EPSB Webinar College/University Educator Preparation Program Presented by:

EPSB Webinar College/University Educator Preparation Program Presented by:

EPSB Webinar College/University Educator Preparation Program Presented by: KDE Staff August 27, 2018 1 Welcome and Purpose Amanda Ellis, Associate Commissioner Office of Teaching and Learning Rob Akers, Associate Commissioner Office of Educator Licensure and Effectiveness 2 Office of Teaching and Learning Updates Robin Hebert, Director of Next Generation Professionals 3

Evaluating Certified Personnel Senate Bill 1 of 2017 (KRS 156:557): eliminated the Professional Growth and Evaluation System (PGES) 704 KAR 3:370, The Kentucky Framework for Personnel Evaluation, adopted in Spring, 2018 required KDE to develop a statewide framework for teaching requires local districts to develop and implement a personnel evaluation system aligned to the statewide

framework for teaching (SY 2018-19) prohibits certified personnel evaluations from being included the state accountability system 4 The Kentucky Framework for Personnel Evaluation Performance Criteria and Role Measure 1: Planning Measure 2: Environment Measure 3: Instruction Measure 4: Professionalism

Teacher KY Framework for Teaching Domain 1 Planning and Preparation Domain 2 Classroom Environment Domain 3 Instruction Domain 4 Professional Responsibilities Other Professionals The KY Frameworks

for TeachingSpecialists Frameworks Domain 1 Planning and Preparation Domain 2 The Environment Domain 3 Delivery of Service Domain 4 Professional Responsibilities Principal Principal Performance Standards Standard 3

Human Resource Management Standard 2 School Climate Standard 1 Instructional Leadership Standard 6 Professionalism Performance criteria that characterizes professional effectiveness Performance criteria that characterizes professional effectiveness

Standard 4 Organizational Management District Certified Personnel District determined performance criteria specific to evaluatees job category Performance criteria that characterizes professional effectiveness Standard 5 Communication and Community Relations Performance criteria that characterizes professional

effectiveness 5 Evaluating Certified Personnel (cont.) KRS 156:557 and 704 KAR 3:370 contain the statutory and regulatory requirements related to evaluation of certified personnel. Additional information and supports related to Certified Evaluation Planning, including a graphic of the Kentucky Framework for Personne l Evaluation , can be accessed on KDEs website. 6 Equitable Access to Effective Educato rs Kentucky's Equity Plan, which is currently under revision, was developed to ensure that all Kentucky students have access to effective teachers and leaders.

This includes strategies Kentucky will employ to ensure that students most at risk are not taught at higher rates than their peers by inexperienced, unqualified or out-of-field teachers. EQUITY LABS What is Equity? - iDrive Digital The six-hour self-guided virtual session provides the opportunity for school teams to discuss the meaning of equity and to improve policies, practices and procedures so that students and educators experience increasingly positive outcomes. Who should participate? 3-5 member school teams, including at least a principal/building leader, a teacher, and a school/district human resource administrator; optional team members include a parent, a SBDM member or other school-based personnel. 7 Equitable Access to Effective Educators (cont.) Teaching and Learning Pathway - 4 courses Students must complete the following three (3) required Teaching and Learning Career Pathway courses: Learning Communities

Students develop an understanding of the various responsibilities and systems involved in the K12 educational system. Specifically, students acquire the knowledge of education through the perspectives of classroom, school, district, state and federal roles Learner Centered Classroom The Professional Educator Students develop rising educators awareness of their funds of knowledge, as well as their personal biases that develop from

their life experiences. Using research-based methods, students develop methods to impact student equity based on culturally competent models as well as growth mindset method. Students will develop an understanding of how educators advance their profession within the classroom. Specifically, students will gain both the knowledge and skills to plan, deliver, and reflect on the process of teaching and learning. and select from 3 options for the 4th course: collaborative clinical experience, AP or dual credit course, or principles of career and technical education

