U.S. Department of Education Four Reform Goals and Required Indicators

Achieving Equity in Teacher Distribution (education reform area (a))

View Indicators for this reform goal 

Improving Collection and Use of Data (education reform area (b))

View Indicators for this reform goal 

Standards and Assessments (education reform area (c))

View Indicators for this reform goal 

Supporting Struggling Schools (education reform are (d))

View Indicators for this reform goal 

State Plan Submitted To USDOE For Kansas PDF

Kansas Application for Stabilization Funds PDF

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Achieving Equity in Teacher Distribution (education reform area (a))
Indicator (a)(1) Posted September, 2011	The number and percentage of core academic courses taught, in the highest-poverty and lowest-poverty schools, by teachers who are highly qualified consistent with section 9101(23) of the Elementary and Secondary Education Act of 1965, as amended (ESEA)	Courses Taught by Highly Qualified Teachers
Descriptor (a)(1)	The systems used to evaluate the performance of teachers	Teacher Evaluations
Indicator (a)(2)	Whether the State’s Teacher Equity Plan (as part of the State’s Highly Qualified Teacher Plan) fully reflects the steps the State is currently taking to ensure that students from low-income families and minority students are not taught at higher rates than other students by inexperienced, unqualified, or out-of-field teachers (as required in section 1111(b)(8)(C) of the ESEA)	Kansas Plan Plan Update July 2010
Descriptor (a)(2)	The systems used to evaluate the performance of principals	Principal Evaluations Forms
Indicator (a)(3)	Whether the systems used to evaluate the performance of teachers include student achievement outcomes or student growth data as an evaluation criterion	Survey Results  Excel
Indicator (a)(4)	If the district's teachers receive performance ratings or levels through an evaluation system, the number and percentage of of teachers rated at each performance rating or level	Ranking Survey Cover Sheet Survey Results   Excel
Indicator (a)(5)	If the district’s teachers receive performance ratings or levels through an evaluation system, whether the number and percentage of teachers rated at each performance rating or level are publicly reported for each school in the LEA	Ranking Survey Cover Sheet Survey Results   Excel
Indicator (a)(6)	Whether the systems used to evaluate the performance of principals include student achievement outcomes or student growth data as an evaluation criterion	Survey Results  Excel
Indicator (a)(7)	If the district’s principals receive performance ratings or levels through an evaluation system, the number and percentage of principals rated at each performance rating or level	Ranking Survey Cover Sheet Survey Results   Excel

 

