USA Regionals: What is KSBE Up To

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USA Regionals What is KSBE Up To?

• Dr. Alexa Posny
• August/September 2008

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My fathers favorite bedtime story is Measures
of Academic Progress and Systematic Change.
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Number Tested ACT
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Five Year Trend Composite
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Five Year Trend Subjects
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Part I Academic Achievement
Part III
Part II
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Part I Academic Achievement
Part III
Part I
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An increase of 0.1

• 147 more students who are college-ready
• 36 more students who enroll in college
• 46 more students who persist into second year
• 25 fewer students taking remedial reading 39
  fewer students taking remedial math
• 39 more students who persist through four years
  of college
• 42 more students who complete a degree in five
  years of less

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Kansas and Title I

• 94.5 of Title I schools made AYP
• 94 of Title I districts made AYP
• 4 schools came off the list
• USD 457 Bernadine Sitts Intermediate Center
• USD 457 Charles O Stones Intermediate Center
• USD 475 Junction Middle School
• USD 500 Douglass Elementary

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KS Assessment Highlights Reading
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KS Assessment Highlights Math
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The class of 2011, born in 1993

• What Berlin wall?
• They never rolled down a car window.
• They never saw Johnny Carson live on TV.
• Theyre always texting 1 n other.
• Tiananmen Square is a 2008 Olympics venue, not
  the scene of a massacre.
• Al Gore has always been running for president or
  thinking about it.
• They were born the year Harvard Law Review Editor
  Barack Obama announced he might run for office
  some day.

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KSBE 5 Steps to the Future

• Ensure that all students meet or exceed high
  academic standards
• --Multi-Tier System of Supports
• --Standards for 21st Century Schools
• --Integrating Accountability
• Redesigning the delivery system to meet our
  students changing needs
• Career Academies
• Individualized Career Plans
• Providing an effective educator in every
  classroom
• Teaching in Kansas Commission
• Ensuring a visionary and effective leader in
  every school
• Kansas Educational Leadership Commission
• Improving communication with all constituent
  groups and policy partners
• Kansas P20 Education Council

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Redesigning High Schools

• Integrating Academics and Career and Technical
  Education

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Why Finish High School

• Dropping out of high school is not a sudden act,
  but a gradual process of disengagement (The
  Silent Epidemic Perspectives of High School
  Dropouts)
• When students have the option to enroll in
  career/technical programs, more of them stay in
  school (2003 National Assessment of Vocational
  Education Report)
• Contextual learning and integrated academics in
  technical courses are powerful tools for engaging
  students in high school studies. (Lost in
  Transition SREB)

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Why Finish High School

• The average annual earnings of workers 18 and
  older with
• No diploma 20,873
• Solely a high school diploma 31,071
• A bachelors degree 56,788
• An advanced degree 82,320

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Ready for College and Ready for Work Same or
Different?

• Whether planning to enter college or workforce
  training, students need to be educated to a
  comparable level of readiness in reading and
  mathematics
• Educating some students to a lesser standard than
  others narrows their options to jobs that no
  longer pay well enough to support a family of
  four
• Found concordance with the ACT College Readiness
  benchmarks with WorkKeys Level 5

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Aligning Postsecondary Expectations and High
School Practice The Gap Defined

• What postsecondary instructors expect entering
  college students to know is far more targeted and
  specific than what high school teachers view as
  important.
• Remedial-course teachers ratings of mathematics
  and reading skills tend to align more closely
  with those of postsecondary instructors than with
  those of high school teachers.

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Aligning Postsecondary Expectations and High
School Practice The Gap Defined

• While most high school teachers across subject
  areas believe that meeting their states
  standards prepares students for college-level
  work, most postsecondary instructors disagree.
• High school teachers believe that todays high
  school graduates are less well prepared for
  postsecondary education and work than graduates
  in previous years, while postsecondary
  instructors perceive no difference.

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Aligning Postsecondary Expectations and High
School Practice The Gap Defined

• There are specific differences between high
  school instruction and postsecondary expectations
  in every major curriculum area.

