Evaluations in KEEP and Accreditation Update August 12, 2013 Easton KSDE Scott Myers, Bill Bagshaw, Vicki Seeger, Kayeri Akweks

Supporting Effective Instruction and Leadership Implement teacher and principal evaluation and support systems that:  Are used for continual improvement of instruction  Use at least 3 performance levels  Use multiple measures including student growth as significant factor  Are used to evaluate on a regular basis  Provide clear, timely, and useful feedback  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

Building 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

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

 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

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)

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

Significance 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

11 Multiple Measures, Effectiveness, Significance

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 New KEEP Evaluation System and Resources on the KEEP Webpage

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.

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 Evaluation Rubrics

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  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

Teacher Assessment Rubric KEEP Repository Assessment Rubric

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 – per Construct and Component with Date KEEP Repository

Conferences – Discussion Summary and Comments KEEP Repository

Conferences – Discussion Summary and Comments, Signatures and Print KEEP Repository

NEW !! KEEP Guided Practice  New Online Training – open 24/7  Individualized and Repeatable  Includes multiple forms of Learning  Available from links on the KEEP Webpage  Need to have JAVA enabled 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

KEEP on Truckin’

College and Career Ready means an individual has the academic preparation, cognitive preparation, technical skills, and employability skills to be successful in postsecondary education, in the attainment of an industry recognized certification or in the workforce, without the need for remediation. We need to keep in mind the definition of Kansas College and Career Ready: Accreditation

 Updates have been made to:  In Depth Rubric Revisions  Definitions of Relationships, Relevance, Responsive Culture, Rigor, Results  Definitions of the sub-R’s  QPA Protocol Handbook  Evidence and Artifacts  Web Page  QPA Regulations Current Objectives Accreditation

Accreditation Professional Learning Modules Accreditation

What are the 6 AMOs?  Each building will have an AMO for achievement, growth, reduction of non-proficient, gap and participation  High school buildings will have an AMO for graduation  All targets are based on data Annual Measurable Objectives

#1 Achievement AMOs  The AMOs for achievement are determined by a building's Assessment Performance Index (API) score and its percentage of students below standard.  Both conditions must be met in order to make a building category. Annual Measurable Objectives

#2 Growth AMO  To achieve the growth AMO a school must have a median student growth score that meets or exceeds those of half the schools in Kansas.  Your building's 2013 Median score for reading and math will be compared to the 2013 range of median scores for all buildings to determine AMO status. Annual Measurable Objectives

#3 Reduction of Non-Proficient AMOs  Reduce the percentage of non-proficient students (RNP) in half by the school year.  The RNP calculation is applied at the district, building, and subgroup level to create a unique RNP AMO for each. Annual Measurable Objectives

#4 Gap Reduction AMOs  The goal of the Gap Reduction AMO is to reduce the gap between the state benchmark and the lowest performing 30% (LP30) of students by half by the school year.  A building may also achieve its Gap Reduction AMO by demonstrating an API score of 500 or greater for its LP30.  Each building has a specified rate of Gap reduction. Annual Measurable Objectives

#5 Graduation AMOs for High School  The overall AMO for graduation is 80%.  The AMO can be met by either the 4 year or 5 year rate calculation. Annual Measurable Objectives

Graduation AMOs

#6 Participation AMOs  The AMO for participation rate is 95%.  The AMO of 95% applies to both reading and math.  The AMO can be achieved by meeting the participation rate in the current year.  The AMO can also be achieved by a 2 year or 3 year participation rate average that is equal to or greater than 95%. Annual Measurable Objectives

Participation AMOs

Resources  Video clips and fact sheets for Achievement, Growth, Reduction of Non-Proficient and Gap AMOs can be found on the ESEA flexibility waiver webpage:  This page can also be accessed by clicking this logo on the KSDE home page Annual Measurable Objectives

The Six AMOs and Where to Find Information about Them Annual Measurable Objectives

Questions ?? Contacts: Scott Myers, Director Teacher Licensure & Accreditation 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;