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 kakweks@ksde.org785.296.5140