Teacher Evaluations in KEEP August 13, :30 am - 2:30 pm USD 447 Cherryvale High School Bill Bagshaw, KSDE

Introduction Today’s Discussion  Why This, Why Now ?  Multiple Measures  “Significant”  KEEP Process and Repository  KEEP Constructs, Components and Rubrics

Supporting Effective Instruction and Leadership Implement 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 As of August 1, 2013 – 281 districts have submitted their Assurances Form 278 districts have had their Assurances Form approved 93 districts will be using the KEEP Evaluation System 153 districts will be using vendor systems 45 districts will be using locally created evaluation systems Assurances

Evaluation Systems per Districts as of

4 Topics within Evaluations to Understand 1. Multiple Measures 2. Significance 3. The Evaluation Process - Goal Selection - Inter-Rater Reliability 4. KEEP Repository Priorities

 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 Measures to Use

Student Growth Measures Examples Activity  In small groups, discuss potential valid and reliable student growth measures that:  You currently use  That you know others have used  That you would like to use  That may appear on the Kansas Default List Multiple Measures

Sample Measures by KSDE from the Field Academic 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)

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

Types of Assessments We are looking at assessments that measure more than academic preparedness, such as: 21 st Century Skills Critical Thinking Employability Technical Skills SBoE has previously approved the College and Career Ready definition. Multiple Measures

Builder Leaders and Teachers Co-Construct the Educator Evaluation Multiple Measures  Locally Determined Selections – from default list or KSDE other approved measures  Validation – REL, KSDE content area specialists, or LEA able to meet valid and reliable criteria Significant Student Growth  Determining Significance – Matrix, Other Examples  Establishing Timeline for Growth – Student Growth Percentile 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 Standards AugSeptOctNovDecJanFebMarchAprilMay 85% Grade Level Expectation Assuming 85% of students exiting 4 th grade accomplished 4 th grade curriculum, the expectation would be at least the same amount of growth would occur by completion of the 5 th 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

Graduation Rates/Attendance Rates

16 Multiple Measures, Effectiveness, Significance

1 st Student Growth Measure Rating +2 nd Student Growth Measure Rating +3 rd Student Growth Measure Rating =Student Growth Summary +Student Learning +Content Knowledge +Instructiona l Practice +Professiona l Responsibili ty =Summative Evaluation Rating Met Highly Effective Met Highly Effective Effective Highly Effective or Effective Met Highly Effective Developing Effective or Developing Met Not Met Effective Highly Effective Effective Met Not Met Effective Met Not Met Effective Developing Met Not Met Developing Effective Developing Met Not Met Developing Met Not Met Developing Ineffective Not Met Ineffective Developing Developing or Ineffective Not Met Ineffective Matrix Used to Determine Summative Evaluation Rating

Year 1Year 2Year 3Recommendation Ineffective * Non-renew Ineffective * Developing * DevelopingIntensive Supervision Ineffective * Developing * Ineffective * Non-renew Developing * Ineffective * Developing * Intensive Supervision Developing * Ineffective * Intensive Supervision Developing * Ineffective * Non-renew *Individual Growth Plan (IGP) required. Educator Intervention Schedule For All Kansas Schools 1 st and 2 nd Year Teachers Kansas school districts are committed to providing an effective or highly effective teacher in every classroom. Inexperienced teachers in the first 2 years of employment, evaluated per KS , showing a pattern of ineffectiveness may not be eligible for a continuance of a contract and may not qualify for a professional license. 3 rd and 4 th Year Teachers Experienced teachers found to be developing or ineffective for two consecutive years will be considered in “job jeopardy” and minimally placed on a plan intensive supervision that may lead to due process and dismissal. Experienced Teachers 5 th Year and Beyond If an experienced teacher is rated to be ineffective or developing, they should be evaluated annually, on intensive supervision, until they are rated effective or highly effective. Failure to improve for two consecutive years may lead to dismissal. Table 1 Educator Intervention Schedule Intervention Schedule

Multiple Measures and Significance 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 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

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 Knowledge Components: 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 Learning Components: 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 Practice Components: 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 Knowledge Components: 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 Reliability Reliability 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 Steps  Implementation Ideas

Repository Process A Repository is NOT ___________________________??? ANSWER: The entire KEEP process. How is a Data Repository used? USES – Holds DATA Generates Reports Tool for Educator Involvement Unified System Organizational Tool KEEP Repository

Teacher Assessment Rubric KEEP Repository Assessment Rubric

Assessment Rubric Comments, File, Save and Print KEEP Repository

Assessment Rubric and “I have completed my self assessment” checked KEEP Repository

Assessment Rubric with Comments Box filled and Artifact Uploaded KEEP Repository

Goals – Select Goals, Write Text for Expected Outcome, Add KEEP Repository

Goals – After Adding, then Complete and Save, can Print KEEP Repository

Artifacts – Select Component and Source of Evidence Add File to Upload KEEP Repository

Artifacts – Uploaded KEEP Repository

Informal Observations – select Observer KEEP Repository

Informal Observations – per Construct and Component with Date KEEP Repository

Conferences KEEP Repository

Conferences – Discussion Summary and Comments KEEP Repository

Conferences – Signatures and Print KEEP Repository

KEEP Summary Rating Sheet

Summary Rating Sheet – Constructs #1 and #2

Summary Rating Sheet – Construct #3 and #4, Signatures

NEW !! KEEP Guided Practice  keep/trainingportal/we b/index.htm keep/trainingportal/we b/index.htm  New Online Training – Available 24/7  Individualized and Repeatable  Includes multiple forms of Learning KEEP Guided Practice

1. News and Announcements 2. KEEP Repository Registration 3. KEEP Training Materials and Schedule 4. Archives with Materials of Previous Trainings and Meetings 5. Assurances Information 6. Kansas Flexibility Waiver Materials KEEP Webpage

Unpacking the KEEP Rubrics  Learning the Constructs and Components  Using the Rubrics to Differentiate the Levels of Practice  Sources of Evidence  Tracking the Process Evaluation Rubrics

Teacher Evaluation Rubrics Construct 1: Learner and Learning To 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 Development The 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 Differences The 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 Environment The 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 IneffectiveDeveloping Effective Highly Effective  Goal

Questions ?? Contacts: Bill Bagshaw, Assistant Director Teacher Licensure & Accreditation Kayeri Akweks, Education Program Consultant Teacher Education and Licensure An Equal Employment/Educational Opportunity Agency The 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;