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Design 21
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Board Policy Initiatives

• Improve access to Career and Technical Education
  (CTE) dual enrollment qualified admissions
  promote partnerships
• Implement integration of academics and CTE
  standards integrated standards based on 16
  career clusters gold standard assessments
• Require career planning and awareness
  personalized/individualized career plans of study
  (ICPS)
• Promote multiple strategies data reporting
  across and through secondary and postsecondary
  programs
• Support funding at federal/state/local level
  additional funding based on output
  (results-based) versus input

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Teaching in Kansas

• Regulations, Initiatives and Survey Results

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KS 2008 Data Says

• 40 of our teachers leave the field after seven
  years
• 36 of our teachers can retire within 5 years
• 50 of reported personnel are over 45
  36 are over 50
• 12 fewer students have gone into teaching over
  the past six years
• In 2007, there were 55 teacher biology licenses
  in 2008 there were 82
• In 2007, there were 33 chemistry licenses in
  2008 there were 35
• In 2007, there were 24 physics licenses in 2008
  there were 28

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KS Teacher Vacancies

• In June 2008, there were 846 teacher vacancies
  across the state
• In August 2008, there are 375 teacher vacancies
  that remain
• Estimated

• In June 2007, there were 1144 teacher vacancies
  across the state
• In August 2007, there were 476 teacher vacancies
  that remained

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Why Do Teachers Leave?

• Isolation from colleagues
• Assignments outside their area of training
• Lack of appreciation or respect
• Feeling discouraged
• Feeling frustrated
• Feeling left out of the decision-making
• Poor school management
• Lack of classroom resources specifically

• Too many regulations
• Lack of mentoring or induction programs
• Class size
• Not enough support from administration
• Undisciplined, poorly motivated students
• Uninvolved parents
• Unreasonable expectations
• Lack of resources

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Licensure Regulation Changes August 10, 2007

• Removed GPA (2.5) for conditional teaching
  license
• Offered a restricted school specialist license
• Recognized experienced Out-of-State (OoS) school
  counselors without teaching background
• Expanded provisional license options
• Offered a one-year nonrenewable without existing
  offer of employment
• Offered three additional options for added
  endorsements
• Scienceadditional science with content test
• 15 content credits plus test for middle level
• Secondary with 50 of program plus test
• Expanded innovative/experimental programs for
  IHEs

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Licensure Regulation Changes July 18, 2008

• Changed conditional to initial license
• Created new licenses
• Transitional license
• Interim alternative license
• Enhanced access to professional license as the
  initial Kansas license for veteran OoS educators
• Offered reinstatement based on OoS experience
• Added endorsements
• OoS license with endorsements by meeting
  specified coursework
• Passing the content assessment
• Reduced renewal requirements for standard
  substitute to 50 professional development points
• Reinstated masters plus experience renewal
  option
• Emergency substitute renewed for two years
• Removed prohibition on compensation paid to
  student teachers
• Edited the issuance of restricted license for one
  school year reissued with successful progress
  report

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KPA Transitional Performance Assessment

• Each conditionally licensed teacher must complete
  a year-long, district-administered induction and
  mentoring program to pass the teaching
  performance assessment as a prerequisite to
  receiving a professional teaching license.
• During this transitional period, school districts
  are expected to provide and supervise the
  year-long induction mentoring program.
• Districts will not be required to submit a
  program plan for approval for this transitional
  licensure requirement.
• Over the course of the next year, the State Board
  will consider permanent changes to the teaching
  performance assessment as originally outlined in
  the regulations.

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Transitional Performance Assessment Performance
Assessment

• Teacher Performance Assessments will occur at the
  preservice level
• There will be no prescribed teacher performance
  assessment
• A model is being developed by the IHEs
• The model will be voluntary
• The model covers the waterfront
• The model will change over time the model will
  change teacher preparation programs over time

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• Findings
• Perceptions of the presence of teaching
  conditions in Kansas appear to have improved
  since 2006
• Teaching conditions have an impact on teacher
  employment plans.
• Teachers and administrators view working
  conditions differently.
• Teachers perceptions of teaching and learning
  conditions do not significantly vary by school
  level and years of experience.

