• Accountability
• Achievement Gaps
• Distance Learning
• Diverse Learners
• ESEA/NCLB
• IDEA
• IEP Tool
• Kansas Education Resource Center
• KEYS
• MTSS
• Priority Schools
• QPA Regulations
• Quality Public School Standards
• Safe Schools
• School, Family and Community Partnerships
• School Funding
• State Board News
• Special Education
• Student Assessment
• Test Preparation

The Kansas QPA Regulations  - What's Required?

Quality
Performance
Accreditation

New regulations for Quality Performance Accreditation went into effect on July 1, 2005. There are some similarities to the current system, but there are many important differences. To help ensure that you, your colleagues and your school are able to navigate the system, here is a comparison of the old QPA and the new one, along with further explanation of how the accreditation decision for each school will be made.

The easiest way to think of the new system is with a mathematical sentence:
Quality + Performance = Accreditation.

In the new system, there are 11 Quality criteria and 7 (8 for high schools) Performance criteria. Status on those determines accreditation status.
The most up-to-date, detailed information is on the KSDE Web site, www.ksde.org/outcomes/psaccredition.html. This site is specifically for schools that are currently piloting the new system, but it is available to anyone.

The information below is based on that material, which is still in draft form. There are still some unanswered questions. That's part of what the pilot schools are helping KSDE accomplish.

Quality (QC)

Quality criteria 1 requires a multi-year school improvement plan that includes a results-based staff development plan. The presumption is that both will be driven by student performance data.

QC 2 requires an external technical assistance team. In the new system, each school has the flexibility to select people that they believe will best help them meet their goals.

QC 3 states that each school must have locally determined assessments aligned with state standards.

QC 4 requires formal training for all teachers regarding state assessments and curriculum standards. The presumption is that different teachers will have different training needs.

QC 5 requires that 100% of teachers assigned to teach in areas assessed by the state or described as core academic subjects for ESEA/NCLB must be fully licensed and endorsed for their assignments. 95% or more of all other faculty must be fully licensed and endorsed for their assignments.

QC 6 requires that each school meet the KSDE requirements regarding staff, minimum enrollment, student credit, interscholastic athletics, and athletic practice. These are found in accreditation regulation 91-31-34.

QC 7 requires graduation requirements that include at least 21 credits: 4 English language arts, 3 history/government, 3 science, 3 mathematics, 1 physical education, 1 fine arts, and 6 electives. These become effective for the class that enters 9th grade during the 2005-2006 school year. This applies only to high schools.

QC 8 requires that curricula are available that allow each student to meet the regent's qualified admissions program and state scholarship program. This does NOT require all students to take those curricula.

QC 9 requires all schools to offer programs and services in language arts, mathematics, science, history/government, physical education including health and human sexuality, fine arts, computer literacy, services for students with special learning needs, library services, and counseling services.

QC 10 requires all secondary schools to offer programs and services in industrial/technical education (including vocational agriculture), family and consumer sciences, business, and foreign language.

QC 11 requires local policies that ensure compliance with all other accreditation regulations and state laws.

The Quality Criteria will be monitored through assurances on the QPA Annual Report.

+ Performance

The Performance Criteria are closely tied with AYP.

Elementary schools must meet the AYP targets in reading and mathematics, the participation rate, and the attendance rate. They must also meet State Board-determined targets in history/government, science and writing.

Secondary schools must meet all of the above plus the AYP target for graduation rate.

= Accreditation

Accredited schools meet the performance and quality criteria.

Schools that are accredited on improvement have, for two consecutive years, failed to meet one or more of the performance criteria for all students assessed OR one or more of the performance criteria for any subgroup assessed OR three or more of the quality criteria. Those schools must, at the least, be assigned a technical assistance team from KSDE.

Schools that are conditionally accredited have, for three consecutive years, failed to meet one or more of the performance criteria for all students assessed OR four or more of the quality criteria. [Notice that only all student data is used for this level, not subgroup data.] These schools must also have a KSDE technical assistance team.

Schools that are not accredited have, for five consecutive years, failed to meet one or more of the performance criteria for all students assessed or four or more of the quality criteria.