KCKPS board reviews first-quarter KISA data and new LIFT classroom observation tool
Get AI-powered insights, summaries, and transcripts
Subscribe
Summary
District data leaders presented first-quarter KISA outcomes and introduced the Learning Implementation Focus Tool (LIFT), reporting 1,700 classroom observations and a plan to move buildings through early, scaling and sustaining implementation stages; board members pressed for intervention timeframes and parent-facing supports.
Kansas City, Kansas — The Kansas City, Kansas Public Schools (KCKPS) board on Tuesday heard a first-quarter report on KISA outcomes and the district’s new classroom observation tool as staff sought to show how instructional changes will translate into student gains. Dr. Conrad, executive director for technology and data, told the board the district has collected about 1,700 classroom observations and is using a new Learning Implementation Focus Tool, or LIFT, to align expectations of high-quality instruction.
"We are ahead of schedule," Dr. Conrad said as he reviewed the district’s North Star and early results. He described the LIFT tool as formative, not evaluative, and said it is designed to calibrate what grade-level instruction looks like in classrooms across the district.
The district classified 13 buildings as in "early implementation," 27 at "scaling," and 3 at "sustaining," and tied those stages to screening and benchmark outcomes. "If we are teaching high quality instructional materials and our students are exposed to that, we should see more students move out of performance level 1 into the higher performance categories," Dr. Conrad said.
Board members asked how supports for students who are behind will be provided. Wanda Brownlee Page pressed for concrete descriptions of tutoring and parent resources: "If I'm behind, then where's the part that comes with that in addition to what I'm already gonna have to do to keep them at third grade?" Dr. Conrad and district staff responded that the strategy combines in-class rigor with tiered interventions through PLC and MTSS processes, school-level intervention time, approved supplemental materials and outside partners such as GEAR UP and tutoring services.
Dr. Conrad acknowledged this LIFT implementation represents a new baseline: the district changed its observational variables this year to align with state guidance and the accreditation process. "This is the beginning. It's the baseline," he said. That change drew concern from some board members, including Rachel Russell, who said repeatedly resetting baselines makes it hard to track multi-year progress.
Board members asked administration to provide building-level profiles, timeframes for intervention blocks by grade, and parent-facing materials to explain how families can support learning at home. Superintendent Dr. Stubblefield said the district will provide the building profiles and a list of support services requested by the board.
Next steps: staff will deliver building profiles and a consolidated list of student and family supports, and will return with further calibrated observational data so the board can track progress year to year.