1. July 16, 2013, 9 am to 3 pm, KSDE, Topeka, KS Bill Bagshaw, Kayeri Akweks

2. Bill Bagshaw, KSDE

3. TimeTime AmountAGENDA TOPICSMediaDiscussion Leader 9:00 AM½ Hour Welcome Agenda Introduce Your Partner Large Screen PPT PPT and Handout Bill Bagshaw Kayeri Akweks GROUP Introductions 9:30 AM½ Hour Training Experiences on the Road, Anticipating Questions Discussion PPT Bill Bagshaw GROUP 10:00 AM½ Hour Important Discussions Districts are Working through about New Evaluation Processes Bridget Seemann, Gary Kraus, Bill Losey GROUP 10:30 AM15 MinuteBREAK GROUP 10:45 AM½ Hour Anticipating the Challenges and Concerns of Teachers Getting Ready to Use KEEP Peg Dunlap, Consultant for KEEP Teacher Training and Tammy Baltzell, NEA GROUP Questions 11:15 AM15 Minutes KEEP Webpages and KEEP Training Tools - Resources KEEP Webpages Handouts Bill Bagshaw Kayeri Akweks GROUP Suggestions 11:30 AM1 HourLunch on Your Own – See Restaurant List Restaurants HandoutGROUP 12:30 Noon15 Minutes EDCS and the KEEP Registration Process with Resources Shane and Lori KEEP Fact Sheet KEEP Webpages Kayeri Akweks GROUP Report Out 12:45 PM30 Minutes KEEP Repository Discussion Online on Big Screen Kayeri Akweks GROUP Questions 1:15 PM15 MinutesBREAK GROUP 1:30 PM30 Minutes KEEP Guided Practice Group Practice Online Practice BRING Explorer, Windows-based Laptops Bill Bagshaw, Kayeri Akweks GROUP Partners 2:00 PM30 MinutesRoundtable – 2 Questions 2 Questions and Response Handout Bill Bagshaw GROUP Report Out 2:30 PM30 Minutes Wrap Up and Next Steps Thinking Out Loud About Timelines and Deadlines Group Discussion Bill Bagshaw GROUP Suggestions 3:00 PMEND

4. Sally and Horace Video Instructions http://goanimate.com/videos/0_iEZmrcbyUE

5. First Teammate Interview Name District and Title One thing that you have learned about the KEEP Evaluation Process that you think is important for others to know.

6. Interview your teammate for 1 minute. Find out the answers to the questions below. Then reverse the interview process for 1 more minute. A timekeeper will call out “one minute,” “switch,” and then “one minute” again. The presentation leader will then ask you to end the interviews, to take turns introducing your teammate and to report out the information you learned to the entire group.

7. Listing of “One thing that you have learned about the KEEP Evaluation Process that you think is important for others to know.” Be well prepared before you roll out Collaboration with teachers and administration is key Conversations with teachers is much more important than the repository process Agree that conversation is an important aspect, as is goal setting – the evaluation process has great potential to improve student learning The process is designed for KS educators by KS educators Even after some study, there is still insecurity from teachers and administrators about how to address evaluations Study the rubrics in-depth to understand the behaviors and evidence to support determinations

8. Listing of “One thing that you have learned about the KEEP Evaluation Process that you think is important for others to know.” If KEEP is going to truly promote growth, the principal and the evaluatee must emphasize in depth communication and collaboration KEEP seems to be user friendly Not as overwhelming as people make it out to be Not to judge process by beginning as it has come a long way since the first pilot with technology, etc. A district does not have to use the KEEP repository. This decision is per district. Explicit instruction on all levels for EDCS upload See the modules in the Guided Practice about how to use the repository

9. Listing of “One thing that you have learned about the KEEP Evaluation Process that you think is important for others to know.” Rubrics allow for consistency among raters/administrators The rubrics for the building leaders will provide consistency across districts The process will enhance leadership for the building administrators This new and completely different evaluation process is staff compatible Things are a work in progress, Trying to find ways to make a positive component for staff and principals

