Senate Bill 438 was signed into law by Governor Laura Kelly on April 25, 2024. This bill established the Kansas Blueprint for Literacy and established an advisory committee to develop a plan for the creation of six Centers of Excellence in literacy across the state.
WHY CENTERS? – The challenge we face today is that forty percent of Kansas students are not proficient in reading and not reading well. The Centers create a network of supports, resources, and education so we can all be part of solution and achieve our 90% reading goal.
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Vision: Deliver world-class education and educator training in the Science of Reading. The Centers ensure Kansas teachers and school leaders are highly skilled in the application of the Science of Reading, in the support of families, and in providing community-based interventions designed to meet the unique needs of the Centers’ catchment area. |
Purpose: The Centers will prepare and support educators; provide on-going professional learning, literacy coaching, evaluation, assessment, and intervention; and support for families in their communities and catchment areas. |
The Centers of Excellence in Literacy ensure teachers and school leaders are highly skilled in the application of the Science of Reading and Structured Literacy, and support families and communities.
The vision for these six Centers for Excellence in literacy is to deliver world-class education, and educator training in the Science of Reading. With this vision in mind, we can begin the work towards achieving the overall Kansas Blueprint for Literacy goal - to have 90 percent of Kansas students reading at or above grade level by 2033.
The Centers of Excellence will serve as both a place and a network of resources and partnerships to provide families with easy access to support, and educators with professional learning opportunities.
The Advisory Committee has created a framework that outlines the expectations and requirements established for Centers. This framework describes the standards that prospective centers will need to meet, along with the expectations for partnerships, quality assurance, and data review.
| Centers for Excellence in Literacy Framing Document |
| Catchment Map |
The Advisory Committee has received seven proposals for consideration of the Centers of Excellence. These proposals were submitted by Emporia State University, Fort Hays State University, Kansas State University, Pittsburg State University, the University of Kansas, Washburn University and Wichita State University. The committee has reviewed all materials and made recommendations to the Kansas Board of Regents.
Below you will find The Plan for The Centers of Excellence in Literacy that was presented to the Kansas Legislature.
| Plan for the Centers of Excellence in Literacy |
Background
Higher education institutions have traditionally relied on standardized testing to place students in gateway English and math courses. While these assessments have their place, using test scores as the sole placement tool provides a limited evaluation, as they measure a student’s abilities based on one test taken on a single day. A more comprehensive approach incorporates multiple measures for course placement, such as ACT/SAT subject scores, completion of specific high school courses, and high school GPA. Research shows that using multiple measures is a more accurate predictor of student success and helps reduce unnecessary placements in developmental education.
In addition to overreliance on standardized tests, Kansas colleges and universities have historically operated with independent criteria for determining whether a student is eligible for gateway math or English courses. This lack of uniformity has led to up to 32 different standards across the state's higher education system, creating confusion for students, high school teachers, and counselors regarding college readiness expectations.
To address this, KBOR updated its policy manual on May 17, 2023, embracing a more cohesive and holistic approach to course placement.
KBOR policy (Ch. III.A.14.b.vii.) states:
“Systemwide course placement measure” is a high school performance grade standard, requisite ACT/SAT score, or other common assessment mechanism that is recognized by all coordinated and state university institutions to determine if a student is eligible to enroll in a gateway English or math course. These measures are informed by recommendations from the Systemwide Course Placement Math and English Committees and will require approval from the Board of Academic Affairs Standing Committee.
Systemwide Math Course Placement Committee
A Systemwide Math Course Placement Committee was first convened in February 2024. President Flanders attended the first meeting and charged the Committee with developing recommendations for systemwide multiple placement measures for three gateway math courses: College Algebra, Elementary Statistics, and Contemporary Math. The Committee convened on seven occasions this year (February 28, March 22, April 19, May 17, June 10, June 26, July 22) to reach consensus on the proposed recommendations.
