1. KSDE Update Sessions June 15th – Garden City June 16th – Wichita
Dr. Scott Myers, KSDE Director TLA
Susan Helbert, KSDE Assistant Director TLA
Bill Bagshaw, KSDE Assistant Director TLA

2. Bill Bagshaw, KSDE Assistant Director TLA
Educator Evaluation
Bill Bagshaw, KSDE Assistant Director TLA

4. Every Student Succeeds Act
The Every Student Succeeds Act aligns with Key Priorities for ESEA Reauthorization:
Maintains annual assessments and authorizes innovative assessment pilots
Gives states increased flexibility to design school accountability systems, school interventions, and student supports
Gives states flexibility to work with local stakeholders to develop educator evaluation and support systems
Increases state and local flexibility in the use of federal funds

5. Teacher Evaluation and Support
The Every Student Succeeds Act does not require specific
educator evaluation measures or methods;
It allows, but does not require that Title II funds be used to
implement specific teacher evaluation measures;
It reauthorizes the Teacher Incentive Fund, a competitive
grant to support innovative educator evaluation systems.

6. Initiatives Accreditation Model ESSA Individual Plans of Study
Social Emotional Character Development
Kindergarten Readiness
Civic Engagement
Kansas Learning Network
Teacher/Leader Evaluations
Ambitious Long-Term Goals (AMO’s)
Teacher/Student Equity
Post-Secondary Measures
Graduation Rates

8. K.S.A
Title:
Policy of personnel evaluation; adoption; filing; forms;
contents; time.
Addresses timeline for evaluation
Statute > Chapter 72 > Article 90 > Section 3

9. TO IMPROVE TEACHING AND LEARNING
Evaluation Systems
The ultimate goal of all educator evaluations should be…
TO IMPROVE TEACHING AND LEARNING

12. K.S.A
Title:
Evaluation policies; criteria; development; procedure;
evaluation required prior to nonrenewal.
Employee attribute to include student performance
Self-evaluation
Statute > Chapter 72 > Article 90 > Section 4

13. Kansas Evaluation Systems
Instructional
Practice
components
Student Performance
*KSDE makes no implication of weighting

14. Educator Evaluation Systems
FINAL SUMMATIVE Rating
Instructional Practice Summary Rating
Student Learning
Content Knowledge
Instructional Practice
Professional Responsibility
Student Performance Summary Rating
Student Performance

15. Student Performance
Student performance may include any combination of:
Locally created methods
Commercial products
State assessments
State assessments are not required for use in the educator
evaluation. This is a district decision.

16. Quality Training Definitions Exemplars Videos Artifacts
Support Materials

17. Student Performance Activity
Activity Objectives:
Write a definition of student
performance .
Provide 3-6 potential examples
of student performance methods (data).
Turn in definition and examples for
discussion.
Student Performance Activity

18. Activity Results
DEFINITIONS
POTENTIAL DATA

19. BLOOM’S REVISED TAXONOMY

21. Student Performance Definitions
Student performance can be positively measured academically, vocationally and/or behaviorally.
Student performance can be defined as the application of knowledge.
Student performance is a result of showing positive growth in meeting established standards and proficiencies.
Student performance is showing growth in learning over time.

22. Student Performance Methods
Certifications
Civic engagement/ Service learning
College credits
Grades
Individual Education Plans
Individual Plans of Study
Local assessments
MTSS
Participation in activities
Portfolios
Pre-Post competency exams
Rubrics
Soft skill demonstration
State assessments
Student interviews
Student work samples
Surveys

23. Defining Student Performance
(Do these still make sense?)
The change in student performance for an individual student between two or more points in time.
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 performance objectives

31. Instructional Practice Protocol Rubric

32. Instructional Practice Summary Rating

33. Student Performance Summary Rating

34. Final Summative Rating

35. Final Report Summary
Goals
Instructional Practice
Student Performance
Final Summative Rating
Recommendation
Signature

36. Inter-Rater Agreement (IRA)
Rate of agreement between/among two or more raters
or ratings (individual x events)
Clarity among raters
Accurate data collection
Ensures fairness
Legal defensibility
Proper feedback to teachers
Essential to support accountability
Essential to evaluation quality