10. What works so far? Where are the repeated questions? Who seems to be having success and why? How are people resolving confusion? Bill Bagshaw – 30 minutes

11. Certified vs licensed – Licensed only, response is use same evaluations that is used now with those people, anticipate changing with them also Time management – what do you already do, how do you manage people learning now Registrations – get groups of teachers into a computer lab to register together, put someone in charge of registration – a lead person Registration for all people will last over multiple years Representatives per building for registration, knowledge about the repository Inter-rater reliability – training for district-wide decisions about how practice the rubrics, checking for understanding How to get teachers involved – 2 people co-constructing the evaluation Repository process – deciding how your district answers

12. The evolution of the process – have to talk about it to solve the issues Appreciating the use of multiple measures, student performance, keep it about the process, I like the ability to have gray areas, for the first time teachers are talking about having ownership in the process Spent time trying to define the gray areas, teachers were nervous to have so much latitude, we worked together to define it so get to balance about how the process works and gets us to inter-rater reliability Expectations can look totally different per district, but must be consistent within the district

13. 1. Bridget Seemann, HR, Junction City 2. Bill Losey, Consultant, Southwest Plains Service Center 3. Gary Kraus, Superintendent, Wheatland USD 292 5 minutes per speaker and then 15 minutes Q&A with the Group and Panel. Total 30 minutes.

14. For training preparations Using lots of communication prior to the training to make sure the school has the materials printed and ready to go, and making sure the ECDS upload has been completed. Collaboration and honesty with everyone in the district: teachers and administrators Look at where you currently are and where you want to be with the new regs in mind We took the heat off of student growth, which is a significant portion of our overall evaluation by maintaining what we were already doing and adding to that. Keep things familiar and open. Emphasize the process rather than the technology. Teachers must actively participate in the process. Get started early – evaluation is no longer a task that we cross off the to-do list. Important to have meaningful conversations with teachers – needs to be agreement about what the rubrics mean and the criteria for ratings. Appropriate goal setting and development of the “action plan” are important part of the process.

16. Peg Dunlap and Tammy Baltzell 30 minutes

17. Will teachers be receiving the same training and information that administrators receive? How will teachers know their evaluator truly understands the tool and how to use it? Is there an inter-rater reliability tool to show this? Will the KEEP tool be used the same way school wide? District wide? Across districts? Teachers, principals, and school superintendents have shared concerns about using KEEP, fearing that the State will be accessing and reviewing employee evaluation data. Districts that were in the early pilots are concerned that some of the early problems with time and technology are not corrected. Many have shared this concern with districts that have not yet piloted KEEP

18. Negotiations/Contracts – What parts of KEEP are negotiated and what parts are not? Many of the traininigs for KEEP will need to take place during the pre-school days. Is the KSDE able to manage all the trainings necessary statewide? Multiple Measures – What will count? How do we ensure that there is equity in the multiple measures within a school or across a district or across districts? What are the space considerations for uploading artifacts into the repository?

19. http://goanimate.com/videos/0WNcl7q7fgb0

20. Announcements Training Schedule Training Archives Resources For Teachers For Building Leaders For District Leaders KEEP Districts Waiver Information

22. Video about KEEP Webpages and Training Resources http://goanimate.com/videos/0vx__leC9DMg

23. Handout with Shane and Lori – 15 minutes

24. Check Off List for KEEP Registration – Did You Complete these Important Steps?  District must have entered Educator’s data in EDCS before the Educator can register in Authenticated Applications  Educator must register for access to KEEP through Authenticated Applications and select a User Name and Password to be registered with a login  Educator must then click on either Register or Manage My Account to add KEEP to an existing login  Educator will click on the check box next to Keep and then select Educator Update  Educator must verify their KSDE Licensing Number (Educator ID) and their Social Security Number. Do not use dashes with Social Security Number.  When KEEP Repository registration is complete the Educator will receive an e-mail indicating they have been approved for access to KEEP.  Educator can then use their new Log-In to access KEEP  Educator will now see KEEP listed in their KSDE Web Applications links  Educator can go into Authenticated Applications and select KEEP to enter the KEEP Repository  Educators must log into KEEP at least one time in order for all data to populate KEEP http://www.ksde.org/Portals/44/Documents/KEEP%20REPOSITORY%20USE R%20GUIDE%202013.pdf