The recommendations from the Committee, approved by BAASC in September and communicated by VP Monhollon, can be found in the Multiple Place Measures issue paper.
AY 25 Systemwide Math Course Placement Measures Committee
- Kindra Wells - Emporia State University
- Keith Dreiling - Fort Hays State University
- Mat Johnson - University of Kansas
- Gabe Kerr - Kansas State University
- Tim Flood - Pittsburg State University
- Stephen Brady - Wichita State University
- Sarah Cook - Washburn University
- Marc Malone - Garden City Community College
- Bethany Chandler - Butler Community College
- Nicole Dick - Garden City Community College
- Marcelle Cooper - Johnson County Community College
- Willis Ryan - Coffeyville Community College
- Brian Koch - Manhattan Area Technical College
- Talelia Schroeder - WSU Tech
Summary of Decisions
Per KBOR policy, each student who meets either a systemwide course placement measure OR an institutionally designated* course placement measure is eligible to enroll in a gateway course without developmental support. Each student meeting neither of the above shall be placed into the gateway course with developmental support.
College Algebra
- Math ACT: 22 or higher OR
- Math SAT: 540 or higher OR
- ALEKS PPL: 46 or higher OR
- Accuplacer QAS: 263 or higher OR
- HS GPA and Course Grade: 3.25 cumulative GPA (unweighted) and B- or higher in Second Semester Algebra 2 or Integrated Math 3 OR
- GED® Subject Score: 165 OR
- Institutional Measure* (including professional discretion)
Contemporary Math and Elementary Statistics
- Math ACT: 19 or higher OR
- Math SAT: 510 or higher OR
- ALEKS PPL: 30 or higher OR
- Accuplacer QAS: 255 or higher OR
- HS GPA and Course Grade: 3.00 cumulative GPA (unweighted) and C- or higher in Second Semester Algebra 2 or Integrated Math 3 OR
- GED® Subject Score: 160 OR
- Institutional Measure* (including professional discretion)
*Institutionally designated course placement measure is any course placement measure that is not included in the systemwide course placement measures and is used to determine eligibility to enroll in a gateway English or math course. These measures could include, but are not limited to, vendor-based assessments, homegrown assessments, or an evaluation of non-cognitive factors such as motivation and workplace experiences. These measures are approved at the institutional level and only apply in cases in which the student did not meet any of the applicable systemwide course placement measures (Ch. III.A.14.b.v.). This category also provides institutions the professional discretion to place students in the gateway course by considering scores on multiple measures as well as non-cognitive factors known to the institution.
In 2024, the Regents named eight Faculty of the Year from across the state universities. This award recognizes the outstanding contributions of faculty at state universities to teaching, student success, research and Kansas communities.
“The Regents are excited to introduce the Faculty of the Year award and recognize the accomplishments of the outstanding faculty nominated in 2024. Faculty equip students with valuable skills and prepare them for success after graduation. They also conduct groundbreaking research and perform incredibly important work in communities across our state.”
- Kansas Board of Regents Chair Carl Ice
Please contact Matt Keith at
| Awardee | Institution | Nomination Type |
|---|---|---|
| Dr. Christine Brodsky | Pittsburg State University | Tenured Faculty |
| Dr. Sammuel Robert Byer | Fort Hays State University | Tenured Faculty |
| Dr. Linda D'Silva | University of Kansas Medical Center | Tenure-Track Faculty |
| Dr. Tera Fazzino | University of Kansas | Tenure-Track Faculty |
| Dr. Taejoon Kim | University of Kansas | Tenured Faculty |
| Dr. Kristen Livingston | Pittsburg State University | Tenure-Track Faculty |
| Dr. Phillip Allen Olt | Fort Hays State University | Tenure-Track Faculty |
| Dr. Catherine Siengsukon | University of Kansas Medical Center | Tenured Faculty |
Kansas Board of Regents Faculty of the Year nominees are selected by the faculty senates at the state universities and awarded by the Regents. Each faculty senate may submit a tenured faculty member and a tenure-track faculty member as a nominee.