8 Office of Teaching and Learning Updates Sylvia Starkey, Policy Advisor 9 DyslexiaHB 187 (2018) Ready to Read Act Created KRS Chapter 158 Defines dyslexia as: a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is

often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in 10 DyslexiaHB 187 (2018) Ready to Read Act (cont.) Requires the KDE to develop a Dyslexia Toolkit targeting grades K-3 Requires the KDE to collaborate with outside partners to improve professional development related to dyslexia. Allows districts to adopt dyslexia policies related to identification and strategies to assist identified students in grades K-3 Requires districts adopting dyslexia policies to report to KDE annually 11

DyslexiaHB 187 (2018) Ready to Read Act (cont. 2) Requires the KDE to conduct a three year study project on dyslexia Amends KRS 158.305 Changed scientifically based research to evidence-based research Requires KDE to present survey data to the IJCE annually Requires postsecondary institutions offering teacher preparation programs for regular education to include instruction on dyslexia 12 Office of Teaching and

Learning Updates Jennifer Fraker, Director of Program Standards 13 Kentucky Academic Standards Review/Revision Timeline Requires updated standards to be aligned to updated assessments. Beginning in 2017-18 and every six years thereafter, an updated standards implementation process must be in place for reviewing academic standards and the alignment of corresponding assessments. The Kentucky Board of Education (KBE) must establish four standards and assessments review and development committees. The KBE must establish twelve advisory panels to advise and assist

each of the four standards and assessments review and development committees. A new standards and assessments process review committee is created composed of 3 members: Three (3) voting members appointed by the Kentucky Board of Education. One (1) non-voting member, the commissioner of education, or his designee. 14 Kentucky Academic Standards Review/Revision Timeline (graphic) Reading and Writing Math 2017-18 2018-19

Reading and Writing and Mathematics Standards Revision Reading and Writing and Mathematics Standards Revision Physical and Health Education (aka PLCS) Computer Computer Science Standards Science Development Social Studies

(with Global Competen ce) World Language s Science 2019-20 2020-21 2021-22 2022-23 Classroom Implement Revised Implementation Reading and Writing/ Reading and

Mathematics Writing /Mathematics Assessments Revised Standards; Assessment Revision/Developme nt Physical and Health Physical and Health Classroom Education (aka PLCS) Education (aka PLCS) Implementation Standards Revision Standards Revision Physical and Health Education Standards Computer Science Standards Development Classroom Implementation Computer Science

Standards Social Studies (with Global Competence) Standards Revision Classroom implementation Social Studies Revised Standards; Assessment Revision/Developme nt World Language Standards Revision Implement Revised Social Studies Assessments Implement World Language Standards

Science Standards Revision Classroom Implementation Revised Science Standards; Implement Revised Science Assessments 15 Office of Career and Technical Education Updates Landon Tingle, Policy Advisor 16 Financial Literacy and Career

Studies Standards Financial Literacy Standards Implemented for students entering freshman year in 202021 Writing teams will begin development during 2018-19 Guidance will be developed by the KDE Career Studies Standards Revised standards targeted for implementation during 2021--22 17 Secondary Postsecondary Pathway Alignment Work Ready Scholarship Opportunity provides expanded opportunities for CTE OCTE will focus on development of

secondary-postsecondary pathway alignments and provide models of aligned secondary-postsecondary programs of study 18 Pathway Changes 2017-18 POS is available on the KDE website No pathway changes in 2018-19 school year Present POS will remain the same for 2018-19 OCTEs Career Pathways Project: POS will be released September 2018 for 2019-20 school year Secondary to postsecondary (9-16)

19 KRS 158.6453 (SB1 2017) Changes in statute incentivizes students to pursue career pathways and take industry certification, credential or licensure exams. KRS requires the KBE to promulgate regulations establishing the performancebased experience eligibility requirements and weighted reimbursement amounts. This work will begin soon. 20 Accountability and CTE The new system emphasizes career exploration, career counseling, attainment of industry certificates, work-based learning experiences, and dual or articulated credit. The KDE is working to establish dual credit and articulated credit

opportunities for students. 21 Office of Assessment and Accountability Updates Michael Hackworth, Program Manager 22 2019 Spring Testing Plan Content Areas Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 10 Grade 11 Reading X X X

