To begin the qualitative measures application process, systems/districts should conduct a local self-assessment to systematically compare current district conditions with the established qualitative rubrics for the Kansans Can Star Recognition Program areas of:
Social-Emotional Growth
Kindergarten Readiness
Individual Plan of Study (IPS)
Please note, the qualitative rubrics and artifacts criteria documents will be published at a later date.
NOTE: Districts/systems that have already completed a comprehensive needs assessment for Kansas Education Systems Accreditation (KESA) already may have the data readily available. If the district’s/system’s KESA comprehensive needs assessment did not include this data, the system should be sure to incorporate it.
Applicants should gather a team of their choosing to collectively assess, analyze and justify the degree to which locally measured results reflect each element criteria. This is a good opportunity to consider the district’s broader needs assessments and systems improvement efforts. Potential team members to participate in the self-assessment include:
Team members who are involved in district and building systems improvement efforts (for example, accreditation, MTSS and Alignment, Kansas Learning Network, Kansans Can School Redesign, etc.).
Parents, family members and other stakeholders receiving services or participating in site councils or other district engagement opportunities.
Each rubric begins with a “qualifiers” section. A district must be in compliance with all state and federal requirements in the relevant area (social-emotional growth, kindergarten readiness or IPS) to be eligible for recognition. A district must also meet each of the qualifiers listed at the beginning of the rubric to be eligible for recognition.
The rubrics consist of multiple elements representing the various components of each qualitative measure. Each element contains sub elements, indicating increasing levels of performance. Local district teams should begin reviewing each row of the rubric in the far-left column, and move from left to right until the district no longer meets the listed criteria for that row (sub element).
The team should work through these rubrics, selecting the sub element that best matches their district’s performance in that area. As teams complete the rubrics, they should consider what artifacts (documentation and/or outcomes analysis) can support the self-assessment in the district’s application for recognition.