In 2025, the Regents named 17 Faculty of the Year and three Staff of the Year from across the state universities. This award recognizes the outstanding contributions of faculty and staff at state universities to teaching, student success, research and Kansas communities.
“The Regents are excited to recognize the many accomplishments of the outstanding faculty and staff nominated in 2025. Faculty help students develop lifelong skills and conduct research that drives innovation and economic growth. Staff provide leadership, support, and operational excellence at our state universities. I’m thrilled that the Board has introduced a Staff of the Year award for the first time this year.”
- Kansas Board of Regents Chair Blake Benson
2025 Faculty and Staff of the Year Bios
| Institution |
Tenured |
Tenure-Track |
Non-Tenure Track |
|---|---|---|---|
|
FHSU |
Dr. Lexey Bartlett, Professor of English |
Dr. Jennifer Bechard, Assistant Professor of Pedagogy, PK-12 Teaching & Coaching |
Dr. Linda Mayer, Instructor of Education, English as a Second Language |
|
KSU |
Dr. Gabe Kerr, Professor of Math |
Dr. Logan L. Britton, Assistant Professor in Agricultural Economics |
Chad Bailey, Instructor in Electronic and Computer Engineering |
|
KU |
Dr. Vitaly Chernetsky, Professor in Slavic, German, & Eurasian Studies |
No nomination |
Dr. David O. Johnson, Associate Teaching Professor in Electrical Engineering & Computer Science |
|
KUMC |
Dr. Sufi Thomas, Associate Professor of Otolaryngology |
Dr. Dinesh Mudaranthakam, Assistant Professor in Biostatistics and Data Science |
Dr. Laurie Steen, Clinical Assistant Professor in Occupational Therapy Education |
|
PSU |
Dr. Karen Johnson, Professor of Nursing |
Dr. Megan Westhoff, Assistant Professor in Communication |
Dr. Kristopher Mijares, Instructor of Chemistry |
|
WSU |
Dr. Lisa Parcell, Associate Professor of Communication |
Dr. Erin O'Bryan, Assistant Professor of Communications Sciences & Disorders |
Marco Hernandez, Assistant Teaching Professor of Print Media |
Kansas Board of Regents Faculty of the Year nominees are selected by the faculty senates at the state universities and awarded by the Regents. Each faculty senate may submit a tenured faculty member and a tenure-track faculty member as a nominee.
Staff of the Year Awards
|
Institution |
Staff Nominee |
|---|---|
|
KSU |
Richard Becker, Director of Infrastructure Security Architecture |
|
PSU |
Jamie Rink, Director of Student Financial Assistance |
|
WSU |
Dr. Christopher Leonard, Director of Counseling and Psychological Services |
Kansas Board of Regents Staff of the Year nominees are selected by the staff senates at the state universities and awarded by the Regents. Each staff senate may submit a nominee to the Board.
Systemwide English Composition I placement measures and corequisite English developmental support are both critical to the AY 2024 - AY 2026 Performance Agreements. Currently, the English Professional Development Sessions are underway.
Corequisite English developmental support - Professional Development & Implementation
For academic year 2026 (AY26), the Kansas Board of Regents will continue to sponsor a statewide professional development series focused on English initiatives.
A list of professional development sessions from academic year 2025 (AY25) is available with recordings provided in the Professional Development Resource Bank below.
This series is designed to offer targeted support to key stakeholders during the systemwide rollout of English initiatives.
