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Kansas Educational Leadership Institute April 11, 2-13

Kansas Educational Leadership Institute

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Kansas Educational Leadership Institute. April 11, 2-13. From KSDE: on KEEP. Of the districts in KS who have submitted information regarding which evaluation system they’re using: 1/3 KEEP 1/3 Other purchased ( Marzano , McREL …) 1/3 Locally created - PowerPoint PPT Presentation

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Page 1: Kansas  Educational Leadership Institute

Kansas Educational Leadership InstituteApril 11, 2-13

Page 2: Kansas  Educational Leadership Institute

From KSDE: on KEEP

Of the districts in KS who have submitted information regarding which evaluation system they’re using:

1/3 KEEP1/3 Other purchased (Marzano, McREL…)1/3 Locally created

Comparing various models submitted, they have some similar characteristics (we wonder who stole what from whom?)• KEEP – broad spectrum of districts we’re trying to support, so

needed to establish some parameters within KEEP to address this. Right now KEEP has 5 statewide databases, building the thing from the ground up, it’s in year 2 of the pilot. KSDE website has a KS map with districts using KEEP highlighted.

Page 3: Kansas  Educational Leadership Institute

KEEP (from KSDE)• 1. Multiple measures• 2. Inter-rater reliability • 3. Evaluation goal selection• 4. Evaluating the building leader

Page 4: Kansas  Educational Leadership Institute

Multiple measuresWhat will this look like, how will you know they are reliable? • Consider state assessments as expected• Include assessment measures currently in use in your district• Shared credit/responsibility for student growth• Sample measures from KSDE from the field: academic measures

state assessments, academic measures that are not state assessments, and other student knowledge and skills measures. The key thing is that we measure what students do not what teachers do.

• Co-constructing evaluations between building leaders and teachers in the pre-observation teacher eval meeting – need to select multiple measures and make some decisions including information on experience of teacher, the students’ background or considerations, etc.

Page 5: Kansas  Educational Leadership Institute

KEEP, continued• 2. Inter-rater reliability – should be some PD around this• 3. Evaluation goal selection: District, building, individual goals

It is recommended that each educator selects two goals per eval cycle

A district or building level goal and a personal goal agreed upon by the evaluator and the evaluatee• 4. Evaluating the building leader

- What does that look like, multiple measures selected? - Timeline for evaluation? By statute, new building leaders also fall under 1 cycle or 2 cycle eval model just like a new teacher• 5. KEEP repository• KSDE will be providing tech support. Are your evaluators using

your rubrics so you get some reliability?

Page 6: Kansas  Educational Leadership Institute

Comment from the room

“We’re still ‘in the clouds’ with a lot of this. What’s the time frame for 5Rs and AMOs?” • 5rs just completed field test. Don’t think we’re ready to

launch in fall 2013. Can see a field test in spring of 2014, which puts implementation in fall of 2014.

• How is accreditation being determined during this process? All districts are accredited for next year. Board didn’t discuss the “q.” (Quality of QPA)

• Accreditation webpage coming

Page 7: Kansas  Educational Leadership Institute

Survey by KSDE staff of people in the room (we responded via text):

1. KSDE staff suggested that “Results” should be 20% of 5Rs so it’s an even split. Agree, or want a different percentage?

32% of the room agreed, 36% said 30%

• Comment – all areas impact results• Concern that the results piece is a student’s performance on

one test.• KSDE hope that accreditation will be much more than

assessment scores• Comment about SpEd – anything to be taken into account if

you have a high population of SpEd?

Page 8: Kansas  Educational Leadership Institute

KSDE survey, continued

2. Which “R” will be the greatest challenge for your district?Majority of room said responsive culture and rigor

3. How important is it to have levels of accreditation?Majority of room said important (70%) and minority said not important

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KSDE survey, continued

4. What should accreditation be based on?API score (24% other responses)# of areas modeling% of points possible (72% majority)Factors other than the 5 R’s

• (Questions 5 and 6 were free response and responses were not easily viewable)

Page 10: Kansas  Educational Leadership Institute

Leaders share how districts are preparing• Members of three districts shared about ways they have

transitioned to CCSS.• We heard from staff of

USD 202 – Turner USD 498 Valley Heights USD 340 Jefferson West

Obvious powerhouse: Turner (Dr. Michelle Sedler, sup’t)

Page 11: Kansas  Educational Leadership Institute

USD 202 - Turner• About 5 years ago didn’t have a written curriculum• BOE resolution - Didn’t care about test scores this year, even

though that was very difficult for teachers, but they needed leaders supporting that. Did allow teachers 10 days of instruction toward test.

• Sup’t emphasized to principals that focus is on CC.• Strategic plan: Communication & Community; Curriculum &

Instruction; HR; Support Services; Technology.• Sup’t thinks that every staff member could tell you that there

is a strategic plan and where to find. Updates on the plan provided quarterly to staff.

