KEEP for Teachers

Pratt – SCKSECBill Bagshaw Assistant DirectorTeacher Licensure and Accreditation, KSDE

Introduction

Today’s Discussion

Why This, Why Now ? Multiple Student Growth

Measures “Significant” KEEP Rubrics

Constructs Components Repository

Supporting Effective Instruction and LeadershipImplement teacher and principal evaluation and support systems that:

1. Are used for continual improvement of instruction

2. Use at least 3 performance levels

3. Use multiple measures including student growth as significant factor

4. Are used to evaluate on a regular basis

5. Provide clear, timely, and useful feedback

6. Are used to inform personnel decisions

WAIVER - Principle 3

Districts Have Chosen Their Evaluation Systems for 2013-2014

As of August 1, 2013 –

281 districts have submitted their Assurances Form 278 districts have had their Assurances Form approved93 districts will be using the KEEP Evaluation System153 districts will be using vendor systems45 districts will be using locally created evaluation systems

Assurances

Evaluation Systems per Districts as of 7-29-2013

4 Priorities within Evaluations to Understand 1. Multiple Measures2. Significance3. The Evaluation

Process- Goal Selection- Inter-Rater Reliability

4. KEEP Repository

Priorities

Recent Developments

Focus Groups provided a list of possible measures

KSDE is collaborating with REL and the Center for Great Teachers and Leaders to modify the list of measures collected across Kansas

KSDE will identify a “Default List” of Multiple Measures

Multiple Measures

Measures to Use State assessments must be

used

Include assessment measures currently in use in your district

Shared credit/responsibility for student growth, subject to local decision making

Time for student growth 1-4 years

Multiple Measures

Small Group Activity – Share Measures You Currently Use10 minutes to discuss, 5 minutes total to report out

Get into small groups of 3-4 Handout to write on for each

small group – These will be collected

Talk about the grades, subjects, and measures that you currently use

Record these on the group handout

Choose a person to report out Report out to the larger group

Multiple Measures

Sample Measures by KSDE from the FieldAcademic Measures

– State Assessments

Academic Measures – Not State Assessments

Other Student Knowledge and Skills Measures

• History and Government State

Assessment

• ESOL State Assessment

• Reading State Assessment

• Mathematics State Assessment

• Science State Assessment

• Writing State Assessment

Common Academic Assessments• ACT/SAT scores

• Aimsweb• AP scores

• CETE Formative Assessments• DIBELS

• District wide Common Assessments

• Fitness Grams• Lexile Scores

• Measures of Academic Progress (MAP)

Other Academic Assessments

• Student constructed response with rubric for

assessment• KWIET portfolio

• Performance based measures

• Project Rubrics

College and Career Ready Measures

• Industrial Certifications assessments (Technical Skills)• Interpersonal communication

skills (Interpersonal Qualities)• WorkKeys (Career Interest

Development)

Other Non Academic Measures

• Sportsmanship rubric• Life skills (nutrition, physical

activity)• Occupational therapy skills

• 21st century skills• Library usage (using library

tools to find resources)

1st Student Growth

Measure Rating

+ 2nd Student Growth

Measure Rating

+ 3rd Student Growth

Measure Rating

= Student Growth

Summary

+ Student Learning

+ Content Knowledg

e

+ Instructional Practice

+ Professional

Responsibility

= Summative Evaluation Rating

                                 

Met   Met   Met   Highly Effective

  Highly Effective

  Highly Effective

  Highly Effective

  Highly Effective

  Highly Effective

Met   Met   Met   Highly Effective

  Effective   Effective   Effective   Effective   Highly Effective or Effective

Met   Met   Met   Highly Effective

  Developing   Developing   Developing   Developing   Effective or Developing

                                 

Met   Met   Not Met   Effective   Highly Effective

  Highly Effective

  Highly Effective

  Highly Effective

  Effective

Met   Met   Not Met   Effective   Effective   Effective   Effective   Effective   Effective

Met   Met   Not Met   Effective   Developing   Developing   Developing   Developing   Developing

                                 

Met   Not Met   Not Met   Developing   Effective   Effective   Effective   Effective   Developing

