How to Conduct the KEEP System Evaluation and How the KEEP Repository Technology Works
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Transcript of How to Conduct the KEEP System Evaluation and How the KEEP Repository Technology Works
How to Conduct the KEEP System Evaluation and How the KEEP Repository Technology Works
October 28, 2013 at Basehor-Linwood USD 458Kayeri Akweks, KSDE
Introduction – Why Are We Starting New Evaluation
Systems??
WAIVER - Principle 3Supporting 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
Where Are We Today with the KEEP Evaluation System?
As of October 22, 2013 –
280 districts have submitted their Assurances Form 277 districts have had their Assurances Form approved91 districts will be using the KEEP Repository152 districts will be using vendors48 districts will be using locally created evaluation systems
Districts Have Chosen Their Evaluation Systems for 2013-2014
Evaluation Systems per Districts as of 10-21-2013
How to Conduct the KEEP System Evaluation
October 28, 2013 at Basehor-Linwood USD 458Kayeri Akweks, KSDE
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
• It is recommended that each Educator
selects 2 goals per evaluation cycle:• A district or building level goal,• A personal goal mutually agreed upon
by the Evaluator and the Evaluatee.
Evaluating the Teacher and the
Building Leader
• Thinking through and discussing the Process - readiness per year?
• Goals Selected • Multiple Measures selected?• Timeline for Evaluation?• 1 Cycle• 2 Cycles
Teacher Process
• Required Steps• Implementation Ideas
Building Leader Process
• Required Steps• Implementation Ideas
Teacher Assessment Rubric
Building Leader Rubric
Inter-Rater Reliability
DEFINITION: Reliability refers to the consistency of an
assessment.
VALIDITY vs. RELIABILITY: Factual vs. Consistent
EXPECTATION: 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.
How the KEEP Repository Technology Works
October 28, 2013 at Basehor-Linwood USD 458Kayeri Akweks, KSDE
Repository ProcessesA Repository is NOT ______________________________???ANSWER: The entire KEEP process.
How is a Data Repository used?USES –
Holds DATAGenerates ReportsAccess for Educator InvolvementUnified SystemOrganizational Tools
Teacher Assessment Rubric
Building Leaders Assessment Rubric
Assessment Rubric Comments, File, Save and Print
Assessment Rubric with 1 Goal Checked and “I have completed my self assessment” checked
Assessment Rubric with Comments Box filled and Artifact Uploaded
Goals – Select Goals, Write Text for Expected Outcome, Add
Goals – After Adding, then Complete and Save, can Print
Artifacts – Select Component and Source of Evidence
Artifacts – Ready to Upload
Artifact Uploaded – in table
Cycles of Conferences - Beginning, Mid, End
Summary Rating Sheet – Construct #1
Summary Rating Sheet – Construct #2
Summary Rating Sheet – Construct #3
Summary Rating Sheet – Construct #4
Summary Rating Sheet – Signatures
NEW !! KEEP Guided Practicehttp://training.ksde.org/keep/trainingportal/web/index.htm
• New Online Training 24/7• Individualized and
Repeatable• Will include multiple forms
of Learning • Will be available from a link
on the KEEP Webpage • To be Released in July 2013• Must enable JAVA
What is Coming and What Needs to Be Prepared for Next Year??
• Discussions about Goal setting and whether to set building or district Goals through the evaluation process
• Discussions about what you would like to work better in the KEEP Repository
• Discussions about Measures that are currently used and any Measures that will be used in the future
• Discussions about adding Student Growth Measures to the Evaluation Process for next year
Multiple Student Growth Measures
Multiple Measures
• Must include state assessments as expected
• Include assessment measures currently in use in your district
• Shared credit/responsibility for student growth
• Time for student growth 1-4 years
Small Group Activity – Share Measures You Currently Use
• Get into small groups of 3-4• Handout for each small group• Talk about the grades, subjects, and measures that you
currently use• Write these down on the paper/chart• Choose a person to report out• Report out to the larger group
Multiple Measures
Sample Measures by KSDE from the FieldAcademic Measures –
State AssessmentsAcademic 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)
Sample Measures for Building Leaders Evaluation• Percent of growth of Program-
Enrollment/Participation• Amount of time engaged with data
material online products• Anecdotal Notes• Artifacts• Attendance Data• Awards and Accomplishments• PE Attendance• Career Readiness/Success Rates past
Graduation• Building test Scores• Report Card Data• Classroom Observations Performed • Climate Surveys• Communication of Professional
Information
• Contact Log• Discipline Data• Dual Credit Course Enrollment• Engagement with families• Extended Learning Opportunities• Graduation Rates• Increased # of research-based
instructional practices implemented• Instructional Coach - # of times in the
classroom• Involvement in professional
organizations• # of students involved in extra-
curricular activities• Number of students who went to
college• Parent Involvement
Multiple Measures Recent Developments
• Focus Groups provided a list of possible measures• KSDE collaborates with REL to
modify list of measures - Collected• KSDE will identify a “default list” of
measures – See Measures Chart• KSDE will identify a “default matrix”
of significant – See Examples• KSDE Flexibility Waiver work
Multiple Measures Currently Used Examples
Use Multiple Measures including student growth as significant factor.
State Assessments must be used.
Other Default Measures May Include: Student Portfolio’s Common Assessments MAPS Lexile Reading Scores
Other Multiple Measures
We are looking at data that measures more than just academic preparedness, such as 21st Century Skills
Critical ThinkingEmployabilityTechnical Skills
SBoE has previously approved the College and Career Ready definition.
Builder Leaders and District Leaders Co-Construct the Educator Evaluation
Multiple MeasuresDistrict Selections – from default list or KSDE other approved measuresValidation – REL, KSDE content area specialists, or LEA able to meet valid and reliable criteria
Significant Student GrowthDetermining significant – Matrix, Other SamplesEstablishing timeline for growth – Student Growth Percentile
Defining Significant
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
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 May
85%
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
Graduation Rates/Attendance Rates
High School 1 High School 2 High School 3 High School 4 High School 5 State Graduation Rates
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
20092010201120122013
52
Multiple Measures, Effectiveness, Significance
1st Student Growth
Measure Rating
+ 2nd Student Growth
Measure Rating
+ 3rd Student Growth
Measure Rating
= Student Growth
Summary
+ Student Learning
+ Content Knowledge
+ 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
• Teachers and Leaders evaluations include multiple measures as evidence.
• Significance refers to the need to demonstrate student growth using MORE than one measure.
• Must consider state assessments• May include assessment measures currently in use in
your district• Significance must be pre-determined for any
appropriate measure• Districts determine credit/responsibility for student
growth (This was asked of the TIK II Group)• Time for student growth 1-4 years
Multiple Measures and Significance Summary
The KEEP Webpage
http://www.ksde.org/Default.aspx?tabid=4400
1. News and Announcements 2. KEEP Repository Registration 3. KEEP Training Materials and Schedule 4. Assurances Information 5. Kansas Flexibility Waiver Materials 6. Archives with Materials of Previous
Trainings and Meetings
Questions ??Contacts:
Kayeri Akweks, Education Program ConsultantTeacher Education and Licensure, KSDE [email protected]