Page 12: Kansas  Educational Leadership Institute

WELCOME

http://www.turnerusd202.org/page.cfm?p=4508

Page 13: Kansas  Educational Leadership Institute

Turner USD 202 Mission

“Every Turner student will be challenged academically and prepared socially to be

a leader within a global society.”

Page 14: Kansas  Educational Leadership Institute

Turner USD 202 Vision

Through a partnership with students, staff, parents, and community, we will demonstrate excellence by effectively implementing practices and policies that continuously promote state of

the art schools, utilizing highly qualified professionals.

Page 15: Kansas  Educational Leadership Institute

Turner USD 202 Beliefs

Turner students come first

Understand & appreciate diversity

Rigorous, comprehensive aligned curriculum

Nurture a safe & caring environment

Embrace change

Require high expectations for all

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Who we are….PK - 5th Grades Turner Elementary

Junction ElementaryMidland Trail ElementaryOak Grove Elementary

6th Grade Turner Sixth Grade Academy

7th – 8th Grades Turner Middle School

9th – 12th Grades Turner High SchoolEndeavor Alternative High

School

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Strategic Plan• Communication and Community

• Curriculum and Instruction

• Human Resources

• Support Services

• Technology

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Establish Clear Expectations

• Lead according to our Strategic Plan• Expect the CCSS Bullseye curriculum to be implemented and monitored• Acknowledge deadlines and be sensitive to meeting times• Diligently complete your walk throughs• Effectively communicate with all stakeholders• Reinforce technology integration• Share successes• High quality customer service• Inspiration begins with US• Positive relationships

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Turner “Big 3” Initiatives

Page 20: Kansas  Educational Leadership Institute

System Supports

• Core Curriculum and Resources• Classroom Walk Throughs• Differentiated Instruction• Technology Rich Classrooms

SMARTboards iPads Senteo Student Response System ELMO document cameras Secondary and Elementary Technology Coaches

Page 21: Kansas  Educational Leadership Institute

Bullseye Curriculum Model

Page 22: Kansas  Educational Leadership Institute

Bullseye Curriculum

Bullseye curriculum model, coded by cognitive level. Students progress documented quarterly, and these documents are all over the place in team meetings (PLC’s).In addition to this, have a map (which are unit-based) that codes all the standards.The bullseye is a solid document. The maps are very fluid and living.There is an expectation that teachers are within about a week of the map.

Page 23: Kansas  Educational Leadership Institute

Letter to Staff - December

• With the Kansas State Department of Education approving the implementation of the Kansas Common Core Curriculum (CCSS), the time has come to let go of the previous Kansas Standards.• We will officially measure our student/program growth

in math and language arts through the MAP and ACT assessments until the new Kansas assessments are established. • “our focus should only be on the new Turner Bullseye

documents and curriculum maps”.• Please know your work with Turner students is greatly

appreciated!

Page 24: Kansas  Educational Leadership Institute

TURNER USD 202

Mission/Vision +Strategic Plan +Clear Expectations +Motivation =

STUDENT ACHIEVEMENT

Page 25: Kansas  Educational Leadership Institute

“BYOC,” building your own curriculum – about 10 hands across room went up when he asked if anyone else is using BYOCSmall district, so meeting together is possible and important. Vertical teaming and vertical alignment is important to this process. Know each other’s curriculumLeaders need to know what CC looks like and how instruction can improve related to CCWorking within this understanding (confirmed by room):2013-14 CC (CETE)2014-15 CC assessment (CETE CC used for formative; 1st establishing AMOs)2015-16 use previous results to compare AMOsWith that, the AMOs will have to be re-established with new testIn 2016 truly comparing how you’re doing for first time

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MORE FROM TURNER…

Turner: thinking about going away from Map, USDE will not accept as one of the accountability tests (in regard to NCLP waiver) b/c it’s too adaptive. We actually like it a lot, but want to avoid giving too many tests. Curriculum documents are typically always on our website, currently unavailable so in next couple of days will try to get those uploaded.

Helping teachers dig in to CC: very detailed. Take rep’s from each building and met in year 1 monthly by grade level and also vertically. As maps got more complete, this year those grade level teams are meeting Used construct from the teachers. What of these concepts make up this standard they broke each one down and re-built. Good discussions about how it was different from what they’ve been doing. And why are we talking about these cognitive levels . Very intense meetings. The grade level reps communicate that back.

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STILL MORE FROM TURNER

KSDE survey on enacted curriculum Took standards from all over country and broke them down into this construct they created and we looked hard at their analysis. Compared to KS. Compared to CC standards.

Trying to show what percent of your instructional time should be spent on a concept – looked hard at this and that’s how they color coded.SEC Survey of enacted curriculum content analysis of standards

Stole a lot of material from Kentucky – great CC site and North Carolina(?)

https://secure.wceruw.org/seconline/MSP/Content/ELA/ELACntRpt/WSELACntRptMenu.asp