Met   Not Met   Not Met   Developing   Developing   Developing   Developing   Developing   Developing

Met   Not Met   Not Met   Developing   Ineffective   Ineffective   Ineffective   Ineffective   Ineffective

                                 

Not Met   Not Met   Not Met   Ineffective   Developing   Developing   Developing   Developing   Developing or Ineffective

Not Met   Not Met   Not Met   Ineffective   Ineffective   Ineffective   Ineffective   Ineffective   Ineffective

Matrix Used to Determine Summative Evaluation Rating

8/6/2013

Matrix Used to Determine Summative Evaluation Rating Rules

1. Must meet all three student growth measures to be considered highly effective.

2. Must meet at least two student growth measures to be considered effective.

3. Can only be considered developing if meeting only one student growth measure

4. Can only be rated one performance level higher than the lowest summary rating.

5. When all summary ratings are the same, that rating becomes the performance level.

Multiple Measures

Builder Leaders and Teachers Co-Construct the Educator Evaluation

Multiple MeasuresLocally Determined Selections – from Default List or other KSDE approved measures

Significant Student GrowthDetermining significance

– Matrix, Other ExamplesEstablishing timeline for growth

– Use historical student data to predict future growth

Co-Construct

Student Growth Definition The change in student

achievement for an individual student between two points in time, determined using multiple measures

To include gains and progress toward post-secondary and workforce readiness

To include progress in academic and functional goals in an individualized education program or meeting academic student growth objectives

Define Significance

5th Grade Curriculum Standards5.004.124.114.104.094.084.074.064.054.044.034.024.014.00

Aug Sept Oct Nov Dec Jan Feb March April May85%

85%

Grade Level

Expectation

Assuming 85% of students exiting 4th grade accomplished 4th grade curriculum, the expectation would be at least the same amount of growth would occur by completion of the 5th grade, or on any given measure used.

Example: In a class of 24 students, 20 students would be above the Grade Level Expectation line by the end of the Academic Year.

24 x .85 = 20.2

This scenario would indicate significance. Reference: Blue Print for Reform

EXAMPLE

Graduation Rates/Attendance Rates

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

20092010201120122013

EXAMPLE

Multiple Measures, Effectiveness, Significance

EXAMPLE

Summary Teachers and Leaders evaluations include

multiple measures as evidence

Kansas is defining “significance” as demonstrating student growth using MORE than one measure

Must consider state assessments

May include assessment measures currently in use in your district

Validity of the Measure must be pre-determined for any appropriate measure

Locally determine credit/responsibility for student growth

Time for student growth 1-4 years

Define Significance

The KEEP Evaluation Process Constructs and ComponentsSetting GoalsInter-Rater Reliability

The Evaluation Process

TEACHERThe constructs to be measured in the

evaluation instrument:

Construct 1: Learner and Learning

Construct 2: Content Knowledge

Construct 4: Professional Responsibility

Construct 3: Instructional Practice

The Evaluation Process TEACHER

The constructs to be measured in the

evaluation instrument:

Construct 1: Learner and Learning

Construct 2: Content Knowledge

Construct 4: Professional Responsibility

Construct 3: Instructional Practice

2. Content KnowledgeComponents:2.1 The teacher demonstrates a thorough knowledge of the content.2.2 The teacher provides a variety of innovative applications of knowledge.

1. Learner and LearningComponents:1.1 The teacher plans instruction based on learning and developmental levels of all students.

1.2 The teacher recognizes and fosters individual differences to establish a positive classroom culture.

1.3 The teacher establishes a classroom environment conducive to learning.

3. Instructional PracticeComponents:3.1 The teacher uses methods and techniques that are effective in meeting student needs.

3.2 The teacher uses varied assessments to measure learner progress.3.3 The teacher delivers comprehensive instruction for students.

4. Content KnowledgeComponents:4.1 The teacher engages in reflection and continuous growth.4.2 The teacher participates in collaboration and leadership opportunities.