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Select Survey Questions
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School Leadership is Key to Teacher RetentionQ
Which aspect of your work environment MOST
affects your willingness to keep teaching in your
school?
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School Leadership Trends

• Almost 2/3rds (61) of teachers believe that the
  school leadership in their building is effective.
• A little more than 2/3rds (67) believe they work
  in supportive environments.
• 64 believe they can raise issues and concerns.
• 68 consistently get support when needed.
• 69 agree that school leadership communicates
  clear expectations.

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Working Conditions Influence Teacher Employment
Decisions

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Remain in Teaching in Their School

• 89 or nine out of ten teachers want to remain in
  their current school
• 6 indicate that they want to continue teaching,
  but in a different school or district
• Only 5 want to leave classroom teaching
  altogether

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Select Survey Questions
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Teachers Need Time to Plan and Collaborate

• Less than half (46) of educators believe the
  non-instructional time (time without student
  contact that could be used for planning,
  meetings, etc.) that teachers receive is
  sufficient.
• Only 53 percent agree that teachers have time
  available to collaborate with colleagues.
• Only one-quarter (28) of Kansas educators report
  receiving, on average, an hour per day of
  non-instructional time.
• Only 40 believe efforts are made to minimize the
  amount of routine paperwork required of teachers.

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Professional Development
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Teaching in KS Commission

• What is the Teaching in KS Commission?
• A commission formed to focus on the teacher
  shortage including the preparation, recruitment,
  and retention of teachers

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Teacher Summit

• 5 Common Concerns
• Working Conditions
• Training Programs
• Salary and Benefits
• Image and Promotion
• Regulations and Requirements
• Task Force Directives

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Educator Recruitment and Retention Summit

• Working conditions teacher planning time,
  career-ladders
• Teacher preparation consistency across
  programs compensate student teachers
• Salary and benefits salaries on a continuum
• Image and promotion statewide marketing
  campaign grow your own
• Regulations/requirements/data change transfer
  credit rule set funding one year ahead

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Structured for ContinuousOpportunities
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Leadership for Learning

• Kansas Educational Leadership Commission

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Leadership Matters

• Leadership is the keystone element in school and
  district success as defined in terms of student
  achievement at the school level, it is
  imperative
• In difficult times, leadership matters even more
• In periods of significant organizational
  transition, leadership is the major controllable
  factor in explaining organizational performance
• Instructionally focused and change-oriented
  leadership are especially effective frames for
  education
• Team leadership seems to offer promise for
  enhancing organizational performance

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KS Educational Leadership Commission

• What recommendations did the KS Educational
  Leadership Commission make?
• Add a 14th standard to the professional education
  standards focusing on teacher leadership
• Establish state policy that directs districts to
  develop opportunities for teachers to engage in
  collaborative work and create centers to helps
  educators become teacher leaders
• Establish a comprehensive review process to
  direct the overhaul of programs that prepare
  school leaders
• Develop and implement a statewide framework for
  the evaluation of school administrators
• Develop and fund 12 district-based initiatives to
  help school leaders find additional time and more
  effectively use existing time to engage in
  instructional-based leadership work

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KS Educational Leadership Commission

• What work groups will assist in this work?
• Teacher Leadership Regulation/Licensure (TLRL)
• Teacher Leadership Blueprint/Curriculum (TLBC)
• Higher Education Preparation Review and Induction
  Redesign (HEPR/IR)
• Administrative Evaluation (AE)
• Kansas Education Leadership Initiative (KELI)

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Kansas P20 Education Council
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P-20 Council Who?

• Janet Waugh, Region 1 State Board member
• Bill Wagnon, Chair, State Board of Education
• Two Board of Regents members
• Barry Downing, CEO of Northrock, Inc., Wichita,
  as a member at-large
• Terry Dunn, CEO of JE Dunn Construction, Kansas
  City, as a member at-large
• David Kerr, Secretary of the Kansas Department of
  Commerce
• Pam Robinson, representing the Kansas Association
  of School Boards
• Gail Kuehl, Owner/Operator of Kuehl Operations,
  Hays, as a member at-large
• Jan Long, representing the Kansas Parent Teacher
  Association
• Melissa Ness, representing the Kansas Childrens
  Cabinet
• Doug Penner, representing the Kansas Association
  of Independent Colleges
• Linda Robinson, President of USD 497 School
  Board, Lawrence, as a member at-large
• Dr. Brenda Dietrich, Superintendent, United
  School Administrators of Kansas
• Blake West, representing the Kansas Teachers
  Association

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P-20 Council How?

