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District narrows accreditation focus to structured literacy and quality instruction amid KSDE changes
Summary
Topeka Public Schools told the board it will use KSDE’s new, shorter accreditation cycle to focus on structured literacy (science of reading/LETRS) and quality instruction; the district aims for teachers of PK–5 to have a literacy seal by July 2028 and described cohorts, training and supports.
Topeka Public Schools presented the district’s new accreditation plan under recent Kansas State Department of Education (KSDE) changes, choosing structured literacy and quality instruction as its annual focus.
Assistant Superintendent Miss Wallace and school improvement staff described KSDE’s shift away from large annual external visitations to a reduced report and cohort collaboration model. Topeka is grouped in an urban cohort with Wichita and Kansas City, Kansas; districts select one or two “fundamentals” each year and build measurable plans. The district chose structured literacy to align with its new elementary curriculum adoption and a second fundamental, quality instruction, to continue work on teacher clarity, academic discussion and higher‑order questioning.
Staff described professional learning supports: multiple LETRS cohorts (a two‑year training with four modules per year) and a partnership with Washburn University for a “blueprint for literacy” pathway. Miss Wallace said KSDE requires teachers instructing PK–5 to have a seal of literacy on their license by July 2028, and LETRS is one pathway toward that seal. Staff reported some cohorts meet during the school day (when substitutes aren’t required) and others are evening or weekend options; teachers receive $20 for a half day or $40 for a full day for training time and the district covers some time spent completing module‑related student work.
The district also shared a graphic organizer linking the strategic plan, CI3T tiered supports, PLC structures and accreditation fundamentals. Staff said the plan will be revised with stakeholder feedback and submitted to KSDE for two‑week feedback cycles, then implemented; they invited board feedback and indicated a school improvement day planned for April 28 to build momentum.
Why it matters: KSDE’s shorter accreditation cycle shifts emphasis toward targeted improvement work. The board’s choices commit the district to sustained professional learning and measurable changes in literacy instruction tied to licensing requirements.
Board questions focused on LETRS logistics, compensation for teachers participating in training and the timeline for meeting the seal requirement; staff answered that cohorts vary by schedule and the district is funding training time and some module work time.