37. Evaluation Systems Should Be:
Administratively feasible
Publicly credible
Professionally accepted
Legally defensible
Economically affordable

40. Contact Information:
Bill Bagshaw
Assistant Director
Teacher Licensure and Accreditation
Kansas State Department of Education

41. Dr. Scott Myers, KSDE Director TLA
Civic Engagement
Dr. Scott Myers, KSDE Director TLA

42. Successful HS Graduate
A successful Kansas high school graduate has the:
Academic preparation,
Cognitive preparation,
Technical skills,
Employability skills and
Civic engagement
to be successful in postsecondary education, in the attainment of an industry recognized certification or in the workforce, without the need for remediation.
Commissioner Watson’s community conversations tour of the state told us that the single most important interpersonal skill of a successful individual was “citizenship, ethics and duty to others.” As a result the State Board of Education in January added civic engagement to what had been their College and Career Ready definition. The term civic engagement was selected over civic skills because we wanted to go beyond knowing or training to doing. The way people learn about civic engagement is by being civically engaged.

43. Definition of Civic Engagement
Individuals sharing their skills and knowledge through actions intended to improve communities, states, nations, the world, and themselves.
The Executive Director of the Kansas Volunteer Commission, Brittany Stiffler-Crabtree, and the History/Government Consultant, Don Gifford, crafted this definition of civic engagement. The definition gets to the essential skills and disposition that we want to cultivate in our students

44. Civic Engagement and KESA
Note that civic engagement is part of the new accreditation system
Districts will be held accountable for Civic Engagement in the New Accreditation System.

45. Role of Schools in Civic Engagement
We need schools to:
Encourage the creation of disposition in students to become civically engaged
Provide for our students the skills, knowledge, and opportunities to confidently and collaboratively work to solve school and community problems
Develop the empathy to give so that they and others might benefit
There is an line from the move “The Breakup” Where Jennifer Aniston tells Vince Vaughn that she doesn’t want him to do the dishes she wants him to want to do the dishes. We want to create in our students the want to be civically engaged.

46. Benefits of Civic Engagement
Fosters civic knowledge, skills, and attitudes
School-based civic engagement broadens and deepens civic knowledge, hones civic skills, and nurtures civic attitudes, which collectively prepare students for informed, effective participation in our democracy.
Promotes civic equality
Voter turnout is highest among white, affluent, highly educated Americans, and universally available civic engagement opportunities close this empowerment gap.

47. Benefits of Civic Engagement
Builds 21st century skills
Students in traditional and interactive civics lessons work well with others, are economically knowledgeable, media literate, and aware of current events.
Improves school climate
Through civic engagement activities, young people connect with the community, learn respectful dialogue, teamwork, and appreciate diversity.

48. Benefits of Civic Engagement
Lowers drop-out rates
Real-world civic engagement opportunities improve students’ chances of staying in school.

49. Six Proven Practices for Effective Civic Learning
“Six Proven Practices For Effective Civic Learning” produced by:
Education Commission of the States (ECS)
National Center for Learning and Civic Engagement (NCLCE)
These practices are recognized by not only the Education Commission of the States and the National Center for Learning and Civic Engagement, but by the Center for Civic Education, the National Council for the Social Studies, The Center for Information and Research on Civic Learning and Engagement (CIRCLE), and many others.
KSDE will be using the Six Proven Practices for Effective Civic Learning as the foundation for Civic Engagement in Kansas

50. Six Proven Practices for Effective Civic Learning
Civic Engagement
Instruction in History, Government, Law and Democracy
Discussions on Current Events and Issues
Service-Learning Opportunities
Student Participation in Extra-Curricular Activities
Student Participation in School Governance
Student Participation in Democratic Simulations
These practices are recognized by not only the Education Commission of the States and the National Center for Learning and Civic Engagement, but by the Center for Civic Education, the National Council for the Social Studies, The Center for Information and Research on Civic Learning and Engagement (CIRCLE), and many others.
KSDE will be using the Six Proven Practices for Effective Civic Learning as the foundation for Civic Engagement in Kansas