X X X FT Mathematics X X X X X X

FT Science X X X Social Studies X X * On-Demand Writing X

X X College Admissions Examination X X FT: Field Test *Assessments will be field tested when new Social Studies standards are developed. Note: No end-of-course assessments will be administered at high school. 23 Indicators in New System: Proficiency (reading and mathematics)

Separate Academic Indicator (science, social studies and writing) Growth (reading and mathematics at elementary and middle school) Achievement Gap Closure (all content areas) Transition Readiness (elementary, middle and high school) Graduation Rate (high school)

Opportunity and Access (rich curricula, equitable access, school quality and safety) 24 Transition Readiness (Elementary and Middle School) Students at elementary and middle school levels must meet a benchmark on a composite score that combines student performance in reading, mathematics, science (grades 4 and 7), social studies (grades 5 and 8) and writing (grades 5 and 8). 25 Transition Readiness (High School) Academic Readiness Benchmarks, determined by Council on Postsecondary Education (CPE) on a

college admissions exam; OR A grade of B or higher in each course on 6 or more hours of KDE-approved dual credit; OR A score of 3+ on exams in 2 or more Advanced Placement courses; OR A score of 5+ on 2 exams for International Baccalaureate courses; OR Benchmarks on 2 or more Cambridge Advanced International examinations; OR Completing a combination of academic readiness indicators above. Demonstration of academic readiness shall include one quantitative reasoning or natural sciences, and one written or oral communication, arts and humanities, or social and behavioral sciences learning outcomes. 26 Transition Readiness (High School) Career Readiness Benchmarks on Industry Certifications (Approved by the Kentucky Workforce Innovation Board (KWIB) on an annual basis);

OR Scoring at or above the benchmark on the Career and Technical Education (CTE) End-of-Program Assessment for articulated credit; OR A grade of B or higher in each course on 6 or more hours of KDEapproved Career and Technical Education (CTE) dual credit OR Completing a KDE/Labor Cabinet-approved apprenticeship; OR Completing a KDE-approved alternate process to verify exceptional work experience. 27 Transition Readiness (High School) English Learner Readiness Meet criteria for English language proficiency for any student who received English Language services during high school. Current benchmark is an overall composite of 4.5 on ACCESS 2.0 in

Tier B/C . 28 Kentucky Council on Postsecondary Education Dr. Dawn CheNeen Offutt STRATEGIC AGENDA Kentucky Council on Postsecondary Education 31 Purpose Statewide priorities and vision Set performance goals Sustain a long-term commitment Kentucky Council on Postsecondary Education

32 Three Focus Areas OPPORTUNITY. How can Kentucky encourage more people to take advantage of postsecondary opportunities? SUCCESS. How can Kentucky increase degree and certificate completion, fill workforce shortages, and guide more graduates to a career path?

IMPACT. How can Kentuckys postsecondary system create economic growth and development Kentucky Council on Postsecondary Education 33 COLLEGE READINESS Kentucky Council on Postsecondary Education 34 College Readiness Indicators Dual Credit vs. Dual Enrollment Dual Credit college level course in which a high school student receives credit for both the high school and the postsecondary institution in which the student is enrolled upon completion of a

single class or a designated program of study that would ultimately lead them to a credential or degree. Dual Enrollment college level course in which student is enrolled in a high school and a postsecondary institution simultaneously. Dual Credit Scholarship Program Students can receive scholarships for up to two courses at no cost in either general education or career and technical education Participating institutions agree to charge no more than the dual credit tuition ceiling rate, which is 1/3 of the KCTCS hourly tuition rate ($56 per credit hour for the 2018-2019 year), for all dual credit classes taken by Kentucky high school and home school students regardless of scholarship eligibility. Charge no additional fees to dual credit students including, but not limited to, lab fees, special equipment and admission/application fees. Dual Credit Policy Goals to increase access to dual credit, (Access) provide guiding principles and evidence-based practices that

