around the Social, Emotional, Character Development (SECD) standards, as well as integration of these standards into daily curriculum and instruction. Action steps will be developed around district initiatives, such as promoting social/emotional competency in school rituals and routines. Full implementation of the Individual Plan of Study will also strengthen relationships. Success for this goal will be measured by the forward movement shown on the KESA relationship rubric at the end of this accreditation cycle.

• Goal statements that are measurable and are complex enough to challenge systems throughout their continuous improvement process/cycle. Goals developed will result in an impact on student learning with evidence and data. ACTIONS have happened to support this goal by all staff and PD has supported this.

• Generally: Has at least two goal statements. One goal statement is fully developed and measurable and complex enough to challenge the system throughout their continuous improvement process/cycle. This goal will result in an impact on student learning. Other goal statement(s) needs improvement.

• Not Evident or Lacking: Has at least two goal statements but they are not fully developed nor measurable, and may not result in an impact on student learning.

GOAL #2: 2017-2021 District Goal 2 – Responsive Culture: Component Leadership USD 381 will develop and implement an action plan beginning with professional learning to support the leadership capacity in teachers and teams, collaboration and alignment of K-12, utilizing data for decision-making, and instructional curriculum and practices aligned with standards. Success for this goal will be measured by the forward movement shown on the KESA relationship rubric at the end of this accreditation cycle.

• Goal statements that are measurable and are complex enough to challenge systems throughout their continuous improvement process/cycle. Goals developed will result in an impact on student learning with evidence and data. ACTIONS have happened to support this goal by all staff and PD has supported this.

• Generally: Has at least two goal statements. One goal statement is fully developed and measurable and complex enough to challenge the system throughout their continuous improvement process/cycle. This goal will result in an impact on student learning. Other goal statement(s) needs improvement.

• Not Evident or Lacking: Has at least two goal statements but they are not fully developed nor measurable, and may not result in an impact on student learning.