Evaluation Goal Selection

District Goals Building Goals Individual Goals

KSDE recommends that each Educator selects no more than two goals per evaluation cycle:

A district or building level goal, A personal goal mutually agreed

upon by the Evaluator and the Evaluatee.

Evaluation Process

Inter-Rater ReliabilityReliability refers to the consistency of the entire evaluation process.

Validity means that the process is measuring what it was intended to measure.

KSDE Expectation All school district evaluators attend professional learning activities that address the issue of reliability relative to using the KEEP Rubrics.The same expectations apply to districts using an evaluation system other than KEEP.

Evaluation Process

Evaluating the Teacher Co-create the Process

Thinking through and discussing the Process

Goals Selected

Multiple Measures selected

Timeline for Evaluation 1 Cycle 2 Cycles

Evaluation Process

Teacher Process Required StepsImplementation Ideas

Evaluation Process

Evaluation Process

The KEEP Rubrics Explaining How the Rubrics Work for Self Assessment and the Entire Assessment Process

Teacher Evaluation RubricsConstruct 1: Learner and LearningTo ensure that each student learns new knowledge and skills, teachers must understand that learning and developmental patterns vary individually, that students bring unique individual differences to the learning process, and that students need supportive and safe learning environments to thrive. Demonstration of the teacher’s proficiency in Learner and Learning is evidenced by:

1.1 Learner DevelopmentThe teacher planned instruction based on the learning and developmental levels of all students. Key indicators include: planning instruction, aligning instruction with student learning needs, using a variety of approaches and resources, providing adaptation of instruction.  1.2 Learner DifferencesThe teacher recognized and fostered individual differences to establish a positive classroom culture. Key indicators include: getting to know all students, using that knowledge of students to create a culture of respect, meeting needs of all students.

1.3 Learning EnvironmentThe teacher established a classroom environment conducive to learning. Key indicators include: collaborating with students, establishing a safe, respectful and academically challenging environment.

Evaluation Rubrics

1.1 Learner Development: The teacher planned instruction based on the learning and developmental levels of all students.

Sources of Evidence for Planning Instruction Based on the Learning and Developmental Levels of All Students

Differentiated lesson plans Student work sample Assessment data Teacher reflection

 Ineffective Developing Effective Highly Effective

Goal

Unpacking the KEEP Rubrics

Go to Page 21 and View Rubrics 1.1 and 1.2 Note the Performance Descriptors In each column, identify words that describe

Ineffective, Developing, Effective and Highly Effective

Discussion

Evaluation Rubrics

http://www.youtube.com/watch?v=sirVDklVeX8

Rating this Teacher

The KEEP RepositoryWalking through the Repository Process

NEW !! KEEP Guided Practice http://

training.ksde.org/keep/trainingportal/web/index.htm

New Online Training – Available 24/7

Individualized and Repeatable

Includes multiple forms of Learning

Must enable JAVA

KEEP Guided Practice

KEEP USERS GUIDE The technology instruction of the KEEP

Repository Detailed instructions for Authenticated

Applications Detailed instructions for each area how

the Principal and the Teacher co-create the KEEP evaluation and evaluation process

KEEP User Guide

Simultaneous Roundtable Get into GROUPS of 3-4 Select a Recorder Read Question #1 Have each person in the group answer

the question and record Repeat with Question #2 Select a Presenter and Report Out

KEEP in the Future

http://www.ksde.org/Default.aspx?tabid=4400

1. News and Announcements 2. KEEP Repository Registration 3. KEEP Training Materials and Schedule 4. Archives with Materials of Previous

Trainings and Meetings5. Assurances Information 6. Kansas Flexibility Waiver Materials

KEEP Webpage

Questions ??Contacts:

Bill Bagshaw, Assistant DirectorTeacher Licensure & Accreditationbbagshaw@ksde.org785.296.2198

Kayeri Akweks, Education Program ConsultantTeacher Education and Licensure kakweks@ksde.org785.296.5140

An Equal Employment/Educational Opportunity AgencyThe 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. The following person has been designated to handle inquiries regarding the non-discrimination policies: KSDE General Counsel, 120 SE 10th Ave., Topeka, KS 66612; 785-296-3201