support and maintain quality of both faculty and courses (Quality) ensure transferability of credit between postsecondary institutions, and (Transferability) support affordable coursework to all eligible Kentucky students. (Affordability) College Admissions Regulation Requires GPA of 2.5 on a 4.0 scale for admission. Requires signing of a learning contract for an admission for GPA of 2.0 to 2.49. Implementation of corequisite model for students needing remediation in core content areas. Kentucky Council on Postsecondary Education 39 Corequisite Education Model Comprehensive Universities English

Completion in One Semester College Algebra Completion in One Semester Fall ... Spring ... Fall ... Fall ... Spring ... Fall ... 80% 60% 38% 62% 68% 66% 80% 60% 40% 40%

20% 20% 0% 0% 56 % 72% 66% 70% Kentucky Council on Postsecondary Education 40 Corequisite Education Model

KCTCS College Algebra Completion in One Semester English Completion in One Semester ll Fa 100% 90% 52% 50% 45% 49% 70% 60% 50% 40%

0% ll Fa 1 20 7 80% 60% 10% 7 90% 70%

20% g in r Sp 1 20 100% 80% 30% 20 16 18

% 40% 34% 54% 55% 59% 30% 20% 10% 0% Kentucky Council on Postsecondary Education 41 DIVERSITY POLICY AND PLANS Kentucky Council on Postsecondary Education 42

Statewide Diversity Policy Embrace diversity and equity within constitutional and legal parameters. Commit to improving academic achievement for all students. Create an inclusive campus environment. Produce culturally competent graduates. Kentucky Council on Postsecondary Education 43 Diversity Policy: Focus Areas Opportunity: Maintaining a diverse student body is an essential contribution to the educational experience of Kentuckys postsecondary students. (Diversity) Success: While maintaining a diverse student body is essential, institutions must commit to helping those students be successful when they arrive on campus. (Equity) Impact: To fully realize the positive effects of diversity, Kentuckys public institutions must become communities that provide an inclusive and supportive environment for a diverse group of students.

(Inclusion) Kentucky Council on Postsecondary Education 44 Institutional Diversity Plans Address the goals/strategies in the three focus areas. Outline an appropriate plan for assessment. Must demonstrate institution-wide responsibility. The Committee on Equal Opportunity provides policy oversight and plan implementation. Kentucky Council on Postsecondary Education 45 Diversity Plan Metrics Opportunity: Undergraduate Enrollment Graduate and Professional Enrollment Success:

First-year to Second-year retention Graduation Rates Degrees and Credentials Impact: Faculty/Tenure Track Employees Management Occupations Kentucky Council on Postsecondary Education 46 PERFORMANCE FUNDING MODEL Kentucky Council on Postsecondary Education 47 Model Components Kentucky's Performance Funding Model Distribution of Allocable Resources Student Success

35% Course Completion 35% Share of credit hours earned (weighted for cost differences by course level and discipline) Share of student success outcomes produced Maintenance and Operations 10% Share of facilities square feet dedicated to student learning Institutional Support 10% Share of spending on instruction and student services

Academic Support 10% Share of full-time equivalent (FTE) student enrollment 48 Student Success Metrics Universities KCTCS Bachelors degrees earned Certificates, diplomas, and associate degrees earned Degrees per 100 FTE students Bachelors degrees earned in: - STEM+H Fields Bachelors degrees earned by:

- URM Students - Low Income Students Progression (@ 30, 60, 90 Credit Hours) Credentials earned in: STEM+H fields High wage, high demand fields Credentials earned by: URM Students Low income students Underprepared students Progression (@ 15, 30, 45 credit hours) Credentials in targeted areas Transfers to 4-year institutions 49

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