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Transcript of KEEP for Teachers Pratt – SCKSEC Bill Bagshaw Assistant Director Teacher Licensure and...
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 & [email protected]
Kayeri Akweks, Education Program ConsultantTeacher Education and Licensure [email protected]
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