25. Kayeri Akweks – Online Big Screen, Q&A, 30 minutes

27. Group Practice – BRING Explorer, Windows Laptops, 30 minutes http://training.ksde.org/keep/trainingportal/we b/index.htmhttp://training.ksde.org/keep/trainingportal/we b/index.htm.

28. Group Work and Report Out, 40 minutes

29. Focus on student improvement Evaluation process is a collaborative process that supports professional growth Student achievement is taken to a higher level – more rigor and applied to more real world applications The importance of the evidence piece is important in helping us be more conscience of how we are implementing best practice Critical conversations are happening across the district related to professional development and student performance Changed it from an “event” that was done to teachers to a collaborative process

30. Empowered teachers to be engaged in the process It is driving professional growth through goal setting and evaluation process The “constant” access to teachers makes the evalaution process more transparent to teachers Open communication between teachers and administrators/evaluators It has allowed for excellent professional growth opportunities. PD is guided by needs - meeting the needs of each teacher. It’s given us a framework in which to discuss teaching and learning. It’s allowed us to focus on student growth, not testing.

31. It allows all parties involved to be a part of the improvement process. More Principal-Teacher communication Healthy pressure to improve through a professional conversation Student achievement will be a focus The evaluation has become a process as opposed to an event The system has benefitted by the inclusion of all staff (licensed and non-licensed) in one system with all school personnel There will be multiple versions of the rubric to cover all personnel tailored to their needs/job requirements

32. All students have access to highly qualified staff members who have set goals to improve student achievement The system will allow a clear picture of each teacher and their abilities without penalizing them for thinking outside of the box and factors outside of their control. Create a collaborative process that benefits all.

33. The fear of trying something new Concerns about time involvement issues “we” vs “them” mentality Perception that student learning equals scores on state assessments The “gotcha” system Lack of resources to provide high quality professional development to support teacher growth A change in mindset to become more of a leader and less of a manager Teacher’s frustration with technology (by providing a system of distributed tech support) so the focus could be on the process

34. Teachers overcame their view of evaluation as an event or hoop to jump through and now the evaluation process supports their professional growth Time constraints, honest communication, money, time Training, inter-rater reliability, consistency The system is a method for growth and past fear that teachers are going to be fired for needing to grow We are past the thought that everyone is always a #1 or at the highest rating Trying to move faster than the state is ready to support. A great deal of “new” initiatives in a single year.

35. Management of time is less of an issue, anxiety is reduced Issues that are connected to implementation are of a local concern are resolved We see the connection with other initiatives – common core, accreditation, etc. Technology difficulties are overcome Teacher buy-in is there Concern for the time element of the process by teachers and administrators has been worked through Fear from teachers that the process will be used to eliminate staff has been resolved

36. Timelines – Thinking about what will be needed in 4, 6, 8 months 30 minutes

37. Student growth is about what student actually do. Teachers do not get into EDCS. EDCS is managed by the district. The district must have all teacher data ready before the teacher can sign-in to KEEP. EDCS populates KEEP data. Guided Practice is new and may have some technology issues, especially with JAVA. Get this cleared with your IT departments before offering Guided Practice trainings. Do not use multiple browsers in KEEP. Only do one entry/evaluation at a time. Multiple measures will continue to be worked on throughout this pilot year. Curriculum specialists will be asked to help with this process. Each evidence-based artifact needs to stay under 1 MB. Link to URLS for larger files. Teacher fears need to be discussed within all teacher trainings. Ideas that are helpful to relieving these fears can come from the teachers themselves. Performance levels need to be discussed and defined for the entire district.

38. KEEP on Truckin’ http://goanimate.com/videos/0gn6PmIbz0YU

39. 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; 785-296-3201