Kansas State Department of Education
search_arrow
 
Search




FaceBook Twitter Contact KSDE


State Fiscal Stabilization Funds Phase II Requirements

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

Indicator (a)(1)
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)

The information contained in this report covers the number of core courses in elementary and secondary that are taught by highly qualified teachers.  The data looks at school buildings in Kansas with a high level of students on free and reduced meals and compares them to buildings which have a low level of students on free and reduced meals.  The “high poverty” buildings are defined as buildings in the upper 25% of all buildings with the highest percentage of students on free and reduced meals, while the “low poverty” buildings are the lowest 25% of all buildings in the state in terms of free and reduced meals.

For the “high poverty” elementary buildings 99.19% of the core courses are taught by highly qualified teachers and for the “low poverty” buildings 98.46% are taught by highly qualified teachers.

For the “high poverty” secondary buildings 98.27% of the core courses are taught by highly qualified teachers and for the “low poverty” buildings 96.45% are taught by highly qualified teachers.

The tables listed will show the buildings in Kansas who are in either the high or low poverty category and the percent of courses taught by highly qualified teachers in those buildings.

State Totals:

Descriptor (a)(1)
The systems used to evaluate the performance of teachers

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)

Descriptor (a)(2)
The systems used to evaluate the performance of principals

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

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

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

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

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

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

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.

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

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

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

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

(C)(6) Indicator: Numerous accommodations are always available to English language Learners in Kansas when they participate in the state reading, mathematics and science assessments. No study was completed, within the last two years, to determine the effectiveness of those accommodations. The Kansas State Department of Education’s Accountability Governance Board will review and determine appropriate changes in accommodations for English Language Learners. No formal analysis of accommodations for English Language Learners (ELLs) has been conducted in the previous two years. We did review the research on accommodations for ELLs released at the last USED LEP Partnership meeting with the Kansas allowable accommodations to ensure the ones that are effective are available to Kansas students. The accommodations were already allowed.

Indicator (c)(7)
Whether the State provides native language versions of State assessments for limited English proficient students that are approved by the Department

(C)(7) Indicator: Whether the State provides native language versions of State assessments for limited English proficient students that are approved by the Department
The Kansas assessments in mathematics and science are available in Spanish and English. The US Department of Education approved the Kansas mathematics assessment; the science assessment is currently going through Peer Review. The letter regarding the mathematics assessment is posted at http://www.ksde.org/Default.aspx?tabid=4160. It does not specifically mention the Spanish assessment; however, it states that the mathematics and reading assessments are approved.

Indicator (c)(8)
The number and percentage of limited English proficient students who are included in State reading/language arts and mathematics 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)

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).

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.

**Data sourced from Kansas State Department of Education (KSDE), Kansas Board of Regents (KBOR), and National Student Clearinghouse (NSC).

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.

**Data sourced from Kansas State Department of Education (KSDE) and Kansas Board of Regents (KBOR).

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

Descriptor (d)(1)
The definition of "persistently lowest achieving schools" that the state uses to identify such schools.

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

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

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

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

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

Indicator (d)(7)
The number of charter schools that are currently permitted to operate under State law

Indicator (d)(8)
The number of charter schools currently 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

Indicator (d)(10)
The number and percentage of charter schools that have made progress on State assessments in mathematics in the last year

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

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

ARRA Help Desk:
785-296-2021
recoveryact@ksde.org
Copyright 2014 by Kansas State Department of Education | 900 SW Jackson St. | Topeka, KS 66612 Privacy Statement  |  Terms Of Use  |  System Maintenance Notices  |  Open Records
The Kansas State Department of Education does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. (more information...)