• Develop a shared vision that reflects the needs
  of the educational system
• Develop a shared plan for reaching the states
  vision with benchmarks for success
• Establish policy coherence among KSDE, KBOR,
  school districts, IHEs, businesses, foundations
• Coordinate programs
• Align resources in the use of federal, state,
  district and private funds
• Evaluate and continuously refine the plan
• Report progress to constituents

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Kansas Sample

• Vision
• Charting a path to success for every child and
  youth in Kansas.
• Mission
• To create a collaborative, seamless system of
  education in partnership with business and
  industry that ensures students are prepared for
  success from pre-school to graduate school and/or
  to work in the 21st century.

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Kansas Sample

• Goals Develop a shared plan that--
• Aligns high academic standards for Pre-K-12
  students with postsecondary education and with
  business and industry standards.
• Builds a statewide network for increased
  collaboration, information sharing and
  cooperation across all levels of education and
  business and industry.

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Kansas Sample

• Strategies
• Alignment
• Engage higher education faculty, Pre-K-12
  teachers and business and industry
  representatives in aligning academic and work
  force standards.
• Develop a longitudinal database that allows the
  sharing and use of student achievement data from
  preschool through postsecondary.
• Agree upon measures of student achievement that
  are useful within and across all educational
  levels and with business and industry.

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Kansas Sample

• Strategies
• Collaborative Network
• Clarify, focus and align existing policies,
  priorities and programs.
• Communicate consistently across all educational
  levels and business and industry to ensure
  coordinated action.
• Align, leverage or redirect resources across the
  systems and with business and industry.

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Kansas Sample

• Guiding Principles
• The Council believes in the need to be respectful
  of different points of view and diverse opinions.
  
• The Council believes that it must stand ready to
  initiate courageous conversations about difficult
  topics.
• The Council believes that regardless of race,
  socioeconomic status, disability, or language
  background, all students can be successful.
• The Council believes that in order to succeed,
  all programs that affect student achievement must
  be considered.

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Special Education Funding Task Force
An effective educational system mustestablish
placement-neutral funding formulas and
cost-effective strategies for meeting the needs
of children with disabilities (P.L. 105-17,
Sec. 651 (a)(6)(I)
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Federal Funding

• In 2000, the total spending to educate students
  with disabilities in the US was 78.3 billion
• Per pupil average spending was 12,639
• This is 90 percent more than general education
  alone
• The federal portion of the funding covers
  approximately 12-18 of the total cost
• 10.5 billion was provided by the federal
  government as a formula grant to states (Part B)
  

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State Funding

• Comparable resources for comparable students
• Timely to plan for services
• Cost-effective yet allow for unique conditions
• Accountable for outcomes
• Reasonable in terms of reporting
• Linked to general education

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State Funding Formulas

• Pupil weights Aid allocated on a per student
  basis
• Flat grant Fixed funding amount per student
• Census-based Count of all students of which a
  percentage is assumed to represent special
  education students
• Resource-based Allocation of specific education
  resources such as teachers or classroom units
• Percentage reimbursement Expenditures for the
  services provided
• Variable block grant Base year allocations,
  expenditures, and/or enrollment

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Spending

• Average cost for a school-aged student served in
  a program outside the public school is 26,440
• Average cost for a school-aged student served
  within a public school is 5,709
• Central office administration cost amounts to
  662 per pupil
• Total spending on eligibility determination
  activities is 6.7 billion, or 1,086 per pupil

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Spending

• 72 on school-aged programs, public and private
• 9 on preschool programs, public and private
• 2 on summer school, homebound
• 7 on transportation
• 10 on administration

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Students are volunteers, whether we want them to
be or not. Their attendance can be commanded, but
their attention must be earned. Their compliance
can be insisted on, but their commitment is under
their own control. Phillip Schlechty
Administrators who care know that
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