51. Proven Practice 1
Provide instruction in government, history, law, and democracy.
Political knowledge is an important precondition for civic participation.
Young people who know more about government are more likely to vote, discuss politics, contact the government, and take part in other civic activities than their less knowledgeable counterparts.
High-quality classroom instruction must remain at the foundation of civic learning. However, classrooms of today are vastly different from traditional settings. There are new and exciting technologies available that provide students access to large amounts of information. Students can participate in more interactive, thought-provoking learning experiences aside from textbooks, handouts, paper quizzes, and the like.

52. Proven Practice 1
High-quality civic learning programs have positive impacts on students’ civic knowledge. For example, Kids Voting USA enhances students’ knowledge of politics, reduces gaps in knowledge between the most- and least-knowledgeable students, and increases the consistency between students’ opinions on issues and their own potential voting behavior.

53. Proven Practice 2
Incorporate discussion of current local, national, and international issues and events in the classroom, particularly those that young people view as important to their lives.
Planned, moderated discussions of controversial issues teach essential democratic skills and encourage student interest in current issues.
Discussion helps young people develop the knowledge, skills, and dispositions needed for effective political and civic engagement, and it also teaches them intrinsically significant content.
Young people have not learned how to engage productively with the issues and events that animate our political system today. Diversity in thought can help students appreciate others’ perspectives and understand the value of living in a place where differing views are embraced. Additionally, addressing difficult issues can help demystify conflicting beliefs and help students to approach those issues with greater objectivity. Thinking differently is not wrong or bad, but that is not always the message young people grow up with here in the states. Students engaged in healthy civic discourse have opportunities to practice researching current issues in their local communities, our country, and the world, and to come up with feasible solutions. Creating a safe environment to have difficult conversations for both students and teachers is important

54. Proven Practice 2
Recent research on the effects of the school-based Student Voices curriculum found that deliberative discussions in the classroom (along with community projects and use of the internet for informational purposes) have a positive effect on political knowledge and interest.

55. Proven Practice 3
Design and implement programs that provide students with opportunities to apply what they learn through performing community service that is linked to the formal curriculum and classroom instruction.
Compared to their non-participating peers, students who participate in service-learning have a stronger set of job- and career-related skills and aspirations, desire to pursue post-secondary education, and job interview skills.
Making the connection between academic objectives and service to the community can be accomplished in two ways: 1) Start with a service project and identify curricular objectives that align with the project, or 2) determine specific learning objectives and work with students to find a service project that will help them meet those objectives. One of service-learning’s greatest benefits is that it is a malleable approach that can be adapted to fit a variety of age levels, learning settings, curricular needs, and timeframes, and it gives students the opportunity to co-create their learning experiences.

56. Proven Practice 3
Involvement in service appears to contribute to lessening the achievement gap, with low-income students who serve doing better than students who do not serve.
Students who participate in service-learning activities receive fewer suspensions than their peers who do not participate.
Service-learning boosts academic engagement, educational aspirations, acquisition of 21st century skills and community engagement.

57. Proven Practice 4
Offer extracurricular activities that provide opportunities for young people to get involved in their schools or communities.
Participation in after-school extracurricular activities was related to increased commitments to civic participation.
Factors like prior commitments to civic participation, neighborhood social capital, parents who discuss current events, and after-school activities/other clubs were high predictors of students’ civic participation.
For many young people, participation in extracurricular activities gives them a sense of self-efficacy and a feeling that they are part of something important. Young people today have access to a vast array of extracurricular activities, depending on their areas of interest. Programs like Read2Kids, yearbook club, school newspapers, and blog columns engage students in reading, writing, and general communication skills development. Habitat for Humanity, Rotary Club, Key Club, Scouting, and vocational clubs like Future Farmers of America (FFA) and 4H offer students the chance to work with their peers and community partners in addressing local community needs and aspirations. The arts provide an environment that encourages creative expression. Sports are an opportunity for kids to develop engagement skill not easily replicated in the classroom.