The table below outlines upcoming professional development opportunities, organized by intended audience. Registration links are included where applicable. Please check back regularly for updates and new additions to the series.
| Stakeholder | Date & Time | Presenters / Format |
Registration (if available) |
|---|---|---|---|
|
Advisors |
2025 KAAN Conference |
Facilitated by Sam Christy-Dangermond & Dr. Jenn Bonds-Raacke via in person meeting Presentation Slides (pdf) |
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Registrar & Admission Teams |
2025 KACRAO Conference |
Facilitated by Sam Christy-Dangermond & Dr. Jenn Bonds-Raacke via in person meeting Presentation Slides (pdf) |
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Oct 15, 2025 Registrar Affinity Group |
Facilitated by Sam Christy-Dangermond & Dr. Jenn Bonds-Raacke via in Zoom meeting |
Calendar invites sent to registrars | |
|
Executive Implementation Teams (invited by CAOs) |
Oct 24, 2025 Fall Meeting |
Facilitated by Drs. Jenn Bonds-Raacke (KBOR) & Connie Richardson (Dana Center) via Zoom Meeting |
Calendar invites sent to members |
Professional Development Resource Bank
Resources from various professional development trainings will be listed in the table below as they become available. Please check back regularly for updates!
- Friday, Nov. 8, 2024 - KBOR policy/overview of corequisite English & models
- November 8 Agenda (pdf)
- November 8 Attendee Report (pdf)
- Policy Presentation (KBOR) (pdf)
- Corequisite Support Presentation (Reid/Burdick/McCoskey) (pdf)
- Current Practices of Institutions (Shared via the Chat) (pdf)
- Corequisite Implementation Handout (pdf)
- November 8 Chat Questions (pdf)
- November 8 Recording
- Friday, Jan. 31, 2024 - Building corequisite instruction: integrating the "Reading Cycle," scaffolding, & teaching supporting reading
- Friday, Feb. 28, 2024 - Supporting students' non-cognitive & affective needs
- Friday, April 4, 2024 - Putting it all together: Working time & questions
- April 4 Agenda (pdf)
- April 4 Attendee Report (pdf)
- April 4 Presentation (pdf)
- April 4 Chat Resources (pdf)
- April 4 Recording
Multiple measures placement decisions
Per KBOR policy, each student who meets either a systemwide course placement measure OR an institutionally designated course placement measure is eligible to enroll in a gateway course without developmental support. Each student meeting neither of the above shall be placed into the gateway course with developmental support. Systemwide placement measures for English Composition I are listed below.
English Composition I
18+ on ACT Reading AND ACT English; OR
500+ on SAT ERW (Evidence-based Reading and Writing); OR
255+ Accuplacer Reading AND Writing; OR
3.0+ high school cumulative unweighted GPA after five or more semesters; OR
16+ ACT Reading AND ACT English AND B or higher (not B-) in most recent high school English course; OR
2.7+ high school cumulative unweighted GPA after 5 or more semesters AND B or higher (not B-) in most recent high school English course; OR
GED® Subject Score: 160; OR
Institutional Measure*
*Institutionally designated course placement measure is any course placement measure that is not included in the systemwide course placement measures and is used to determine eligibility to enroll in a gateway English or math course. These measures could include, but are not limited to, vendor-based assessments, homegrown assessments, or an evaluation of non-cognitive factors such as motivation and workplace experiences. These measures are approved at the institutional level and only apply in cases in which the student did not meet any of the applicable systemwide course placement measures (Ch. III.A.14.b.v.). This category also provides institutions the professional discretion to place students in the gateway course by considering scores on multiple measures as well as non-cognitive factors known to the institution.
Systemwide English Course Placement Measures Committee
- Mary Beth Harris - Emporia State University
- Eric Leuschner - Fort Hays State University
- Karin Westman/Abby Knoblauch - Kansas State University
- Mary Jo Reiff - University of Kansas
- Janet Zepernick - Pittsburg State University
- Darren DeFrain - Wichita State University
- Melanie Burdick (co chair) - Washburn University
- Stephanie Joiner (co chair) - Barton Community College
- Melissa Gunby - Coffeyville Community College
- Geneva Diamond - Dodge City Community College
- Andrea Broomfield - Johnson County Community College
- Nate Arida - Wichita State University Campus of Applied Sciences and Technology