Improving Collection and Use of Data (education reform area (b))
Indicator (b)(1)	Which of the 12 elements described in section 6401(e)(2)(D) of the America COMPETES Act (20 U.S.C. 9871) are included in the State’s statewide longitudinal data system	See Each Element
Indicator (b)(1-1)	A unique statewide student identifier that does not permit a student to be individually identified by users of the system described in section 6401(e)(2)(D) of the America COMPETES Act (20 U.S.C. 9871) are included in the State’s statewide longitudinal data system	Completed
Indicator (b)(1-2)	Student-level enrollment , demographic, and program participation information as described in section 6401(e)(2)(D) of the America COMPETES Act (20 U.S.C. 9871) are included in the State’s statewide longitudinal data system	Completed
Indicator (b)(1-3)	Student-level information about the points at which students exit, transfer in transfer out, drop out, or complete P-16 education programs as described in section 6401(e)(2)(D) of the America COMPETES Act (20 U.S.C. 9871) are included in the State’s statewide longitudinal data system	Completed
Indicator (b)(1-4)	The capacity to communicate with higher education data systems as described in section 6401(e)(2)(D) of the America COMPETES Act (20 U.S.C. 9871) are included in the State’s statewide longitudinal data system	Completed
Indicator (b)(1-5)	A state data audit system assessing data quality, validity, and reliability as described in section 6401(e)(2)(D) of the America COMPETES Act (20 U.S.C. 9871) are included in the State’s statewide longitudinal data system	Completed
Indicator (b)(1-6)	Yearly test records of individual students with respect to assessments under section 111(b) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(b)) as described in section 6401(e)(2)(D) of the America COMPETES Act (20 U.S.C. 9871) are included in the State’s statewide longitudinal data system	Completed
Indicator (b)(1-7)	Information on students not tested by grade and subject as described in section 6401(e)(2)(D) of the America COMPETES Act (20 U.S.C. 9871) are included in the State’s statewide longitudinal data system	Completed
Indicator (b)(1-8)	A teacher identifier system with the ability to match teachers to students as described in section 6401(e)(2)(D) of the America COMPETES Act (20 U.S.C. 9871) are included in the State’s statewide longitudinal data system	Completed
Indicator (b)(1-9)	Student-level transcript information including information on courses completed and grades earned as described in section 6401(e)(2)(D) of the America COMPETES Act (20 U.S.C. 9871) are included in the State’s statewide longitudinal data system	Completed
Indicator (b)(1-10)	Student-level college readiness test scores as described in section 6401(e)(2)(D) of the America COMPETES Act (20 U.S.C. 9871) are included in the State’s statewide longitudinal data system	Completed
Indicator (b)(1-11)	Information regarding the extent to which students transition successfully from secondary school to postsecondary education, including whether students enroll in remedial coursework as described in section 6401(e)(2)(D) of the America COMPETES Act (20 U.S.C. 9871) are included in the State’s statewide longitudinal data system	Results posted 3/11/2013
Indicator (b)(1-12)	Other information determined necessary to address alignment and adequate preparation for success in postsecondary education as described in section 6401(e)(2)(D) of the America COMPETES Act (20 U.S.C. 9871) are included in the State’s statewide longitudinal data system.	Explanation of Alignment Activities
Indicator (b)(2)	Whether the State provides student growth data on their current students and the students they taught in the previous year to, at a minimum, teachers of reading/language arts and mathematics in grades in which the State administers assessments in those subjects in a manner that is timely and informs instructional programs	Explanation of the Reporting Tools for Student Performance
Indicator (b)(3)	Whether the State provides teachers of reading/language arts and mathematics in grades in which the State administers assessments in those subjects with reports of individual teacher impact on student achievement on those assessments	Explanation of the Reporting Tools for Student Performance

 

Standards and Assessments (education reform area (c))
Indicator (c)(1)	The approval status, as determined by the Department, of the State’s assessment system under section 1111(b)(3) of the ESEA with respect to reading/language arts, mathematics, and science assessments	Approval Letter From USDE
Indicator (c)(2)	Whether the State has developed and implemented valid and reliable alternate assessments for students with disabilities that are approved by the Department	Kansas Alternative Assessment Approval Letter From USDE
Indicator (c)(3)	Whether the State’s alternate assessments for students with disabilities, if approved by the Department, are based on grade-level, modified, or alternate academic achievement standards	Kansas Alternative Assessment Approval Letter From USDE
Indicator (c)(4)	Whether the State has completed, within the last two years, an analysis of the appropriateness and effectiveness of the accommodations it provides students with disabilities to ensure their meaningful participation in State assessments	Assessment Accommodations
Indicator (c)(5)	The number and percentage of students with disabilities who are included in State reading/language arts and mathematics assessments	Participation Rates
Indicator (c)(6)	Whether the State has completed, within the last two years, an analysis of the appropriateness and effectiveness of the accommodations it provides limited English proficient students to ensure their meaningful participation in State assessments	Status of Native Language Versions
Indicator (c)(7)	Whether the State provides native language versions of State assessments for limited English proficient students that are approved by the Department	State Assessments-Native Language
Indicator (c)(8)	The number and percentage of limited English proficient students who are included in State reading/language arts and mathematics assessments	Number of LEP Students In Assessments
Indicator (c)(9)	Whether the State’s annual State Report Card (under section 1111(h)(1) of the ESEA) contains the most recent available State reading and mathematics National Assessment of Educational Progress (NAEP) results as required by 34 CFR 200.11(c)	NAEP Results
Indicator (c)(10)	Provide, for the State, for each LEA in the State, for each high school in the State and, at each of these levels, by student subgroup (consistent with section 1111(b)(2)(C)(v)(II) of the ESEA), the number and percentage (including numerator and denominator) of students who graduate from high school using a four-year adjusted cohort graduation rate as required by 34 CFR 200.19(b)(1)(i).	State Cohort Graduation Data  PDF School District Cohort Graduation Data
Indicator (c)(11)	Provide, for the State, for each LEA in the State, for each high school in the State and, at each of these levels, by student subgroup (consistent with section 1111(b)(2)(C)(v)(II) of the ESEA), of the students who graduate from high school consistent with 34 CFR 200.19(b)(1)(i), the number and percentage (including numerator and denominator) who enroll in an institution of higher education (IHE) (as defined in section 101(a) of the Higher Education Act of 1965, as amended (HEA)) within 16 months of receiving a regular high school diploma.	Graduates Enrolled within 16 months  Excel Graduates Enrolled within 16 months by Subgroup  Excel
Indicator (c)(12)	Provide, for the State, for each LEA in the State, for each high school in the State and, at each of these levels, by student subgroup (consistent with section 1111(b)(2)(C)(v)(II) of the ESEA), of the students who graduate from high school consistent with 34 CFR 200.19(b)(1)(i) who enroll in a public IHE (as defined in section 101(a) of the HEA) in the State within 16 months of receiving a regular high school diploma, the number and percentage (including numerator and denominator) who complete at least one year's worth of college credit (applicable to a degree) within two years of enrollment in the IHE.	Graduates who complete one year’s college credit within two years of enrollment in the IHE  Excel Graduates who complete one year’s college credit within two years of enrollment in the IHE by subgroup    Excel

 

Supporting Struggling Schools (education reform area (d))
Indicator (d)(1)	The average statewide school gain in the “all students” category and the average statewide school gain for each student subgroup (as under section 1111(b)(2)(C)(v) of the ESEA) on the State assessments in reading/language arts, and for the State and for each LEA in the State the number and percentage (including the numerator and denominator) of Title I schools in improvement, corrective action, or restructuring that have made progress on State assessments in reading/language arts, in the last year	Average Statewide School Gain - Read/Language Arts
Descriptor (d)(1)	The definition of "persistently lowest achieving schools" that the state uses to identify such schools.	Persistently Lowest-Achieving School
Indicator (d)(2)	The average statewide school gain in the “all students” category and the average statewide school gain for each student subgroup (as under section 1111(b)(2)(C)(v) of the ESEA) on State assessments in mathematics, and for the State and for each LEA in the State the number and percentage (including numerator and denominator) of Title I schools in improvement, corrective action, or restructuring that have made progress on State assessments in mathematics, in the last year	Average Statewide School Gain - Mathematics
Indicator (d)(3)	The number and identity of the schools that are Title I schools in improvement, corrective action, or restructuring that are identified as persistently lowest-achieving schools	School Intervention Models
Indicator (d)(4)	Indicator (d)(4) Of the persistently lowest-achieving schools that are Title I schools in improvement, corrective action, or restructuring, the number and identity of those schools that have been turned around, restarted, closed, or transformed (as defined in this notice) in the last year	School Intervention Models
Indicator (d)(5)	The number and identity of the schools that are secondary schools that are eligible for, but do not receive, Title I funds that are identified as persistently lowest-achieving schools	Secondary Schools
Indicator (d)(6)	Of the persistently lowest-achieving schools that are secondary schools that are eligible for, but do not receive, Title I funds, the number and identity of those schools that have been turned around, restarted, closed, or transformed in the last year	School Intervention Models 2010 - 2011 2011 - 2012
Indicator (d)(7) Posted 1/25/2010 Reviewed 9/1/2010	The number of charter schools that are currently permitted to operate under State law	Charter Schools Permitted
Indicator (d)(8)	The number of charter schools currently operating	Charter Schools Operating
Indicator (d)(9)	The number and percentage of charter schools that have made progress on State assessments in reading/language arts in the last year	Charter State Assessments in reading /language arts
Indicator (d)(10)	The number and percentage of charter schools that have made progress on State assessments in mathematics in the last year	Charter State Assessments in mathematics
Indicator (d)(11)	The number and identity of charter schools that have closed (including schools that were not reauthorized to operate) within each of the last five years	Closed Charter Schools (Last 5 Years)
Indicator (d)(12)	For each charter school that has closed (including a school that was not reauthorized to operate) within each of the last five years, whether the closure of the school was for financial, enrollment, academic, or other reasons	Reason Charter Schools Closed