58. Proven Practice 4
School-group membership is a better predictor of adult engagement than more commonly recognized factors such as education and income
Voluntary organizations in high school occupy a crucial place in the life course of American citizens; they are the primary mode of community engagement just before youth enter adulthood and just before minors become citizens with full voting rights.

59. Proven Practice 5
Encourage student participation in school governance.
Student councils are “laboratories for practical experience in civics and the principles of democracy.” Those who know how to make their voices heard at school will be best equipped to be active and effective in their communities at large.
Students who attend schools where they feel student voice is honored, there is a higher likelihood that they will be trusting and civically engaged later in life.
Students today can participate in school governance in a variety of contexts: student council, youth advisory boards, and department committees, to name a few. Many students have good ideas on how to improve their schools, and they will take action when given the opportunity to make change that is important to them. Students should be allowed to practice civic engagement within the relatively controlled environment of the classroom and within school walls. Here they can learn from challenges and triumphs, responses and failures—all the varied realities of the democratic process.

60. Proven Practice 5
“Students learn and practice the skills necessary for effective citizenship in a context that can have real and lasting impacts on their local school communities,” such as:
Better academic success and engagement
A higher likelihood of civic participation in the future, including voting
Higher test scores
A higher likelihood to volunteer and participate in campaigns and other political activities

61. Proven Practice 6
Encourage students’ participation in simulations of democratic processes and procedures.
In addition to the obvious benefit of increased civic knowledge ... students learn skills with clear applicability to both civic and non-civic contexts, such as public speaking, teamwork, close reading, analytical thinking, and the ability to argue both sides of a topic.
Recent evidence indicates that simulations of voting, trials, legislative deliberation, and diplomacy in schools can lead to heightened political knowledge and interest.
Mock trials and elections are traditional, popular, and effective programs for many high school students, and they provide many benefits—increased civic knowledge, teamwork, analytic thinking, public speaking, and more. Aside from these established simulations, technology can and does play a meaningful role in the classroom. Students can simulate a professional work environment by trading s, planning meetings, and conducting research. Thanks to programs such as iCivics, online games not only offer a wide range of civic learning opportunities but also provide real-time feedback while grabbing and holding the attention of today’s students.

62. Civic Engagement and College and Career Competency
Students learn about “conflict management” by observing a city council meeting & debriefing how elected officials managed conflict
Students learn about “initiative” by identifying a community problem, and bringing peers together to brainstorm solutions
Students learn about “empathy” by not only volunteering at a local non-profit, but by interviewing the clients to better understand their life experiences.

63. Civic Advocacy Network
KSDE is proposing to create an award for Kansas elementary, middle, and high schools that promote Civic education and engagement
This will be discussed during the June board meeting

64. Proven Practice 1
Provides Rigorous Instruction in Government, History, Law and Democracy
In May, KSDE sent a survey out to the field on Social Emotional Character Development. At the end of that survey, questions were also included regarding the current implementation of the Six Proven Practices For Effective Civic Learning.

65. Proven Practice 2
Incorporates Discussion of Current Local, National and International Issues and Events in the Classroom, Particularly those that Young People View as Important to their Lives

66. Proven Practice 3
Designed and Implemented Programs that Provide Students with Opportunities to Apply what they Learn through Performing Community Service that is Linked to the Formal Curriculum and Classroom Instruction

67. Proven Practice 4
Offers Extracurricular Activities that Provide Opportunities for Young People to get Involved in their Schools or Communities

68. Encourages Student Participation in School Governance
Proven Practice 5
Encourages Student Participation in School Governance

69. Proven Practice 6
Encourages Students' Participation in Simulation of Democratic Processes and Procedures

70. Conclusion
“Civic engagement is not just a feel-good element of community life or a benign expression of citizenship. . . it may also be an effective way to build social capital and valuable skills that can facilitate upward mobility for young Americans, better prepare workers for jobs, and strengthen the economic resilience of states.”
(Connecting Youth and Strengthening Communities)

71. Teacher Licensure and Accreditation
Contact Information
Scott Myers
Director
Teacher Licensure and Accreditation