Meeting the needs of all students has been the focal point of school improvement dating back to the early work of Dr. Larry Lezotte and his associates in the effective schools research. Many states have picked up on that research and have instituted statewide improvement efforts. Quality Performance Accreditation (mandated by the Kansas legislature) and the North Central Association's Outcomes Model of School Improvement contributed to the Douglass public schools having set a new course in "school improvement for all" in Kansas. Although not necessarily new throughout the North Central region, Transitions is new to Kansas, and the Douglass school district is only the second pilot school system in the state (behind the Galena district) to pursue such recognition.

Over the past three years groundwork has been laid for the move to the Transitions credentialing of all Douglass students in grades K-12. Numerous articles over that time kept the community aware of this development. The pilot data collected in 2000-2001 have set into action this new approach to school improvement in Kansas. Through the past two cycles of accreditation, the Douglass schools have brought school improvement into the culture of the district. The K-12 endorsements of the past united the staff, bringing the district team to a clearer understanding of what was needed by its students.

Under the leadership of the Transitions team, led by Transitions Counselor Bill Bush, each building has come together to build strong grade level leadership within the staff and has projected that leadership throughout the district. Although the latest cycle began in the fall of 1998, Transitions had its beginnings in the district years earlier, as articulation agreements began to emerge between Douglass and Butler County Community College. Those early agreements were generated through the School to Work program and later the School to Career program. In those early years it became evident that student success could be greatly enhanced by having clearly stated standards, high expectations, and a program that would lead all students through a solid program of study. This program has integrated technical, vocational, and postsecondary education.

The Douglass community is a bedroom community for the Wichita area. The aircraft manufacturing industry employs the majority of the work force. In these times of economic challenges, war, and growing concerns of staff and students, it is essential that the schools remain a strong haven for learning and growth. The college-bound program must be balanced with the vocational (non-core) curricular offerings in such a way that all students have the opportunities to move into whichever area of life they choose after high school. Transitions gives that flexibility.

A full revision of student outcomes and standards in K-12 began in 1999. Through an evolution of evaluating Ten Sigma course standards, Kansas course standards, national subject area standards and the local standards, the district set out to explore how this realignment could be incorporated to best benefit all students. Working with the Kansas NCA office and our team chairs, the steering committee concluded Transitions would be the perfect fit for Douglass.

While credentialing is done at grades 5, 8, and 12, the Douglass transitions program monitors students at each grade level. Those in need of remediation are identified and interventions are set in place based on the Transitions documentation. Options for remediation could include extended day, Saturday school, remedial class offerings, seminar enhancements, and summer school based on Transitions data. Credentialing is based on the proficiency level in six areas: reading, mathematics, writing, social studies, science reasoning, and employability. Students must master two of three measures in the first five curricular areas and must master three of four measures in the employability area. Those who are credentialed at grades 5 and 8 are awarded certificates in the areas in which they qualify, while at grade 12 a seal of certification will be added to the diploma for fulfilling credentialing in all areas. The Douglass credentialing program is a process to ultimately ensure that students are getting the best education possible. Through the alignment of the curriculum, triangulation of data, and teacher deliberations this process allows for staff to more effectively measure individual student progress from year to year. This monitoring gives the best accounting of student growth. The actual credentialing process involves the use of a seal of certification, documenting quality achievement by the student as determined by the level of proficiency in the specified academic areas. Failure to credential does not mean a student will fail to graduate from high school. A student may graduate without being credentialed. However, credentialing will serve to add substance and credibility to the diploma and to the student's course of study. Strengths of the credentialing process include: